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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 |
Enhance tracking of teacher candidate progress through revising our Gateway 1 and 2, and the program-wide performance assessments at the end of fall and spring semesters. The collection and analysis of this refined program data will not only facilitate more precise, targeted supports for teacher candidates who are facing challenges, but also provide a richer data set for comprehensive curriculum review and redesign. The ultimate goal is to ensure that our curriculum is continuously evolving and improving, based on tangible evidence of student progress and needs, thereby enhancing the overall quality of our teacher preparation program. |
| Goal #2 |
Augment our curriculum with a more comprehensive focus on methods for teaching students with special needs. The goal is to equip all teacher candidates with a robust set of skills and strategies that will enable them to effectively teach in inclusive classrooms. This enhanced preparation will foster an environment where all students, regardless of their individual needs, can thrive and succeed. By doing so, we aim to promote inclusivity and diversity in education, ensuring that our future teachers are well-prepared to meet the diverse needs of all their students. |
| Goal #3 |
The school support personnel program preparing school counselors and school adjustment counselors has historically structured 200 hours of prepracticum experiences in the first year of the 2-year program sequence. In response to school partner and student feedback, the program will pilot a modification of prepracticum hours to create more opportunities and time for students and school partners to participate in site matching. Through feedback of school partners and students the program will assess the effectiveness of this modification. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Implement revised Program Core Experience for candidates. The Teaching and Teacher Leadership Program core experience will be a 4-credit yearlong course, for the full academic year, where Teacher Leaders and Teaching Candidates will work together to calibrate on our understanding of what it means to be effective educators that advance student learning through rigor and equity. |
| Goal #2 |
Implementation of a revised field-based experience for teacher candidates that holistically prepare candidates for the profession. The new curriculum addresses the distinct needs of interns and residents and includes more specific guidance for supervising practitioners to ensure all teacher candidates have access to meaningful field-based experiences that will prepare them to be ready to teach day 1. The Field Experience will include the following Cross-Cutting Concepts and Common Outcomes for Teacher Candidates (TC): • Equity: TC promotes a caring learning environment and recognizes, responds to and redresses bias and inequities in their classroom, school, and beyond. • Inquiry: TC creates opportunities for students to engage in deeper learning, authentic questioning and problem solving. • Growth: TC grows through sustained self-reflection, engagement with theory and research, and response to feedback. |
| Goal #3 |
Successful Integration of the principal preparation program as School Leadership Pathway within the residential Education Leadership, Organizations, and Entrepreneurship (ELOE) Program. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Successful launch of the inaugural year of the Teacher/Teacher Leadership Program. The revised educator preparation program is structured with the intentional mixture of experience levels and diverse backgrounds of candidates, from novice teachers pursuing licensure to experienced educators, preparing to improve teaching and learning on a wider scale. |
| Goal #2 |
Establish a collaborative partnership with the Undergraduate Mathematics Department to facilitate a pathway of committed Mathematics teacher candidates for application to the post-baccalaureate licensure Teacher/Teacher Leadership Program. |
| Goal #3 |
To support school partner needs and address candidate interest, teacher preparation through TTL will create a structure within the program so that students choosing to add moderate disabilities to their primary license while enrolled can do so through coursework and supervised fieldwork. |
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Massachusetts 
