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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 October, 04 2023.
| Annual Goals - 2019 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
We will implement a Gateway Assessment that aligns to our Pre-Prac observation. The assessment will require that students create professional practice goals, prior to the initial observation. The goals will require specific action steps. After the observation, students can revise goals based on their observation feedback. Benchmarks for proficiency for each observation will be determined and require an increase in proficiency for each observation. |
| Goal #2 |
A new course will be required in first semester sophomore year. This course will be titled: Educator Preparedness and Professionalism, and will be a requirement for all Ed Prep candidates. The goal for the course is to prepare students for the professional expectations of the field before they begin their first field experience in the second semester of sophomore year. Students will analyze the Six Essential Elements used to evaluate pre-service teachers in Pre-Practicum and Practicum. Students will evaluate the interpersonal and intrapersonal skills required for being an effective teacher. MTEL strategies will be threaded throughout the course to provide an opportunity to prepare for this requirement. |
| Goal #3 |
Increase our mentoring in the field to provide more strategies for our SPs and PSs. This will include but isn't limited to: mentoring logs, establishing a mentoring website, bi-weekly mentoring tips, Practicum strategy share meetings focusing on mentoring for PSs, and compensation for SPs to come to participate in on campus mentoring sessions. |
| Annual Goals - 2018 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We will create a course that focuses on social-emotional learning and behavioral strategies for all teacher candidates. We will hire a specialist to teach this course and to provide explicit strategies to be included in all teacher preparation courses to help spiral this curriculum for our teacher candidates. |
| Goal #2 |
Implement pre-practicum observations, by faculty, focusing on developing proficiency in the Six Essential Elements. These observations will include a pre and post conference as well as meetings on campus to share strategies for improvement in each of the elements. The observation ratings and feedback will be shared with the Field Placement Coordinator, the Director of Education Programs, and appropriate faculty. The feedback will be used to review TCs progress in the field. |
| Goal #3 |
Implement procedures to identify 'at risk' candidates early in an effort to provide supports or counseling out of the program. For example, a sophomore proficiency performance assessment will be required for all music education candidates, pre-practicum observations will be used for targeting teacher candidates who need additional support and contracts to demonstrate improvement, and revising the deadline to pass required MTEL tests to the end of sophomore year. |
| Annual Goals - 2017 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Increase and sustain Ed Prep data collection procedures to monitor growth and areas of need for continuous improvement. |
| Goal #2 |
Collect feedback from faculty, candidates, and partners to revise and update Ed Prep program documents including but not limited to practicum handbook, pre-practicum handbook, application documents, exit surveys, and professional disposition surveys. |
| Goal #3 |
Design and implement online modules for MTEL preparation for teacher candidates. Modules will be piloted in fall 2017. Modules can be accessed with Student Success Center tutors or independently. The outcome is to provide diverse modalities for test preparation for all teacher candidates. |
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Massachusetts 
