|
|
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 |
|---|
|
Educator preparation program improvement goals for the upcoming program year |
| Annual Goals - 2017 |
|---|
|
Educator preparation program improvement goals from the prior year |
| Goal #1 |
Based on ESE Program Review feedback, the Lynch School of Education will focus on deepening its partnerships with the K-12 community. In addition to our long-running PK-12 Principal Advisory Board, we will institute an additional advisory board comprised of long-standing SPs within our partnership school districts. Given the important role of SPs within the clinical experience, their feedback will be invaluable in helping shape the content and quality of our educator preparation programs. Moreover, we will enhance our communication with our partner schools to inform them how their feedback have direct impacts to our programs. |
| Goal #2 |
Starting this summer, we will review our prepracticum experiences more closely to identify areas of strength and needed improvement. Moreover, we will analyze how current prepractica experiences build upon each other and influence the full practicum experience and use these data for overall program improvement. |
| Goal #3 |
We will use feedback from our recent program review to strengthen the content and delivery of our coursework. We will focus on many things including improving consistency within courses and programs, working with faculty and instructors use formative and summative data to inform practice, and ensuring that faculty and instructors model best pedagogical and content practices. |
| Annual Goals - 2016 |
|---|
|
Educator preparation program improvement goals from the prior year |
| Goal #1 |
The Lynch School has a long history of developing a culture of evidence based on 10 years of candidate and alumni survey data, recently enhanced by feedback from PK-12 Advisory Board and ESE employment and educator evaluation data. One goal for the next year is to study and triangulate data from these evidence sources to inform strategic decisions in the spirit of continuous improvement across all educator preparation programs to ensure that that candidates who complete our programs are prepared to be effective in the licensure role. |
| Goal #2 |
Having successfully piloted the BC-CAP (BC enhanced version of the ESE CAP; Candidate Assessment of Performance) in both Fall 2015 and Spring 2016 semesters with 100% (180) of our teacher candidates and their supervising practitioners and 35 adjunct clinical faculty program supervisors, LSOE is well positioned for full implementation when CAP is in regulation in Fall 2016. Our goal in the next year, informed by feedback from the pilot, is to amend and revise our already rich array of resources for the triad members to include a specific LSOE BC-CAP website which will offer a series of webinars, animated training clips, Toolkits, BC-CAP Newsletter, and requests for PK-12 school-based BC-CAP workshops to ensure that all supervising practitioners are well supported and well prepared for their enhanced roles as teacher evaluators and evaluators. Moreover, a related goal is to revise the pre-practicum program requirements to align with the BC-CAP essential elements in ways that are developmentally appropriate to ensure seamless transition into the full practicum for all teacher candidates |
| Goal #3 |
Consistent with LSOE's commitment to respond to the needs of partnering PK-12 district schools, public, Catholic and independent, and informed by feedback from the PK-12 Advisory Board, we are developing a series of non-degree certificate specialization programs for practitioners. These offerings will include certificates in Autism Spectrum Disorder, Serving Exceptional Learners in Catholic Schools, Assessment Literacy & Data Use for Educators, Positive Youth Development, and Child & Family Mental Health & Wellness. Moreover, we are committed to developing 1 and 2 credit online and hybrid offerings based on surveys completed by partnering practitioners and administrators. Two such online offerings include Universal Design for Learning and Linguistically Responsive Instruction. These were piloted during the 2014-2015 academic year. Practitioner registration will be tracked and updated in each practitioner profile to strategically place our teacher candidates with practitioners whose practice reflects current professional development in targeted areas aligned to candidates' programs and areas of interest |
|
Massachusetts 
