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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 - 2023 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
The School of Education will continue to focus on anti-racist, cultural inclusive pedagogy and work with Emmanuel Diversity, Equity, and Inclusion Office to assist teacher candidates in preparing instructional lessons that include how systems and structures may impact BIPOC, first generation students, students who identify as LGBTQIA, and others. The semester Symposium will continue focus on anti-racist topics. |
| Goal #2 |
The School of Education will launch two new courses in 2023-2024 academic year on Early Childhood education in preparation for an informal/formal review by DESE. The new courses will address the needs presented by our teacher candidates and partnership schools to move toward an additional and add-on license in PreK-Grade 2. The new courses will assist students in understanding areas in PreK-Grade 2: Cognitive development; social and emotional development; creativity and imagination, cultural awareness. |
| Goal #3 |
The School of Education will assist in reviewing and implementing Emmanuel's strategic planning process requested by NEHIC. With updated data, SED will review areas for new growth and development identifying where the School of Education can better align with college-wide and school partnership needs. Additionally, the SED faculty will continue to collaborate on interdisciplinary research with the other Schools at the College (School of Humanities and Social Sciences, School of Science and Health) |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
The School of Education will continue to provide opportunities for teacher candidates to become anti-racist leaders "who understand and embody anti-racist competencies, strategies, and mindsets that that each teacher candidate thrives in rigorous and culturally sustaining learning environments supported by high quality curriculum materials." This will be accomplished through SED Diversity, Equity, and Inclusion initiatives and by reviewing course syllabi to adjust curricula to meet the needs of teacher candidates. |
| Goal #2 |
The School of Education will continue and increase regular onsite visits to all partnership sites by meeting with Administrators and onsite Supervising Practitioners to better identify, monitor, and respond to PK-12 student outcomes which will help School of Education faculty and staff "adjust their practice" in preparing Gateway assessments by what is learned in onsite visits. |
| Goal #3 |
The School of Education will review the status of the SED strategic planning timeline with data driven assessments, i.e., onsite visits, surveys; and thus adjust the 2021-2028 strategic timeline to meet current K-12 needs. |
| Annual Goals - 2021 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Based on the findings in the Emmanuel College Formal Review Results, 2019 – 2020, the School of Education will create a process of identifying, monitoring and responding to PK-12 student outcomes as articulated by partners as well as annual Edwin data. Such a process will inform continuous improvement in Instruction and Partnerships. |
| Goal #2 |
Based on the findings in the Emmanuel College Formal Review Results, 2019 – 2020, the School of Education will establish a process to monitor the efficacy of individual programs: Baccalaureate Elementary, Baccalaureate Secondary and Post-Baccalaureate Elementary. Such a process will inform Continuous Improvement of all programs. |
| Goal #3 |
The School of Education will continue to refine Gateway Assessments to deepen students' Subject Matter Knowledge and strengthen their practice. Such work will inform continuous improvement in Instruction and Field-Based Experiences. |
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Massachusetts 
