We're working on improvements to School and District Profiles and other DESE Reports. We'd love your input! Take our quick survey to tell us what information matters most to you. Your feedback will help shape the new and improved Profiles.
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
Educator preparation program improvement goals for the upcoming program year
Annual Goals - 2023
Educator preparation program improvement goals from the prior year
Goal #1
The graduate special education programs will be reviewed to ensure continuous improvements, efforts and best practices and alignment with high leverage practices. In addition, special attention will be given to historical practices that have marginalized people with disabilities.
Goal #2
Endicott College will work in collaboration with partners to fulfill grant obligations that critically review and implement literacy curriculum.
Goal #3
Candidates will provide artifacts of professional standards of teaching in a digital portfolio which include: implicit instruction (to demonstrate anti-racist practices and pedagogy, and an understanding of whiteness), explicit instruction (evidence/research based lessons) and subject matter knowledge.
Annual Goals - 2022
Educator preparation program improvement goals from the prior year
Goal #1
The programs will be placed on a review schedule in order to ensure continuous improvements efforts and best practices.
Goal #2
Endicott will continue to work with partners so as to respond to the ever changing needs of districts. In particular, we will be piloting a pipeline initiative to help recruit BIPOC students to enter EC as undergraduate students in order to help train them as educators.
Goal #3
Review the quality and frequency of implicit instruction in curriculum courses.
Massachusetts 
