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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 |
At the present time, we have an exit survey for students in their last semester at MassArt. In order to open up more structured opportunities for students to contribute curricular feedback, we will expand our system of collection. Our goal is to design a new structure to gather student feedback at planned intervals and to devise a system by which to analyze the data to make needed changes toward program improvement. |
| Goal #2 |
We are modifying our advising process to ensure consistency of communication in terms of the information and requirements for each of our programs. Foundational to this process, we are reworking our sophomore orientation to introduce incoming students to program requirements and expectations. |
| Goal #3 |
In response to DESE's MTEL Advisory (September 2023), we amended our MTEL policy in January 2024 to eliminate the requirement of taking/passing all MTELs to graduate from our program. In 2024-25 we will continue refining our systems of providing MTEL related information to students, encouraging them to use MassArt's resources for MTEL preparation and determining new methods of data collection for analysis. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Faculty will work together to deepen and codify our "return to in-person" field-based components of coursework. We will establish a system for documenting and mapping these requirements and rebuild relationships with area host sites. |
| Goal #2 |
Hold a search and successfully hire two tenure-track faculty members, both in the area of pedagogy. Given a failed search in AY 21-22 and the resignation of a faculty member, we will strive to hire a lead faculty for our school-based pedagogy courses and another to lead our PrePracticum 2 program. |
| Goal #3 |
Devise strategic system for supporting struggling students. We have begun to design a sophomore strategy to build advising, case-based interventions that will better utilize and align advising and college-wide resources. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We will build our systems of articulation, organization, evaluation and documentation of our Gateway Tasks. One area that became evident was the need for enhanced staffing of evaluators for the Gateway Task 2 in our PrePracticum 2 course. As our students demonstrated their competencies in this area, the assessment ratio for faculty fluctuated with the number of students enrolled during each semester. Our Spring semester has a great number of graduate students which requires additional staffing of qualified evaluators assessing the Gateway Task 2. We will adapt our assessment model to reflect these fluctuations and strategize ways to further design and delineate both Gateway processes. |
| Goal #2 |
Building upon our growing inclusion of the teaching of literacy and digital literacy in the visual arts classroom, we will continue to develop, articulate and assess the inclusion of these domains in our pedagogical coursework. We will build upon our initial work in the curriculum mapping of these areas and evaluate our shift from exposure to these domains to the training of pedagogical strategies in these areas. |
| Goal #3 |
We are thrilled to be returning to on-site fieldwork experiences and have enhanced these expectations in our pedagogical coursework. In the fall we will re-establish our partnership with area venues including the Boston Public Schools and various community agencies and craft fieldwork expectations from course-to-course during our fall curriculum team meetings. This work will also be built while on-boarding new faculty in engaging with our partners as a fundamental structure of "applied" or "situated" learning that is the hallmark of our program. These enhancements may also require the reframing of our "course type" nomenclature with the college. |
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Massachusetts 
