Professional Learning Partnerships for Growth & Sustainability
Thank you for taking the time to complete this form. Your responses will help me better understand your district/school's current needs and support your efforts in successfully implementing the New Mexico Indigenous Instructional Scope.

Please answer all questions to the best of your ability. If you are unsure about any question, provide as much information as possible, and I can follow up for further clarification. Your responses will inform the design of the professional development and training opportunities provided to support your district/school.
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Email *
General Information
Full Name *
Title *
Phone Number *
District/School Name *
Number of Schools in District *
Grades Served *
Required
Number of Students in Your District/School *
Number of Indigenous Students *
Number of Educators in Your District/School *
Which Tribes, Nations, or Pueblos are represented among your student population? *
Required
Readiness Check List
Awareness & Buy-In   *
Not Started
In Progress
Fully Implemented
District leadership (superintendent, principals, directors) attended NMIIS orientation.
Staff participated in NMIIS orientation, OER Hub, and instructional examples.
Staff have access to and actively use the OER Hub and tenet-specific resources.
Staff reference or discuss the NMIIS tenets in meetings, PLCs, or planning.
NMIIS posters, visuals, or resources are visible across campuses (classrooms, hallways, staff rooms).
Land acknowledgments are practiced at district/school events.
Indigenous family/community engagement opportunities are included in school events.
Capacity Building *
Not Started
In Progress
Fully Implemented
NMIIS professional development is provided at tiered levels (Intro, Intermediate, Advanced).
Instructional coaches/teacher leaders are trained to model and support Indigenous instructional practices.
Coaching cycles, PLCs, or PD sessions regularly include NMIIS application.
Staff have opportunities for collaborative planning and reflection on integrating NMIIS tenets.
Integration into Instruction *
Not Started
In Progress
Fully Implemented
NMIIS tenets are aligned to district curriculum, scope, and sequence.
Lesson/unit templates embed NMIIS tenets.
Pilot classrooms model Indigenous instructional practices and serve as exemplars.
Lesson plans and classroom instruction reflect NMIIS tenets.
NMIIS tenets are integrated across all subject areas (ELA, math, science, social studies).
Monitoring & Support *
Not Started
In Progress
Fully Implemented
Systems are in place to collect teacher, student, and community feedback on NMIIS implementation.
District provides ongoing NMIIS coaching and semester PD refreshers.
A district PD library (recordings, slides, exemplar lessons) is established and accessible.
Administrators and teachers use feedback loops during staff meetings/PLCs to discuss NMIIS progress.
Administrators include NMIIS practices in walkthroughs/observations.
Student achievement, belonging, and engagement data are reviewed with an Indigenous lens.
Sustainability & Scale *
Not Started
In Progress
Fully Implemented
NMIIS tenets are embedded into policy, curriculum adoption, and teacher evaluations.
Principals/administrators are trained to support and monitor NMIIS implementation long-term.
District maintains a schedule/plan for ongoing PD tied to NMIIS.
District celebrates and showcases success stories with community and statewide partners.
Community events, showcases, or newsletters highlight NMIIS impact.
Formal partnership agreements with Tribes, Nations, or Pueblos are in place to guide ongoing collaboration.
Current Understanding and Implementation of Indigenous Content
How familiar is your district/school with the NM Indigenous Instructional Scope? *
Does your district/school currently have any Indigenous focused or centered curriculum in place? *
To what extent are Indigenous perspectives integrated into your current curriculum? *
Do you have Indigenous community members, elders, or cultural experts involved in your curriculum development or teaching? If yes, please describe how they are involved. *
Has your staff received any professional development or training related to Indigenous content, culture, or pedagogy? *
Which individuals or roles in your district are best positioned to champion, model, and support the ongoing implementation of NMIIS? *
Which of the following best describes the level of training for your school staff? *
Implementation Needs
What topics would you like to see covered in a training on the NM Indigenous Instructional Scope? *
What specific areas would you like support in relation to implementing the NM Indigenous Instructional Scope? *
Required
The following training options are available to support your implementation of the NM Indigenous Instructional Scope. Please indicate which types of training would best meet your needs: *
Required
What additional resources or materials would be helpful for the successful implementation of the NM Indigenous Instructional Scope? *
What potential barriers or challenges do you foresee in implementing the NM Indigenous Instructional Scope at your school? *
Is there any additional feedback or recommendations you would like to share? *
Preferences
What dates and times would work best for your staff to participate in professional development related to the NM Indigenous Instructional Scope? Please include your preferred time frame, dates, and times. *
Which types of training formats would be most effective for your staff? *
Required
How much time would you be able to allocate for professional development sessions related to the NM Indigenous Instructional Scope? *
Required
A copy of your responses will be emailed to the address you provided.
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