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
Teacher Leadership:
Lauren Kammert lkammert@csu.fullerton.edu 2nd Grade
Phonics/Reading
Mentor Email School/District Date
Patricia Sullivan psullivan@c-vusd.org Rowland Avenue Elementary May 6, 2020
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Collaborating with
colleagues and the Engages with members of the broader professional
broader professional community to access resources and a wide range of
T- T-
6.3 community to supports for teaching the full range of learners Facilitates collaboration with colleagues.
Integrating Innovating
support teacher and
student learning

Planning instruction
that incorporates Integrates results from a broad range of assessments Plans instruction incorporating a repertoire of
appropriate into planning to meet students’ diverse learning and
T- T- strategies to specifically meet students’ diverse
4.4 strategies to meet language needs.
Integrating Innovating language and learning needs and styles to advance
the learning needs
of all students learning for all.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
When given additional strategies in collaboration
with the Title 1 Interventionist, will teachers Teachers will be able to increase phonics
Phonics Intervention Support in the Classroom for
increase phonics instruction in a small group instruction in a small group setting to help
Struggling Readers
setting to support struggling readers? support struggling readers.

Audience for Project How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) Department/School/District Needs
This collaboration project is relevant to the needs
of the second grade teachers and struggling second
grade readers. My grade level team has expressed Following the presentation, the audience will be
This will be presented in a PLC with the Title 1
their struggling students’ needs and how we as a given a survey in order to provide the presenter
Interventionist and 2nd grade teachers.
team don’t know how to best support them in with feedback.
making progress as readers.

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
NBPTS: Teachers are members of learning communities.

Teacher Leader Model Standards:

Domain 1: Fostering a Collaborative Culture to Support
Educator Development and Student Learning
The teacher leader:
a) Utilizes group processes to help colleagues work
collaboratively to solve problems, make decisions,
manage conflict, and promote meaningful change;
b) Models effective skills in listening, presenting ideas,
leading discussions, clarifying, mediating, and identifying
the needs of self and others in order to advance shared
goals and professional learning;
c) Employs facilitation skills to create trust among
colleagues, develop collective wisdom, build ownership
and action that supports student learning;
d) Strives to create an inclusive culture where diverse
perspectives are welcomed in addressing challenges; and
NBPTS: This project is based on collaboration with the Title 1 Interventionist at my school and my grade
level team to increase reading proficiency of second grade struggling readers. The purpose is to elevate the
learning community amongst educators at my work site to increase student support.
Teacher Leader Model Standards: This standard is incorporated throughout my teacher leader project. I
will be working collaboratively to work towards solving the problem of how best to support struggling
second grade readers. Not only is my project based on collaboration, but my presentation will be as well.
During my presentation, I will offer time for my second grade team to discuss the relevance of my
project/findings as well as give time to collaborate on what steps to take next to best support our
struggling readers. This type of collaboration creates understanding, respect, and trust amongst our grade
level team where everyone’s voice is heard and valued.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 e) Uses knowledge and understanding of different
backgrounds, ethnicities, cultures, and languages to
promote effective interactions among colleagues.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for Title 1 Interventionist Pre-assessment of Post-assessment of Analyze Post- Mentor Discussion of
activities. Collaboration struggling readers struggling readers assessment results and findings

March 13, 2020 March 18, 2020 April 17, 2020 April 20, 2020 April 21, 2020

Provide 1-2 sentence

I will collaborate with the Title 1 Interventionist teacher to come up with classroom phonics instruction for the small group of struggling
summary of your teacher
readers. I will share my findings with my grade level team in a PLC.
leader project.
Summarize process for
analyzing effectiveness of Following the presentation, the audience will be given a survey in order to provide the presenter with feedback.
leadership role.
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. Effective Reading Instruction for Struggling Readers:

The Role of Direct/Explicit Teaching:
William H. Rupley, Timothy R. Blair & William D.
Nichols (2009) Effective Reading Instruction for 1. Effective reading instruction for struggling readers needs to include direct teaching of phonemic
Struggling Readers: The Role of Direct/Explicit awareness, phonics, fluency, vocabulary, and reading comprehension. The key is active
Teaching, Reading & Writing Quarterly, 25:2-3, 125- communication/interaction between the teacher and student.
138,DOI: 10.1080/10573560802683523

2. Ameliorating Early Reading Failure by Integrating the

Teaching of Reading and Phonological Skills: The
Phonological Linkage Hypothesis: 2. Struggling readers benefit from direct phonological instruction integrated into reading instruction.
Hatcher, P., Hulme, C., & Ellis, A. (1994). Ameliorating Struggling readers benefit from direct instruction of phonics activities and how it is linked to reading.
Early Reading Failure by Integrating the Teaching of
Reading and Phonological Skills: The Phonological
Linkage Hypothesis. Child Development, 65(1), 41-57.
doi:10.2307/1131364

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleague 1: This colleague is on the (ILT – created
by focused schools) leadership team at my school
Colleague 2: This colleague is also concerned about our small group of struggling readers at our
site. She has facilitated PLC’s in which she has
grade level. According to this colleague, the numbers of struggling readers has increased in the
provided information on professional trainings she
past few years. She addresses the needs of her struggling readers through small group
has been to, concerns for our
instruction. She also would like more information/strategies on how better to support these
school/staff/students, district communications,
struggling readers.
and facilitated collaboration in our grade level
team.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Collaborating
with
colleagues and
the broader Consider seeking future
professional T- T- Teacher facilitated discussion and collaboration with opportunities to lead discussions
6.3 community to Integrating Innovating colleagues. and collaboration in PLCs and Staff
support teacher
and student Professional Development.
learning

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Planning
instruction that
incorporates For continued support of
appropriate Teacher planned instruction to support colleagues in colleagues, actively research more
T- T-
4.4 strategies to
Integrating Innovating
meeting students’ diverse language and learning needs and reading strategies for struggling
meet the styles to increase learning.
learning needs
readers and share findings with
of all students colleagues.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge
Product(s) Generated
Developed by Teacher
NBPTS: Teachers are members of learning communities -
The candidate helped create a stronger learning
community by instructing teachers on phonics strategies to
use in small group instruction. The candidate facilitated
discussion in which teachers had opportunity to
collaborate and discuss how to implement the phonics
strategies presented.
TLMS: Fostering a Collaborative Culture to Support
Educator Development and Student Learning –
The candidate planned collaboration between the Title 1
Interventionist and Second Grade Level Team in order to
support struggling readers.
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
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.
Contribution to
Others/Department/School/District
The candidate offered her grade level
team a professional development
- Collaboration Opportunity
opportunity that is relevant to the grade
- Phonics Strategies
level team’s and students’ needs. The
- PowerPoint Presentation
information presented and ongoing
- Presentation Notes
collaboration is relevant and essential to
- Presentation Handout
furthering teacher development at our
site.
Mentor Feedback
The presentation was excellent, and the resources were effective too. The links in the
presentation notes are helpful for teachers to refer back to when planning
instruction. An area for improvement would be to add more visual examples (possible
instructional videos) of strategies presented to the presentation slides.
The candidate’s presentation layout was visually appealing and made it easy to
comprehend. The candidate offered participants opportunities to self-reflect on their
own teaching practice and engage in collaboration to plan for future instruction. For
future teaching and coaching adults, the candidate can work on creating more hands
on learning experiences for teachers to interact with the new material.
This topic is extremely valuable to the audience. The second grade team expressed
their need for strategies to support struggling readers. It is relevant to second grade
students’ needs. It is important for students to leave second grade as fluent readers.
In addition, the collaboration with the Title 1 Interventionist is essential for the
second grade team in order to best support struggling readers. The second grade
team values the connections made with the Title 1 Interventionist in order for
continued collaboration.
The overall delivery was great. The teacher candidate was professional, respectful of
audience’s diverse participation and feedback, and created an environment in which
participants felt comfortable with engaging and offering input. The candidate
facilitated discussion and responded well to participant’s questions. For future
coaching, the candidate can work on including more opportunities for teachers to
actively practice what they are learning.

Based on the assessment post presentation survey findings, teacher participants were very pleased with the presentation
and are very likely to increase phonics instruction in collaboration with the Title 1 Interventionist to help support struggling
students in a small group setting.

Action Items (some may not be applicable)

For curriculum design, lesson
The candidate (in collaboration with title 1 interventionist and grade level team) will design small group
planning, assessment
planning instruction that includes phonics strategies from this presentation.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4

For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For supporting
others/department/
school/district
Other
Link to Google Forms Assessment Tool
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
The second grade team will apply phonics strategies in a small group setting to help support struggling
readers. They will create formative assessments to monitor growth and effectiveness of phonics strategies
and student learning.
The second grade team will integrate phonics strategies into ELA and ELD instruction in order to benefit
English Learners and students with reading struggles in a small group setting.
The candidate will lead PLCs as a follow up to this presentation and continue collaboration to discuss data
collection and analyze phonics growth. The candidate will continue to actively research how to help support
struggling readers.
The candidate and second grade team will continue collaboration with Title 1 Interventionist. The candidate
will share research findings with colleagues and advocate for further professional development on reading
strategies for struggling readers.
Other Notes and Comments
Include copy of Google Survey Form assessment tool.
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