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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 |
Establish a committee of faculty/staff and key K-12 partners to lead a self-review to formulate updated markers for effectiveness and develop improved mechanisms for data collection. |
| Goal #2 |
To continue to strengthen and expand training and support of supervising practitioners, establish a repository of resources and strategies that can be shared amongst supervising practitioners and program supervisors. |
| Goal #3 |
Pilot a partnership with a local school district to provide continuing education training to district educators in response to needs in response to literacy instruction needs in the district. (Expand leadership training by involving current teacher candidates and/or program alumni as key thought partners). |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Continue to revise and update model for field based experiences to align with new PSTs and CAP. |
| Goal #2 |
Establish active learning communities to strengthen partnerships and promote increased collaboration with supervising practitioners. |
| Goal #3 |
For the Certificate of Advanced Study leading to reading specialist licensure, streamline resources and communications to ensure compliance with all requirements, promote collaboration and community among students, and provide access to resources to extend learning beyond the classroom |
| Progress Toward Goals - 2016 |
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Progress made toward prior program year goals |
| Goal #1 |
The organization has continued ongoing revision/updates to curriculum and field-based experiences to align with new PSTs. Most specifically, revisions were made to the practicum handbook and procedures. Students reflect upon, report, and gain feedback from supervising practitioners and program supervisor related to their professional growth pertaining to the PSTs as well as specialist teacher subject matter areas. This feedback has become more targeted and formalized. Program supervisor and supervising practitioners utilize similar forms for providing feedback before and after observations and students compile a comprehensive portfolio at the end of practicum, selecting evidence to demonstrate their competency in each of the domains. Students in the post-professional program who are already teachers of record report the process is well-aligned to their educator evaluation. |
| Goal #2 |
Existing partnerships have been strengthened and new collaborations have emerged with specific with K-12 partners. Supervising practitioners have had opportunities to supervise more than one student, allowing for additional opportunities to interact with the sponsoring organization and build supervisory techniques. Additionally, collaborations with alumni via supervision of teacher candidates and planning for a pilot continuing education offering have also been initiated. |
| Goal #3 |
A resource center has been established in our online learning courseware to allow communications with post-professional students to be centralized and to act as a repository for resources pertinent to policies and procedures as well as useful material to enhance content knowledge. The aim is to continue to expand this resource center and to also create an online discussion forum. |
| Annual Goals - 2015 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Evaluate curriculum in MS Speech Pathology program with respect to new PST (professional standards for teachers) and make necessary changes for implementation |
| Goal #2 |
Evaluate curriculum in CAS Reading Licensure program with respect to new PST (professional standards for teachers) and any make necessary changes for implementation |
| Goal #3 |
Not applicable |
| Progress Toward Goals - 2015 |
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Progress made toward prior program year goals |
| Goal #1 |
Specific efforts have been made to evaluate the curriculum in the MS and CAS programs with respect to the new PSTs. The new CAS program director attended several alignment working groups offered by ESE in conjunction with NIET. These meetings were instrumental in systematically assessing the current curriculum and identify goals for alignment. Initial meetings with key faculty were held to "unpack" the PSTs so that core teaching faculty understood the changes. We are now in the process of making necessary adjustments to aspects of the curriculum. In particular, changes with regard to portfolio completion, site visits, and collaboration with supervising practitioners for external supervised practicum experiences should be ready for implementation by fall 2016. Additionally, working meetings with faculty will be held this summer in preparation for adjustments related to alignment for fall 16 and future semesters. |
| Goal #2 |
Please see description above. Curricula for both programs (MS in speech-language pathology and CAS for reading specialist licensure) were looked at together. |
| Goal #3 |
N/A |
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Massachusetts 
