Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader Project Option

Revised 1.1.19
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP
Cycle is completed. Cells will expand as needed. When submitting completed ILP to instructor, please include copies of all instructional resources,
including Google Survey used for assessment of audience satisfaction.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Megan Gabler Runnells mrunnells@holyfamilyk8.org Multiple subject 6
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Holy Family/Diocese of Orange March/April 2019
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for
CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
and critical thinking in single lessons or a sequence of lessons.
learning.
T- Create multi-step project based learning lesson connected to real
Connecting subject matter T- Innovating T- Guided and modeled PBL ideas, using contexts for student engagement
T- Applying world contexts and allow for engaging and choice tasks
1.3 to meaningful, real-life S- S – Participated and reflected on presentation topic; evaluated presentation
S- Exploring S – Engage in presentation with choice activities that explore project through Exit Survey and began planning PBL lesson
contexts Innovating
based learning ideas
Creating a rigorous T - Facilitated opportunities for students to apply critical thinking by
T - Guide students to think critically through how to tackle task based on T–
learning environment with designing interactive lesson activity to strengthen engagement
T- Applying understanding of curriculum guidelines, rubrics, and examples shared. Innovating
2.4 high expectations and S - Students posed and answered a wide-range of complex
S- Exploring S - Students respond to varied questions or tasks designed to promote S-
appropriate support for all questions and problems, reflect, and communicate understandings
comprehension and critical thinking in project based learning activity. Innovating
students based on in depth analysis of content learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Demonstrate to colleagues how to develop engaging lessons,
How can developing interactive lessons and activities strengthen activities, or projects to get students more engaged in the
Capturing Student Engagement student engagement? What steps can you take to develop more curriculum being taught; model steps and ideas used to develop
engaging lesson/projects? meaningful interactive activities or lessons with focus on project
based learning and 21st Century skills.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
This project fits our school goals for wanting to improve student Audience satisfaction will be assessed through participation
growth, participation in project based learning lessons, and during the presentation and post-presentation evaluation; also,
Any homeroom or specialty teacher
incorporating new ways to develop deeper understanding of teachers will be asked to share 1 way they will implement one of
curriculum. the ideas modeled in the presentation.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions: Identify at least one NBPTS and at least one Teacher Leader Model Standards that are the primary focus of your project. Explain how
these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
1. Teacher Leader Model Standard: Domain I: 1. This standard will be incorporated in the presentation and project as a way for
Fostering a Collaborative Culture to Support teachers to reflect and share on current practices and collaborate with colleagues
Educator Development and Student Learning
on how to implement new interactive strategies to improve student engagement.
2. NBPTS: Proposition #3 – Teachers are
responsible for managing and monitoring 2. Teacher will emphasize the importance of monitoring students during the PBL
student learning activity, how to create rigor, and how to assess student understanding and
participation.

Inquiry Implementation Plan

Discuss Results
Analyze Results
Milestone 1 Milestone 2 Milestone 3 with Mentor
Milestone 4
Milestone 5
Develop project, gather
Evaluate and discuss
Identify name and date Research and organize samples, and plan with Review, discuss,
Presentation for presentation;
for activities. project data and mentor and design and set goal for
faculty review faculty
identify objective interactive faculty follow-up
evaluations
presentation
March 5-28, April 17,
March 2, 2019 April 29, 2019 April 30, 2019 April 30, 2019
2019
Provide 1-2 sentence The teacher leader project is to encourage teachers to deepen student engagement through PBL lessons; also, the
summary of your teacher presentation will share realistic and creative implementation of project based learning and/or 21st Century Skills lessons
leader project. and activities for teachers to incorporate into their curriculum.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Teachers can show leadership through the professional development they seek out. One example of this was an
educational PD experience that my mentor and I had last summer. My mentor and I discussed the “Get Your Teach On”
Summarize process for National Conference in San Diego that we both attended. The excitement and content we absorbed from this
analyzing effectiveness of invigorating experience has been a driving force for both us in our teaching this year. We decided that the topic of
leadership role. student engagement was a powerful “take away” from this conference and would be a great topic for this project.
Based on the content and presentations from this 3-day conference, we worked on what objective and content would
be most useful for our staff. This was the basis for this Teacher Leader Project.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was
learned.)
1. Project Based Learning Research Review 1. Studies have proven that when implemented well, project-based learning
(Vega, 2015) (PBL) can increase retention of content and improve students' attitudes
towards learning, among other benefits. (Vega, 2015)
2. Teaching for meaningful learning: A
2. These inquiry-based teaching methods engage students in creating,
review of research on inquiry-based and
questioning, and revising knowledge, while developing their skills in critical
cooperative learning (Barron & Darling- thinking, collaboration, communication, reasoning, synthesis, and resilience
Hammond, 2008). (Barron & Darling-Hammond, 2008).
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school level.)
1. This teacher developed a multi-step project based on the History-Social Science
standards on the topic of the United States. Students research a state, write a
written report, present to the class, and create a state float that is showcased to
the school.
1. Jennifer Kromling (5th grade)
th 2. This teacher developed an interactive project and event based on the History-
2. Staci Trout (7 grade)
Social Science standards for the Renaissance era. Students learn about this time
period, research topics, are assembled into guilds (committees) to create a
presentation booth, and finally present and apply info for a Renaissance Day
event.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting
To move to INNOVATING level:
critical
Consider how to increase complexity
thinking T– T– Teacher asked questions of analysis and evaluation.
of task beyond a single lesson so that
through Applying Integrating Students answered questions that included all levels
1.5 there are continuing opportunities for
inquiry, S– S- of Bloom’s. Students created their own math
students to engage in inquiry in
problem Exploring Integrating problems.
complex problem. How could you
solving, and
extend lesson into PBL?
reflection
Promoting
critical
Consider the next steps in planning an
thinking T– T–
Presenter posed several reflective questions on effective Project Based Learning
through Applying Integrating
1.5 teaching practices and allowed for audience to lesson? Is it rigorous? How does did
inquiry, S- S-
share ideas and discuss content with colleagues. allow for student choice? What are
problem Exploring Applying
the expected student outcomes?
solving, and
reflection
Connecting
T- Guided and modeled PBL ideas, using contexts
subject T- T- What subject area will you begin with
for student engagement
matter to Applying Innovating when planning your PBL lesson? Are
1.3 S – Participated and reflected on presentation topic;
meaningful, S- S- the activities you choose touching
evaluated presentation through Exit Survey and
real-life Exploring Innovating upon the multiple intelligences?
began planning PBL lesson
contexts

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed Contribution to
Product(s) Generated
by Teacher Others/Department/School/District
Teachers participated in an interactive Holy Family School Staff – Presenter
Project Based Learning and Student Engagement presentation given by Megan that began the introduced the topic of PBL in an exciting and
were the focus for this presentation. discussion and planning of engaging lessons relatable way for the teachers to use in
through the Project Based Learning model. developing their own lessons.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3

Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
Value of topic for audience.
Overall delivery by Candidate of the professional
development experience, including audience
engagement, pacing, tone, and response to
questions.
Analysis and Summary of Audience Assessment
Directions: Record assessment data into Assessment Data Table (see end of document). Include copies of assessment tool with submission. Include
at least one graph in your summary.
Megan did a wonderful job in creating an interactive presentation. The slideshow was easy
on the eyes, carried relatable content, and created opportunity for reflection on teaching
practices. The handouts were useful for notetaking throughout presentation. Also, Megan
used her own teaching practices as examples, including photos and rubrics, that made the
content relatable.
Megan is a great presenter. She is professional and designed her content to connect to a
broad audience of grade levels and curricular areas. She used her enthusiasm and motivating
spirit to share the content. Her teaching practices were relevant and significant, especially as
she shared her current lessons as examples.
The topic was very relevant for the staff. Student engagement has been an on-going focus at
our school this year. The presentation aligned with the pedagogy of our staff and gave
effective ideas for planning these types of lessons.
Overall, the presentation was a success. Megan gave a fantastic presentation that engaged
the staff and made everyone positively evaluate their current teaching practices. The
slideshow was eye-appealing and the staff was interactive and engaged throughout her
presentation. The only suggestion for the presentation was the amount of content was
comprehensive, but the time was limited. Her presentation might be more effective split into
two parts.

Action Items (some may not be applicable)

For curriculum design,
Teachers will begin designing PBL lessons connected to their curriculum. PLC groups will analyze assessment data to
lesson planning,
support planning.
assessment planning
How will students be engaged with PBL lessons? Teachers are asked to begin planning their own Project Based Learning
For classroom practice
lessons from the ideas shared in the presentation.
For teaching English
learners, students with
Student engagement for all learners will increase with planning more effective interactive lessons. Allowing for choice
special needs, and
will give learners a variety of ways to achieve the expected learning outcomes.
students with other
instructional challenges
For future professional The staff can follow up with progress on how their PBL lessons or planning are going at a future staff meeting. This is
development hold teacher accountable for continuing with this content presented.
For supporting
As a staff, we plan on developing our own classroom PBL lesson, while supporting each other through the process. Also,
others/department/
we are going to plan a school-wide PBL structured activity, so collaboration for this activity will rely on staff support.
school/district

Other

Other Notes and Comments

Here is the live link to post-presentation Google Survey: https://docs.google.com/forms/d/e/1FAIpQLSeDQ11Wn-

LK_0aZXG6G3_Aa5NwZPdiCoBxFNBpnf_2VafjslA/viewform

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 3