近距离内射合集

Everyone working on public education in New Mexico wants the same thing: better outcomes for kids. Legislators, state agencies and the hundreds of partners working alongside them all agree the status quo isn't good enough, but the conversation has gone sideways over how to get to the outcomes we want. 

Recent reports and headlines have reignited a debate about how New Mexico should prioritize the additional time created by  in 2023. HB130 raised the minimum number of required instructional hours for all schools, but also did something that gets less attention: It incentivized dedicated professional work time for teachers. The Legislative Finance Committee鈥檚  notes that many districts have only modestly increased the hours and days they offer. That's a fair observation, but a partial one. Time is important, but the research is clear that how time is used matters more.

At a July Legislative Education Study Committee hearing, it was mentioned that countries like Japan, Singapore and Finland provide less direct instructional time than the U.S. An  of international assessment results found no meaningful correlation between instructional time and student performance across countries. The world鈥檚 top-performing countries instead put substantial effort into ensuring the instructional hours they require are high-quality, with students being taught by teachers who are well-prepared and well-supported.

Professional work time has long been known to be a key driver in improving the quality of instructional time. A  published by the Institute of Education Sciences suggests well-designed professional work time can produce student achievement gains equivalent to roughly 21 percentile points. Participating teachers are one-and-a-half times more likely to remain in the profession. 

Even if New Mexico has built the policy framework to incentivize professional work time, the state is still working to make sure that time is spent well. A new   surveyed more than 2,000 New Mexico educators; nearly half say the professional learning they currently receive is 鈥渋neffective鈥� or 鈥渁 poor use of their time.鈥� 

According to the study, much of New Mexico's current professional learning consists of one-time, compliance-driven workshops, where an administrator reads slides on a webinar and everyone moves on. Educators, however, overwhelmingly said they want learning that is job-embedded, content-focused, collaborative and sustained over time. They want their learning to be tailored to what their students need, including more support in STEM, social studies and behavioral health.

The LESC has already laid the groundwork for high-quality professional learning. The state鈥檚 investments in  continue to provide practical training on the science of reading for educators, and the  (created by an  in 2025) is coordinating professional learning across the system to elevate STEM instruction.

Beyond LESC, independent actors across the system are also making strides toward stronger teacher learning. The New Mexico Association of Colleges for Teacher Education (NMACTE) is , ensuring new teachers enter the classroom ready to collaborate and grow.  and  are implementing innovative staffing models built around teacher mentorship, teamwork and peer-to-peer support. 

Taken together, these efforts point in one direction: The state鈥檚 education experts are coordinating to build a better-designed system of high-quality professional learning, not just more time for students. The EdRD study lays out what the next steps in building that system could be: dedicated, job-embedded time for collaboration and lesson planning; stronger leadership pathways for teachers; alignment between professional learning and career advancement; and coordination at PED to support locally led professional development.

Rep. G. Andr茅s Romero, D-Albuquerque, represents House District 10 and is the chairman of the House Education Committee.