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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 |
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. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Our partner schools have experienced significant staffing challenges this academic year. In response, we expanded our spring 2022 education hiring fair. In addition, we held mock interviews to introduce PK-12 administrators to our teacher candidates early in 2022 and have offered support and flexibility to help alleviate the staffing challenges in local schools. |
| Goal #2 |
This academic year we have enhanced our focus on community-care and self-care in our courses and field based experiences as we have transitioned back to in-person learning environments. Staffing challenges and overall elevations in stressors in our PK-12 partner school districts impact our candidates. We are working tirelessly to reduce the physical and emotional toll upon our candidates. |
| Goal #3 |
Pilot a model that more intentionally incorporates anti-racist practices by design (both content and pedagogy). This will be integrated into our FBE and CAP evaluation system at the post-baccalaureate level. |
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Massachusetts 
