Josiah Quincy Upper School

152 Arlington Street - Boston MA - 02116
Type of autonomy arrangement: Pilot Schools
Basic Profile

Opened In







District - Pilot


Determine learning program
Set school-level policy
Determine professional development
Determine authorizer assessments
Determine state assessments


Select colleagues
Evaluate colleagues
Transfer or terminate colleagues
Determine tenure policy
Select leaders


Determine school budget
Set staff pattern
Determine compensation
Determine teacher workday
Set schedule
Teacher Authority Is...
De Jure and De Facto

De jure authority is granted to the school governing board via the pilot agreement, which is in the form of a Memorandum of Understanding (MOU) between BPS and BTU. The MOU gives the board authority to make decisions in some areas. De facto, the governing board transfers this authority to the teachers, who collectively make decisions in areas indicated. In addition to the MOU, teachers collectively write an Elect to Work Agreement (EWA) for their site on an annual basis that outlines the working conditions at the school that are different from those outlined in the collective bargaining agreement between the district and union. For example, they can expand their own work hours, require participation in school events, and expand professional development requirements. This is a means to exercise more autonomy at the school level, at the will of the teachers. Teachers at the site vote on the terms they outline in the EWA, and anyone who does not agree to work under the conditions will enter the district’s hiring pool and default to the working conditions outlined in the existing collective bargaining agreement.

About the Learning Program

Josiah Quincy Upper School Mission Statement

The mission of JQUS is to develop its students to be knowledgeable, productive members of a global society through an education that promotes cultural awareness, skillful use of information, personal renewal, and both individual and community path-finding for the twenty-first century.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Four Pavilions

JQUS offers a challenging and comprehensive academic and arts curriculum that demands accountability from teachers and students. The curriculum encompasses conceptually four pavilions: information, culture, pathfinding and renewal:

The Information Pavilion is the center for technology, mathematics and social sciences. Here students pursue their, studies in ways that capitalize on the latest research and on recent advances in technology.

The Cultural Pavilion seeks to develop and nurture in each student a sensitivity to and an appreciation of the various cultures that enrich a pluralistic society. Students study world languages and explore many forms of artistic expression, examining critical perspectives in social values through language and media.

The Pathfinding Pavilion uses the subjects of English, World Languages, Social Studies and the Arts, to enable students to see the interconnectedness of these subjects. Here students also explore current societal and world issues that are impinging on their lives.

The Renewal Pavilion proves integrated student services intended to develop personal health, build a strong sense of self and self worth, and instill in students an understanding that they have a strong measure of understanding over their own destiny.