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dc.contributor.advisor Davis, Zephaniah en
dc.contributor.author Franzella, Shonna L. en
dc.date.accessioned 2010-08-24T19:38:57Z en
dc.date.available 2010-08-24T19:38:57Z en
dc.date.issued 2010-08-24 en
dc.date.submitted 2009 en
dc.identifier.uri http://hdl.handle.net/10211.9/524 en
dc.description Project (M.A., Education (Curriculum and Instruction) -- California State University, Sacramento, 2009. en
dc.description.abstract This paper examines the methods for presenting appropriate, meaningful professional development to beginning teachers. Research supports the following key elements of effective professional development: a focus on content and pedagogy, practical and transferrable content, collaboration, appropriate evaluation, and a teacher-driven approach. Additionally, comprehensive induction programs have proven to be an effective avenue for providing guidance to beginning teachers and helping to keep them in the profession. In the Sacramento City Unified School District (SCUSD), the Beginning Teacher Support and Assessment (BTSA) program combines those two components. A survey distributed to all SCUSD BTSA participants confirmed the power of utilizing induction combined with meaningful professional development as a method for supporting beginning teachers. en
dc.description.sponsorship Education (Curriculum and Instruction) en
dc.language.iso en_US en
dc.subject Education en
dc.subject Professional development en
dc.title An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District en
dc.type Project en

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