Massachusetts School and District Profiles

Brandeis University

EPPP
Select an Org
print page

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 - 2021
Goal #1 The Brandeis Teacher Education Program is always exploring ways to make courses more integrated and aligned. This year we will continue to implement and evaluate the efficacy of revised course structures and sequences that have been proposed over the past two years.
Goal #2 We have a number of goals related to recruitment and the application process: Following a year of limited opportunities for in-person recruitment, we look forward to returning to this work in 2021-22. At the same time we will also be using digital formats and video to enhance our recruitment. We will be working with the admissions office to examine our application structures and essay questions as well. We hope these efforts will continue to increase the diversity of our applicant pool. In conjunction with other departments, we also exploring the possibility of recruiting Masters and PhD students at Brandeis to add an initial teaching license to their degree.
Goal #3 At Brandeis, we believe that all teachers should have a strong grounding in the broader contexts of education, for example education history, sociology, philosophy, policy. We also believe that those who hope to change policy or study history or sociology need to have concrete grounding in classroom practice. To this end, we are working to further integrate the Education Studies Program and the Teacher Education Program and help students more clearly see the links between these areas. We are also continuing to make connections with departments and strategic-planning university-wide.

Annual Goals - 2020
Goal #1 With the shift to online and hybrid learning in so many higher education and k-12 settings, the Brandeis Teacher Education Program has embraced this opportunity to engage our students not only in the use of education technology but in becoming critical consumers of this technology. We have already begun this work informally and plan to integrate it into our coursework more deeply. To that end, our goal is to engage teacher candidates in analysis, evaluation, and use of education technology tools.
Goal #2 In our continuous improvement efforts, we are continuing course sequence and design revisions toward further integration of our coursework and practica. We have begun phase one of our course sequence revision. In phase two, we will continue to: • revise our course sequence to create further opportunities for candidates' cross-disciplinary and cross-grade level collaboration. • respond to the increased enrollment in the undergraduate/graduate dual-degree program by streamlining that degree path. • consolidate content across courses to help students manage the intensive course/credit load. • further align Teacher Education and Education Studies course offerings. • further combine supervision and instruction roles for part time faculty.
Goal #3 This year, Brandeis had the highest percentage of applicants who were first generation and teachers of color. We secured a commitment from the Graduate school to increase scholarship funding for many of those applicants. Despite the economic downturn, we are seeking to further incentivize and encourage matriculation of these applicants.

Annual Goals - 2019
Goal #1 We will continue and deepen the work in which we engaged in 2018-19 around Diversity, Equity, Inclusion and Social Justice (DEISJ) (see the list of accomplishments and progress from 2018-19). Our commitment to DEISJ underlies all the work that we do in the teacher education program. Still, we recognize that justice is both a process and a goal and not a finished product. Thus we are committed to continually renewing our work in this area. We also realize that while there are underlying principles throughout the program, our students need more explicit and tangible ways of engaging with this work. Building on our ongoing work, we are building on the work we did with the Office of Diversity Equity and Inclusion in 2018-19 to the broader faculty, including adjuncts.
Goal #2 Continue to integrate and align coursework and fieldwork to be mutually supportive. Building on our earlier work, we will continue these efforts, for example: • Re-examine scope and sequence of undergraduate course sequence and offerings particularly as related to development of teaching skills. • Redesign the early undergraduate field experience to more explicitly move from observation to interaction and enactment, including revised gateway assessments for readiness for teaching. • Solicit pk-12partner input in structuring of field experiences and are responsive to partner needs. • Re-structure courses to align with the pk-12 calendar such that student-teachers can take advantage of time-bound opportunities to learn specific skills at their school sites. • Re/Introduce faculty to the scholarship on Rehearsals (e.g., Kazemi et al., 2016; Lampert et al., 2013) • Integrate rehearsal teaching opportunities.
Goal #3 Over time, our program has moved from a focus on subject matter knowledge to pedagogical content knowledge. We have also deepened the integration of disciplinary literacy into our courses. Our goal is to integrate, articulate, and more deeply enact all of these commitments and reflect these in our courses and requirements. We want to further articulate our subject matter knowledge requirements in concert with the changes DESE and in support of our focus on pedagogical content knowledge.