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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 - 2024 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
The Lynch School of Education and Human Development will analyze enrollment data and identify trends from teacher education programs leading to licensure over the last decade. The overall goal is to identify enrollment trends and streamline program offerings, focusing on areas of demand as outlined by state guidelines and district partners, and those of interest to prospective candidates. |
| Goal #2 |
To bolster the state's evidence-based early literacy endeavors, the Lynch School of Education and Human Development will create a professional development series tailored for practicum supervisors. This series will equip practicum supervisors with the tools necessary to furnish teacher candidates with top-tier feedback on their instructional approaches within the realm of early literacy. |
| Goal #3 |
Collaborating with the Teaching, Curriculum, and Society Department, the Lynch School of Education and Human Development will update the current entry, exit, and alumni surveys for teacher candidates, to conform with the state's revised program evaluation criteria, incorporating an emphasis on early literacy and anti-racist pedagogical strategies. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Improve our partnership with Umass Boston and potentially add a new partner. |
| Goal #2 |
Increase support and training around equitable literacy |
| Goal #3 |
Improve coaching and instructional practice of the educator preparation specialist. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
In alignment with Massachusetts Department of Elementary and Secondary Education Program Approval Guidelines (2016), our goal is to partner with Undergraduate Student Services, Graduate Student Services, and Department of Teaching, Curriculum and Society to formalize and standardize the waiver policies for teacher education candidates (e.g., Sheltered English Instruction endorsement, pre-practicum requirements, etc.). |
| Goal #2 |
As of the 2020-21 school year, state-approved teacher education programs are required to "evaluate initial licensure teacher candidate performance in early field-based experiences (the "pre-practicum") by administering at least two licensure-specific performance tasks, or "gateway assessments." Gateway assessments provide SOs with an opportunity to 1) identify at-risk candidates and provide them with the necessary supports and guidance to improve or exit the program and 2) monitor individual licensure programs to ensure that each is effective" (DESE, Pre-Practicum Guidelines, 2021). The field-based gateway assessment can either be administered during an in-person early field experience (pre-practicum) or through a mixed reality simulation. LSEHD is required, as part of the program approval process, to monitor and track teacher candidates' performance on the gateway assessments over time and to utilize the data for continuous improvement efforts. LSEHD will explore mixed reality simulation tools, such as Mursion, that can be leveraged to both attend to the state-required field-based gateway assessment and augment traditional experiences in PK-12 settings. Mixed reality simulation tools will allow for the school to more consistently administer performance assessment tasks to teacher education candidates, as well as more readily monitor and track teacher candidates' performance on such assessments. |
| Goal #3 |
In light of the recent pandemic and the complexities faced by teachers, students and families, LSEHD plans to institute a PK-12 Advisory Committee. The Committee will be composed of administrators, teachers and mentors from PK-12 schools in Boston and the surrounding communities. Overall, our goal is to target PK-12 schools with long standing relationships with Boston College that are dedicated to mentoring the next generation of educators. Data from Committee meetings will be utilized to refine partnership policies, better support teacher candidates, and establish a strong communication pipeline between the University and school sites. |
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Massachusetts 
