State of the State:BTSA Induction Directors

Meeting

November 18, 2009

Ensuring Educator Excellence

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Topics to be addressed

Report on the State of BTSA Induction

Transition to the CTC Accreditation System

Panel Addressing Roles in Accreditation

Linkages across the LTTS

California Standards for the Teaching Profession

Special Education

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BTSA Induction

SB 2042 (1998) allows an individual a route to earn a Clear Multiple or Single Subject Teaching Credential by completing an approved BTSA Induction Program.

AB 2210 (2004) states that Induction is the required route to earn the Clear Teaching Credential.

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Goals of the Induction Program(EC 44279)

Provide job-embedded, differentiated support and professional development for beginning teachers

Provide the pathway for preliminary credential holders to earn a clear credential

A Statewide Look at BTSA Induction:

Selected findings from2008-2009

Statewide Consent Forms

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As of October, 2009

164 BTSA Induction Programs XX Single district programs; XX Consortia All but XX school districts participate in BTSA Induction

27,281 Participating Teachers (PTs)

Credential Distribution:Multiple Subjects - 58%Single Subjects - 46%Special Education - 6%

BTSA Induction Programs

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Profile of BTSA Induction Participants

BTSA

African American 4.4 %

Native American 1.9 %

Asian, SE Asian 8.5 %

Filipino/Pacific Islander 3.2 %

Hispanic 22.6 %

White 61.6 %

Unknown 4.3 %

BTSA

Percentage of Males 26%

Percentage of Females 74%

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BTSA Induction Support Provider Profiles

11,808 in 2008-2009

93% have taught 6 or more years

12% Full-time release (FTR)

5% retired educators

29% participated in the BTSA Induction program as a participating teacher

Selected findings from

2008-2009

Statewide Program Evaluation Surveys

Participating Teachers (PT) Support Providers (SP) Site Administrators (SA)

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PT, SP, and SA: Response has increased…

03-04 04-05 05-06 06-07 07-08 08-09

PT responses

13,746 17,217 20,841 24,769 25,592 20,726

PT rate 67.1% 75.0% 80.7% 87.6% 85.0% 86.0%

SP responses

6,627 8,337 9,404 10,754 10,907 8,750

SP rate 71.7% 79.7% 80.4% 85.4% 84.8% 81.8%

SA number responded

2,896 3,622 3,711 4,300 4,641 3,617

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Support Provider Responsibilities

Nearly one-third SP (30%) support and assess other teachers in addition to BTSA teachers

SP significant other assigned duties have increased dramatically – 43% in 2003-04 and 61% in 2008-2009.

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SP were asked…‘the extent to which PT support and professional development activities match school and district

priorities’

A moderate amount

41%

A little10%

Not at all1%

To a great extent48%

Support Provider Survey, 2008-09

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SP and SA understanding of BTSA Induction Program “Clear and “Very

Clear”

87% 84%91% 88% 84%

71%

0%

20%

40%

60%

80%

100%

Goals and Design Roles &responsibilities of SP

Induction ProgramRequirementsSP

SA

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Communication – PT were asked…

Mean SD

How often did you communicate with your Support Provider*

3.61 0.72

How long did you communicate with your Support Provider**

2.66 0.79

*1=less than once a month, 2=once a month, 3=twice a month, 4=weekly

**1=15 minutes, 2=30 minutes, 3=60 minutes, 4=90 minutes

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PT were asked. . .How well are you matched with your

Supervisor or Support Provider in regards to…

BTSA

Mean SD

Grade Level 3.20 1.10

Subject matter knowledge 3.12 1.08 Student population knowledge 3.08 0.66 Geographic proximity 3.66 0.71

1=not at all, 2=somewhat,3=fairly well, 4=well matched

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PT were asked…What is the most important consideration in the match with your support provider?

BTSA

Grade level 15.8%

Subject matter knowledge 40.6%

Student population knowledge 31.2%

Geographic proximity 12.1%

Retention Data

Collected in fall, annually

Reported by early in the next calendar year

May be even more important with the flexible funding in 09-10.

Report on (????)

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Retention Rate for BTSA InductionCompiled, Fall 2008

9.7%

7.4%

5.2%

2.2%

3.1%

2.9%

2.6%

3.9%

87.2%

89.7%

92.1%

93.8%

5-yr retention rate

4-yr retention rate

3-yr retention rate

2-yr retention rate

Unknown Not teaching Teaching