Sacramento County Office of Educations New Teacher Induction Program

Program Effectiveness:
In addition to measuring candidate competencies, the SCOE New Teacher Induction Program also
utilizes additional information and data to evaluate the programs effectiveness. The table below
describes the variety of program assessments used during the 2012-13 and 2013-14 academic years that
informed programmatic decisions. Data was collected from participant teachers, support providers, and
program coordinators and results were shared out throughout the year and posted to the
BTSASacramento.org website. (See Biennial Reports for more detailed information)
Program Effectiveness
Measures of
Program
Effectiveness
Assessment 1.

Participant
Teacher
Assessment
of Support
Provider
Effectiveness

Description

Data Collection Process

This assessment collected information

about the type and level of support
received by the support provider during
that academic year. It measures meeting
frequency and the support providers
knowledge and skills in the curriculum
framework, using strategies, instructing
special populations, providing resources,
reflective conversations, guiding ILPs,
CSTPs, analysis and feedback, and using
the documents in the FACT.

This survey was

administered in spring
2013 and spring 2014 via a
confidential, electronic
survey sent to participant
teachers.

This assessment collected information

about the BTSA experience including the
availability of resources, opportunities,
and professional development provided
by the district. It also provides a midyear
snapshot of support received and
provided.

This survey was

administered in winter
2013 and winter 2014 via a
confidential, electronic
survey send to participant
teachers and support
providers.

This survey collected information from

BTSA district advisors and coordinators to
rate the quality of the SCOE BTSA program
with regard to monitoring processes,
sufficiency of resources, collaboration

This survey was

administered in spring
2014 via a confidential,
electronic survey sent to
program coordinators and

Standards
Assessed

CS 6, 9
PS 3, 4

Assessment 2.

Midyear
Survey of
Support
Providers and
Participant
Teachers
Assessment 3.

CS 3, 6, 9
PS 1-6

CS 1, 3, 6,
PS 1, 2

BTSA
Leadership
Survey
Assessment 4.

Statewide
Survey of
Participant
Teachers and
Support
Providers

with districts, evaluation of professional

development, candidate preparation, and
program objectives.
This measured how well teachers worked
with their support providers including the
quality of their relationship, frequency of
meetings, and frequency of classroom
observations. It also assessed whether
challenging conditions existed and how
those were remedied by the program or
the district and also measured the
induction and formative assessment
processes. Lastly it assessed BTSA
program preparation and impact.

advisors at participating
school districts.

This survey was

administered statewide in
spring 2013 and 2014 via a
confidential, electronic
survey. 1

CS 1, 2, 3, 6,
9
PS 1-6

In addition to the above assessment tools, the New Teacher Induction Program utilizes an advisory
council that meets regularly to review current assessment data, program information and provide input
to programmatic changes and direction. Additionally, the SCOE New Teacher Induction Program utilizes
a Design Team that meets monthly to review the most recent feedback from participating teachers,
support providers and district coordinators to adjust upcoming professional development opportunities,
seminars and workshops to meet the needs of those participating teachers currently engaged in the
program.
The program holds biannual planning days to develop the program based on on-going candidate and
program assessment data.