Professional Learning

Part of the mission of the Telescope Network is to seek out and magnify the successful teachers, effective practices, and models of teacher-driven professional learning.

Models of Professional Learning

Below is a menu of the different types of programs offered by the Telescope Network. You can always find the most up-to-date list of our programs on our website (bostonpublicschools.org/telescope) and on our events calendar. Both are updated weekly during the school year.

What makes Telescope Network sessions distinct is that we build our programs around these key elements:

Educator Voice: We ask educators what they want and need to learn next to help us determine PD topics. Please look out for our annual survey starting in January.
Peer Expertise: We magnify effective practices from across the district and create opportunities for effective and reflective educators to share their expertise with their peers. We continually ask, “Who’s doing this work well?” and design professional learning opportunities for peer leaders to share their expertise.
Intentional Collaboration: We connect educators to resources, opportunities, and each other. We foster equity by creating intentionally collaborative learning spaces where participants can break out of our silos, and work together to close opportunity gaps.

Learning Sites (high intensity)

What is a Learning Site?

In a Learning Site, educators come together for an extended observation in a live classroom around a common area of practice. Participants debrief with the host teacher and set goals for their own classrooms. Participants continue the learning through virtual follow-up sessions. 12 PD hours + 1 ALC credit. In-person (peer obs) + virtual (follow-up sessions).

The Learning Site model and excavation protocol were adapted from Boston Teacher Residency (BTR) and their Early Career Teaching Network (ECTN). A 2022-23 study conducted by Boston University confirmed that Learning Sites effectively "honor problems of practice that educators face and advance district and school priorities."

These are our most popular and impactful PD sessions because they combine peer observation with follow-up coaching and support. Learning Sites have two distinct parts: During the ~5 hour peer observation, you will get a chance to observe an expert colleague and debrief with them to help you create a change idea. During the ~4 hour follow-up sessions, you will get support from your peers as you adopt and adapt your change idea in your setting.

example: Elementary World Language Learning Site

On March 6, 2025, the Telescope Network and the BPS World Language Department co-hosted a Learning Site at the Harvard-Kent Elementary School in Charlestown on the topic “How do we scaffold the World Language curriculum framework to meet the needs of our students?” Our host teacher was Yingling Hsu (Harvard-Kent Elementary). We had 10 participants join from 8 different BPS schools/departments. At the end of the session, one participant said, “The class observation went well. I enjoyed how well everything was developed, especially being able to work within groups. We were able to bounce off ideas and learn from each other.” More info.

Planning Cohort (high intensity)

What is a Planning Cohort?

A Planning Cohort is a space for educators to collaboratively plan with the support of a peer expert. During the planning cohort you will have time to unpack curriculum to develop a thoughtful unit plan, pool resources with colleagues in a similar context, and receive feedback from peers and coaches. 12 PD hours + 1 ALC credit. In-person (launch session) + virtual (follow-up sessions).

example: Illustrative Math Planning Cohort

On January 15, 2025, the BPS/BTU Telescope Network co-hosted an Illustrative Math (IM) Planning Cohort for educators in grades 3-11. Brian Boyd (Murphy K-8), Jordan Huynh (McKay K-8), Cindy Nguyen (Dearborn STEM Academy) and Lisa Scad (Alighieri Montessori) facilitated this Planning Cohort. We had 19 educators from 14 different schools engaged in planning the Illustrative Math curriculum from 3rd to 11th Grade. Afterwards, one participant said, "We are often thrown into teaching curriculum that we are not fully versed in. The planning cohorts give a chance to dig in and dissect the curriculum in a way that we may not during the course of the school year.” More info.

Advancing Community of Practice (high intensity)

What is an Advancing Community of Practice?

Similar in structure to a Learning Site, these sessions satisfy the advancing level of the 12-hour inclusive education district PD requirement. Sessions include peer observation & virtual follow-up meetings. 12 PD hours. In-person (peer observation/debrief) + virtual (follow-up sessions).

example: Illustrative Math Planning Cohort

From February 25, 2025, to May 6, 2025, the BPS/BTU Telescope Network and the BPS Science Department offered an advancing community of practice course on the topic, "How do we implement the FOSS science curriculum in an inclusive setting so that all students can succeed?" The session included a virtual peer observation of host teachers Shona Daye (Ellison Parks), Lauren Nickerson (Harvard-Kent Elem), and Holly Rosa (Perkins Elem). We had 28 educators from 24 different schools join. Participants selected one of five promising practices to implement in their own teaching. They focused on a specific student group and gathered data to assess how effective the practice was in promoting equitable outcomes for those students. At the end of the session, one participant said, “I explored the area of academic conversations in a way that I've never done before and the level of conversations my students are now having are deeper and richer because of it.” More info.

Learning Cohort (low to high intensity)

What is a Learning Cohort?

In a Learning Cohort, you learn as a team with a group of BPS colleagues. You will address a common challenge, learn from peers, develop ideas to bring back to your own setting, and get support as you try out new strategies. Each session lasts 1.5-2 hours and you may join for one or more sessions. 1.5-12 PD hours. Virtual and/or in-person.

Some learning cohorts include optional follow-up coaching opportunities for participants who are interested in implementing ideas in their own settings. 12 PD hours + 1 ALC credit.

example: Illustrative Math Planning Cohort

On April 7, 2025 the Telescope Network co-hosted the fourth session of the Emergent Literacy Learning Cohort that addressed the question "How do we support and assess literacy acquisition for students with severe disabilities?” During session 4, we had presentations from Charis Nandor (Batson Academy), Jane Ebersole (Condon K-8), and Chelsea Hammond (Mann School for the Deaf). We had 25 participants join our session from 18 different BPS schools/departments. After the session, one participant said, “I really enjoyed the presentations and learning about the resources other classrooms are using. A special shout out to Jane for sharing Tarheel Game Play and being so passionate about their students’ right to enjoy literacy!” More info.

Connect & Share Panels (low intensity)

What is a Connect & Share panel?

During a Connect & Share panel discussion, participants hear from BPS colleagues about what’s working in their classrooms and schools. Presenters typically share a 10-minute presentation about an effective practice. Participants connect with peers from across BPS and get new ideas. 1.5-3 PD hours. Virtual or in-person.

example: Teaming for MTSS Connect & Share Panel Discussion (webinar)

On May 15, 2025, the Telescope Network hosted a Connect & Share webinar session on the topic “How do we collaborate to support the needs of our students through MTSS (multi-tiered systems of support)?” We had 24 people attend the session from 17 different schools/departments. Participants heard from Kelly Sample (Boston Latin), Nada Heredia (Haley Pilot), and Oriana Nir and Danny De Velis (Tech Boston Academy). Each presenter shared how they work collaboratively to meet the varied needs of their students, including multilingual learners. After the session, one participant said that they left with “Examples of how people work within different models that I can share with others, AND understanding that when people make things their own the outcomes are tailor made for what students need and what will work for them.” More info.

example: Educators of Color Connect & Share Panel Discussion (in-person)

On April 30, 2025, The BPS/BTU Telescope Network, in collaboration with the BPS Office of Retention, Cultivation, and Diversity, co-hosted an in-person Connect & Share panel discussion for educators of color on the topic: “How does your identity impact professional collaboration and growth?” The panel, which included Stephanie Leon (East Boston EEC) and Antwain Sheffield (Tech Boston Academy) among others, shared narratives and strategies on fostering collaboration, career advancement, well-being, and positive mindsets for educators of color navigating their professional journeys. 51 educators from 35 different schools/departments attended the session. After the session, one participant said that it was “an extremely varied panel with diverse perspectives that brought valuable insight on the questions being asked.” More info.

Edcamps (low intensity)

What is an Edcamp?

Edcamps are “an innovative form of training with no predetermined speakers or sessions.” Participants create the session topics at the start of the event based on their interests and questions. Participants learn new practices while connecting and sharing expertise with others in the room. 2-3 PD hours. Virtual or in-person.

example: Early Childhood Inclusive Practices Edcamp

On October 8, 2024, the Telescope Network hosted a virtual Edcamp on the topic “What strategies, resources, and procedures can we use to support all students in the classroom?” We had 19 people attend the session from 16 different BPS schools/departments. Participants had a chance to share struggles and successes and to connect with colleagues in similar roles. After the session, one participant said, "Mostly, it was really surprising to hear the pressure colleagues feel to have it all figured out.” More info.

Other Telescope Models

Day of Learning. On May 6, 2025, Charlestown High School, in collaboration with the OMME, the Telescope Network, and the History Department, hosted a Day of Learning on “History for Newcomers.” We had 40 people attend the session from 21 different schools/departments. This event included a panel discussion featuring presentations from educators at 3 different schools as well as information programmatic requirements for newcomers and scaffolding strategies. At the end of the session, one participant said, “It makes me feel capable with real tools that will help my students and make me a better teacher. When I feel helpless, I flail around and get stuck in ineffective ruts. Now I have more strategies to be engaging and I will bring a new positive mindset to my class.” More info.

Peer Observation. We’ve developed a peer observation checklist to help you arrange an individualized peer observation of a recommended BPS colleague. And we can also help match you up with a colleague to observe. One peer observer said, “I was able to see how different veteran teachers use classroom management techniques to maintain a functional and engaging class for the entire class period.” More info.

Telescope Team Trivia. To foster collaboration and a little bit of fun in an informal setting, we occasionally host team trivia events. On February 28, 2025, the Telescope Network and the Boston Teachers Union co- hosted a trivia social event for BPS educators at Long Live Brewery in Roxbury. We had 34 participants from 14 different schools/departments join this event. More info.

Aspire & Inspire Symposium. On May 22, 2025, the Office of Educator Leadership and Development hosted our annual Aspire & Inspire Educator Symposium at Dearborn STEM Academy. This symposium celebrated the work teacher leaders have been engaging in throughout the course of the year with various OEDL departments (Telescope Network, New Teacher Development, Teacher Leadership Fund, National Board, and Para PD). We had 205 participants from across BPS attend the event. During the symposium, participants had the opportunity to enjoy a catered dinner and networking, student performances, and presentations from educators. More info.

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