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CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions.
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Storms, Barbara A.; Lee, Ginny – Issues in Teacher Education, 2001
Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Formative Evaluation
From the Guest Editor: Examining Reflective Practice in California's Beginning Teacher Support and Assessment Program.
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Olebe, Margaret G. – Issues in Teacher Education, 2001
Introduces a theme issue on reflective practice in California's Beginning Teacher Support and Assessment program. Papers highlight: state policy mandating teacher reflection; the California Formative Assessment and Support System for Teachers; teacher skills and beliefs for promoting reflective practice in novice teachers; beginning teachers'…
Descriptors: Beginning Teacher Induction, Beginning Teachers, College School Cooperation, Educational Research
From BTSA to Induction: The Changing Role of School Districts in Teacher Credentialing
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Lovo, Paula; Cavazos, Lynne; Simmons, David – Issues in Teacher Education, 2006
In 1992, the Beginning Teacher Support and Assessment (BTSA) grant program was established to provide funded opportunities for first and second-year teachers having completed a preliminary or professional clear multiple/single subject, credential. Matriculating from a teacher preparation program to the classroom, they were ready to "expand,…
Descriptors: Elementary Secondary Education, Formative Evaluation, Program Effectiveness, School Districts