A California Induction Program: A Report on the Effectiveness of Supporting New Teachers Through the BTSA Project
Graduation Date
Spring 2002
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
The purpose of this qualitative study is to investigate teachers' perceptions about the efficacy of the Beginning Teacher Support and Assessment (BTSA) program in supporting new teachers in Northern California's elementary schools. Results indicated that parts of the BTSA program are effective. New teachers indicated that BTSA added too much additional work for a new teacher. Teachers who participated in BTSA reported that the support received from their "support provider" was effective in helping them manage their first year of teaching.
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