ERIC Number: ED465780
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
The RIMS Beginning Teacher Support and Assessment Partnership: A Study of Eight Years of Collaboration.
Hendrick, Linda Scott; Childress, Linda J.
In the year 2003, the Beginning Teacher Support and Assessment Program (BTSA) will become a mandatory credentialing program for California's new teachers. At a local level, the Riverside, Inyo, Mono, San Bernardino Beginning Teacher Support and Assessment Program (RIMS/BTSA) is one of 147 BTSA programs. Now entering its eighth year, the RIMS/BTSA consortium includes 2 county offices of education, 2 universities, and 55 local school districts. To prepare for a year 2000 RIMS/BTSA Peer Program Review, the consortium designed and implemented a self-study organized around the then 13 BTSA program standards. An array of evaluation tools developed for this self-study included a self-study rubric, focus group interviews with 4 to 10 support providers in each group, a review of the annual BTSA program evaluation survey, which in 2000 contained the responses of 764 beginning teachers, 499 support providers, 71 site administrators, and 12 RIMS/BTSA staff. A meta-analysis of survey results from 1999 through 2000 added evaluation data, as did the RIMS/BTSA information management system and a survey of 1,143 new teachers that focused on teacher retention. In general, beginning teachers felt they received less support than administrators perceived was given. Evaluation findings identified four broad challenges to the RIMS/BTSA program: (1) planning for service delivery for first and second year teachers; (2) increasing involvement of beginning teachers and support providers in formative assessment; (3) ensuring the contributions of recurring assessment; and (4) supporting effective matches of support providers and beginning teachers. Many RIMS/BTSA successes are also identified. (Contains 2 figures, 3 tables, and 22 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California