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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 |
Work with the newly revamped continuing education department to increase experiential learning and field-based experiences for students on and off campus. |
| Goal #2 |
Continue to work towards increasing access and equity practices in our concentration. This means continuing to work towards last year's goal: Structured as an additional 9th semester, students in our program complete Practicum the fall after their senior year. The added expense of an additional semester of education and housing costs, paired with the intensive nature of practicum, create a financial barrier for students. From a programmatic and institutional perspective, we are committed to exploring ways to reduce and remove this barrier for students. |
| Goal #3 |
Create a course that explores explicitly culturally relevant curriculum and instruction to support the recent changes to CAP and the classroom demands. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
As we only have one full-time faculty member in the department, finding time to engage in collaborative planning and reflection with adjunct faculty is essential. This year, our department goal is to explore wants to enhance department collaboration to allow us to continue to revise and reflect on our course offerings and instruction- working to vertically and horizontally align our curriculum and update your course and program outcomes. |
| Goal #2 |
While our current courses are enhancing their Diversity, Equity, and Inclusion curriculum, providing special topics classes and workshops related to anti-racist/anti-bias education and instruction would be valuable assets for our program. |
| Goal #3 |
Structured as an additional 9th semester, students in our program complete Practicum the fall after their senior year. The added expense of an additional semester of education and housing costs, paired with the intensive nature of practicum, create a financial barrier for students. From a programmatic and institutional perspective, we are committed to exploring ways to reduce and remove this barrier for students. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We have hired several new faculty members this year that will help expand the breadth of our art education courses. Their vast experience in the field will present new options for students. More teaching voices allow us to provide new opportunities to our students throughout all levels of the program. |
| Goal #2 |
Montserrat College of Art's strategic plan for 2020-23 highlights diversity and inclusion, among other goals. The College's continued commitment to diversity and inclusion will necessitate new kinds of supports to ensure the success of all of our community members and this will extend to the art education program as well. We plan to continue to assess issues of representation and inclusion within our curriculum, making necessary changes as we go so that all students in our program feel like they are seen, heard, and belong. We also aim to support our future students of color in the art room. We would like to increase opportunities for students and faculty of color at the college and in the art education program in general. |
| Goal #3 |
Due to the pandemic, we are continuing to work on new ways to improve the field experience aspect of the Art Education program. We are trying to place students in diverse school settings for the pre-practicum and practicum internships. Since Covid, we have seen restrictions in allowing students to observe in schools prior to pre-practicum, so we have explored new options, including video and recorded observations. These options have allowed us to expand the kinds of classrooms and teachers are students are observing because they are not required to be in person r within driving distance. We are also inviting more practitioners to visit our classrooms and share their practice remotely. Next year we will explore returning to the field with a limited but pre-planned visits with certain practitioners. We hope to give the students a broad exposure to the field as possible through video, remote and in-person observations. |
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Massachusetts 
