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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 |
CEHD will continue its work in formalizing and strengthening systems and structures that support communication and collaboration within departments and across disciplines by (1) streamlining the number of program directors in the college to facilitate collaboration, goal setting, and work across synergistic academic programs, and (2) leading UMass Boston's Professional Education Coordinating Council in developing inter-college policies that support all educator preparation candidates throughout the university. Additionally, CEHD will increase our commitment to providing financial support to our students. We will more than double our scholarship support for new and continuing students (over $200,000). |
| Goal #2 |
As the #1 public school of education in Massachusetts (USNWR, 2024), CEHD will continue its work in responding to the needs of PK-12 districts/schools by (1) preparing teachers for effective work in urban schools to address high-need content areas, (2) co-developing University Assisted Community Schools (UACS), starting with the BCLA/McCormack School and (3) continuing our work with school districts in the greater Boston area in offering MTEL preparation and licensure advisement support for the Emergency Licensed Holders (ELHs) who are enrolled at UMass Boston and/or employed by our partner school districts. We will continue to help prepare these educators to pass their MTELs, thereby supporting our partner school districts' recruitment and retention goals and our own. |
| Goal #3 |
CEHD will continue to implement robust infrastructure for training, supporting, and professional development of our supervising practitioners and program supervisors, impacting candidate effectiveness. Our Director of Educator Preparation (DEP) will prepare and support practicum supervisors, select and support supervising practitioners, and conduct school and center site visits, including early childhood programs (early intervention, center-based, and family childcare). The DEP will help improve field experiences around racial justice and equity issues, including better-preparing teacher candidates for racially diverse and urban contexts and ensuring that our educator preparation programs align with the College of Education and Human Development's mission to be an anti-racist college. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We are developing an updated college strategic plan. This plan includes developing specific goals concerning holistic student support. Some of these goals include recruiting and maintaining a diverse student population by identifying supports and dismantling barriers for students while creating learning environments that position students as contributing partners, and honors the impact of their role in knowledge-building curriculum. |
| Goal #2 |
We are working on developing an updated college strategic plan. This plan includes developing specific goals concerning the conscious/active recruitment, support and maintain administration, faculty, students employees and staff of color to support our on-going commitment to building an anti-racist health promoting college. Some of these goals include recruiting within the community and connect with the community, while developing, building, and supporting strong community relationships. Additionally, we will be intentional in our commitment to hiring and supporting faculty and staff of color. As part of this process, we are committing to ongoing training for search committees to develop intentional anti-racist hiring procedures and practices. |
| Goal #3 |
This year, we are working on developing a plan that includes improving curriculum and instruction through decolonization and student-centeredness. We aim to provide high-quality classroom experiences for students. We commit preparing our students to become anti-racist educators with a demonstrated commitment to social justice. This aim begins with acknowledging that students and candidates have different learning needs, and their experiences need to reflect and support them. In terms of support, we will continue to explore ways to assist with funding for candidates during their practicum/internship experiences. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We are in the process of implementing systematic use of disposition forms at three points in the program, including before their pre-practicum. We noticed that many students were entering their practicum experience with faculty/ program supervisors still had some concerns about professionalism or dispositions to teach. This became increasing apparent with the pandemic, which limited our candidates to remote field experiences. By creating and using the disposition forms in a systematic and regular way, the candidates who went to work with our partners in pre-practicum or practicum were more prepared to teach, understood what was expected of them as future educators, and potential issues of professionalism and dispositions had been addressed earlier in the program. We hope to build upon this practice to engage our partners more fully into the preparation process. |
| Goal #2 |
We have revisited our existing MTEL policy in light of the pandemic. By removing the requirement of passing all license-specific MTELs, we were able to accomplish several goals concerning student support. We were able to identify at an earlier stage of a candidate's program what supports were needed in addressing MTEL. We were able to introduce individual tutoring which has been received by our candidates. We hope to continue this tutoring program in the next academic year and hope to show a correlation between this tutoring and pass rates for the candidates. |
| Goal #3 |
Our goal is to continue to work with our partners to improve outcomes for PK-12 students in multiple ways. We have established and continue to develop long-term partnerships with local partners, especially urban schools, focused on community-based research, pre-practicum cooperation that imbeds our candidates in classrooms throughout their programs, and practicum teaching sites. Many of our candidates already work in local schools, therefore their increased knowledge focused on content and pedagogy directly impacts the classroom. UMass Boston program completers are hired by local school districts, especially BPS, where they can positively impact PK-12 students. A result of strengthening and nurturing stable K-12 partnerships, (including research, professional development for teachers and collaborative work with our teaching candidates) we hope to continue and increasing awareness of linguistic and cultural diversity and corresponding changes in practice to build on student strengths. |
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Massachusetts 
