Beginning Teacher Support and Assessment (BTSA) Progression

A Retrospective Account of BTSA's Response to English Learners

Bibliographic Data

ID12763517
AuthorsTeresa Marquez-Lopez (Fielding Graduate University, corresponding author), Deborah Mikyo Oh (California State University Los Angeles)
Year2010
Volume9
Issue1
Pages41-59
Publication date2010-01-05
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Latinos and Education (JOURNAL)
Journal identifiersISSN: 1532-771X • E-ISSN: 1534-8431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348430903252078
OpenAlexW1992077382
LanguageEN
References cited16

A retrospective account of the evolution of the Beginning Teacher Support and Assessment (BTSA) program shows how English learners and students of diverse cultural backgrounds were marginally considered throughout the development of the California Standards for the Teaching Profession and BTSA induction development, implementation, and evaluation. In 1999, BTSA induction began to address the needs of students of linguistically and culturally diverse backgrounds in a specialized program. The Riverside, Inyo, Mono and San Bernardino BTSA Project received state funding to establish the BTSA English Language Learner Pilot Project. But despite demonstrated success, this pilot project was not adopted by the state

Mathematics education · Medical education · Pedagogy · Professional development · State (computer science · Teacher induction · Computer Science · Education Systems and Policy · Medicine · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies

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