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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 |
Continue to refine data collection systems and identify long term privacy-safe storage for candidates' electronic files. |
| Goal #2 |
Continue to take a deeper dive into Early Literacy guidelines, by adding to and/or updating methods coursework expectations. Pending funding, we will also participate in a local consortium of K-12 and higher education programs collaborating on early literacy needs and practices in the field. |
| Goal #3 |
Increase MTEL supports including: collaboration with A&S content colleagues, updating materials to support self study, and revising curriculum to deepen content knowledge. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We are working on redesigning our data collection systems to better reveal candidate supports offered across campus units, and to shift to electronic formats allowing for better storage and long term analysis of data. |
| Goal #2 |
We plan to review and revise, where needed, our early literacy and content area literacy coursework and assignments to better support candidates' efficacy on MTELs and in field experiences. |
| Goal #3 |
Continue to pilot and refine tools supporting candidates' identification and development of pedagogy related to SEL, UDL, and culturally sustaining/equity-centered practices (e.g. look fors, observation guides, checklists with examples...); to bridge theory and practice. |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
We plan to propose Special Education -Moderate Needs licensure programs for approval. Special Education teachers are in high demand and short supply, we want to meet the needs of our partners and other local schools by adding these programs to our offerings. |
| Goal #2 |
Having articulated our shared program principles, we now plan to develop and implement a set of tools to better support candidates' development of pedagogy related to SEL, UDL, and culturally sustaining/equity-centered practices (e.g. look fors, observation guides, checklists with examples...). |
| Goal #3 |
We plan to revisit, and where needed revise, prepracticum assignments to more explicitly develop candidates' recognition and repertoire of SEL, UDL, and culturally sustaining/equity-centered practices in the field. |
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Massachusetts 
