Massachusetts School and District Profiles

Shady Hill
EPPP
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2016
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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 - 2016
Educator preparation program improvement goals for the upcoming program year
Goal #1 Shady Hill aims to continue our partnership with the Lawrence School in Brookline to provide each apprentice teacher with EXPERIENCE working with students on IEPs and students who are ELLs.
Goal #2 Shady Hill aims to use CAP during the FALL and the SPRING to assess the apprentice's growth and development as well as their impact on student learning over the course of a year.
Goal #3 Shady Hill aims to utilize the Director of Inclusion and Multicultural Practice to partner with the Asst. Director of teacher training and identify local networks linked to more racially and ethnically diverse communities to increase the applicant pool and the diversity of the apprentice cohort.

Annual Goals - 2015
Educator preparation program improvement goals from the prior year
Goal #1 Provide all apprentices with experience in a public school setting where they can observe and practice working with students who are English Language Learners and students who have Individualized Educational Programs.
Goal #2 Provide apprentices with more strategies and opportunities to use technology with their students for instructional purposes.
Goal #3 Identify professional educators who can model how data is used to inform and differentiate instruction.

Progress Toward Goals - 2015
Progress made toward prior program year goals
Goal #1 Shady Hill successfully recruited, developed and found employment for one middle school math and two science apprentice teachers. Two were employed by independent schools and one was employed by Watertown Public. All three are white women. Each passed their MTELS in the content area. Our science department and math department chairs reviewed transcripts and evaluated applications. The math department chair also served on six-member admission committee.
Goal #2 Shady Hill was not as successful in recruiting a racially diverse cohort of teachers. In a cohort of 16 apprentice teachers, 2 were men and 1 of those men sought and obtained early childhood licensure. Shady Hill successfully recruited and developed an African American woman and a white Hispanic woman. The majority of the cohort in 2014-15 were white women in their mid-twenties. Two women self-identified as career-changers. Two of 16 of the apprentices were bilingual. Our partnerships with two national organizations and our recruitment at HBCU's proved successful in identifying promising candidates.
Goal #3 Most not all apprentices spent time in classrooms at Shady Hill School and/or the Lawrence School to gain exposure and practical experience with students who have special needs and children who are ELLs. This is an area that requires further attention.

Annual Goals - 2014
Educator preparation program improvement goals from the prior year
Goal #1 Continue to support high-need license areas by recruiting and training more math and science teachers and examining official transcripts for depth of background and content knowledge.
Goal #2 Recruit, accept, and train a diverse cohort of teachers.
Goal #3 Shift from academic exposure to practical experience with ELL/SPED children.

Progress Toward Goals - 2014
Progress made toward prior program year goals
Goal #1 The program accepted and prepared two Math/Science apprentices. Both had undergraduate degrees in science.
Goal #2 The program accepted 14 apprentices. 40 percent self-identified as African American, Asian, and Latino.
Goal #3 All apprentices observed in classrooms where students were either ELLs and/or required modifications because they were on IEPs in a public school setting or were receiving support from Learning Resource specialists at SHS. This goal was not fully met in that not all apprentices TAUGHT children who were ELLs.