Abstract
Purpose. This study compared perceptions of the effectiveness of beginning teacher support and assessment projects at three middle schools at least one hour from an approved, public teacher training institution, which were identified by the California State Department of Education as having one of the most promising Beginning Teacher Support and Assessment Projects. Perceptions were compared with and among participants by role. The study examined project inception, structure, and effectiveness in addressing the six domains of the Framework of Knowledge, Skills, and Abilities for Beginning Teachers in California. Methodology. The research design was a multiple case study utilizing ex post facto descriptive research. The interview instrument was based on the California New Teacher Project assessment instruments. For those questions which related to participants' perceptions of project elements and the six domains, descriptive statistics, specifically, mean and standard deviation scores, were calculated. Data were analyzed within and across cases. Findings. (1) Projects should start service before the school year begins to achieve their purpose of preparing beginning teachers for the upcoming year. (2) Personal and continuing communication by project staff with district and site administrators must begin prior to the new school year. (3) Beginning teachers and support providers must be carefully matched, preferably in close physical proximity, in the same school, discipline, and grade level. (4) Demands on beginning teachers must be reduced. (5) Portfolios should be emphasized and used. (6) Projects should be articulated with teacher preparation programs. Conclusions and recommendations. The projects studied effectively assisted beginning teachers to succeed and to develop professionally. This study recommends increased communication between project and school site staff, careful matching of support providers and beginning teachers, and the restructuring of beginning teachers' responsibilities. Teacher preparation programs should closely articulate with the State BTSA program. Further studies should compare perceptions among elementary, middle and high school BTSA project participants and between urban and rural participants, to assist projects to address differences in environments. A longitudinal study of new teachers who participated in BTSA projects could determine projects benefit sustainability. The support providers should be studied to determine the effects of the BTSA's on their job satisfaction.