Massachusetts School and District Profiles

Wheelock College
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2014
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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 - 2014
Educator preparation program improvement goals for the upcoming program year
Goal #1 Create an MTEL academy to provide additional advising, test taking and content preparation support for Wheelock students, alumni and partner school teachers who prepare to take and pass the state licensure (MTEL) exams that are required for the educator preparation programs offered at Wheelock.
Goal #2 Review and revise key assessments in alignment with revised national standards for special education and early childhood programs.
Goal #3 Evaluate and strengthen collaborations with partner schools with which the college has had long standing relationships. One objective of the review is to assure that partnerships improve experience for PK-12 students and teachers as they benefit candidates and the preparation programs.

Annual Goals - 2013
Educator preparation program improvement goals from the prior year
Goal #1 Two new and required courses in Sheltered English Immersion will be added to each full Early Childhood, Elementary and Special Education teacher preparation undergraduate and graduate program. Courses will include demonstrations of proficiency in content and applied practice, as aligned with new state standards for content knowledge and for teaching.
Goal #2 Complete significant revisions of an advanced graduate course approved by the state as one of four advanced courses that can be utilized with a master's degree to move an Initial license to the Professional level in Early Childhood, Elementary, and Moderate Disabilities licensure areas when all other state requirements have been met. The revisions will focus on the addition of knowledge and proficiency in administering and using the WIDA as a diagnostic and assessment tool with students learning English as a second language. Some other related updates will be made across the full cluster of courses.
Goal #3 Continue to increase the diversity of students in teacher preparation programs as the college strives to contribute to a diverse teacher population in partner schools in the districts of Boston, Cambridge, and Brookline, and as compared to the student population of the districts.

Progress Toward Goals - 2013
Progress made toward prior program year goals
Goal #1 This goal is met in 2012-2013 through the design, approval by the state and full implementation of six new courses in sheltered English immersion. Two courses are required for each initial preparation program leading to a state license. The courses require demonstrations of proficiency in content and applied practice, as aligned with new state standards for content knowledge and for instruction.
Goal #2 This goal is met in 2012-2013. Revisions have been made in the content of four graduate courses that were approved in 2007 by the state for advancing an initial license to the professional level for a teacher who has a master's degree and has completed other state requirements (including three years of teaching under that initial license and mentoring). The four courses (12 credits) are designed to meet the content requirements for advancing a license in Early Childhood, Elementary, and Moderate Disabilities licensure areas. The revisions focused on the addition of knowledge and proficiency in administering new diagnostic tools (as the state no longer uses WIDA) with students learning English as a second language. Other related updates have been made across the full cluster of courses which will be reviewed again by the state department for continued approval.
Goal #3 This goal is met in 2012-2013. Diversity in the student population has continued to increase across the college. The diversity among candidates in the education programs has also increased, but more modestly than the increase across the college. The Education Division continues to require students to complete at least one and usually both supervised clinical experiences in partner schools in the surrounding urban districts of Boston, Cambridge, and the Boston side of Brookline.