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.
Data last updated January 16, 2025.
| Annual Goals - 2018 |
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Educator preparation program improvement goals for the upcoming program year |
| Annual Goals - 2017 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Require all apprentices to develop curriculum and implement lessons that reflect a deep understanding of multicultural pedagogy and cultural competence. |
| Goal #2 |
The Shady Hill School will continue its partnerships with the Lawrence School and Brookline as well as CityYear, Breakthrough, and Lesley University. Lesley University's work with SHS to recruit and train more Creative Arts and Learning apprentices/graduate students will continue to be an area of concentration for strategic recruiting. We are also exploring a partnership with Harvard given our recent work with them to host an intern from the graduate school who was on a one year leave of absence from a charter school in Boston. We aim to also focus on financial sustainability through grant writing and fundraising through alumni to award more scholarships to potential students. |
| Goal #3 |
Shady Hill School will delve deep in expanding its focus on interdisciplinary learning with a focus on arts integration. It will also pilot one-year placements for two apprentices in classrooms that have a Central Subject yearlong thematic unit of study. |
| Annual Goals - 2016 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Shady Hill aims to continue our partnership with the Lawrence School in Brookline to provide each apprentice teacher with EXPERIENCE working with students on IEPs and students who are ELLs. |
| Goal #2 |
Shady Hill aims to use CAP during the FALL and the SPRING to assess the apprentice's growth and development as well as their impact on student learning over the course of a year. |
| Goal #3 |
Shady Hill aims to utilize the Director of Inclusion and Multicultural Practice to partner with the Asst. Director of teacher training and identify local networks linked to more racially and ethnically diverse communities to increase the applicant pool and the diversity of the apprentice cohort. |
