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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 |
Increase and sustain Ed Prep data collection procedures to monitor growth and areas of need for continuous improvement. |
| Goal #2 |
Collect feedback from faculty, candidates, and partners to revise and update Ed Prep program documents including but not limited to practicum handbook, pre-practicum handbook, application documents, exit surveys, and professional disposition surveys. |
| Goal #3 |
Design and implement online modules for MTEL preparation for teacher candidates. Modules will be piloted in fall 2017. Modules can be accessed with Student Success Center tutors or independently. The outcome is to provide diverse modalities for test preparation for all teacher candidates. |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Create a 20-25 hour pre-practicum experience in sophomore year for all Ed Prep Candidates. It will align with their Intro to Teaching course. |
| Goal #2 |
Revise the lesson plan format to include evidence of teaching and learning to document effective instruction. Universal Design for Learning Guidelines will be used by candidates as reflective practice. |
| Goal #3 |
Work with all full time and part time faculty to support the Candidate Evaluation Process by having learning outcomes and assignments align to the Six Essential Elements to better prepare students for the field. |
| Progress Toward Goals - 2016 |
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Progress made toward prior program year goals |
| Goal #1 |
In spring 2017 we added a 20 hour field placement for all sophomore students in the teacher prep pipeline. This field piece is connected to a course, Intro to Teaching, to make theory to practice connections. Students keep observation journals related to the CAP Six Essential Elements, specific pedagogy, components of effective lesson planning, and management strategies. Initial feedback from students demonstrate the value of adding an early field placement. |
| Goal #2 |
The Universal Design for Learning lesson plan template has been revised to document evidence -based practices of teaching and learning in all lesson plan components. It requires teacher candidates to use UDL guidelines in their planning. The Universal Design for Learning template is used for all written lesson plans across the program. Faculty find the model effective in determining effective pedagogy and providing feedback. |
| Goal #3 |
All full time and part time faculty have had professional learning on the CAP Six Essential Elements. Faculty are asked to integrate these into all courses to better prepare our students for their practicum experience. Students now utilize the Six Essential Elements in coursework to analyze teaching videos, keep portfolios of teaching evidence,reflective journals, text analysis, model teaching, lesson planning, etc. Students are now able to use the language of the Elements and understand them in a more comprehensive way. |
| Annual Goals - 2015 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Develop an action plan for aligning teacher preparation programs with Professional Standards for Teachers (PSTs) |
| Goal #2 |
Work with Arts and Sciences faculty to identify specific assignments for each course as related to Subject Matter Requirements. |
| Goal #3 |
Work with teacher preparation and Arts and Sciences faculty to identify specific assignments for each course as related to PSTs. |
| Progress Toward Goals - 2015 |
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Progress made toward prior program year goals |
| Goal #1 |
Ongoing progress-we have aligned the Ed Prep Program to the Six Essential Elements of the CAP. Anna Maria has provided training and resources to our Program Supervisors, Supervising Practitioners, and adjunct faculty. |
| Goal #2 |
Ongoing progress-the Ed Prep Program meets regularly with arts and science faculty and Program Directors to review the subject matter knowledge requirements for teacher candidates. We have provided resources and continue to monitor course assignments. |
| Goal #3 |
Teacher Preparation Program Supervisors, Supervising Practitioners, and arts/science faculty have been trained and given resources in the Six Essential Elements and their alignment to the Professional Standards for Teachers. The faculty continue to align assignments to these outcomes. |
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Massachusetts 
