In 1992, the Beginning Teacher Support and Assessment (BTSA) grant program was established to provide funded opportunities for first-and second-year teachers having completed a preliminary or professional clear multiple/single subject, credential.
With positive findings from the CNTP, Senate Bill 1422 (Bergeson, 1992) created a new system of new teacher support-the Beginning Teacher Support and Assessment (BTSA) Program.
The legislative intent stated in SB 1422 (1992), AB 1266 (1997), and SB 2042 (1998) that the Beginning Teacher Support and Assessment System (BTSA) was to "eventually support and assess beginning teachers as a condition for a Professional Clear Credential" (BTSA Task Force, 2004) was a departure from the previous credential structure.
AB 1266 (1997) further detailed a system ensuring teacher induction program efficacy that led to the creation and approval in July 1997 of "The Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs.
While district and county consortium based BTSA programs were successfully nurturing and retaining their new teachers and positively impacting student learning outcomes, not all were aware of the language in the legislation which requires a transition from a beginning teacher support and assessment program to a beginning teacher induction credentialing program.
At the conclusion of the four year study (1988-1992) known as the California New Teacher Project (CNTP), the state legislature officially recognized the importance of the early years of teaching, and through passage of Senate Bill 1422 initiated the Beginning Teacher Support and Assessment (BTSA) Program.
However, a major project: in the state, the Beginning Teacher Support and Assessment (BTSA) program in partnership with WestEd includes portfolio development based on the framework at the core of its assessment model.