Over the years, BPE (formerly the Boston Plan for Excellence) has learned a lot about what it takes to help teachers improve their practice and schools increase outcomes for all students. We are constantly learning and aim to be transparent about what works and what doesn’t, helping to spread effective practices and increase understanding about the complex challenges facing our schools and the most promising solutions to address them.
- One way we expand knowledge is through our publications and resources for teachers, school leaders, and those interested in improving schools.
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Our goal is to drive exceptional outcomes for all Boston students—and to help others do the same for students in their cities. In that spirit, all of our tools and resources are available for public consumption and sharing. Please make use of any resources of this website, crediting BPE where appropriate.
BPE's annual report for FY13 reviews the year's accomplishments in launching BPE's first Teaching Academy, preparing new teachers through a refined Boston Teacher Residency, and supporting partner schools through a concentrated...
In 2012, BPE and the Dudley Street Neighborhood Initiative launched the Dudley Street Neighborhood Charter School, a school designed to bring every child to reading proficiency by the third grade. The school is BPE's first Teaching Academy,...
As BPE's school-based partnerships have evolved, data has become a crucial element of this work. By supplying educators with the right data, in usable form, and by coaching them as they learn to create, collect, and interpret their own data, we...
In this brief, we share our thinking behind the decision to integrate student perceptions into our research on teacher effectiveness. We share insights from a pilot of the Tripod survey and raise questions for ongoing research.
We founded Boston Teacher Residency (BTR) to provide Boston schools with a steady supply of strong teachers who would be ready to hit the ground running. To ensure we’re developing consistently high-quality teachers, we’ve undertaken a...