Case Studies: Overview | BEST | BTSA | Launch Into Teaching | New Teacher Center
The California Beginning Teacher Support and Assessment (BTSA) Induction Program is a two-year state-funded induction program, co-sponsored by the California Department of Education and the Commission on Teacher Credentialing. BTSA is designed to support the professional development of new teachers by providing ongoing assessment and individualized support, and all new teachers are required to complete the program in order to earn a California Clear Teaching Credential. Though the state runs BTSA and provides technical assistance to induction program leaders, local programs are coordinated and executed regionally, so there is considerable variety across initiatives. For example, some programs have full-time release for mentors, some offer partial release, and some use full-time classroom teachers.
Compared to teachers who do not enter the induction program, BTSA teachers have been found to be better equipped to analyze their practice and utilize instructional planning, more likely to ask students higher-order questions, and superior at providing substantive specific feedback to students. The students of teachers who engaged with BTSA at a high level outscored the students of low engagement teachers by an average of .25 standard deviations across six standardized tests, and the mean retention rate of BTSA participants five years after completing the program is 84% (Thompson et al. 2005).
The following six standards guide the development and implementation of local BTSA induction programs.
Program Rationale and Design
BTSA induction programs are responsive to individual teacher's needs and relevant to current teaching conditions. They provide intensive individualized support and assistance to each participant, collaborative experiences with colleagues and resource personnel, and an inquiry-based formative assessment system that is built upon the California Standards for the Teaching Profession.
Communication and Collaboration
Each induction program is aligned with preliminary teacher preparation programs and K-12 organizations, and program leaders regularly collaborate with partner school district personnel.
Professional Development Providers
Program providers receive initial and ongoing professional development, and the Department of Education regularly assesses the quality of services offered to participating teachers.
Formative Assessment System
The induction program utilizes a formative assessment system to support participating teachers' professional growth by prompting reflection about student learning and instructional practice. In the Formative Assessment for California Teachers (FACT) system, new teachers are taught how to identify and monitor strengths and areas for improvement.
Focus on Pedagogy
BTSA is focused on building new teachers' pedagogical knowledge and improving their instructional practice. The California Standards for the Teaching Profession serves as the foundation for induction of beginning teachers by providing a common language and vision for effective teaching. To foster professional growth, each element is accompanied by a set of guiding questions for additional reflection.
Universal Access: Equity for all Students
Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. Programs are designed to maximize academic achievement for students from all subgroups.
- Teaching English Learners. To ensure academic achievement and language proficiency for English learners, participating teachers adhere to legal and ethical obligations for teaching English learners including the identification, referral and re-designation processes.
- Teaching Special Populations. To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services.
For more information, refer to the complete Induction Program Standards
The Assessment Toolbox provides concrete tools, which new teachers and mentors can use to guide this process of ongoing reflection and development. Some of these tools include:
- Descriptions of practice which outline the elements of good teaching and offer examples of practice both consistent with and not meeting these expectations.
- Self-assessments, which provide new teachers with an opportunity to assess their current practice and identify strengths and areas for improvement.
- Reflective conversation templates, which can be used to guide conversations between new teachers and their mentors.