Leadership & Staff
Rachel Babcock is Co-Founder & Co-Director of Map Academy. As a school founder, Rachel has expertise in new school design, competency-based assessment, administration, dropout prevention and reengagement, alternative pathways, career development education, social-emotional learning, literacy intervention, and building rapport and cultivating change with high risk adolescents. In her previous role as Coordinator of Alternative Programs for Plymouth Public Schools, Rachel was instrumental in the rapid expansion of the alternative programs, which quadrupled in enrollment in five years through intensive dropout prevention and reengagement efforts. In addition to managing day to day operations of that Alternative program, and while working on plans for Map Academy, Rachel played a visionary role in long term strategic planning and implementation, including scheduling, budget development, hiring, accountability measurements, and cultivating a range of key community partnerships. Additionally, Rachel has fifteen years of instructional experience as a middle and high school ELA teacher, and she is also an experienced Instructional Coach & Literacy Intervention Specialist. Throughout her career, Rachel has been an advocate for high risk youth. She has always been passionate about opening a school where all students can thrive.
Rachel holds a Bachelor’s Degree from the University of Rochester and a Master’s Degree from Boston University. Rachel earned National Board Certification as an English teacher, and is MA certified as a Principal/Assistant Principal. Rachel is also a DESE endorsed SEI teacher and Administrator. Rachel also serves on DESE’s guiding coalition for the Massachusetts Dropout Prevention and Reengagement Network.
Previously, Rachel was the recipient of the Massachusetts DOE Attracting Excellence to Teaching Grant and was a Massachusetts Master Teacher. She was a Founding member of the Marshfield Education Foundation, served as its Grant Team Chairperson, and played a leadership role in the New Marshfield High School Campaign Committee.
Josh Charpentier is one of the Co-Directors & Co-Founders of Map Academy, and the former Director of Alternative Programs for the Plymouth Public Schools. Josh has expertise in all aspects of alternative education administration, including budgeting to maximize resources, facilitating dialogue, garnering support from key stakeholders, and cultivating a positive and productive school climate for students and staff. In addition to teaching physical education and health, Josh has extensive experience in alternative education program development and implementation. After playing a key role on the administrative team at Resiliency Preparatory School in Fall River, he was hired in Plymouth to expand alternative education options to accommodate rapidly increasing demand. Under his leadership, enrollment grew from 22 students in 2012 to over 100 students in 2016. Josh is committed to continuing to develop long-term, financially sustainable pathways to prepare high-risk students for postsecondary success and is passionate about rethinking how school is done.
While playing varsity baseball at Springfield College, Josh played on several elite teams, including an All-USA college team which played in Europe, and taught at the Springfield School of Baseball. Josh has utilized the leadership skills, dedication, and ability to perform while failing more than succeeding that he honed playing college baseball to assume significant administrative responsibilities on a small staff serving an expanding enrollment of high-risk youth.
Josh holds a Bachelor’s Degree from Springfield College and a Master’s Degree from Bridgewater State University. He holds MA licensure as a Principal/Assistant Principal and Physical Education teacher.
“My roadmap to Map included working in a public school system and community with incredibly unique young people that have inspired me to make a positive impact in the world.”
“I came to Map to take a more active role in addressing the shortcomings apparent in a vast majority of public schools, and to ensure students who our education system failed get the chance at success they deserve.”
“Students today have to balance an extraordinary number of factors and challenges in their social, academic, and personal lives. It has long been time to give students alternate, autonomous routes to academic fulfillment.”
“I found my way here because I wanted to impact the lives of students in a more meaningful way.”
“I found my way to Map Academy because I have been interested in therapeutically-designed schools since I began my first internship as a senior in college. I strongly believe that a whole-person, holistic approach to education is what our youth and families deserve.”
“A strong school can change your outlook on the world, while growing your own self confidence. Doing high school differently can give all kids access to both, and that’s why I came to Map.”
“I was a founding ELA teacher and taught for ten years at Brooklyn Frontiers High School, an alternative public high school similar in spirit and design to Map Academy. I’ve seen firsthand how traditional schools can fail students, and I’ve also seen how new approaches can help students find success. Map feels like the perfect place for me to continue this work.”
“Traditional high school works for some students. For others, it doesn’t, and given the technology, resources, and options we currently have, we should be able to facilitate success and a high school diploma for all students. Map Academy prioritizes teacher-student relationships and provides different paths to success, and I want to be part of that difference.”
“Traditional high schools often set up students who struggle for failure. I want to change that.”
“As a proud graduate of an alternative high school program, the opportunity to differentiate from the one-size-fits-all education model resonates with me. I have found my way to an environment, team and community which empowers students to learn, explore and achieve with an array of opportunities.”
“I found my way to Map Academy because I think many students can benefit from a competency based curriculum with holistic support.”
“I was drawn to Map Academy because I believe in access to education for all and in helping students plan and achieve their post-secondary goals.”
“The most important thing I learned in high school was how to be accountable for my mistakes and how to work hard for every opportunity that was presented to me.”
“Every student is unique and deserves the means and opportunity to be successful. At Map Academy, I believe that there is the capability to make this dream a reality.”
“My journey from Map Academy graduate to working at Map as an Alumni Fellow is informed by my belief that my own story–of being failed repeatedly and relentlessly by the adult figures, systems, and authority figures in my life–should not be common enough for a school like Map to even exist. I am one of the lucky ones, and I’m taking that luck, this second chance at life, and working to help other kids.”
“I was attracted to Map Academy because I have worked in Alternative Education for several years and have seen many limitations with traditional schooling models. I want to do what’s best for students, even if it means re-thinking the status quo.”
“Working with youth in other school settings made me realize that it’s an area that needs more attention.”
“I found my way here because I strongly connect with Map’s philosophy of putting student connection and engagement at the forefront.”
“I believe we need to be adaptable and flexible as teachers, and that we need to think differently to provide students with fun, engaging, and experiential opportunities to learn material and methods that will help them chart a path forward. Map Academy is a perfect match with my experience as an entrepreneur and my desire to make affect change in education.”
“I found my way to Map Academy because my previous life experiences and those of people around me have made me realize we need better high school options.”
“I found my way to Map because I have been searching for a school that is serious about disrupting the status quo and the traditional system that pushes far too many young people to the margins and silences their potential. As a society we cannot continue to do school the same way. To do so only perpetuates the inequitable patterns and realities plaguing our country today.”
“It was through working for nonprofits that I learned I am deeply mission-motivated. When exploring my next career steps, I realized that I wanted to go back to my writing and literature roots while also finding a mission that resonates. Being an English teacher at Map Academy offers both, and I am thrilled to be on this journey.”
“Once I discovered Map Academy, I knew I wanted to be a part of it. Students who have had a hard time in traditional schools should not be punished by not receiving an education.”
“My high school experience was difficult. My life at home was a little chaotic and high school was not always peaceful. I found my way to Map thanks to someone in my life that inspired me and always pushed me to do more.”
“After working with students in another setting that needed a place like Map Academy, I knew that I needed to keep this school in my sights. Schools need to meet students where they are at and not force them to be somewhere they’re not ready for.”
“I was always disappointed in the way I heard other professionals speaking to and about children and families they worked with – negative, blaming, and condescending. I feel so lucky to be a part of a community now that embraces each individual for their strengths exactly as they are.”
“I found my way to Map Academy after watching students become frustrated by the way other schools approach education, which too often leads to students dropping out. All students need to feel motivated and supported in their journey, which requires a different approach. Students who have repeatedly failed classes and are under credited and aging out of high school need to be given a different option that will still allow them to graduate at their own pace and on their own terms.”