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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 - 2020 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
Increase successful passage rate of the MTEL on candidates' first attempt. |
| Goal #2 |
Under-represented teacher candidates will be provided with an increased level of specialized support to encourage program completion. |
| Goal #3 |
Given an increase in prepracticum experiences with scaffolded supports and authentic targeted feedback, candidates will demonstrate an increase in preparedness for practicum. |
| Annual Goals - 2019 |
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|
Educator preparation program improvement goals from the prior year |
| Goal #1 |
Implement our recruitment plan to attract more candidates to teacher education, with intentionality toward increasing candidate diversity. |
| Goal #2 |
Integration of Social Emotional Learning components in all curriculums, through assignments, pre-practicum, and readings, with a curriculum map to document when, where and how it is integrated and assessed. |
| Goal #3 |
Work with our partnerships to deepen our relationships to include shared professional development and other activities that impact candidates, teachers (FSU and Public) and pre-K-12 students. |
| Annual Goals - 2018 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Measure the impact of our changes to the first two courses by tracking candidate retention from first to second year. |
| Goal #2 |
Reform our Middle School/Secondary Education governance structure and curriculum so that it aligns with new licensure regulations and subject matter knowledge requirements. |
| Goal #3 |
Work with local teachers, principals and superintendents to design more systematic and meaningful pre-practicum experiences. |
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Massachusetts 
