Participating Teachers' Perceptions of Btsa on Instructional Practices for English Learners

In the state of California, new teachers have two years to complete Beginning Teacher Support and Assessment (BTSA) through a university or a school district. Many districts opt to run their own BTSA program because it gives them more power to insert the district’s vision and mission into the program. There are three BTSA mentoring models from which a district can choose to use in order to fulfill the state induction requirements. In the XYZ school district, they use full-time released teachers to serve as support providers to participating teachers. This case study researched to what degree participating teachers felt BTSA resources influenced their instructional practices for English learners (ELs). It is evident, based upon this study’s survey and interviews, that the 2012- 2013 teacher cohort in the XYZ school district felt the greatest impact BTSA had on their instructional strategies was attributable to their support provider. Additionally, they also felt that BTSA expectations, which included structured lessons, observations, reflections, and data gathering, influenced their instructional strategies regarding ELs. This research is important because it provides research that can be used to improve the EL resources provided for new teachers in the teacher induction program in XYZ District. District leaders can utilize the results to analyze ways to improve teacher induction programs to ensure teachers are being provided effective professional development to meet the needs of XYZ District’s large EL population.


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