Massachusetts School and District Profiles

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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 deliver increased training to adjuncts regarding pedagogy, supervision, and SO operations. Goal is to deliver at least five PD sessions that are directly related to their respective content areas or general SO operations. Additionally, when surveyed, instructors will show a 85% agreement they are/have receiving/received training.
Goal #2 When program candidates are surveyed there will be minimum response rate of 85% who agree that coursework provided them (candidates) with the instructional skills to be effective in their licensure role.
Goal #3 Surveys from SOE partners will show an 85% agreement rate that partnering with SO has been beneficial and had a positive impact on their schools/districts.

Annual Goals - 2016
Educator preparation program improvement goals from the prior year
Goal #1 To review, analyze and apply assessment results from ESE and external evaluators to create a new organizational structure that supports continuous improvement in unit operations, candidate learning experiences and outcomes.
Goal #2 The unit (School of Education) will organize a central data collection and assessment system for candidate monitoring and continuous improvement. This model will include but will not be limited to common rubrics, program surveys and MOU's.
Goal #3 The School of Education will construct with its partners MOU's that delineate criteria for school partnerships and evaluation.

Progress Toward Goals - 2016
Progress made toward prior program year goals
Goal #1 This goal is complete. Sustained feedback fro ESE, a review by external evaluators, and feedback from our partners have led to a complete reorganization of the SO, programs and assessment structure (e.g. establishment of Teacher Education Council).
Goal #2 This goal is ongoing. For this cycle of evaluation, the goal is complete. The SO purchased Live Text, which now serves as the central data collection system. Data collection and aggregation began in spring 2017. A candidate assessment system was approved. The system assures that candidates, programs, and SO are continually assessed.
Goal #3 This goal is ongoing. For the purpose of this evaluation cycle, the goal is met. Three formal MOU's were executed. The first evaluation to determine the effectiveness of partnerships is fall 2017.

Annual Goals - 2015
Educator preparation program improvement goals from the prior year
Goal #1 To complete the new Professional Standards for Teachers action plan.
Goal #2 To begin the implementation of the new Professional Standards for Teachers action plan requiring revision of appropriate coursework.
Goal #3 Evaluate and assess the first year implementation of the new School Leadership program.

Progress Toward Goals - 2015
Progress made toward prior program year goals
Goal #1 An action plan was developed to address the requirement for coursework to align with the new Professional Standards for Teachers. Curriculum content specific committees met to review, revise, create and align courses, field and clinical experiences to the new standards. Implementation began in fall 2016. This goal was met. Goal 1 addressed the following domains: PAR, CI, CAN and FBE).
Goal #2 The second goal to begin the implementation of the new Professional Standards for Teachers addressed the following domains: PAR, FBE, CI and INS). During Summer 2015, curriculum committees met, discussed, analyzed and composed curriculum revisions. Through the use of course matrices, gaps in instruction, and levels of mastery (I,R,M) were reassessed to ensure alignment with the new standards. Course syllabi and field experiences were realigned with the PTS and the unit's newly established Hallmark Assignments. Hallmark Assignments represent the major culminating assignment in a course. They are aligned to the PTS and SPA (Specialty Professional Area). Candidates cannot pass the course unless the Hallmark Assignment receives a passing grade. Common syllabi were developed and deployed to all faculty. This goal was achieved.
Goal #3 The third goal was to evaluate and assess the first year implementation of the new School Leadership Program. This goal is aligned with the following domains: ORG, PAR, CI and INS). The required implementation of MA-PAL was significant in guiding the revision of the School Leadership Program. The tasks within MA-PAL were compared and contrasted against current course and field/clinical experiences. Additionally comparisons were completed regarding depth and breadth of assignments, which resulted in listing and constructing modifications. During fall 14 and spring 15 candidates in the School Leadership Program were surveyed (359 deployed) regarding program satisfaction. The response rate was 32% (117). Summarily, 18% of the respondents strongly agreed that program was held to high academic standards, 9% agreed and 5% neither agreed or disagreed. When queried regarding professors communicating content matter well, 21% strongly agreed, while 9% agreed and 2% disagreed. Regarding instructor mastery of content, 19% strongly agreed; 2 agreed; 8% neither agreed nor disagreed; 3% disagreed and 1% strongly disagreed. Regarding diverse/varied instructional delivery 13% strongly agreed; 8% agreed; 4% neither agreed nor disagreed; 6% disagreed; and 2% strongly disagreed. Regarding overall program satisfaction, 21% strongly agreed; 9%agreed; 2% neither agreed or disagreed. As this was the first evaluation of the program by candidates, the data indicate that candidates strongly agreed that program content held them to high standards, agreed that professors understood and could present content. Data also indicate there could be improvement with pedagogical skills (diverse teaching methods). This data has been used to evaluate and formulate technical assistance needs and programmatic changes. This goal is met.