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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 Establish EDWIN reporting protocols for reports and analysis to deliver to program directors so that programs can assess areas of strength and opportunities for improvement. EDWIN will supplement existing data collection practices.
Goal #2 Conduct a crosswalk between the DESE upcoming teacher prepracticum guidelines and our programs' current prepractica requirements. This review is expected to yield insight into the ways in which programs can reinforce existing effective practices and build upon existing prepractica experiences to prepare candidates to be effective educators.
Goal #3 To establish relationships between HGSE pathways to educator licensure and the newly established Secondary Field in Educational Studies for Harvard College undergraduate students, to be implemented during the 2018-2019 academic year.

Annual Goals - 2017
Goal #1 HGSE has systems in place to collect and analyze data for strategic decision making. While using feedback from data informs continuous improvement within programs, we plan to create opportunities to collect and analyze data across all programs to determine opportunities for cross-programs collaboration and to inform subsequent improvements.
Goal #2 HGSE recognizes the critical role of Supervising Practitioners in preparing candidates and the importance of their ongoing training, support and development. Our goal in the next year is to conduct focused outreach to supervising practitioners to collect and analyze data to better understand additional resources and supports, as well as delivery platforms, that will enhance their preparedness. This knowledge will inform continuous improvement efforts focused on supporting Supervising Practitioners.
Goal #3 HGSE recognizes the importance of understanding partnerships and contacts across programs and institutional projects as an important element to improvement. HGSE is piloting a customer relationship system that will permit us to develop a common platform for all data that will enable us build strong relationships across multiple channels while building systems that contribute to process improvements.

Progress Toward Goals - 2017
Goal #1 Working groups, assigned by the Dean's Office, have been comprised of representatives of multiple programs, and have met over the academic year. These working groups were charged to provide recommendations to HGSE's Curriculum Planning Committee to inform the School's current redesign efforts.
Goal #2 HGSE has a longstanding practice of collecting data, using systems for analysis, and applying results to improve programs. A pilot survey was developed and delivered to target groups of school partners. The next phase will include a revised survey (based on the results of the pilot) to a larger pool of recipients.
Goal #3 Selected applications of the Customer Relationship Management System (CRM) have been developed and deployed in the testing phase. Feedback loops have informed system modifications that continue throughout the refinement period. The CRM platform has been adopted for school-wide use and HGSE is launching the multi phase roll-out.

Annual Goals - 2016
Goal #1 Successful implementation of redesigned competency-based Teacher Education Program and advisory component of program.
Goal #2 Successful implementation of redesigned School Leadership Program that more clearly delineates principal licensure and school developer program and fieldwork pathways.
Goal #3 Successful implementation of Reading Specialist candidate performance assessment, designed through cooperative planning with school partners and partners from other sponsoring organizations.

Progress Toward Goals - 2016
Goal #1 Conferencing and collaborating with literacy educators statewide, combined with active feedback from school partners contributed to changes in candidate observation protocols, assessments and the evaluation process. The Program Director's multiple meetings held with supervising practitioners to review the assessment process and obtain their input contributed to several changes to the performance assessment. One example of an outcome of the collaborative work was a communication process change whereby the program director launched weekly messaging to Supervising Practitioners about topics covered in the most recent sections of coursework. The focus areas from the communications became embedded as part of weekly mentoring meetings between candidates and supervising practitioners.
Goal #2 Launch of the redesigned program coincided with the teacher candidate assessment of performance (CAP) full implementation. Some examples of modifications in the redesign include: • Employing full time classroom teachers to teach methods classes that have incorporated competencies into syllabi. There is an expectation that instructors would explicitly integrate into their coursework their working knowledge and experience with the Massachusetts Framework for Educator Evaluation and its alignment with CAP. This change was designed to enable candidates to make strong connections among coursework, CAP, and ultimately, their practice as an employed educator. • A yearlong seminar dedicated to reflective practice • The advisory curriculum has been revised to ensure each assignment engages candidates in activities that address all of the CAPs essential elements. Through these assignments, candidates accumulate evidence of their progress in meeting Standards. Revisions were based on collaborative input from candidates, Supervising Practitioners and Program Supervisors. Feedback that will be collected from all stakeholders will inform the program on potential design revisions that will contribute to overall program improvements.
Goal #3 The School Leadership Program redesign has included clear demarcation for candidates who seek principal licensure and those that plan to pursue leadership roles outside of traditional public school building leader. Revisions to the licensure pathway align with subject matter knowledge and performance assessments that lead to licensure. New faculty, with significant leadership expertise, have been employed to focus support on principal licensure and school developer candidates. Candidates now have two separate internship seminar courses better tailored to their interests, learning goals, and state requirements. The redesign is piloting a fieldwork model that broadens candidate exposure to multiple leadership styles and organization structures. Feedback from stakeholders will contribute to ongoing improvements.