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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 |
Develop more professional development and support for Supervising Practitioners and Program Supervisors. Provide training around developmental supervision and how supervisors use performance categories of CAP. |
| Goal #2 |
The Sponsoring Organization will plan meeting times devoted to carefully reviewing feedback forms from Supervising Practitioners to aggregate data and use the information to better provide support to Teacher Candidates in the field based portion of the programs. |
| Goal #3 |
As a result of the DESE Program Review scheduled for June, as well as our self study preparing for that Review, the Sponsoring Organization will use feedback to conduct a full review of all our teacher preparation programs including courses, oversight, partnerships, timelines, field experiences, finances, etc. An outside consultant will conduct the study. |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Continue to seek to increase number of MAT candidates in high need areas for middle and high school programs |
| Goal #2 |
Develop a video consult model as part of our CAP supervision process for all licensure candidates. |
| Goal #3 |
Continue to strengthen our course work in SEI for all programs |
| Progress Toward Goals - 2016 |
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Progress made toward prior program year goals |
| Goal #1 |
Our Early Childhood program has had a small enrollment for the past 7 years (3-8 students). We have had success recruiting and admitting a fairly diverse group over the last few years based on our re-envisioning of the program toward preparation for teaching in urban settings, our ability to offer our students teaching scholarships in our department's lab school in their first year, and year-long paid student teaching internships in our partner schools in the Somerville Public School in their second year, our partnership with the Jump Start program here at Tufts as a recruiting pipeline, and our concerted effort to recruit students from diverse backgrounds among the pool of applicants we get each year with personal outreach and generous tuition scholarships. In the 2016-2017 cohort of four students, 2 are students from ethnic minorities and at least 2 students are from low-income families. In the middle and high school programs, we are seeking to improve our recruitment of candidates with respect to teacher shortages, and to the diversity of our candidates. In order to address shortages in Foreign Languages (Spanish and Latin and/or Classical) we have engaged in more outreach to undergraduates who major in languages and we have worked with our liaisons in these programs and with the Graduate School of Arts and Sciences. We have an active program of scholarship is STEM education, and we have successfully sought grant funding to support math and science candidates at the elementary, middle, and high school levels; we have had greater success recruiting math than science, so we are continuing to focus on sciences. The number of candidates in ELA has remained consistent, and a number of them are drawn to our UTTC residency component. We are extending our recruitment efforts to expand the diversity of candidates in these underserved areas. |
| Goal #2 |
In their first semester of the ECE program, candidates now provide video of themselves teaching in classrooms, generally in leading teacher-initiated small groups or large group circle time meetings. A cycle of assignments then ensues in which: (1) the candidate views the video privately, and sends it to the instructor for pre-viewing; (2) candidates select a 10-20 segment to present to their peers in class; (3) peer discussion ensues focusing on questions posed by the candidate as well as instructor's questions; (4) candidates then submits a written analysis of a 10-minute video segment, with a particular focus on their goals/intentions as understood prior to the actual lesson as well as the unexpected that arose and the choice of strategies they employed. All candidates repeat this experience at least one more time later in their program. In the elementary, middle, high school, and visual arts programs, all candidates use video recording as described above (for classroom and peer review). Candidates and Program Supervisors also supplement the four in-person observations by the Program Supervisors with a meeting to review a video recorded lesson as a fifth observation. The Teacher Candidate selects a 10 minute clip of classroom video with interesting and/or puzzling moments, they watch it together and discuss what they see relative to the candidate's goals and intentions, and the relevant CAP criteria. |
| Goal #3 |
In the Elementary STEM and Middle and High School courses approved by DESE for SEI Instruction (ED 102 and ED 104) instructors have continued to provide readings with up-to-date research into effective SEI methods. Teacher Candidates demonstrate their understanding of SEI issues through a variety of assignments completed on their site placement schools and posted in their electronic portfolios. Teacher Candidates are placed in schools for their pre-practicum and practicum experiences in which they will have opportunities to work first hand with ELL students and practice SEI methods. In the Visual Arts Program, although Teacher Candidates are not required to have SEI endorsement, instructors and candidates devote 40% of instruction time to learning effective approaches to ELL students. |
| Annual Goals - 2015 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Increase number of MAT candidates in all MAT programs at middle and high school levels |
| Goal #2 |
Increase Elementary STEM enrollment to 10 students |
| Goal #3 |
Focus on forming partnerships with elementary schools that see intro of STEM disciplines at grades 1-6 as critical part of students' elementary experience. |
| Progress Toward Goals - 2015 |
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Progress made toward prior program year goals |
| Goal #1 |
Some progress noted in enrolling increased number of math MAT candidates due to NSF funding: 1 in 2014 to 4 in 2015. Latin and Classics program continues to be strong with 5 candidates. |
| Goal #2 |
Elementary STEM MAT candidates increased from 5 enrolled in 2014 to 8 enrolled in 2015 with support from NSF funding |
| Goal #3 |
The Elementary STEM program has a strong partnership with Linden STEAM Academy K-8 school in Malden. Partnership includes 6 full time internships in math and science, mentoring by master teachers, weekly on site seminars |
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Massachusetts 
