Program Overview

The Palo Alto Unified School District BTSA Consortium was first initiated in the fall of 1999 in partnership with the Mountain View-Los Altos High School District. In September 2003, our program transitioned to a state approved BTSA Induction Program, accredited by the California Commission on Teacher Credentialing (CCTC). In 2009, Los Gatos-Saratoga Union High School District joined our Consortium.

In December 2015, the CCTC adopted new standards for both general and special education Induction programs as part of the comprehensive effort to strengthen and streamline the accreditation system. The new induction standards represent a greater focus on candidate outcomes, that is, what a candidate knows and can demonstrate at the completion of the Induction program, and provide greater flexibility to Mentors and Participating Teachers in developing goals and action plans. The standards reaffirm the foundational role that the mentoring relationship plays in a high-quality Induction program. The new standards went into effect for the 2017-18 academic year.

A combination of state and local funds allows us to provide a variety of support services and professional learning opportunities that are based on authentic assessments of teacher performance. The program is designed to enhance teacher competence and to enable participating teachers who successfully complete the program the ability to receive a California Professional Clear Credential. PAUSD’s program is accredited for both General Education and Special Education induction.

Program Rationale

Beginning teachers need logistical, emotional and pedagogical support through their transition into the teaching profession. They have completed coursework and student teaching that prepare them for the many competencies required to be successful teachers and to meet the needs of diverse students. As they begin their teaching careers, working with a trained mentor can support the ongoing development of teaching skills, inquiry, reflective practices, and connection with their professional communities. By engaging in goal setting, self-assessment and reflection, and pertinent professional learning activities, Participating Teachers (PTs) strengthen their teaching practice and increase their chance of developing into successful practitioners who will remain in the profession. The Individualized Learning Plan provides the framework for Participating Teachers to work towards mastery of the California Standards for the Teaching Profession (CSTPs). While every PT’s work focuses on the CSTPs, each teacher’s goals and specific action plans will differ according to their areas of strength and needs.