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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 |
In order to continue to monitor candidate progress in initial licensure programs, examine the coordination of processes for identifying, supporting, and (possibly) counseling out candidates who are not meeting standards using pre-practicum gateways, coordination of field placement, advising, and program faculty, and consistent use of CAP documentation during practicum. |
| Goal #2 |
Implement and monitor the impact of revised Program Approval Guidelines including guidelines for instruction domain and curriculum literacy, continue to implement the early literacy protocol, and update SMK matrices for all licensure programs by June 2025. |
| Goal #3 |
In order to continue to progress related to the Equity, Diversity, Inclusion and Justice (EDIJ) initiatives and revised Program Review Domain Criteria centering anti-racism, Lesley will assess the impact of  previous revisions, policies and practices in order to enhance the preparation, understanding, knowledge and skills of faculty, staff and pre-services educators to disrupt institutional educational inequities. By Fall 2024, Lesley will identify EDIJ focused revisions across programs, analyze stakeholder feedback, and engage pre-service educators in focus groups to inform additional refinements in this on-going |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
In order to ensure preparation for the Fall 2024 implementation of the revised Program Approval Guidelines Lesley University will participate in opportunities to engage with DESE to learn about revisions, engage programs in a detailed analysis and collective unpacking of Domains and Criteria, articulate, document and implement necessary updates to programs, protocols and processes, solicit stakeholder feedback on plans and refine by June 2024. |
| Goal #2 |
Early Literacy and Observation form In order to ensure the effective and skillful implementation of the Early Literacy Program Criteria and observation form across Early Childhood, Elementary, and Moderate Disabilities programs by the 2024-2025 school year, Lesley will engage programs in a detailed analysis and collective unpacking of criteria, document and implement necessary updates to programs, protocols and processes, solicit stakeholder feedback on plans and refine by June 2024. |
| Goal #3 |
In order to continue to progress related to the Equity, Diversity, Inclusion and Justice (EDIJ) initiatives and revised Program Review Domain Criteria centering anti-racism, Lesley will assess the impact of previous revisions, policies and practices in order to enhance the preparation, understanding, knowledge and skills of faculty, staff and pre-services educators to disrupt institutional educational inequities. By Fall 2024, Lesley will document EDIJ focused revisions across programs, analyze stakeholder feedback, and engage pre-service educators in focus groups to inform additional refinements in this on-going |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Implement the revised content knowledge self-assessment instrument with common elements across initial license programs to gauge teacher candidate proficiency, support the design of individual growth plans, and track developing fluency throughout the program. |
| Goal #2 |
Use data from 2021-2022 to create Continuous Improvement plans to refine Field Office training protocols, continue with a comprehensive communication plan, monitor of use of a resource site, and comprehensive training calendar for Teacher Candidates, Supervising Practitioners, Program Supervisors, and faculty to support consistent implementation of practicum and pre-practicum requirements, including gateway tasks, CAP requirements, and continued use of the CAP online platform. |
| Goal #3 |
Implement recommended changes for inclusion, diversity, equity and social justice across program syllabi and curriculum, pilot the adoption of an anti-racist interdisciplinary course in selected programs, and unpack MA DESE anti-racist leadership competencies in anticipation of revised Program Review criteria. |
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Massachusetts 
