Accelerated Community to Teacher (ACTT) Program

The Accelerated Community to Teacher program, known as ACTT, was a pathway into the teaching profession designed specifically for people who were already part of the Boston Public Schools community. Paraprofessionals, substitute teachers, and career changers with ties to BPS schools could use ACTT to transition into certified teaching roles through a structured, no-cost licensure program. Endorsed by the Boston Teachers Union, ACTT represented a shared commitment between the district and its labor partners to build the teaching workforce from within.

Who the Program Served

ACTT was built for people who were already doing the work of supporting students in Boston's schools but lacked the formal credentials to lead their own classrooms. This included:

• Paraprofessionals: Classroom aides, instructional assistants, and special education paraprofessionals who worked alongside teachers daily and often had years of experience with BPS students and curriculum
• Substitute teachers: Individuals who regularly covered classrooms across the district and had demonstrated their ability to manage instruction in a variety of school settings
• Career changers: Professionals from other fields who had become connected to BPS through volunteer work, after-school programs, or community involvement and were ready to make teaching their career

All candidates needed a bachelor's degree to participate. Beyond that academic requirement, the program prioritized candidates who demonstrated a genuine connection to the BPS community and a commitment to serving its students long-term.

The Accelerated Pathway

ACTT compressed the journey from community member to certified teacher into a focused program that respected participants' time and existing expertise. The program recognized that its candidates were not starting from zero — they brought deep knowledge of BPS schools, relationships with students and families, and practical experience that traditional preparation programs often take months to develop.

MTEL Exam Preparation

Passing the Massachusetts Tests for Educator Licensure is a prerequisite for any teaching license in the state. ACTT provided intensive, targeted preparation for both the Communication & Literacy Skills test and subject-specific content exams. Preparation included small-group study sessions, practice exams under timed conditions, individualized coaching for candidates who needed additional support in specific content areas, and free exam vouchers so that financial considerations never prevented a candidate from sitting for a test.

Mentoring and Coaching

Each ACTT participant was paired with an experienced BPS teacher who served as their mentor throughout the program. Mentors provided regular classroom observations, feedback on instructional practice, support with lesson planning, and guidance on navigating the transition from a support role to a lead teaching position. The mentoring component was central to the program's design — research consistently shows that sustained, job-embedded coaching is the most effective form of professional development for developing teachers.

Classroom Practicum

Because ACTT participants were already working in BPS schools, their practicum experience was integrated into their existing placements. This approach had two advantages: candidates could develop their teaching skills in environments where they were already known and trusted, and the schools benefited from having an additional emerging educator receiving structured support within their building. Practicum hours fulfilled DESE requirements for the Provisional Teaching License.

Boston Teachers Union Endorsement

The Boston Teachers Union recognized ACTT as a valuable pathway for existing school staff to advance their careers. The BTU's endorsement reflected the union's support for programs that invest in the professional development of current BPS employees and create opportunities for upward mobility within the district. ACTT participants who completed the program and secured teaching positions became full members of the BTU bargaining unit, with the same rights, protections, and benefits as any other BPS teacher.

No-Cost Commitment

ACTT was offered entirely at no cost to participants. BPS covered tuition, course materials, MTEL exam fees, and other program expenses. This financial commitment was essential to the program's mission. Many paraprofessionals and substitute teachers earn modest salaries, and the cost of traditional teacher preparation programs — which can run tens of thousands of dollars — represents an insurmountable barrier for many otherwise qualified candidates. By removing the financial obstacle, ACTT opened the teaching profession to people who might never have been able to pursue it on their own.

From Community to Classroom

ACTT graduates brought something to their new teaching roles that could not be taught in any preparation program: authentic community knowledge. They knew their students' neighborhoods, families, and cultural contexts because they came from those same communities. This deep, organic connection translated into stronger relationships with students, more culturally responsive instruction, and a greater likelihood of long-term retention in the district. For BPS, every ACTT graduate represented not just a new teacher but a lasting investment in the connection between the district and the communities it served.