| Descriptions of Practice |
July 2008
The four level descriptions of the CSTP (California Standards for the Teaching Profession) used by BTSA Programs and many school districts may be ordered through the BTSA Induction Cluster Region Directors.
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| Standards of Quality and Effectiveness for Professional Teacher Induction Programs (SB 2042) | • PDF |
July 2008
In 1998, the California Commission on Teacher Credentialing sponsored and the Governor signed legislation that restructured teacher credentialing in California. This reform included:
A new requirement that teachers complete a two-year induction program of support and formative assessment during the first two years of teaching as a requirement for earning a clear teaching credential.
Following passage of SB 2042 (Ch.548, Stats. 1998), the Commission launched a substantial revision of its standards for teacher preparation. The Commission's goal in the development of new standards for teacher preparation is to ensure that all teachers are rigorously prepared in the content they will be authorized to teach, as well as in methods of teaching and classroom management. The Standards of Quality and Effectiveness for Teacher Induction Programs contained herein establish the expectations of the Commission, the State Board of Education, and the Superintendent of Public Instruction for new teacher induction.
The Induction Standards were reviewed and updated in early 2008. The Commission adopted the revised standards on June 5, 2008.
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Check with your Cluster Regional Director. The clusters have a supply of the following booklets and brochures for BTSA programs to purchase.
 The following publication are available here on the website to download:
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| California Standards for the Teaching Profession (CSTP) | • PDF |
July 27, 1997
This document sets forth standards for professional teaching practice in California. The standards were developed to facilitate the induction of beginning teachers into their professional roles and responsibilities by providing a common language and a new vision of the scope and complexity of teaching. The standards are not set forth as regulations to control the specific actions of teachers, but rather to guide teachers as they define and develop their practice. |
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