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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 |
Hire a full time tenure track faculty during the 2024 - 2025 academic year. |
| Goal #2 |
Worcester State has developed a MOU with Worcester Public Schools to provide Para educators with instruction leading to an initial license |
| Goal #3 |
Provide Teacher Candidates in Early Childhood Education with support needed for success on MTELs; and to improve the graduation rate among Early Childhood students. |
| Annual Goals - 2023 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
To hire a full-time tenure track position in AY23-24, to replace the Visiting Professor currently serving in that role. To hire a Math/Science Educator |
| Goal #2 |
To conduct an inaugural annual Summer Workshop for teacher candidates/program completer to support teachers in their professional licensed role. |
| Goal #3 |
To acquire a data management system to enhance effective data analysis; and utilize analyses for continued improvement |
| Annual Goals - 2022 |
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Educator preparation program improvement goals from the prior year |
| Goal #1 |
Continue to advocate for more instructional support to build capacity for the Teacher Education Program. The Education Department will hire 2 tenure-track faculty during the 2022-2023 academic year. |
| Goal #2 |
Procure a data management system to enhance effective data analysis; and to utilize analyses to make improvements to the Teacher Education Program. |
| Goal #3 |
Use DESE's "Culturally Responsive Look-Fors" as a guide to evaluate and map the existing curricula of the TPP to consider when, how frequently, and how extensively culturally responsive/sustainable teaching is purposefully addressed and taught throughout the TPP and make adjustments accordingly. |
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Massachusetts 
