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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 May 14, 2026.
| Annual Goals - 2025 |
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Educator preparation program improvement goals for the upcoming program year |
| Goal #1 |
Participate in DESE consortium grant (Early Literacy Consortium: Building Capacity to Improve Student Outcomes by Connecting College Students & Elementary Classroom Teachers through Shared Learning Experiences in Literacy) in conjunction with Smith College, Northampton Public Schools and Frontier Regional/Union 38 districts to strengthen instruction in teacher preparation programs and local schools. Participate in Early Literacy Professional Learning Community for Educator Preparation Faculty to become more familiar with the Early Literacy Program Approval Criteria from February 2024 and begin implementation in literacy coursework and field based experiences. We will implement strategies from the FY 25 Early Literacy PLC, attend literacy conferences, create training videos for literacy instruction in coursework, offer training and online professional development to teachers and teacher candidates to support their learning and implementation. |
| Goal #2 |
Both undergrad and graduate programs will pilot the new CAP guidelines with their TCs, SPs, and PSs during the 2024-2025 year and implement them in the practicum semester. We will participate in DESE's Community of Practice meetings each month to share experiences, support colleagues in their implementation, and provide DESE with feedback on the new CAP guidelines. We plan to design and implement new training manuals and workshops for SPs and PSs, as well as participating TCs. We then intend to modify training based on feedback and extend training to faculty in Year 2. |
| Goal #3 |
During the 2024-2025 academic year, all undergraduate and graduate initial licensure program administrators and faculty at Mount Holyoke College began working to align all program coursework to the new Professional Standards for Teachers (PSTs). The PSTs were introduced to all faculty and staff, teacher candidates, program supervisors and supervising practitioners. The alignment work was supported by DESE and regional higher education colleagues through a monthly Community of Practice led by Kenzie Chin. We launched the alignment process with a careful review of all existing coursework within each licensure program. Specifically, we determined how each course within our programs addresses each of the PSTs. Next, we worked to identify gaps and areas of repetition by compiling matrices for each licensure program. Moving into next year, we will make adjustments to course descriptions, syllabi and content to ensure that all teacher candidates have an opportunity to introduce, practice and demonstrate each of the PSTs across their time in the program. We will be in full alignment by the end of the 2025-2026 academic year. |
| Annual Goals - 2024 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
During the 2023-2024 academic year, all teacher candidates from our baccalaureate and post-baccalaureate early childhood, elementary and moderate disabilities programs will participate in the pilot of the early literacy observation tool. Program Directors will complete these observations in spring of 2024 in an effort to (1) provide feedback to DESE and (2) make necessary adjustments within our program structure to support ongoing use of this new observation tool. Furthermore, in an effort to improve outcomes for all students, our program faculty will familiarize themselves with the Early Literacy Program Approval Criteria from February 2024 and begin aligning coursework and field based experiences with current expectations for training and preparing future educators in evidence-based literacy instruction. |
| Goal #2 |
Our district partners have identified an increased need for support and training in new Early Literacy standards and pedagogy. In response to this need, we have worked in partnership with key partner districts to apply for grant funding to support and develop early literacy training around the new curriculum. Training will be targeted towards new teachers as well as current educators. |
| Goal #3 |
Our newer partner school districts have experienced an increase in teachers on waivers who have not yet passed their requisite MTEL tests. In response, we will apply for grant funding to support MTEL preparation courses to support these educators' progress toward provisional or initial licensure. In addition, we will allocate funds from this grant to purchase vouchers to cover the cost of taking the tests for our partner district's participants. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Our partner schools have experienced an increase in teachers on Emergency licenses who have not yet passed their requisite MTEL tests. In response, we will apply for grant funding to support MTEL preparation courses to support Emergency license holders progress toward provisional or initial licensure. In addition, we will allocate funds from a grant to purchase vouchers to cover the cost of taking the tests for our partner district's participants. |
| Goal #2 |
IHE partner for the ARPS grades K-5 Math Curriculum Implementation Grant. Teacher candidates will have an opportunity to participate in well-supported field experiences in Amherst classrooms to accompany their math teaching methods course. We will incorporate the iReady curriculum materials into our curriculum library and our UG methods course will be taught by a classroom teacher in the Amherst Public Schools. In addition, MHC faculty, staff and candidates will be invited to participate in professional development with district educators. |
| Goal #3 |
In an effort to increase access and remove barriers and due to the teacher shortage across the state, the post-bacc program will pilot a hybrid model, offering coursework for teacher candidates to participate in live class sessions either in-person or online via Zoom. |
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Massachusetts 
EPPP
Annual Goals