The first several years in the classroom are a critical time of development for a new teacher. BTR provides the ongoing support and networked improvement community necessary to for success and growth.

Developing Great Teachers

Our Early Career Teacher Network develops teachers along a continuous learning pathway. Our faculty observe each BTR graduate’s classroom practices, providing coaching, feedback and encouraging deep inquiry into specific classroom questions and problems.  We leverage key lessons learned, coaching teachers to share out with the greater network of BPS teachers via Professional Development forums such as Learning Sites.  Ultimately, our many of our graduates take on roles as teacher leaders and principals.

“Through BTR Early Career Teacher Network coaching, I became aware of aspects of my teaching that felt peripheral, but are critical to my effectiveness.  I’m now able to share those practices with other teachers.”

-Kyle Dempsey, cohort 10, 1st grade teacher at Guild School

Building the Network

Because teachers in isolation have a limited sphere of influence, we’ve developed a network of professional learning which includes the tools, people, and culture to support the improvement and retention of teachers in Boston and beyond.

We’ve done this by:

  • Developing teacher-tested tools, protocols, rubrics, dashboards and other resources for our network to use and share.
  • Training teachers to use evidence to help each other collaborate and improve, which helps to establish a collective teaching community capable of sustaining a culture of improvement and trust — benefiting both schools and the larger ecosystem of teaching.
  • Continually sharing our work locally and nationally, influencing the preparation and induction of thousands of new teachers annually.

“Through the process of working with the Early Career Teacher Network to develop my Learning Site, we identified and addressed obstacles to student learning. It’s changed the way I think about relating to students. Behavior management is about controlling behavior.  Instead, I focus on what I can do to help the student to be more successful. When teachers come to my Learning Site, they ask how I achieved this classroom culture. We (the students and I) build the culture together. We create the place where all of us want to learn.”

-Alice McCabe, cohort 9, 2nd grade teacher at Boston Teachers Union School