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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 - 2022 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
Continue to strengthen recruitment plan for all programs, with focus on STEM and candidates from under-represented groups. Success will be measured by increased enrollment and (licensure program) completion of candidates from under-represented groups and in STEM-licensure programs. Possible initiatives include: - First cohort in Teacher Residency program with Framingham Public Schools - Updating transfer agreements with community colleges - Beginning to offer dual-enrollment courses through the MetroWest College Planning Center - Promoting the 4+1 program (M.Ed. in special education with moderate disabilities license) - Developing a 4+1 program leading to the M.Ed. and license in TESL |
| Goal #2 |
Continue to refine committees and organizational structure to strengthen connection and alignment between graduate programs and undergraduate programs/departments. Possible initiatives include: - Continuing committees focused on key elements of the quality assurance system and licensure requirements (e.g., dispositions, gateways, SMKs) - Regular advisory board meetings seeking input from a diverse board of P-12 partners - Focus group for professional/advanced licensure programs |
| Goal #3 |
Strengthen the training and support we provide to supervising practitioners. Areas of focus will include: - CAP elements, process, and ratings - Lesson observations and feedback - Anti-racist pedagogy and practices to support diversity, equity, and inclusion |
| Annual Goals - 2021 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Continue to strengthen recruitment plan for all programs, with focus on STEM and candidates from under-represented groups. Success will be measured by increased enrollment and (licensure program) completion a) of candidates from under-represented groups b) in STEM-licensure programs Possible initiatives include: establishing a teacher pipeline (standing/steering) committee with Framingham Public Schools, following up with local groups, offering a dedicated recruitment fair/future teacher event, developing an introductory course for first-year students to investigate the education field, opening EDUC 205 Equity in Educational Settings to all FSU students. |
| Goal #2 |
Review committees and organizational structure to strengthen connection and alignment between graduate programs and undergraduate programs/departments, including establishment of a leadership council or committee. One continued organizational objective from 2020-21 will be to form an advisory board to provide guidance to professional/advanced licensure programs. |
| Goal #3 |
Incorporate culturally-responsive teaching, diversity, and antiracism instruction into all Initial and Professional licensure programs. Success will be measured by modification of programs and/or syllabi to address culturally-responsive teaching, diversity, and antiracism instruction in each licensure program. |
| Annual Goals - 2020 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Establish Recruitment plan for all programs, with focus on STEM and candidates from under-represented groups. Success will be measured by increased enrollment 1. of candidates from under-represented 2. in STEM-licensure programs |
| Goal #2 |
Establish advisory board to provide guidance to professional/advanced licensure programs. Board will include deans, chairs, coordinators, P-12 representatives; bringing stakeholders together. |
| Goal #3 |
Strengthen candidate subject matter knowledge. Success will be measured through candidates' grades, MTEL scores, and performance in the practicum. |
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Massachusetts 
