New Mexico Teacher Education Articulation Agreement

New Mexico Transfer Module for Teacher Education

Students who anticipate transferring to one of the New Mexico's public universities and majoring in education should follow this module of lower division courses.  This module addresses the various teaching specialization areas offered at universities.  Regardless of course equivalencies in transfer, students must complete the minimum number of upper division credit hours required at the receiving institution.  Students who successfully complete this preparatory curriculum for teacher education are strongly advised to take the New Mexico Teacher Assessment (NMTA) of Basic Skills and General Knowledge before transferring to a university.  Admission to most teacher education programs requires successful completion of the Basic Skills portion of the NMTA.

• Specialization 1* - Elementary, Bilingual, and Special Education
• Specialization 2* - Language Arts, Social Studies, and Foreign Language
• Specialization 3* - Math, Science, and Physical Education

New Mexico Statute on Articulation

Chapter 21, Article 1B NMSA 1978 may be cited as the "Post-Secondary Education Articulation Act".
21-1B-2. Definitions.
As used in the Post-Secondary Education Articulation Act [21-1B-1 NMSA 1978]:

A. "articulation" means the transfer of course credit from one institution to another; B. "Department" means the Department of higher education;
C. "discipline module" means lower-division courses, including the general education core, that meet
the lower-division college-level requirements for a specific degree;
D. "general education core" means the grouping of lower division general education courses of at least
thirty-five hours that are established by the Department for transfer and that are accepted by all
institutions for transfer purposes;
E. "institution" means an accredited, public post-secondary educational institution operating in the
state; and
F. "module" or "transfer module" means a standardized list of courses established by the Department
for which credit is accepted for transfer from one institution to another.
21-1B-3. Articulation plan; development; implementation; establishment of transfer module.
A. The Department shall establish and maintain a comprehensive statewide plan to provide for the
articulation of educational programs and facilitate the transfer of students between institutions.
B. In establishing a statewide articulation plan, the Department shall:
(1) establish a common course naming and numbering system for courses identified as
substantially equivalent lower-division courses; provided that the Department shall establish an
interim mechanism of a statewide equivalency table that uses a universal taxonomy to identify
substantially equivalent courses until the common system is in place;
(2) establish a process to identify courses as substantially equivalent. The process shall:
(a) include a procedure for each course whereby faculty members from each segment teaching
the academic discipline will reach mutual agreement on the material to be taught and the
competencies to be gained;
(b) ensure that the content of each course is comparable across institutions offering that course;
(c) ensure that substantially all the content agreed to among the institutions as the content to be
covered by a course is in fact covered in that course and that students successfully completing the
course will achieve like competencies with respect to the content covered; and
(d) ensure that the content requirements for each course will be sufficient to prepare students for
upper division course work in that field; and
(3) define, publish and maintain modules of lower-division courses accepted for transfer at all
institutions and meeting requirements for lower-division requirements established for associate
and baccalaureate degree-granting programs.
C. The Department shall ensure that institutions develop transfer modules that include approximately
sixty-four hours of lower-division college-level credit.
D. Transfer modules shall include a common general education core component of not less than thirty-five
semester hours. This general education core shall include a comprehensive array of lower-division
college-level courses designed to demonstrate skills in communication, mathematics, science, social and
behavioral science, humanities, fine arts or comparable areas of study coordinated for the purpose of
providing a foundation for a liberal education for all programs normally leading to a baccalaureate degree.
The general education core shall transfer as a block and count as required lower-division coursework
toward a degree, and any course in the core shall be transferable and shall count as credit hours toward
fulfilling an institution's general education core requirements.
E. Any course in the general education core may be offered for dual credit to secondary school students
and, upon successful completion, the course shall be transferable to any institution and shall count as
fulfilling a required lower-division course.
F. A discipline module shall consist of an agreed-upon number of hours and courses, including the
general education core, of approximately sixty-four hours applicable to the discipline and any course
within the discipline module is transferable and shall count toward fulfilling degree requirements at a
four-year institution.
21-1B-4. Use of transfer module; transfer of credits.
A. Each institution shall accept for transfer course credits earned by a student at any other institution
that are included in a transfer module. Transfer credits shall be accepted to meet lower-division
graduation requirements of an institution's degree-granting programs. This provision also applies to any
course that is part of a transfer module.
B. An institution shall not increase requirements for degree-granting programs as a result of the use of
a transfer module or acceptance of a course that is part of a transfer module. An institution may specify
additional lower-division or upper-division requirements not included in a discipline module for one or
more programs of study, provided that those requirements apply equally to transfer students and students
originating their study at the institution.
C. Each institution shall accept completed transfer modules in total as a block and shall count the
modules, whether they are the general education core or a specific discipline module, as fulfilling required
lower-division coursework. Upon transfer of a completed discipline module, a student shall be granted
admission to the upper-division program, except in limited access programs.
21-1B-5. Oversight of articulation programs; complaint procedures.
A. The Department shall establish and maintain a process to monitor and improve articulation through
frequent and systematic consultation with institutions. Institutions shall monitor the progress of each
transfer student and provide appropriate information to the student's originating institution.
B. The Department shall establish a complaint procedure for transfer students who fail to receive credit
for courses contained in a transfer module taken at another institution. The Department may set standards
for determining bona fide complaints, including a requirement that students follow institutions' internal
procedures for resolving complaints prior to submitting them to the Department. The Department shall
investigate all articulation complaints and render decisions as to the appropriateness of the actions of the
participants.
C. Prior to December 31 of each year, the Department shall summarize all articulation complaints filed
with the Department and the decisions of the Department with regard to those complaints. For those
complaints for which the Department finds merit, the Department shall calculate the number of credits
refused at the receiving institution and recommend a corresponding reduction of legislative funding to the
next session of the legislature.
D. When a module becomes effective as provided in Subsection F of Section 21-1B-6 NMSA 1978, if a
student's articulation complaint regarding courses contained in a module is upheld, the receiving
institution shall reimburse the student the complete cost, including tuition, books and fees, of each course
the student was required to repeat at the receiving institution.
21-1B-5.1. Articulation complaint process; notification.
The receiving institution shall publish in the student handbook or otherwise notify transfer students of the
complaint process to be followed in the event that a transfer module course is not accepted for credit. The
notification shall include the remedy available to the student if the complaint is upheld.
21-1B-6. Reporting.
A. Prior to December 31 of each year, the Department shall report to the legislative finance committee,
the legislative education study committee and the governor regarding the status of articulation programs
and the transfer of students between institutions.
B. The report developed by the Department shall include an analysis of the number of students
transferring between campuses, the number of credits being requested and accepted for transfer,
institutions denying transfer of credits and reasons for denial, the progress of transfer students at receiving
institutions, the average number of credit hours earned by graduating transfer students compared to the
average number of credit hours earned by graduates who originated at the institution and a summary of
student complaints regarding articulation. The report shall include data and other information obtained on
both a statewide and individual institution basis.
C. The report shall look at outcomes with regard to such factors as transfer rates, persistence rates after
transfer and graduation rates.
D. The report shall identify each institution against which a meritorious complaint has been filed. The
report shall summarize the recommendations of the Department with regard to those complaints.
E. All institutions shall provide articulation information required by the Department for the
development of the annual report prior to September 30 of each year.
F. The general education core, the discipline module for business and early childhood education and the
common course numbering and naming system for all courses in those modules shall be effective by
spring semester 2006, and the printed materials of all institutions shall conform to the system by fall 2006.
A minimum of three additional discipline modules shall be effective not later than fall semester 2007 and
an additional three discipline modules by fall semester 2008.

A Compact: The Seamless Transition for Teacher Education Candidates from Community Colleges to Universities
in the State of New Mexico

Previous Final Draft 9/20/05
Revised 11/28/07
Note: The NM Teacher Education Deans/Directors agreed in concept to all provisions of this compact on 11/19/07

Introduction
The New Mexico AACTE Teacher Education Dean’s/Director’s Group presents this compact to sustain a statewide, seamless transition for the success of education candidates moving from community colleges through university programs to state licensure.
Education stakeholders are looking for a collaborative initiative from teacher educators that encourage qualified and diverse high school and community college students into education and makes transitions of undergraduate students from 2 to 4 year institutions more efficient.

The major issue in this compact is to deepen the expectations that already exist with the NMHED’s articulation agreements. There is a need to align the articulated courses to the same state teacher education competencies, establish joint admission standards, and ensure accuracy in advisement for education majors.

Two central themes alignment and seamless transition form the foundation of this plan. Alignment refers to teacher education coursework and programs from community colleges and the six public universities being aligned to the same teacher education competencies of the Public Education Department. Seamless transition refers to common admission standards, assessments, and advisement applied across all institutions.

Compact Language

Description- The purpose of this compact is to sustain a seamless transition from 2-year community college education programs to 4-year teacher education programs in New Mexico. It includes the 35 hour common core, the pre-teaching transfer guide, and the additional teacher education general education requirements creating a 63 hour transfer guide.

Goal – The goal of this compact is to build from the HED predecessor institution’s (The NM Commission on Higher Education) teacher education articulation module and existing agreements that the 4 year institutions have constituted with neighboring 2 year programs. This effort provides a generalized, statewide agreement that opens educational opportunities for prospective teachers.  This compact is based upon teacher education competencies and other qualifications consistent with licensure requirements.

Objectives -To ensure that all interested community colleges have the pre-service teaching curriculum from the NM Transfer Guide for Teacher Education aligned with education programs of the baccalaureate New Mexico public universities and participating private institutions.
To develop joint admissions standards and advisement practices with NM community colleges and universities that address expectations, procedures, and a commitment to a career in education.

Rationale-There is a concerted and sincere effort by legislators, school personnel, state government, business leaders, and the general public to support the efforts behind the recruitment and retention of a greater number of well-qualified teachers for the students of New Mexico. The New Mexico Public Education Department highlights its policy on teacher quality by stating that “good teaching matters”.
Community colleges are the entry point for 1 out of 4 prospective teachers and half of all underserved minority students in education. Effective collaborations between community colleges and four- year institutions work to ensure the success for these students and are an important piece of the puzzle of addressing the national teacher shortage in hard-to-staff disciplines and schools.
The state legislature supports a smooth student transition from one educational system to another and increased access and success for all students in postsecondary education, especially from underrepresented populations.
There is a good track record of successful transfer efforts between 2 and 4  year institutions of common locality. This effort will extend those opportunities to all community college students and their institution of choice.

Common Core Competencies
To participate in this compact, teacher education institution (community colleges and 4-year institutions) must meet these competencies within their respective introductory coursework that is articulated in the HED NM Transfer Guide for Teacher Education: Pre-Teaching Curriculum.
The following competencies have been identified from the teacher education competencies required by the NMPED teacher preparatory regulations.
The compact addresses three assumptions at this time.

1. It is a common understanding that these introductory courses represent an “awareness” and/or “knowledge” level of the competency, not the more developed “application” level found in upper division coursework.

2. Each institution addresses its professional dispositions in alignment with the NM Professional Educator Code of Ethics as a foundation.

3. A transfer evaluation matrix (Appendix A) is attached to this compact to further define the identified courses from each institution.

Teacher Education Programs and Related Competencies

Rules of Implementation

The following rules facilitate the successful implementation and maintenance of the compact in regard to the pre-teaching transfer guide.

1. The approved coursework demonstrating the alignment of the core competencies supersedes course title, number, and credit hour designations. Note: This provision allows for curriculum revisions without reworking the HED Teacher Education Module.

2. The Field Experience components may be separate credit hours or integrated into an introductory or foundations course. The experience must contain an elementary, secondary, and special education component and be of at least 45 contact hours in the field. This provision recommends 15 contact hours in each level.

3. Each participating institution must address any program changes that impact the provision of the compact during its next normal NMPED review cycle.

4. In this compact lower division hours are acceptable for the substitution of upper division professional education coursework related to the matrix. However, this compact does not authorize the use of lower division hours in accounting for upper division hours needed in a baccalaureate.

5. The assessments plans from the separate schools, colleges, and departments of education as well as their respective branches must reflect equivalent measures for analysis purposes.

6. Unresolved violations of this pact must be brought by the student to the attention of the NM Teacher Education Dean’s/Director’s Group by filing a formal complaint through the NMHED. An ad hoc committee of representatives from the membership will be appointed to conduct a hearing for the complaint. This peer review process is conducted in the following manner.
1. The committee may contain 2 to 6 members with equal representation from 2 and 4 year schools.
2.  The decision of the committee will be in the form of a recommendation to the individual and school.
3. The chair of the NMAACTE or designee will organize the ad hoc committee by appointing a chair and supportive members.
4. The chair of the ad hoc committee will organize the hearing at the convenience of the student in a timely manner.
5. The student may obtain the services of an advocate.

The following rules facilitate the successful implementation and maintenance of the compact in regard to the entire 63  hour teacher education transfer guide.

1. The attached transfer evaluation matrix (Appendix A) illustrates a course by course agreement for a 63 hour transfer guide. It includes the 35 hour common core, the pre-teaching transfer guide, and the additional teacher education general education requirements. The attached HED Teacher Education Transfer guide (Attachment B) (revised in 2007) provides the framework for this compact.

2. This compact supports the 35 hour common core to the extent that courses do not interfere with the specific specializations within teacher education licensure programs.

3. This compact recognizes the additional teacher education general education requirements as specified by NMPED licensure regulation contained within the 63 hour transfer guide. However, these courses are not articulated course by courses. Participants to this compact will make the appropriate course substitutions based upon similar courses aligned with the HED Teacher Education Transfer Guide.

4. Unresolved violations of this pact must be brought by the student to the attention of the NM Teacher Education Dean’s/Director’s Group by filing a formal complaint through the NMHED. An ad hoc committee of representatives from the membership will be appointed to conduct a hearing for the complaint. This peer review process is conducted in the following manner.

1. The committee may contain 2 to 6 members with equal representation from 2 and 4 year schools.
2. The decision of the committee will be in the form of a recommendation to the individual and school.
3. The chair of the NM Dean’s/Directors or designee will organize the ad hoc committee by appointing a chair and supportive members.
4. The chair of the ad hoc committee will organize the hearing at the convenience of the student in a timely manner.
5. The student may obtain the services of an advocate.

Common Admission Standards

1. All undergraduate teacher education candidates must take and pass the NMTA Basis Skills subsection per the requirements of the 4 year institution.

2. All undergraduate teacher education candidates must hold a CGPA of 2.5 (2.8 for ENMU) at the point of application to teacher education.

3. All undergraduate teacher education candidates must obtain at least a “C” in all pre-service teacher education coursework related to the matrix above from the 2-year institution.  UNM requires that all candidates must obtain at least a “B” in all pre-service teacher education coursework.

4. All undergraduate teacher education candidates must meet the “other” admission standards held by any teacher education program prior to or while concurrently seeking admission into the university teacher education program.

Please Note:

1. These may include but are not limited to: writing samples, TB tests, a biography, an essay of “why teach”, background checks, prerequisites, or other application materials.
2. Application to some programs may be on a competitive basis. This compact does not grant automatic admission.

Common Advisement

1. Each participating institution will designate an advisor who will coordinate all activities for this agreement.

2. It is recommended that any transfer student and the respective advisement representative should contact the 4-year institution at least a semester prior to the transfer or the completion of the associate degree.

3. It is recommended that the incoming advisor attend to identifying needed coursework in a timely matter as the student moves from an associate degree to the upper division requirements of the baccalaureate.

4. An annual directory of the institutional advisors will be maintained.

Career Pathways Recommendation

1. Each participating institutions agree to support the efforts of local high schools in establishing “pathways” or “organizations” that recruit qualified teacher candidates. These actions may include but are not limited to serving as advisors, consulting, teaching dual credit courses, and sponsoring student activities.

 Teacher Education Articulation from 2-4 Year Institutions

Note:  Participation in this transfer articulation is based upon existing coursework which qualifies for transfer capabilities. If an institution does not list a course, it means that there is no acceptable transfer course available (i.e. ENMU has no separate technology course).