BTSA Induction - Frequently Asked Questions (FAQs)
What is BTSA Induction?
BTSA is an acronym for "Beginning Teacher Support and Assessment." BTSA Began in 1988 as an informal support for beginning teachers, and has evolved into an accredited Induction Program that has the sole authority to issue a Professional Clear Credential. Induction is a state-funded program designed to support the professional development of beginning teachers in public schools. Candidates that successfully complete the Induction program are granted a Professional Clear Credential. This entire website is devoted to providing information about statewide BTSA Induction programs and services.
Who is Eligible as a Participating Teacher?
Teachers employed with the San Mateo-Foster City School District who have one of the following
- California Preliminary Single Subject or Multiple Subject Credential
- California Preliminary Education Specialist Credential with authorization for Mild/Moderate or Moderate/Severe Disabilities
- Other credentials requiring Induction as a pathway to the Professional Clear Credential
Teachers in Non-Public Schools: Occasionally, if there are Support Providers who can accept additional teachers on their caseload, teachers in non-public schools within the district boundaries may, for a fee, enroll in this Induction Program. There is no funding for teachers in non-public schools, so the fee has to cover the cost of an individual support provider, and the accreditation activities of the district. Please contact Beth Littrell for more information email@example.com
What are the components of Induction?
- Regular meetings with a Support Advisor
- Formative Assessment System (FAS)
- Professional Development based on an individual teacher's learning plan
What is FAS?
The Formative Assessment System (FAS) is a series of reflective conversation protocols that guide conversation between the Support Provider and the Participating Teacher. These "tools" help teachers
- Understand Context to better meet student needs in regards to:
- Exploring School and Community Resources,
- Assembling a Class Profile by analyzing class and individual student data,
- Communication with families
- Set Professional Goals
- Self-Assessing on the California Standards for the Teaching Profession, using the Continuum of Teacher Development to guide that reflection and self-assessment
- Examine practice through inquiry
- Analyzing student work for data-driven instruction
- Creating an inquiry question based on Pedagogy or Universal Access
- Planning a lesson related to that inquiry question
- Teaching the lesson
- Reflecting on its efficacy in meeting a variety of student needs (Analysis of student work)
- Establish continuing pathways in the Learning to Teach System
- Become life-long learners
What are the CSTP?
CSTP is an acronym for the "California Standards for the Teaching Profession." It consists of a set of six standards that are intended to guide teachers as they define and develop their practice. The standards are organized around six interrelated categories of teaching practice, including:
What are the Induction Standards?
- Standard 5 Pedagogy: Participating teachers grow and improve in their ability to reflect upon and apply the CSTP to their practice. They utilize adopted academic content standards and performance levels for students to assess student learning and student needs. These will be to maximize learning, taking the students' physical, cognitive, emotional and social well-being into consideration. An additional goal is to encourage teachers and then students to become critical users of technology.
- Standard 6 Universal Access: Participating teachers protect and support all students by designing and implementing equitable learning environments for all students so they can achieve maximum academic success. This will include ensuring equitable learning environments for English Language Learners and Special Population students.
- Standard 7: Professional Development Options for Education Specialists: Education Specialists create an individualized Induction Plan for Professional Development and advanced studies to clear their Preliminary Credential(s).
What is the Role of the Support Adviser?
- Provide individualized support for each teacher on their case load
- Facilitate the Formative Assessment Process (FAS)
- Develop a plan for Professional Development, and reflect on district-level Professional Development
- Communicate with the Site Administrator about Induction Activities and links to the Site Goals
What is the Role of the Site Administrator?
- Partner with Support Advisers and Participating Teachers for student and teacher success
- Maintain an awareness of Participating Teacher requirements; therefore, needs to attend workshops, complete Induction work through an ongoing portfolio
- Provide supportive working conditions which may reduce challenging situations for the new teacher
- Complete 1-2 surveys to help assess the BTSA Induction Program
- Have two Site Administrators on the BTSA Induction Advisory
- Stay informed through information given via email and meetings
- Be willing to contact the BTSA Director to encourage open lines of communication between the Support Advisor, the Participating Teacher and the Site Administrator