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
Truc Huynh truchuynh7@gmail.com Multiple Subjects Kindergarten
Mentor Email School/District Date
St. Polycarp School/
Jenny Muecke jmuecke@stpolycarpschool.org 3/2/20
Diocese of Orange
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 designing structured inquires into
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating
solving, and reflection questions and problems, reflect, and communicate
critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

T – Sets and modifies a broad

range of professional goals
connected to the CSTP to
Establishing improve instructional practice
professional and impact student learning
goals and within and beyond the
T- Sets and modifies authentic goals connected to
engaging in classroom.
the CSTP that are intellectually challenging and
continuous T- T–
6.2 based on self-assessment and feedback from a
and Integrating Innovating T- Engages in ongoing inquiry
variety of sources.
purposeful into teacher practice for
professional professional development.
growth and
development. T- Contributes to professional
organizations, and development
opportunities to extend own
teaching practice
T – Facilitates collaboration with
colleagues. Works to ensure
the broadest positive impact
Collaborating
possible on instructional
with T - Collaborates with colleagues to expand impact
practice and student
colleagues and on teacher and student learning within grade or
achievement at school and
the broader department and school and district levels.
district levels and for the
professional T- T-
6.3 profession.
community to Integrating T – Engages with members of the broader Innovating
support professional community to access resources and a
T- Initiates and develops
teacher and wide range of supports for teaching the full range
professional learning
student of learners.
opportunities with the broader
learning.
professional community
focused on student
achievement.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Will implementing differentiated Teachers will be able to
learning environment with digital increase the amount of
Differentiated Learning with Seesaw
portfolios increase student differentiated learning in their
engagement? classrooms with Seesaw.
Audience for Project How Project Fits into Professional Goals How Audience Satisfaction will be
(Who Participates/Who Benefits) and/or Department/School/District Needs Assessed

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5

Transitional Kindergarten to 8th grade teachers
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
NBPTS: Proposition 2.7 – Teacher generate multiple paths to
knowledge.
TLMD: Domain 3b – Uses informational about adult learning
to respond to the diverse learning needs of colleagues by
identifying, promoting, and facilitating varied and
differentiated professional learning.
Inquiry Implementation Plan
This project fits into my professional
goal of being a resource provider for
my colleagues. Not only am I
providing my colleagues with a new
tool to help differentiate student
learning, but also providing them
Audience satisfaction will be
with a new assessment tool. This
assessed through a survey.
fits into our school-wide goal of
being a blended learning school
where we create a differentiated
learning environment for our
students through adaptive program
and technology.
How Special Emphasis will be Incorporated
Students all have different learning needs and as teachers we need to
create multiple paths for students to achieve their learning goals. I will
research and present the importance of creating a differentiated learning
environment for students and relate it to how we can use Seesaw in the
classroom. I will create an organized presentation that will engage my
colleague in active participation, along with providing support and hands-
on demonstration on how they can implement it in the classrooms.
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

Identify name and date for April 23rd,

March 20th, 2020 March 27th, 2020 April 2nd, 2020 April 24th, 2020
activities. 2020
Deliver Analyze
Complete presentation Complete Survey Talk to Mentor
presentation results
Provide 1-2 sentence
I will provide a presentation using Nearpod to my colleagues on differentiated learning and the many ways we
summary of your teacher
leader project. can use Seesaw (digital portfolio) to create a classroom environment tailored to all students.
Summarize process for I will analyze the effectiveness of my leadership role through a survey given at the end of the presentation. The
analyzing effectiveness of survey will also ask teachers to write down if they would be interested in implementing Seesaw in their
leadership role. classrooms and how they would implement it in their classrooms.
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.)
What I learned from the first ASCD’s article is differentiated instruction is student
centered and will make the learning experiences more engaging, relevant and
interesting to students. However, in order to implement differentiated
7 Reasons Why Differentiated Instruction Works
instruction, we need to understand what it is and what it is not. Differentiated
https://inservice.ascd.org/7-reasons-why-differentiated-
instruction is not giving students more work, but tailoring the activities to the
instruction-works/
students’ needs. It is a blend of a whole-class, group and individual instruction.

What I learned from the second ASCD’s article is that having a digital student
portfolio allow you to celebrate all students as learners. Digital portfolios allow
10 Reasons Why You Should Implement Digital Student Portfolios
us to better assess our students rather than standardized testing. It allows us to
https://inservice.ascd.org/10-reasons-why-you-should-
see each student as an individual. It also improves home-school communication
implement-digital-student-portfolios/
because parents can see the activities and assignments they have completed.
Having the digital portfolios also allows teachers and families to see the student’s
progression over time. Digital portfolios allow teachers to create a differentiated
learning environment for all students.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Our school is a blended learning school, therefore adaptive programs and technology is a must in all classrooms. As a blended learning school, we have
to create a learning environment that is differentiated for the students. During one of our meetings, we discussed having a portfolio to share with the
WASC team which we used to have physical portfolios that would be passed down the grade levels. Instead of having portfolios that are being physically
kept, Seesaw allows teachers to pass down digital portfolios. On top of having digital portfolios to share with the WASC team, we can personalize and
tailored the activities to the students’ needs which is the blended learning model.
Section 5: Results and Reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Initial Suggestions for Moving
CSTP Element Revised Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how
Promoting critical to increase complexity of task beyond a single
Teacher asked questions of analysis and evaluation.
thinking through inquiry, T – Applying T – Integrating lesson so that there are continuing
1.5 Students answered questions that included all levels of Bloom’s. Students created
problem solving, and S – Exploring S - Integrating opportunities for students to engage in inquiry
their own math problems.
reflection in complex problem. How could you extend
lesson into PBL?

Establishing
To move to the innovating
professional
I provided teachers with a purposeful level: I need to find a way
goals and
presentation on how teachers can engage all to contribute this
engaging in
their students by differentiating their presentation to other
continuous T- T-
6.2 lessons with Seesaw. I made it hands-on schools. I should also
and Integrating Integrating
and engaging through demonstration of how help teachers create goals
purposeful
to create differentiated activities and what to help them implement
professional
the activities look like for students. this into their classrooms.
growth and
development.
Collaborating
with
To move to the innovating
colleagues I provided colleagues with research and
level, I will need to take
and the strategies on how to implement
my presentation and
broader differentiated learning with the use of
T- T- present it at other schools
6.3 professional Seesaw through a Nearpod/Google Slides
Integrating Integrating/Innovating or provide it to a broader
community presentation. I gave a hands-on
community via online
to support demonstration on how to create
platform.
teacher and differentiated activities with Seesaw.
student
learning.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
Through researching, I learned more about why
differentiated learning works and why we should implement I created a presentation using Google
digital portfolios. As for creating the presentation, I learned Slides and Nearpod on Differentiated
how to add Alt text to help make my presentation more Learning with Seesaw. The
accessible. From the presentation, I learned how to make my presentation provided teachers with I contributed tips and strategies
presentation more engaging and applicable to teachers. strategies and tips on how to on how to implement
implement more differentiated differentiated learning using
The standards I also demonstrated and learned to do were: learning activities with the use of Seesaw. I also guided and
NBPTS: Proposition 2.7 – Teacher generate multiple paths to Seesaw. The presentation included a supported teachers on how to
knowledge. screencast video on how to create an create differentiated activity on
activity, short videos of what Seesaw Seesaw.
TLMD: Domain 3b – Uses informational about adult learning is and how to assign an activity, and a
to respond to the diverse learning needs of colleagues by memory game.
identifying, promoting, and facilitating varied and
differentiated professional learning.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The presentation was well organized and was an effective aide in
Effectiveness of resources designed by Candidate, including presentation, delivering the intended learning objective. Truc utilized online resources
notes, handouts, and other resources. to substitute for physical handouts that were simple for colleagues to
access but at the same time well suited to her objective.
It is difficult to gauge the effectiveness without also monitoring the
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult teachers’ implementation of what they have learned. I do know the
Learning Principles in FOTIP Handbook [https://www.fotip.org/adult- response by the teachers could be described as engaged on the verge of
learning-theory.html]. excitement. In my experience if you get a teacher excited about a
learning tool, they usually run with it.
Considering the timing of this presentation with the teachers having
made the move to distance learning and using Seesaw as a large
Value of topic for audience.
component of that instruction, I believe the topic to have been extremely
valuable.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 After watching her in her kindergarten classroom so many times it was
impressive to see her “code switch” when coaching adults. She was clear
Overall delivery by Candidate of the professional development experience,
including audience engagement, pacing, tone, and response to questions.
with her purpose, guided well, clarified misconceptions in a timely
manner without taking the presentation off track. Overall, the
presentation was excellent.
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.
After completing my presentation on Differentiated Learning with Seesaw, the teachers at my school completed an effectiveness survey
on Seesaw. The effectiveness survey has two types of responses, short answer and a 1 to 4 scale. Based on the assessment, the teachers
found the deliverance of the information was great (4/4 on the scale). Five out of six participants found the information was very clear
(4/4 on the scale), one of the participants found the information pretty clear (3/4 on the scale) which is an average of 3.75. Five out of six
participants found the content very organized (4/4 on the scale), and one participant found it pretty organized (3/4 on the scale) which is
an average of 3.75. All six participants found the information absolutely related to the topic (4/4 on the scale) and the information most
definitely meaningful (4/4 on the scale). As for the short responses, the teachers are excited to implement Seesaw as a differentiated
tool. Some stated that they will use it for centers, homework and classwork. Some stated that they are excited to implement choice
boards as a way to differentiate on Seesaw. Overall, I was very happy with the participation and responses I got from my colleagues.
Action Items (some may not be applicable)
For curriculum design,
lesson planning, I want to implement more differentiated learning in my classroom amongst all subject.
assessment planning
I want to increase the amount of time using Seesaw in my classroom by creating a Seesaw station during centers
For classroom practice
for my student.
For teaching English
learners, students with
For teaching students with special needs or other instructional challenges, I want to find more research on how
special needs, and students
with other instructional we can use technology to help them be more successful.
challenges
For future professional
development
I would want to attend more PDs on differentiated learning for early childhood.
For supporting
others/department/
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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