Beginning Teachers Thrive With FACT (Formative Assessment for California Teachers)

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SACRAMENTO – A new web-based support and assessment program designed to recognize the individual strengths and professional development needs of participating teachers is ready for statewide implementation. The “Formative Assessment for California Teachers” (FACT) was designed by experienced program leaders and teacher support providers from across the state’s Beginning Teacher Support and Assessment (BTSA) programs with the guidance of the California Department of Education and Commission on Teacher Credentialing.

One goal of the new system is to eliminate any duplication of the teacher’s preliminary credential program, building upon the knowledge, skills, and abilities that each participating teacher brings to the classroom. The result is a system that begins with an analysis of the teacher’s classroom skills and then guides the teacher and support provider through a series of “choice points” that align the formative assessment system with the teacher’s current work, the needs of the district and school site, and identified areas of growth.

A second goal of the new system is to ensure flexibility. In FACT, teachers can spend more time on improving needed skills and very little time on skills identified as already strong. Rather than taking the teacher through a series of lock-step exercises, FACT begins with what each teacher needs the most to ensure success.

FACT is comprised of four basic components:

1. Context for Teaching
Teachers gather and review information about their students, the school, the district and the community to help identify and address the needs of all students. Participants learn to recognize and use the most effective teaching methods and to identify and access the resources available for students within their school, district, and community.

2. Initial Assessment of Teaching Practice
Teachers and their support providers consider prior knowledge and skills from teacher preparation and evidence gathered in a classroom observation. The selfassessment will assist teachers and their support providers identify resources and types of support needed to develop and implement an Individual Induction Plan.

3. Inquiry
Using the information gathered from the Context for Teaching and the Initial Assessment of Teaching Practice, teachers participate in an action research

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