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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 |
Expand current work with Somerville public schools, pre-service teacher preparation and professional development, to include data exchange and analysis, i.e. aggregated student and Lesley pre and in-service educator performance. |
| Goal #2 |
To strengthen candidate effectiveness around (2) Professional Standards for Teachers, Teaching All Students, expand range and depth of diverse experience within key assignment and pre-practicum activities. |
| Goal #3 |
Connect CAP SMART goal with a modified Inquiry Project done within the practicum and seminar for post baccalaureate teacher candidates, thereby providing evidence of candidate reflection and student learning. |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Goal: Graduate School of Education teacher and reading specialist candidates have done an Inquiry Project (IP) within their practicum for the past 20 years. The goal this year is to learn how an IP reinforces CAP regarding self-assessment, goal setting, reflection and evidence of PreK-12 student learning. |
| Goal #2 |
Goal: The intersection of retirements, new PSTs, CAP and Lesley's e-portfolio system, creates an opportunity to make the links between course preparation, early field experience and the practicum more cohesive and responsive to candidate and district needs. Another essential effort will be to strengthen recruitment, training, retention and recognition of supervising practitioners and program supervisors. |
| Goal #3 |
Goal: Use the Partnership, Employment and Placement information to develop a strategic plan with several organizing elements to focus on particular districts, license areas and program specific initiatives. |
| Progress Toward Goals - 2016 |
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Progress made toward prior program year goals |
| Goal #1 |
The research is under way to understand the role of the inquiry projects. One faculty team conducted an exploratory and descriptive case study using three individuals. The schools will continue the work to improve the inquiry project. |
| Goal #2 |
The professional standards serve as a reference for evaluation of all elements of our practice for adjustment and improvement with the goal of reducing the gap between the preparation and the classroom reality. We will continue to work towards improvement |
| Goal #3 |
Both administration and faculty across programs have been actively using both internal data and state data for strategic planning. The leadership at school will continue to role-model and encourage the staff and faculty to use both internal and external data for planning needs with the goal of continuous improvement. |
| Annual Goals - 2015 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Establish EDWIN Report protocols within Lesley for routine reports and analysis. Review parallel data with Deans, Division Directors, Program Directors and Program Advisors, Faculty, Enrollment Management, Career Resource Center and Assessment Team. |
| Goal #2 |
Align simultaneously educator initial and professional license program options with new MA ESE Professional Standards for Teachers and assess evidence of learning within a different e-portfolio system. Lesley's Unified Assessment System aggregates data for candidate, program, standard, and license levels. |
| Goal #3 |
Exploring a leadership partnership with another university with different strengths from Lesley to jointly inform additional strategies to both measure and strengthen program effectiveness. |
| Progress Toward Goals - 2015 |
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Progress made toward prior program year goals |
| Goal #1 |
Several within Lesley are using the data from EDWIN reports for analyzing data, tracking where graduates are working and exploring the geographic relationship between where teacher candidates reside and do field work. This meant uploading data from many sources into the University database for integrative use. We are calling this unit of work: PEP or Partnerships, Employment and Placements. |
| Goal #2 |
Initial and Professional Teacher and Reading Specialist program options are aligned with new PSTs for a June 2016 launch at the graduate level and a September 2016 start at the baccalaureate level. Key assignments with field-based work were re-aligned within the e-portfolio system with PSTs and the 6 essential elements within CAP. Candidates post evidence of their learning and that of PreK-12 students against appropriate elements within those standards. The lift for the work ahead is compliance across all programs. Lesley's Unified Assessment System aggregates data for candidates, program options, standards, and license levels. The year ahead will also monitor where skills/ knowledge are introduced, practiced and demonstrated within each program option. |
| Goal #3 |
The potential partnership with another Institution of Higher Education did not happen. Lesley is working on several district partnerships to address anticipated staffing needs as well as targeted professional development. |
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Massachusetts 
