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TestimonialsBrenda Golubski
I came into the BTSA program as an administrator. River Delta trained all administrators through a five-day induction course about BTSA and California teaching standards. My personal reaction to the training was, "At last! A common language for assessing and defining teacher performance." I felt the program provided a fair method of self-evaluation and it provided a method by which Participating Teachers could attain goals with reasonable expectations. I have been able to use BTSA guidelines and the standards in conferences with teachers. BTSA completely revised the way I used evaluation documents. The whole process became more objective and collaborative rather than a guessing game on the part of the teacher about what the evaluator wanted to see. BTSA opened up classrooms. Teachers welcomed Support Providers, knowing they had a colleague with whom they could discuss tough issues and ask "dumb" questions. Descriptions of effective teaching and reflection on practices provide teachers an avenue to self-evaluate in a non-threatening manner using a well-researched knowledge base. Talking about teaching and implementing change based upon shared resources strengthens classroom lesson delivery. Also, when we know why we're doing what we're doing, we develop a confident translation of our activities to our students and parents. Communication is improved. BTSA has brought the education field into focus. It has made my life easier because it is sensible and clear. Cassie Reimer
Karen Schauer
For twenty years, educators in our district have talked about or dabbled in power and promise of coaching. BTSA is taking our words and helping us make coaching for standards-based learning a reality. Teacher leadership, inquiry-based learning, and systems thinking are essential for schools of the 21st century. BTSA is helping us get there. Holly Bordwell
Kimberly Henderson
When I first entered the classroom, I closed the door behind me and said, "I can't believe someone gave me a job!" I had completed the credentialing program and had been very successful. Little did I know, nothing could really prepare me for my own classroom! I was considered a strong teacher to begin with, yet, I know that I may not have continued to teach without BTSA. Let's face it teaching isn't easy! My Support Provider was a great source of support, and directed me towards other resources. The network meetings were wonderful because I met other BT's and saw that other new teachers were experiencing the same or similar feelings! The best part of BTSA is what I have been able to learn and apply in my classroom. BTSA has opened my eyes in the classroom. I know what I need to do to make my students as well as myself more successful! Where would I be today without BTSA? Kristina Roy
Caron Walker
Since becoming involved in BTSA three years ago as a Support Provider my career as a teacher/educator has made tremendous growth. By supporting a Participating Teacher, I have had to reflect on my own teaching and my effectiveness as an educator. I have come to know and live the CSTPs and make them the foundation for what I do as an educator. BTSA has also been the catalyst to push me "out of my box" as a kindergarten teacher. Working with Participating Teachers has been so rewarding I have decided to continue my education and obtain masters in school administration. I don't know what the future holds at this time, but it's nice to know I will have a multiple number of options to explore. Charles Humbert
Martha Neill
My experiences as a Support Provider and trainer have led to the increased skills in my own classroom. As I work with Participating Teachers and the CFASST process, I increase my knowledge base and deepen my understanding of effective teaching. I am a better classroom teacher as a result of being a Support Provider and trainer. Patti Faires
Gail Kelly
Terri Hollister
I thoroughly enjoy the networking and building new relationships. My teaching has taken new directions as I learn from my Participating Teachers. Alan Clark
It feels great to be able to provide help and support to a Beginning Teacher now as a Support Provider. Lisa Hedgahl
I am beginning my 3rd year as a BTSA Support Provider. Originally I got into BTSA without really knowing what it was. When I first started supporting my two first year teachers, I wasn't sure I was having much of an impact. What I did notice was how much I felt responsible for being a better teacher. I became more aware of the teaching standards in my own classroom. I really think that my teaching has improved with each year I have been a Support Provider. As time went on, I realized that I was making an impact on my Participating Teachers, more by the little things I did, than the bigger things; i.e., checking in with my Participating Teachers in the morning, calling my Participating Teacher to follow up on questions they had, and taking over little tasks for them if they felt overwhelmed. Last year as my second year with my two new teachers came to a close, I could really see how much they had grown in their teaching and their professionalism. I was really proud of both of them. Ruth Ward
Kathy Magnani
I have been involved in BTSA as a Coordinator, Support Provider and a Trainer. In my role as a Coordinator, I met wonderful people who are coordinators in their respective districts. The ability to discuss district issues with other districts sharing the same issues has been invaluable. I have networked with many districts and made some life-long friends. My role as a Support Provider has enhanced my own teaching skills. I have supported several Participating Teachers over the years, and with each experience I've had the opportunity to learn new things to apply in my own teaching practice. I think the learning, as a Support Provider has been almost as great as a Participating Teacher's learning. I am always looking to grow as a professional educator and providing support through CFASST for Participating Teachers has definitely catapulted my growth. Jann Carlson
Chris Klostermann
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