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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 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
100% of Cohort 14 residents who graduate from BTR will demonstrate the competencies, skills and dispositions required for success in leaching in a BPS classroom as measured by: a. Meeting all expectations on fall and summer performance assessments (rubrics) b. Meeting all expectations for managing an effective classroom c. Meeting all expectations for professionalism |
| Goal #2 |
100 % of cohort 14 residents will demonstrate the ability to advance student engagement and learning as measured by, a. BOY, MOY, EOY engagement survey of students in classroom/lead block Student learning data collected by trackers for spring units (presented in post assessment conference) |
| Goal #3 |
In our teaching academies, residency staff will align the resident learning trajectory with learning goals for 1st-12th grade students and create effective teaching teams (residents, collaborating teachers) in service of student learning. Specific focus on building capacity of Collaborating Teachers as Teacher Educators |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
100% of Cohort 14 residents who graduate from BTR will demonstrate the competencies, skills and dispositions required for success in learning a BPS classroom as measured by: a. Meeting all expectations on fall and summer performance assessments (rubrics) b. Meeting all expectations for managing an effective classroom c. Meeting all expectations for professionalism |
| Goal #2 |
100 % of cohort 14 residents will demonstrate the ability to advance student engagement and learning as measured by, a. BOY, MOY, EOY engagement survey of students in classroom/lead block Student learning data collected by trackers for spring units (presented in post assessment conference) |
| Goal #3 |
BTR will create and utilize a new timeline for increasing responsibility for residents in the TA aligned with student learning goals. We will assess residents' completion of and success in enacting these responsibilities. |
| Progress Toward Goals - 2016 |
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Progress made toward prior program year goals |
| Goal #1 |
We have continued to ensure that residents are able to demonstrate the competencies, skills and dispositions required for success in teaching in a BPS classroom in our Teaching Academies. (TAs) We met with teams of teacher educators across the program and TAs to align practices and coaching methods and ensure we have addressed the competencies in BTR courses and classroom experiences. - Monthly Collaborating Teacher Professional development sessions focused on coaching techniques, low inference notes and feedback and making teaching decisions explicit for analysis and reflection. Bi-weekly Director of Instruction and Coach meetings to reflect on BTR curricula and timeline for teaching responsibilities for residents. Bi-weekly Coaching meetings to reflect on course/school based experiences alignment, coaching methods, resident progress in meeting all expectations for teaching, managing a classroom and professionalism |
| Goal #2 |
In terms of advancing engagement, Residents have administered BOY and MOY Tripod Surveys. Most Residents are seeing improvement on ratings related to target practice goals (e.g., Care, Conferring, Captivating, etc.). Residents tracked student learning for focus students in their Winter Unit 1 projects, and are preparing to track whole-class student learning data in their Unit 2 projects. As part of their regular coaching cycles, Residents, Collaborating Teachers, and Coaches review student work to a) better understand how that day's planning and teaching moves impacted student learning, and b) inform adjustments to practice and planning for upcoming lessons. |
| Goal #3 |
In both BPE Teaching Academies, Residents are fully integrated into planning and department meetings, as well as whole-school professional development. The Residents' role in these settings evolves throughout the course of the year. For example, in the fall, there is an emphasis on Residents conferring with students to better understand how they are thinking about content; this data is shared with larger teams. By the Spring, Residents are playing an active - and often lead - role analyzing student work and working with a team to plan instruction based on that data. |
| Annual Goals - 2015 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
100% of Cohort 12 residents who graduate from BTR will demonstrate the competencies, skills and dispositions required for success in learning a BPS classroom as measured by:
a. Meeting all expectations on fall, winter, and summer performance assessments (rubrics)
b. Meeting all expectations fro managing an effective classroom
c. Meeting all expectations for professionalism |
| Goal #2 |
100 % of cohort 12 residents will demonstrate the ability to advance student engagement and learning as measured by,
a. BOY, MOY, EOY engagement survey of students in classroom/lead block
Student learning data collected by trackers for spring units (presented in post assessment conference) |
| Goal #3 |
To codify and align practice of CTEs as they use Instructional Activities and rehearsal to prepare residents to teach ambitiously.
More specifically, to capture the work of and then design an IA, and a rehearsal protocol for CTE practice. |
| Progress Toward Goals - 2015 |
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Progress made toward prior program year goals |
| Goal #1 |
This year we maintained the criteria and rubrics for our performance assessments and focused on supporting residents to build productive learning communities for our area of improvement. We redesigned our building productive learning communities' course, integrating coaching on particular practices to ensure enactment of a core set of practices. We have received positive feedback from residents on the course and note improvement in use of these strategies during the residency experience. |
| Goal #2 |
We revised this goal to focus on a shorter sustained period of time where the resident had complete responsibility for teaching. Residents created engagement trackers during their lead weeks and the teaching of their 2 units. They analyzed student engagement and used date to improve student engagement throughout their units. |
| Goal #3 |
We have a written document that codifies these practices to be used in our teaching academies. |
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Massachusetts 
