Massachusetts School and District Profiles

City on a Hill Charter Public School (District)
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2017
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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 - 2017
Educator preparation program improvement goals for the upcoming program year
Goal #1 To continue to work with Boston University to create and implement a system of formal meetings and frequent communication that ensures CoaH's contribution to BU's continuous improvement, and vice versa.
Goal #2 To continue to improve the professional development program in place for Supervising Practitioners to ensure maximum support for the Fellows throughout their pre-practicum and the practicum/CAP.
Goal #3 To work with Boston University to create an online version of the program (similar to the one they currently have for South Coast TFA candidates) for future expansion to the New Bedford campus.

Annual Goals - 2016
Educator preparation program improvement goals from the prior year
Goal #1 To work with Boston University to create and implement a system of formal meetings and frequent communication that ensures CoaH's contribution to BU's continuous improvement, and vice versa.
Goal #2 To continue to improve the professional development program in place for Supervising Practitioners to ensure maximum support for the Fellows throughout their pre-practicum and the practicum/CAP.
Goal #3 To work with Boston University to create a course program for Spanish Fellows that meets all M.Ed. and initial licensure requirements and aligns with the other Fellows' program of study.

Progress Toward Goals - 2016
Progress made toward prior program year goals
Goal #1 City on a Hill (CoaH) and Boston University (BU) have 3 formal, in-person partnership meetings a year (pre-fall, pre-spring, and post-spring) to evaluate the partnership and address any/all issues. -CoaH's Director of Teacher Education (DoTE) has monthly check-in phone calls with BU's Director of Graduate Student Services to touch base on the Fellows' progress and address any/all issues. -CoaH's DoTE is a member of BU's Equity, Diversity, & Inclusion Committee; she attends their monthly meetings and co-plans/leads quarterly Ally Meetings for BU faculty, staff, and students. -CoaH Fellows are surveyed 4 times a year; those results are immediately shared with BU, and action items are created in response to any negative feedback. -BU leadership will be given an end-of-year survey, and action items will be created in response to any negative feedback.
Goal #2 CoaH's DoTE holds formal check-in meetings with Supervising Practitioners (SPs) every month, where each Fellow's progress is discussed and any/all issues are addressed. -SPs also attend four 90-minute professional development sessions with the DoTE throughout the year. -This year, the DoTE utilized two returning SPs (who were already familiar with the CAP) to co-lead a CAP observation PD. -CoaH Fellows are surveyed 4 times a year; those results are immediately shared with SPs, and action items are created in response to any negative feedback. -SPs are surveyed 2 times a year (pre-spring and post-spring); those results are immediately shared with principals and the Chief Academic Officer, and action items are created in response to any negative feedback.
Goal #3 CoaH's DoTE worked with BU to create and finalize a Spanish Program of Study that was approved by both institutions on 11/1/16.

Annual Goals - 2015
Educator preparation program improvement goals from the prior year
Goal #1 To work with the leadership at Simmons (our MAT coursework partner) to improve connections between the courses in our program.
Goal #2 To work with the leadership at Simmons to evaluate and potentially redesign the course sequence of our program.
Goal #3 To create and implement a bi-annual survey of our Fellowship alumni to better track and communicate with our graduates.

Progress Toward Goals - 2015
Progress made toward prior program year goals
Goal #1 "To work with the leadership at Simmons (our MAT coursework partner) to improve connections between the courses in our program." –This year, Simmons held monthly faculty meetings where all faculty (including adjuncts) discussed PST alignment changes and made sure their courses/assignments connected and didn't overlap. -This year, Simmons held CAP training sessions for all faculty members working with teacher candidates. -This year, the Director of Certification added a mid-semester feedback survey for the Fellows that asked specific questions about Simmons courses/professors, including how connected the courses felt. Their feedback was immediately shared with Simmons leadership. -This year, we added two additional meetings (pre-fall and pre-spring) with Simmons wherein action items were created/assigned based on candidate feedback. -This year, the Director of Certification's participated in several of Simmons's Education Department's faculty meetings, including their end-of-year retreat.
Goal #2 "To work with the leadership at Simmons to evaluate and potentially redesign the course sequence of our program." -This year, we moved the Methods course from the end of the program to the beginning, as one of the first courses taken. This change was universally praised by the Fellows. -This year, we added a Race & Identity course to the program. -This year, we stopped using Simmons Program Supervisors for the Practicum course (in response to overwhelmingly negative feedback) and instead had the Director of Certification take on that role, a move that has allowed for maximum consistency and support for the Fellows, who universally approve of the change.
Goal #3 "To create and implement a bi-annual survey of our Fellowship alumni to better track and communicate with our graduates." -This year, we have redesigned the annual completer survey to ask (1) their current teaching position, (2) whether they feel the Fellowship prepared them to meet performance expectations in (a) Curriculum, Planning, and Assessment, (b) Teaching All Students, (c) Family and Community Engagement, and (d) Professional Culture, (3) whether they feel the Fellowship prepared them to be an effective educator, (4) whether they would recommend the Fellowship to others, (5) a TBD question (that will change every year) regarding a specific area of inquiry/growth that came up in the last year, and (6) any feedback they have to offer. -We have decided not to implement the completer survey bi-annually and instead focus on increasing the frequency of Fellow/mentor surveys and district/university partner official check-in meetings.