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Issues in Teacher Education, v15 n1 p53-68 Spr 2006

In 1992, the Beginning Teacher Support and Assessment (BTSA) grant program was established to provide funded opportunities for first and second-year teachers having completed a preliminary or professional clear multiple/single subject, credential. Matriculating from a teacher preparation program to the classroom, they were ready to "expand, enrich and deepen their teaching knowledge and skill through collegial reflection as well as continued instruction and study". Collegial reflection was accomplished with veteran educators while continued instruction and study occurred during ongoing district-based professional development coupled with a formative assessment system of inquiry. The BTSA program was designed to provide a smooth transition into the complex responsibilities of teaching, seeking to increase the retention of beginning teachers and improve learning opportunities for their K-12 students. Unlike other State-sponsored programs, BTSA is co-sponsored by the California Commission on Teacher Credentialing and the California Department of Education. In this article the authors, who direct two large county BTSA consortia, describe how the transition from BTSA to BTSA Induction has dramatically changed the roles and responsibilities of school districts, BTSA Induction Directors, and the educational communities they serve. The authors will discuss four primary themes and illustrate why the transition has been difficult, and what future changes need to be made to ensure that SB 2042 Induction Programs will be successful in meeting the needs of new teachers. They are: (1) The evolving nature of California's landscape of support for new teachers; (2) System wide communication to all stakeholders; (3) Redirecting and redefining norms within a mature BTSA community; and (4) Protecting the integrity of BTSA and the induction requirements while promoting the success of beginning teachers. The article will conclude with thoughts concerning the future of teacher preparation, including California's BTSA Induction Program. (Contains 1 table and 1 note.)

Descriptors: Elementary Secondary Education, Formative Evaluation, Program Effectiveness, School Districts, Teacher Certification, Beginning Teacher Induction, Role Perception, Educational Change, Scaffolding (Teaching Technique), Educational Policy, Policy Analysis, Program Descriptions, State Standards, Professional Development

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Autor: Lovo, Paula; Cavazos, Lynne; Simmons, David


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