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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 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
We will revise the current structure of our curriculum. Based on feedback and our own experience, we will be moving our online, asynchronous coursework to synchronous coursework with required deadlines. Because we are doing this, we will continue to make our curriculum more robust, with specific tasks and assignments that cohere around our eight literacies conceptual framework. |
| Goal #2 |
We will continue to seek feedback in the form of a mid-year survey and end of the year focus groups. We will refine and revise our programming, structures, and curriculum based on this data. |
| Annual Goals - 2024 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We will revise our curriculum to ensure that it coheres around the central aspects of our mission, especially in cultivating culturally and linguistically affirming teachers for the City of Boston. |
| Goal #2 |
We will revise our coaching structure to better align with our mission, especially in terms of ensuring individualized, intensive coaching for teaching and advising and mentoring for licensure requirements (including MTELs). |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
To better align with national licensure standards, in March 2023, the Massachusetts Department of Elementary and Secondary Education changed the licensure levels for School Counseling from two separate bands (PK-8 and 5-12) to one band (All Levels). To best prepare our candidates for careers as school counselors, and to better align with this new licensure level, the Department of Counseling, Developmental and Educational Psychology will review the current program of study and identify areas for future growth. Presently, candidates in Boston College's graduate program in School Counseling are required to take APSY7418: Applied Child Development (3 credits) or APSY7419: Applied Adolescent Development (3 credits). Faculty will examine the current coursework to determine how to best ensure that candidates are successfully prepared to support all PK-12 students. |
| Goal #2 |
In response to feedback from program completers, the Office of Field Experience and Partnership Outreach plans to pilot a year-long practicum experience for candidates enrolled in PK-12 post-baccalaureate programs. Currently, candidates complete a one-semester early field experience and then a 14-week, full-time practicum. As a result of the increased state requirements, program completers identified the need for additional time to successfully demonstrate competency on the Massachusetts Candidate Assessment of Performance (CAP); to earn endorsement from Boston College for licensure in Massachusetts, candidates must successfully meet the performance thresholds on the CAP. A year-long practicum experience will provide candidates with a richer, more holistic field experience and augmented opportunities to assume full responsibility of the classroom. |
| Goal #3 |
In alignment with the national trends in reading, the Massachusetts Department of Elementary and Secondary Education announced a series of initiatives focused on early literacy in educator preparation; this work included the release of newly developed Early Literacy Program Criteria, with the expectations that all programs begin to implement these requirements in the 2024-2025 academic year. Boston College's Department of Teaching, Curriculum, and Society will be conducting a formal needs assessment, in conjunction with the Lynch School of Education and Human Development Dean's Office, to determine the staffing needs, as well as curricular and field placement impacts, of the Early Literacy Program Criteria. This strategic work will ensure that the teacher education programs at Boston College are well positioned to successfully implement the Early Literacy Program Criteria in the 2024-2025 academic year. |
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EPPP
Annual Goals