Massachusetts School and District Profiles

Boston College

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Annual Goals

This report lists the annual improvement goals reported to ESE in the educator preparation program provider’s state annual report. Providers may report up to three goals for the upcoming year and are asked to report on progress made toward the prior year’s goals. Annual goals are reported in May of the academic year listed.

Annual Goals - 2018
Goal #1 With the success of the pilot Supervising Practitoner Advisory Board, we will expand our reach to each of our partner schools. Supervising Practitioners will meet over the summer as well as at least once per semester to provide feedback on their experiences and to make suggestions on how to improve our programs.
Goal #2 The ESE Final Report identified stronger connections are possible between the teacher education, education leadership, and school counseling programs. As such, over the upcoming year, a goal is to strengthen internal structures and protocols to facilitate stronger relationships between faculty, staff, and students across these licensure areas. Stronger connections between each department have the potential to not only improve our educator candidate experience, but to also strengthen the depth and impact of our partnerships with area schools.
Goal #3 This upcoming year, we aim to improve the quality of program supervisors and supervising practitioners by launching an online mentoring class. The five module session will supplement current training activities (summer orientation, monthly trainings, assigned mentor) with the hope to deepen the skills and expertise of our current and future supervisory team (SP & PS). The online course will be piloted in Summer 2018 with both program supervisors and supervisory practitioners.

Annual Goals - 2017
Goal #1 Based on ESE Program Review feedback, the Lynch School of Education will focus on deepening its partnerships with the K-12 community. In addition to our long-running PK-12 Principal Advisory Board, we will institute an additional advisory board comprised of long-standing SPs within our partnership school districts. Given the important role of SPs within the clinical experience, their feedback will be invaluable in helping shape the content and quality of our educator preparation programs. Moreover, we will enhance our communication with our partner schools to inform them how their feedback have direct impacts to our programs.
Goal #2 Starting this summer, we will review our prepracticum experiences more closely to identify areas of strength and needed improvement. Moreover, we will analyze how current prepractica experiences build upon each other and influence the full practicum experience and use these data for overall program improvement.
Goal #3 We will use feedback from our recent program review to strengthen the content and delivery of our coursework. We will focus on many things including improving consistency within courses and programs, working with faculty and instructors use formative and summative data to inform practice, and ensuring that faculty and instructors model best pedagogical and content practices.

Progress Toward Goals - 2017
Goal #1 Last year, we identified deepening our practicum partnerships as an area of improvement for our licensure programs. As such, over the past year, we reviewed data emanating from the ESE Program Review Final Report as well as K-12 Advisory Board feedback to improve supervising practitioner communication. Specifically, our teacher education licensure programs expanded outreach to supervising practitioners by developing a supervising practitioner-focused newsletter. Within this weekly newsletter, supervising practitioners are provided support on the supervising process, mentoring tools and techniques, and information about Boston College and relevant happenings on campus. In addition to the newsletter, the practicum office piloted a supervising practitioner advisory board. Within these meetings, supervising practitioners reflected upon CAP elements and how best to support supervising practitioners and teacher candidates alike in meeting these standards.
Goal #2 Last year, we identified improving our prepracticum experiences as a goal. Over the past year, we reviewed the content and assessments of our prepracticum experiences and will work towards the development of new gateway assessments within each of our teacher education prepracticum courses. This work will be informed by feedback received from the supervising practitioner pilot group.
Goal #3 Last year, we identified a renewed focus on the content and delivery of our coursework as a goal. As such, all faculty members completed a gallery walk activity to identify what experiences (e.g. technology, lesson plan development, etc.) are featured within each course. Information from this gallery walk was shared with faculty via department meetings and best practices discussed. In addition to this gallery walk information, program data was shared with faculty on a regular basis and has resulted in substantive discussions and action-steps on how best to improve teacher candidate experiences.

Annual Goals - 2016
Goal #1 The Lynch School has a long history of developing a culture of evidence based on 10 years of candidate and alumni survey data, recently enhanced by feedback from PK-12 Advisory Board and ESE employment and educator evaluation data. One goal for the next year is to study and triangulate data from these evidence sources to inform strategic decisions in the spirit of continuous improvement across all educator preparation programs to ensure that that candidates who complete our programs are prepared to be effective in the licensure role.
Goal #2 Having successfully piloted the BC-CAP (BC enhanced version of the ESE CAP; Candidate Assessment of Performance) in both Fall 2015 and Spring 2016 semesters with 100% (180) of our teacher candidates and their supervising practitioners and 35 adjunct clinical faculty program supervisors, LSOE is well positioned for full implementation when CAP is in regulation in Fall 2016. Our goal in the next year, informed by feedback from the pilot, is to amend and revise our already rich array of resources for the triad members to include a specific LSOE BC-CAP website which will offer a series of webinars, animated training clips, Toolkits, BC-CAP Newsletter, and requests for PK-12 school-based BC-CAP workshops to ensure that all supervising practitioners are well supported and well prepared for their enhanced roles as teacher evaluators and evaluators. Moreover, a related goal is to revise the pre-practicum program requirements to align with the BC-CAP essential elements in ways that are developmentally appropriate to ensure seamless transition into the full practicum for all teacher candidates
Goal #3 Consistent with LSOE's commitment to respond to the needs of partnering PK-12 district schools, public, Catholic and independent, and informed by feedback from the PK-12 Advisory Board, we are developing a series of non-degree certificate specialization programs for practitioners. These offerings will include certificates in Autism Spectrum Disorder, Serving Exceptional Learners in Catholic Schools, Assessment Literacy & Data Use for Educators, Positive Youth Development, and Child & Family Mental Health & Wellness. Moreover, we are committed to developing 1 and 2 credit online and hybrid offerings based on surveys completed by partnering practitioners and administrators. Two such online offerings include Universal Design for Learning and Linguistically Responsive Instruction. These were piloted during the 2014-2015 academic year. Practitioner registration will be tracked and updated in each practitioner profile to strategically place our teacher candidates with practitioners whose practice reflects current professional development in targeted areas aligned to candidates' programs and areas of interest

Progress Toward Goals - 2016
Goal #1 Over the past year, faculty and staff have been actively engaged in ESE Program Review as well as for CAEP accreditation. As such, teams have met continuously throughout the year to study and triangulate data from these evidence sources to inform strategic decisions in the spirit of continuous improvement across all educator preparation.
Goal #2 During our BC-CAP pilot year we have collected data from our stakeholders to amend and revise the BC- CAP implementation process. Some refinements included an expansion of our BC-CAP training programs for SPs and PSs, the development of additional scaffolds including more extensive instructions and organization, and a digitization of all of our BC-CAP related materials. The prepracticum program has also been more closely aligned to the BC-CAP.
Goal #3 Over the past year, a series of non-degree certificate specialization programs for practitioners were developed. These offerings will include certificates in Autism Spectrum Disorder, Serving Exceptional Learners in Catholic Schools, Assessment Literacy & Data Use for Educators, Positive Youth Development, and Child & Family Mental Health & Wellness. Using data collected from participants and other stakeholders, each certificate program was reviewed for quality and impact. Adjustments/modifications based on data were made to improve the quality and robustness of the programs.