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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.
Data last updated January 16, 2025.
| Annual Goals - 2024 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
This has been a major transition year for the program as we move from a post-baccalaureate program to a solely baccalaureate program. The new baccalaureate program, the requirements for which apply to the class of 2027 and beyond allow students to earn a major or minor in Education studies as they complete their licensure requirements. In the past, teacher education was only a minor and separate from Education studies. Over the next year, we plan to recruit more students to this new option and also use teacher education as a launching pad for students to pursue other aspects of Education studies such as policy or psychology. |
| Goal #2 |
As noted in goal #1: As part of the shift in structure in the baccalaureate program, we will be continuing to revise old courses and design new courses that will serve the needs of Education Studies majors as well as aspiring teachers. Some of these, for example the new Introduction to Teaching and Learning Course, are also designed to recruit first year students to explore education. This course was oversubscribed by 50% and attracted many students who plan to pursue teacher licensure. Additional courses that will be offered include courses on Literacy for Social Justice; Student Voice & Classroom Discourse; Equitable Assessment; and Applied Learning. We will be tracking the outcomes of these courses in terms of enrollment, engagement, and learning. |
| Goal #3 |
Within the new Education Studies structure mentioned above, we are opening up more opportunities for pre-practicum fieldwork so that multiple courses can connect to the same fieldwork experience and so that more and different courses can offer concurrent fieldwork. This is going to require different kinds of oversight and monitoring of student experiences. It will also mean revising course assignments to meet the needs of those who are or are not completing fieldwork and structures to accommodate students who are in different stages of exploring the teacher licensure pathway as well as those who have not begun the pathway. It will also require additional connections and follow-up with host teachers and schools. We plan to concentrate our pre-practica at fewer schools in order to build stronger relationships with those schools and connections among students. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
As we revise our courses to serve both education studies students and those seeking licensure, we will be revising assignments as it pertains to both pre- and full-practicum student teaching. We intend to survey school partners to identify key curricular, pedagogical, and professional skills and knowledge to ensure that these items remain a high priority within our courses. This will also include a more thorough review of PCKs and how they are met within a combination of course and fieldwork over the duration of a candidate's learning in our new baccalaureate program. |
| Goal #2 |
As mentioned above, we are deepening our work with the Brandeis Center for Community Partnerships and Civic Transformation (COMPACT) and therefore broadening the options for fieldwork that prepares students to be educators. This will include some spring meetings with partners from Waltham to explore improved methods for meeting the needs of English learners. We also recognize that youth in schools are returning to school since the pandemic with greater socioemotional needs. We will work with schools to co-educate candidates on Universal Design for Learning as well as CASEL 5. |
| Goal #3 |
Given the major reorganization of our baccalaureate educator preparation program and the closure of our MAT, our staff and faculty numbers are greatly reduced. This will mean that 22-23 we will be reallocating roles and responsibilities ranging from director to fieldwork coordinator to field supervisor and course instructors. We are also exploring partnerships with other educator preparation programs in the area which will need to be fleshed out in the coming months. All of these organizational shifts will naturally include revisions of systems of oversight for CAP and other key elements pertaining to management of the program as a whole. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
The Brandeis Teacher Education Program is always exploring ways to make courses more integrated and aligned. In 2021-22, we implemented a number of curricular changes described in our previous years goals. During 2022-23 we will be looking at data to assess the impact and efficacy of those changes in order to determine future directions. |
| Goal #2 |
In preparing teachers at Brandeis, we also strive to serve our k-12 partners' needs and further their goals. In 2021-22 we piloted a new field-based experience in response to a need in one of our partner district: One of our partner districts requested assistance in their summer program, particularly working with English Learners. In 2022-23 we will build upon those efforts more systematically, continuing to integrate that field-based experience with coursework. In addition, the program will be deepening its connection to new centers and initiatives focused on community engagement and engaged scholarship. |
| Goal #3 |
The Brandeis Education Program as a whole, including undergraduate Education Studies, undergraduate and graduate Teacher Education, will continue the visioning process begun in spring, 2022 with an aim to create more integration among the strands of the program. Ultimately, we hope leverage graduate courses and those for licensure in service of Education Studies. Conversely, Education Studies courses will become more deeply enmeshed in the Teacher Education Program. This should result in shared resources and increased capacity: financial, intellectual, and human capital. As noted above, the program will be deepening its connection to new centers and initiatives focused on community engagement and engaged scholarship. |
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Massachusetts 
