Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(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
katiemilano@kineticacademy.o
Kathryn Cunningham Physical Education TK-5th
rg
Mentor Email School/District Date
Becki Roy beckiroy@kineticacademy.org Kinetic Academy/ HBCSD 3/5/2020
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 thinking
Promoting critical
posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
thinking through inquiry, T – Applying T – Innovating
1.5 S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
problem solving, and S – Exploring S - Innovating
comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
reflection
lessons. analysis of content learning.
6.3
Collaborating
with colleagues T- Meeting and discussing teaching T- Presents comparisons and contrasts
and the strategies with at least 2 local P.E. between teaching strategies in other P.E.
broader T- T-Innovatin
teachers. programs in Orange County.
6.3 professional Integrating g
community to S- Exploring S- Students complete a survey discussing S- Will use “transition games”
S-Applying
support opinions on learning about other incorporated into the school site
teacher and teachers within my subject area environment.
student
learning

6.5 Engaging
T- Gather information on instructional T-
local strategies from other P.E. teachers S- Teachers on staff will use instructional
6.5
communities in T-Exploring outside of my school site T-Applying strategies in their own classrooms. They
support of the S-Exploring S- Staff complete survey discussing what S-Exploring will also find value in building their own
instructional
strategies they would be interested in network of educators in their subject
program
seeing implemented at our school site areas.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can I access more of my local community of Physical Educators to improve my Be able to share learned teaching practices from other schools in our local
Creating a community, one contact at a time!
own teaching practices? community to develop a network

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
I intend to develop my Professional Development within my local Physical Educator
community.
School site educators, Administrator and Mentor Audience survey
GOAL: Reach out and observe one local Physical Education teacher

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
TLMD: Domain 4. Facilitating 
Improvements in Instruction and 
I want to be able to use a newly created network of educators to update teaching
Student Learning. 
standards within our P.E. curriculum. I would like to create this network that can connect
together more in the future and continue to build a cohesive teaching staff outside of my
NBPTS: Proposition 5: Teachers are  school site.
members of learning communities.​ 

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Record Data from
Use teaching Give presentation
Identify name and date meeting and choose Discuss results
Meet Local Educator strategy at our to staff and take
for activities. ideas to implement at with mentor
school site survey
our school site

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4

Provide 1-2 sentence
summary of your teacher
leader project.
Summarize process for
analyzing effectiveness of
leadership role.
Research/Professional Learning ​(Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Mulrine, C. F., Prater, M. A., &
Jenkins, A. (2008). The Active
Classroom: Supporting Students
with Attention Deficit Hyperactivity
Disorder through Exercise.
TEACHING Exceptional Children,​
40(​ 5), 16–22.
https://doi.org/10.1177/00400599080
4000502
The Effects of Brain Breaks on
Motives of Participation in Physical
Activity among Primary School
Children in Malaysia Int. J. Environ.
Res. Public Health​ 2019, ​16(​ 13), 2331;
https://doi.org/10.3390/ijerph16132331
Colleagues ​(Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
2/28/2020 3/4/2020 3/23/2020 4/1/2020 4/13/2020
I will reach out to other physical educators in the area and begin to create a network of professional educators
locally.
I want to include these learned strategies into our P.E. curriculum while also giving classroom teachers ideas on
how to incorporate more movement that benefits our students.
Section 4: Inquiry Research and Exploration
This article suggests the number of benefits to adding structured movement to classrooms during
the school day. This specific article discusses how these free movement time slots can help
students diagnosed with ADD and ADHD. Many teachers in the article explained the struggle to
meet the needs of all students in their classroom but that adding exercise to their class time had
large benefits.
Most students at a young age have a difficult time self-regulating their body movements after
periods of inactivity. These times present themselves frequently throughout the school day such
as walking from class-to-class, waiting in line for lunch, and other transitional times. Adding
“walking paths'' and “transition game courts” in the school environment has shown to limit
behavior interruptions in the classroom.
In this article, the results from a study in Malaysia show that
students benefit from daily brain breaks, but for more than just
having students adjust their focus. Students in the study were
also observed playing transition games with their peers to
create a positive competition between one another.
This increased the enjoyment levels of their students and gave
students opportunities to take physiological risk in between
learning periods.
“In conclusion, brain breaks effectively helped to maintain the
enjoyment of participating in PA over time, especially when it is
performed together with peers as it helps to trigger a healthy
competition.”

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 own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
6.3
Collaborating
with colleagues
and the I as not able to give this presentation formally but I I would like to present this
broader T-
T-Explor did receieve feedback from my mentor. I feel the physically to get an instant reaction
6.3 professional Integrating
community to S- Exploring ing content of my presentation was very clear and from my teaching staff and
support helpful to any educator in any subject area. administrator.
teacher and
student
learning
Establishing
T-
professional T-Interg I created a community of local PE teachers. Now I would like to attend professional
6.2 Integratin
goals and rating moving forward, the goal is to use them effceiently development with these educators
g
engaging in and help them improve as well. as a team.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 continuous S-Applyin
and g
purposeful
professional
growth and
developmen
t
6.5
Engaging
local T-Explorin I was successful in engaging other educators to my
T- I hope to learn more from them if
communitie g learning goals. I was in touch with two other local
6.5 applyin possible and see more of their
s in support S-Explorin educators that gave me some great learning
g school environments when I can.
of the g feedback and strategies to use in the classroom.
instructiona
l program
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Contribution to
Product(s) Generated
Developed by Teacher Others/Department/School/District

The teacher student created a learning TS reached out into local community to
Presentation, google form and information
community of local educators in her subject demonstrate the importance of teacher
chart of other educators information.
area (Physical Education). teams.

Mentor Feedback
Directions: T​he 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.

Due to covid-19 I was unable to access my audience effectively. Use of google forms has been helpful in my teaching experience. I hope to
use it more in the future to receieve feedback from my students.

Action Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning
For classroom practice
For teaching English
learners, students with
special needs, and
Creating my curriculum is something I do independently, but It was helpful to have feedback from fellow
educators on new ways to innovate my teaching.
I found new ways to organize student’s before class and after. I also learned How other local educators value PE.
Moving forward I will continue this, but I can use other schools as an audience potentially for Project Based
Learning outings.
No students were taught during this presentation, but I could modify my slides into any language for fellow
educators to read/understand. I could also make the print larger/brighter for anyone with visual impairments.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
students with other
instructional challenges
For future professional I hope to continue to work with my teacher community even more moving forward. Distance learning has made
development this a tougher challenge than I had anticipated but I am confident it will not stop us.
For supporting
others/department/ Feedback from other teachers at other school sites.
school/district

Other Teachers on my staff and in my community were very positive and helpful with my project!

Other Notes and Comments

Overall, I am very happy with how my presentation came out and I look forward to working with them again in the future.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4