BTSA Induction Accreditation Information

Program Assessment [click here]

BTSA Program Description

The California Beginning Teacher Support and Assessment (BTSA) Induction Program provides formative assessment, individualized support and advanced content for newly-credentialed, beginning teachers, and is the preferred pathway to a California Professional (Clear) Teaching Credential. The BTSA Induction program is co-administered by the California Department of Education (CDE) and the California Commission on Teacher Credentialing (CCTC). The BTSA Task Force and State Leadership Team provide support and technical assistance to local BTSA Induction Program leaders. There are currently over 150 SB 2042-approved BTSA Induction Programs across California, organized into six regions or “Clusters.” 

Historical Overview of the BTSA Induction Program
Created by AB 1266 (Mazzoni, 1997), California’s Beginning Teacher Support and Assessment Program grew out of legislation established in SB 1422 (Bergeson, 1992) and was based on research from the California New Teacher Project (CNTP). A central finding of this research identified the need to provide beginning teachers with focused induction support. To be useful, this support must be provided at a sufficient level of intensity to make a difference in the performance, retention, and satisfaction of beginning teachers. The 1997 Mazzoni legislation that established BTSA encouraged collaboration among local school districts, county offices of education, colleges and universities to organize and deliver professional development for beginning teachers.

SB 2042
In 1998, the California Commission on Teacher Credentialing sponsored and the Governor signed, legislation that restructured teacher credentialing in California. Following passage of SB 2042 (Alpert/Mazzoni, Ch. 548, Statutes of 1998), the architecture of Learning to Teach in California was re-designed to include these major reforms:

  • The creation of multiple, standards-based routes into teaching.
  • Alignment of teacher preparation standards with State adopted academic and content and performance standards for students.
  • A new requirement that teachers pass a teaching performance assessment embedded in their preparation program prior to earning a preliminary teaching credential; and

A new requirement that teachers complete a two-year induction program of support and assessment during the first two years of teaching in order to earn a California Professional (Clear) Teaching Credential. 

Program Purposes/Objectives
The following purposes and objectives and the Standards for Quality and Effectiveness for Professional Teacher Induction Programs [PDF] guide the design and implementation of support and professional development services for teachers participating in BTSA Induction programs:

  • Provide an effective transition into the teaching career for first- and second-year teachers in California
  • Improve the educational performance of students through improved training, information, and assistance for participating teachers
  • Enable beginning teachers to be effective in teaching students who are culturally, linguistically, and academically diverse
  • Ensure the professional success and retention of new teachers
  • Ensure that a support provider provides intensive individualized support and assistance to each participating beginning teacher
  • Ensure that an individual induction plan is in place for each participating beginning teacher and is based on an ongoing assessment of the development of the beginning teacher
  • Ensure continuous program improvement through ongoing research, development, and evaluation

Funding for BTSA Induction
In accordance with Education Code section 44259(c), induction programs may be offered by school districts, county offices of education, and/or institutions of higher education. Section 44279.2(c) of the code allows local education agencies (LEA) to apply for and receive state funding to support induction programs through the Beginning Teacher Support and Assessment program. In order to receive funds, participating LEA must develop and implement teacher induction programs that meet standards adopted by the Commission and the Superintendent of Public Instruction for this purpose as provided in Education Code, section 44279.2(c)(1). Induction programs that meet the Standards of Quality and Effectiveness for Professional Teacher Induction Programs may recommend candidates for a California Professional (Clear) Teaching Credential.

At the present time, the Kern High School District supports new teachers using funds in Tier III.

BTSA Induction programs vary in organizational design and include single district programs, consortia of districts as well as large, county office of education-based consortia. Each BTSA Induction program works in collaboration with one or more college or university partner or “institutions of higher education or IHE.”

Professional Development in BTSA
Professional development opportunities for beginning teachers are formative in nature and provide targeted support, based on performance data and meet the advanced content requirements for Ryan and 2042 clear credentials. Trained Support Providers assist participating teachers in collecting and interpreting evidence of teaching performance, in reflecting on their teaching, and in identifying meaningful professional development activities in the Formative Assessment for California Teachers (FACT) or other approved systems.

In addition, the BTSA Induction Program provides a wide variety of workshops, training and network opportunities targeted for different audiences involved in all levels of the program. Program directors, Site and district administrators, Support Providers and Participating Teachers engage in local and/or state-level professional development according to their individual and/or group needs. Support, formative assessment and professional development for participating teachers is locally designed and implemented within their local context and according to program standards and credential requirements. Other trainings have been developed by the state agencies, cluster staff and BTSA programs to prepare administrators for their work with participating teachers, Support Providers for their role as coaches for participating teachers, and for local program leaders. Local projects are supported by Cluster Region Directors (see list below) who also assist districts and other entities wishing to initiate or improve a BTSA program.

Program Evaluation and Accountability
Participating Teachers are ensured a quality induction experience through an extensive annual peer program review process and on-going formal, summative peer reviews. Program stakeholders and leaders use a structured, date-based inquiry process to assess and improve the quality of their program and assure their alignment with Induction Program Standards. Each year, teams engage in a rigorous self-study and peer review of documents and evidence that leads to the development and implementation of an Annual Improvement Plan. Program accountability is further monitored through the CCTC accreditation process.

Northern California
Cluster 1
Bay Area / Coastal
Cluster 2
Central California
Cluster 3
Los Angeles County
Cluster 4
San Diego
Imperial &
Orange Counties
Cluster 5
Inland Empire
High Desert
Cluster 6

What is BTSA? 

BTSA, an acronym for “Beginning Teacher Support and Assessment”, is a state-funded program, co-sponsored by the California Department of Education (CDE) and the Commission on Teacher Credentialing (CCTC) designed to support the professional development of newly-credentialed, beginning teachers and fulfill the requirements for the California Clear Multiple and Single Subjects Credential. BTSA programs are locally designed and implemented in accordance with the Standards for Quality and Effectiveness for Professional Teacher Induction Programs, and are accredited by the CCTC to recommend candidates for the Ryan or 2042 Clear MS or SS Credential. To learn more about California’s Learning To Teach System, BTSA Induction and local programs across the state, click on one of the following:

In accordance with Education Code section 44259(c), induction programs may be offered by school districts, county offices of education, and/or institutions of higher education. In order to receive funds, LEA must develop and implement teacher induction programs that meet the Standards of Quality and Effectiveness for Professional Teacher Induction Programs. 

What is FACT?

FACT is an acronym for “Formative Assessment for California Teachers.” A state-designed system, FACT is a support and formative assessment process used by most BTSA programs to assist beginning teachers’ professional development..

What is CSTP?

CSTP is an acronym for “California Standards for the Teaching Profession.” It consists of a set of six standards that are intended to guide teachers as they define and develop their practice. The standards are organized around six interrelated categories of teaching practice, including: engaging and supporting all students in learning, creating and maintaining effective environments for student learning, understanding and organizing subject matter for student learning, planning instruction and designing learning experiences for all students, assessing student learning, and developing as a professional educator.

What is CNTP?

CNTP is an acronym for “California New Teacher Project”. In 1988, California developed a plan and initiated a comprehensive evaluation of alternative methods of new teacher support and assessment. These efforts led to the California New Teacher Project (CNTP), which funded local programs to provide support and training for first-year and second-year teachers, and to pilot innovative assessments. Work on a descriptive framework of teaching was initiated for use in the CNTP. The framework was refined and revised based on the experience of local educators who had designed, operated and evaluated beginning teacher support programs.