Massachusetts School and District Profiles

UMass/Boston
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2025
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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 May 14, 2026.

Annual Goals - 2025
Educator preparation program improvement goals for the upcoming program year
Goal #1 In the coming year, the Director of Educator Preparation (DEP) will lead efforts to ensure full implementation of the updated Professional Standards for Teachers (PSTs) and Candidate Assessment of Performance (CAP) Guidelines across all teacher preparation programs within the Educator Preparation Unit. This includes (1) reviewing and verifying that all course syllabi have been revised to incorporate activities and assessments aligned with the new standards; (2) coordinating quarterly onboarding meetings with adjunct faculty who are unable to regularly attend department meetings, to orient them to the revised PSTs, CAP guidelines, and corresponding updates to course expectations; and (3) collaborating with the Director of Assessment, Accreditation, and Licensure to collect and analyze data on adjunct faculty's progress in understanding and applying the new DESE requirements. These efforts will support consistent, standards-aligned instruction and field-based practice across all licensure programs.
Goal #2 Building on the foundational progress made over the past year, the College of Education and Human Development (CEHD) will further expand the University-Assisted Community Schools (UACS) Leadership Team's efforts to deepen its partnership with Ruth Batson Academy and extend its engagement across Boston Public Schools. In the coming year, the UACS Leadership Team will work collaboratively to advance the four core pillars of the UACS model: Integrated Student Supports, Expanded and Enriched Learning Time and Opportunities, Active Family and Community Engagement, and Collaborative Leadership and Practices. Faculty across CEHD will continue to play a central role in leading and supporting initiatives aligned with these pillars. This includes expanding and enhancing student teaching placements, designing and implementing faculty-led curriculum development projects, facilitating high-impact professional learning for educators, strengthening social-emotional supports and trauma-informed practices, and advancing inclusive and collaborative leadership practices. Through this cross-disciplinary collaboration, CEHD is actively building a sustainable, equity-driven model of community-engaged education—one that not only prepares future educators but also strengthens outcomes for PK–12 students, supports school staff, and fosters authentic partnerships with families and communities.
Goal #3 CEHD will continue to build and strengthen the infrastructure that supports the effective training and supervision of supervising practitioners, field instructors, and program supervisors across all educator preparation pathways, including teacher education, counseling, school psychology, and educational leadership. The Director of Educator Preparation (DEP) will provide targeted onboarding, ongoing professional development, and individualized support for field-based educators across various settings, including public schools, early intervention programs, clinical placements, and center-based and family childcare programs. The DEP will continue to develop and refine a comprehensive training curriculum that is aligned with the new Professional Standards for Teachers (PST) and Candidate Assessment of Performance (CAP) Guidelines. This curriculum is grounded in the use of PST/CAP Implementation Resources and enriched by field-based insights gained through the DEP's continued role as a program supervisor in the Teach Next Year program. In collaboration with program faculty and department chairs, the DEP will engage with school and district leaders, particularly in Boston Public Schools, to assess evolving needs, strengthen community partnerships, and ensure that field experiences for all educator preparation candidates are coherent, high-quality, and equity-driven. All aspects of this work are guided by CEHD's mission to be an anti-racist college and are designed to embed culturally responsive, trauma-informed, and justice-oriented practices across all licensure and clinical preparation programs.

Annual Goals - 2024
Educator preparation program improvement goals from the prior year
Goal #1 CEHD will continue its work in formalizing and strengthening systems and structures that support communication and collaboration within departments and across disciplines by (1) streamlining the number of program directors in the college to facilitate collaboration, goal setting, and work across synergistic academic programs, and (2) leading UMass Boston's Professional Education Coordinating Council in developing inter-college policies that support all educator preparation candidates throughout the university. Additionally, CEHD will increase our commitment to providing financial support to our students. We will more than double our scholarship support for new and continuing students (over $200,000).
Goal #2 As the #1 public school of education in Massachusetts (USNWR, 2024), CEHD will continue its work in responding to the needs of PK-12 districts/schools by (1) preparing teachers for effective work in urban schools to address high-need content areas, (2) co-developing University Assisted Community Schools (UACS), starting with the BCLA/McCormack School and (3) continuing our work with school districts in the greater Boston area in offering MTEL preparation and licensure advisement support for the Emergency Licensed Holders (ELHs) who are enrolled at UMass Boston and/or employed by our partner school districts. We will continue to help prepare these educators to pass their MTELs, thereby supporting our partner school districts' recruitment and retention goals and our own.
Goal #3 CEHD will continue to implement robust infrastructure for training, supporting, and professional development of our supervising practitioners and program supervisors, impacting candidate effectiveness. Our Director of Educator Preparation (DEP) will prepare and support practicum supervisors, select and support supervising practitioners, and conduct school and center site visits, including early childhood programs (early intervention, center-based, and family childcare). The DEP will help improve field experiences around racial justice and equity issues, including better-preparing teacher candidates for racially diverse and urban contexts and ensuring that our educator preparation programs align with the College of Education and Human Development's mission to be an anti-racist college.

Annual Goals - 2023
Educator preparation program improvement goals from the prior year
Goal #1 We are developing an updated college strategic plan. This plan includes developing specific goals concerning holistic student support. Some of these goals include recruiting and maintaining a diverse student population by identifying supports and dismantling barriers for students while creating learning environments that position students as contributing partners, and honors the impact of their role in knowledge-building curriculum.
Goal #2 We are working on developing an updated college strategic plan. This plan includes developing specific goals concerning the conscious/active recruitment, support and maintain administration, faculty, students employees and staff of color to support our on-going commitment to building an anti-racist health promoting college. Some of these goals include recruiting within the community and connect with the community, while developing, building, and supporting strong community relationships. Additionally, we will be intentional in our commitment to hiring and supporting faculty and staff of color. As part of this process, we are committing to ongoing training for search committees to develop intentional anti-racist hiring procedures and practices.
Goal #3 This year, we are working on developing a plan that includes improving curriculum and instruction through decolonization and student-centeredness. We aim to provide high-quality classroom experiences for students. We commit preparing our students to become anti-racist educators with a demonstrated commitment to social justice. This aim begins with acknowledging that students and candidates have different learning needs, and their experiences need to reflect and support them. In terms of support, we will continue to explore ways to assist with funding for candidates during their practicum/internship experiences.