The California Beginning Teacher Support and Assessment Program. 1998 Statewide Evaluation Study

This report summarizes the policy framework for operating the California Beginning Teacher Support and Assessment (BTSA) program and interprets information from a statewide evaluation survey of all beginning teachers, support providers, and school site administrators in 34 local BTSA projects. It reviews 3 years of data, emphasizing spring 1998. Results indicate a generally positive appraisal of BTSA's impact on targeted outcomes (teaching skills, teacher confidence, and job satisfaction). BTSA beginning teachers expressed a strong belief that they made the right decision to become teachers. There was general agreement that BTSA program goals were clear and participation in organized BTSA activities was valuable for beginning teachers. About 42 percent of 1998 BTSA beginning teachers were employed on emergency permits or provisional certificates or were in training in district or university intern programs. The number of teachers using provisional or emergency permits nearly doubled over 3 years. The report includes three figures which summarize how respondents identified successful BTSA programs. All groups recognized the importance of context variables that substantially influenced the operation and impact of seven dimensions of their program experience. Regardless of program design, beginning teachers working in a context of positive support for themselves and their programs agreed that they had developed substantially higher ability levels, confidence, and career satisfaction. The report discusses six policy options for maintaining and improving BTSA programs. (SM)