- Great Teachers
- Great Schools
- Great Results
New from BPE
Update on the Dearborn Process
On September 12th, Interim Superintendent John McDonough proposed to the MA Department of Elementary and Secondary Education an intervention plan in which the district would engage stakeholders in identifying an external operator to run the Dearborn. The district released a Request for Services for such an operator on October 20th, with applications due on October 24th. The stakeholder committee then reviewed applications from interested organizations, and “shortlisted” proposals from three organizations, including BPE. Those proposals have been presented to Superintendent McDonough, who will now make a recommendation to Commissioner Mitchell Chester. Read the BPE proposal here.
As stated in July, when Superintendent McDonough recommended to the Boston School Committee that BPE and the Dudley Street Neighborhood Charter School assume responsibility for the Dearborn, we are honored and humbled to be considered for this most important work. If we are selected, we are committed to engaging in a thorough community process in order to ensure that the school reflects the aspirations and expectations of the community. If selected, we are eager to get down to the hard work of building a great school that supports every single student to achieve. Please don’t hesitate to contact BPE Executive Director Jesse Solomon if you have questions or comments.
Two BTR Graduates Named as Teach Plus Fellows
Boston Teacher Residency (BTR) graduates Brianne Brown and Jeffery Cipriani were named as two of the 2014-2015 Teach Plus Teaching Policy Fellows for the Massachusetts site. The Teaching Policy Fellowship is a highly selective program for teachers interested in having a voice in decisions that affect their profession.
Brown, BTR cohort 5, is a 4th-5th grade teacher in her third year at the Eliot K-8 Innovation School. Cipriani, BTR cohort 8, is a 2nd grade teacher at Orchard Gardens K-8 Pilot School. He has also served as a Mentor Teacher for BTR residents.
Making It Happen
Two years ago, BPE helped launch the Dudley Street Neighborhood Charter School, a new school with a big mission: to serve the full range of Boston students, bringing every child to proficiency in reading by the third grade. The Dudley Street School is BPE's first Teaching Academy, a premier training ground for Boston teachers.
"Making It Happen" chronicles the Dudley Street School's first year, a year marked by impressive accomplishments (74% of students made at least a year of growth in reading) and great enthusiasm and dedication from staff, partners, families, and students.
See our teachers and students in action:
Student Success. Nothing Less.
For three decades, BPE (formerly the Boston Plan for Excellence) has devised solutions to the toughest challenges faced by Boston’s students and teachers by weaving together expertise in teacher training and school development. We believe ambitious teaching (which we define as instruction that consistently engages all students in rigorous content) requires not only effective teachers, but also systems that support great teaching and methods for continuous improvement. We have prepared over 500 teachers for Boston's public schools through the nationally recognized and replicated Boston Teacher Residency program. And we have pioneered scalable, cutting edge data tools and whole school improvement strategies. Today, we are redesigning schooling for students and teachers by creating neighborhood-based Teaching Academies, which are in-district, PreK-12 schools which provide a world-class education for all students while preparing outstanding new teachers for the Boston Public Schools. We launched our first Teaching Academy, the Dudley Street Neighborhood Charter School, in 2012. In 2013, we created the Dudley Promise Corps to leverage the power of national service to expand learning time, engage families, and provide extra support to students in the Dudley neighborhood.
With this strategy, we reach 10% of BPS students, helping to dramatically accelerate their progress. Just as important, we are creating new, replicable models for developing great teachers and great schools.