Accelerated Community to Teacher (ACTT) Program

The Accelerated Community to Teacher program, known as ACTT, was one of Boston Public Schools' most ambitious efforts to grow its teaching workforce from within the communities it served. Administered through the Office of Recruitment, Cultivation & Diversity Programs (RCD), ACTT provided a structured, no-cost pathway for paraprofessionals, substitute teachers, and career-changers already employed by BPS to earn a Massachusetts Provisional Teaching License and transition into full-time classroom roles.

Program Overview

ACTT was designed around a simple but powerful premise: the people who already work in Boston's schools — who know the students, families, and neighborhoods — are among the strongest candidates to lead classrooms. Many BPS paraprofessionals had years of instructional experience, deep cultural connections to the communities they served, and a demonstrated commitment to public education. What they often lacked was a clear, affordable route to licensure. ACTT removed that barrier.

Participants entered the program in cohorts, typically beginning in the summer and continuing through the following academic year. The cohort model was intentional: it created a built-in support network of peers navigating the same transition, which research consistently shows improves completion rates in adult education programs.

Eligibility and Enrollment

To be eligible for ACTT, candidates generally needed to meet the following criteria:

• Current employment with Boston Public Schools (paraprofessionals, substitutes, or other school-based staff were prioritized)
• A bachelor's degree from an accredited institution
• A strong interest in teaching in a BPS school upon completion
• Willingness to commit to the full program timeline, including summer intensives and academic-year sessions

The program was offered at no cost to participants. BPS covered tuition, course materials, and MTEL exam fees — removing the financial obstacles that often prevent working adults from pursuing licensure on their own.

Program Structure

The ACTT curriculum was built around three pillars: content knowledge, classroom practice, and exam preparation.

MTEL Preparation

The Massachusetts Tests for Educator Licensure are the state's gateway to teaching certification. ACTT provided targeted preparation for both the Communication & Literacy Skills test (required for all license types) and the subject-specific content exams. Preparation included small-group coaching sessions, timed practice exams, individualized study plans, and access to free exam vouchers so participants could sit for the tests without financial risk.

Mentoring and Coaching

Each ACTT participant was paired with a mentor — typically an experienced BPS teacher or instructional coach — who provided ongoing guidance throughout the program. Mentors observed classroom practice, offered feedback on lesson planning, and helped participants navigate the practical realities of transitioning from a support role to a lead teaching position. Study groups met regularly to reinforce content and build collaborative problem-solving skills.

Classroom Practicum

Because ACTT participants were already working in BPS schools, the practicum component was integrated into their existing placements whenever possible. This allowed candidates to practice teaching in familiar environments while receiving structured supervision. The practicum hours fulfilled Massachusetts Department of Elementary and Secondary Education (DESE) requirements for the Provisional license.

The Bilingual Educators Pathway (BE-ACTT)

In School Year 2021–22, BPS launched the Bilingual Educators ACTT pathway, known as BE-ACTT. This specialized track was created in response to the district's growing need for bilingual and English Learner (EL) teachers — a shortage felt acutely in a city where more than 45 percent of BPS students speak a language other than English at home.

BE-ACTT targeted bilingual paraprofessionals who were already serving as critical language bridges in their schools. The program provided the same licensure support as the standard ACTT track, with additional coursework and practicum hours focused on sheltered English immersion, bilingual education methods, and the SEI Teacher Endorsement required by Massachusetts law. Participants in BE-ACTT were prepared to teach in dual-language, transitional bilingual, or sheltered English immersion settings.

Impact and Goals

ACTT was part of a broader district strategy to increase the diversity of the BPS teaching workforce. Research from the National Bureau of Economic Research and other institutions has shown that students — particularly students of color — benefit academically and socially when they have teachers who share their racial, cultural, or linguistic background. At its core, ACTT was an equity initiative: it invested in the people who were already doing the work of supporting Boston's students and gave them the credentials to do even more.

Over its years of operation, ACTT helped dozens of BPS employees complete the licensure process and move into teaching positions within the district. Many ACTT graduates went on to teach in the same schools and neighborhoods where they had previously served as paraprofessionals, bringing continuity and deep community knowledge to their classrooms.

Program Administration

ACTT was managed by the Office of Recruitment, Cultivation & Diversity Programs within the BPS Office of Human Capital. The RCD office oversaw several pipeline programs aimed at building a teaching workforce that reflected the demographics of Boston's student population. ACTT complemented other RCD initiatives, including the High School to Teacher program and the Male Educators of Color leadership cohort, forming a comprehensive pipeline from community membership to classroom leadership.