This paper investigates the effectiveness of California's Beginning Teacher Support and Assessment (BTSA) program in helping new teachers establish themselves in the classroom during their first three years of teaching. Using a Likert Scale survey administered to 150 teachers in the Anaheim Union High School District, the study explores three primary areas: teachers' ability to collect and interpret evidence of their own performance, their capacity for reflective practice, and their identification of relevant professional development activities. The research also examines four key outcomes — transition smoothness, teacher retention, student learning, and benefits to mentor teachers — while considering the degree to which BTSA's effectiveness is universal versus context-dependent.
Teachers in their first few years in the classroom face a number of challenges — so many that they are often overwhelmed, and the enthusiasm that originally drew them to teaching quickly begins to wane. Some even leave the profession altogether. In recognition of the fact that new teachers often enter the classroom without the necessary support and skills to succeed, a number of school districts — along with organizations such as teachers' unions — have developed programs to help teachers gain a sense of mastery in their chosen profession during those critical early years.
This research focuses on one such program: the Beginning Teacher Support and Assessment (BTSA) program, administered in California. Designed for teachers with fewer than three years of teaching experience, BTSA has helped many teachers gain a surer footing in the classroom. However, while the program has a number of strengths — which this research examines — it can still be improved. The focus of this research is directed at identifying ways in which the already strong elements of the BTSA program can be built upon, while areas that are less effective are addressed and strengthened.
The primary purpose of this study was to investigate the extent to which different elements of the BTSA program assist beginning teachers in three specific areas that are key to helping new teachers establish themselves in the classroom. The research therefore posed the following three questions:
1. To what extent does the BTSA program help new teachers collect and interpret evidence concerning their own performance as teachers?
2. To what extent does the BTSA program help new teachers reflect on their teaching skills and philosophy?
3. To what extent does the BTSA program help new teachers identify meaningful professional development activities relevant to their individual needs?
This research examines the effectiveness of the BTSA program across a number of settings. Although each teaching situation is different and each teacher's experience is unique, there are common threads that run through the experiences of all teachers, and BTSA should address itself to these shared aspects of the teaching experience if it is to prove effective in as many situations and for as many teachers as possible. This research investigates the extent to which this is true — that is, to what extent the BTSA program can be considered universally helpful and to what extent its effectiveness is shaped by specific workplace conditions.
The hypothesis guiding this study is that the BTSA program provides entry-level teachers with greater opportunity for career success through mentoring and support from more experienced teachers. This support addresses the three specific areas cited above and also provides new teachers with a deeper sense of community and shared professional goals than would otherwise be possible.
"Four outcome questions and key acronyms defined"
"Likert survey of 150 BTSA participants"
"Overview of all five thesis chapters"
You’re 55% through this paper. Sign up to read the remaining 3 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.