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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 - 2023 |
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Educator preparation program improvement goals for the upcoming program year |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Promote equity, wellness, academic achievement and a culture of care for all. Develop anti-racist competencies throughout all programs. We will be using the following principles to support our efforts. (Principal's Association) • How do we as leaders create safe and supportive schools where all students feel welcome, valued and supported and where equity is embraced, and trauma sensitive practices are the norm? • How do we create anti-racist practices in our schools, districts, and community? • How do we lead and educate our staff to recognize implicit bias and microaggressions in our schools? • How do we practice self-care, overcome anxieties, and avoid burnout for ourselves and our building and district leaders? • What will our schools need to look like, post pandemic in order to respond to mental health and academic needs? • How do we encourage more student voice and family engagement in our anti-racist work? • How do we give students meaningful access to the resources they need to support their success? • What are the best practices to create school and district communities that focus on creating a climate and culture of participation and shared ownership? |
| Goal #2 |
Implement an imbedded model for continuous reflection, evaluation, and improvement for course instruction. Continue to work on the completion of an ESEP grant that involves creating partnerships with communities to enroll and support underrepresented groups into the profession. |
| Goal #3 |
Create new opportunities for professional development that would include joint projects with School of Psychology and Counseling to deal with the current realities in the classroom (violent behavior, harassment etc.) Also, we will be creating opportunities for students to learn about Dyslexia in relationship to the new state guidelines. |
| Annual Goals - 2021 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Cambridge College will continue to reach out to communities to support the enrollment of underrepresented students and conduct a wider net to support the hiring of minority faculty and staff candidates. Our goal is to increase our student body to be more diverse and reflective of the community. |
| Goal #2 |
Using data from student surveys and using Edwin more effectively, program leaders will offer courses in a manner that is consistent with student needs and allows for more peer interaction. Instruction is the focus. The goal is to have candidates see the connectivity of courses in finance, law, curriculum and organization. In this regard faculty have been given different course assignments to illustrate how the courses are related in the overall goal of administration of a complex system such as a school or district. In light of data collected from students during the COVID 19 pandemic, the School of Education needs to re-examine the manner in which we deliver coursework to our student audience. In particular, special attention needs to be focused on the design of course delivery models. Students have expressed the desire to have more courses be delivered with a ZOOM and in seat balance. However, student preference in course modality will need to be continuously monitored with changes in guidance and regulations that are in place related to the pandemic. The College needs to consider student success metrics in remote learning formats compared to in-seat learning as we consider which instruction formats to best fit student needs moving forward. |
| Goal #3 |
Apply more rigor and support after accepting students into our programs. |
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Massachusetts 
