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
AP Spanish Language and th
Claudia Haro-Contreras Claudia.haro@animo.org 11
Culture
Mentor Email School/District Date
Geraldine Silva Geraldine.silva@animo.org Green Dot Public Schools 3.6.20
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 T - Facilitates systematic opportunities for students to apply
strategies, posing/solving problems, and reflection on issues in critical thinking by designing structured inquires into complex
Promoting critical thinking through T – Applying content. T – Innovating problems.
1.5
inquiry, problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating S - Students pose and answer a wide-range of complex questions
comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based
lessons. on in depth analysis of content learning.
T: Guide students to use the learned knowledge
T- Workers with various people to create a
by empowering them to be life long advocates T-
Connecting subject matter collaborate environment so that students
T- Innovating in their communities. Innovating
1.3 to meaningful, real-life
S- Applying S- Students use the knowledge to make positive S-
are able to learn from various educators.
context S- Understand various perspectives to be
changes in their communities and create a Innovating
advocates and life- long learners.
fostering community.
T- Collaborates with community
T: Teacher will attend a few workshops organizations to set up resources for
Engaging T-
and share resources with students in a students and community members.
local communities in T- Applying Innovating
6.5 subtle way. S- Collaborate with educators around
support of the S- Exploring S-
S- Students research and understand the their community and participate in the
instructional program Innovating
basics of community organizations. discussions. They get involved and
engage.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
After informing parents and community
Do relevant topic presentations led by local members of their basic rights, community
Know Your Rights South-Central/ Inglewood educators increase parent involvement in members will be able to prepare a plan
school. with their loved ones in case of an
emergency.
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
Our school needs more parent involvement
Students, parents, educators, and community members Survey + student post-discussion
and community involvement
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
The 5th proposition will be incorporated because the project itself is multi-
level project in which I will need to reach out to different organization in
order to receive multiple resources. Therefore, in order to learn myself I will
also need to engage; besides the presentation I will give. This means
NBPTS- Proposition 5: Teachers are members of learning
reaching out and learning more about the resources so I can further
communities
support parents/community members. The 6th domain is essentially what
Teacher Leader Model Standards – Domain VI: Improving
Outreach and Collaboration with Families and Community the outcome will be. Since this will require a lot of collaboration, I am
hoping that it will help the parent involvement and the student’s
involvement within their community. With the lack of school- community
involvement this project is the beginning to a bigger project and community
collaboration.
Inquiry Implementation Plan
Identify name and date for Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
activities. Milestone 4
Milestone 5
Research + Reach out to orgs Reach out Workshop Surveys
Presentation parents

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Inform parents and community members of the basics on knowing their rights. By bringing different
Provide 1-2 sentence summary of
your teacher leader project.
members into the space, we will build on a collaborative space to develop emergency plans for our
undocumented families.
Summarize process for analyzing With mentor I will review the survey. Then I will pull out students who were involved into a post
effectiveness of leadership role. discussion to receive feedback on the overall workshop.
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.)
4 Phases Of Inquiry-Based Learning: A Guide For Teachers
https://www.teachthought.com/pedagogy/4-phases-inquiry-based- Inquiry in social studies class
learning-guide-teachers/ https://blog.pearsonschool.com/inquiry-in-the-social-studies-classroom/
One of the major parts of this articles revolved around making Within this articles one of the major parts revolves around student participation and
learners assume roles within the learning process in order for it to be reflection. It encourages students to part of the reflection process for post-lesson.
collaborative.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Mrs. Casanova, one of our counselors, has developed a few
One of the biggest issues at our school is the lack of involvement of our parents in
workshops for parents. One of the most recent ones resides
the school. In addition, there isn’t much school participation in the community.
around suicidal prevention among teens. However the
This has create an outside environment were there is not much collaboration.
turnout was not as expected.
Section 5: Results and Reflection
Initial Revised Suggestions for Moving
CSTP Element Evidence/Rational for Rating
Rating Rating Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 inquiry, problem solving, and Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students
S – Exploring S - Integrating
reflection created their own math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?
Teacher spoke about topic that is crucial to Considering the community,
Connecting subject T-Innovating community. Despite crisis the issue continues to
T- Innovating S- Innovating including videos that provide
1.3 matter to meaningful,
S- Applying
affects the south-Central community. Students had
real-life context more difficulty because of the way it was presented a visual representation.
(zoom). Rather than in person.
Providing a written mission
Teacher as able to collaborate with a local
Engaging statement and work that the
organization. While also providing a list od
local communities in T- Applying organizations have done.
6.5 T-Innovating resources for students and family. Students
support of the S- Exploring Maybe if possible having
S- Innovating were not able to engage with
instructional program them connect.
representatives from the organizations.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
Domain VI: Improving outreach and - Informative and collaborative
collaboration with families and community presentation that depicts the -Provided for parent, community,
 Presenting to a broad group of community immigration basics that can help student and school bond to
members community networking while increase. Helping in future
 Collaborating with community organizations engaging parents in class and school engagement.
 Involving key players in student education activities.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
+ Presentation was in language appropriate for the audience and
considering the class taught it fit the content standards.
+ Involving parents and organization in the learning
+Using her resources to present important information
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
+ Resources like Red Cards are useful
- Notes could be more detailed for those that need to read them in
a later time
- Handout could have an exemplar example of plan
- Provide a handout with resources listed and summary of each one
+ Had images and full explanation of the topic
Effectiveness of Candidate in teaching and coaching adults. (Refer to
+ Knows how to collaborate to provide a full range of ideas
Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. + Willingness to learn and grow

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 Value of topic for audience.

+ Use direct language with verbal examples to help audience understand

key concepts
Overall delivery by Candidate of the professional development
+ Used relation to community to grasp attention
experience, including audience engagement, pacing, tone, and
response to questions. +Build relationship prior with students work to gain attention
+ Allows for audience participation through constant questions and
concluding with space for
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.

In the assessment we were able to see how parents and students understood some of the basics from the presentation. We wanted to
make sure some of the key information was noted. For example, parents were asked for a warrant information. This allowed us to see
if they understood their rights in regards to let them into their house. We then seemed to see if they understood the purpose behind
developing a emergency plan. Considering that within the processing part we asked them to develop a plan of their own, this question
reminded them to keep it and use it. The last one allowed us to see if they had down some of the key organizations in out community.
By having them memorize the names we knew that there was a higher chance of them reaching out. For our educators this helped
them gain some basic knowledge on some of the issues presented in the community they teach along with getting to know the
parents and crucial organizations around our areas.
Action Items (some may not be applicable)
Informing our students about the immigration issues prior to the presentation allowed for them to
For curriculum design, lesson engage other in the conversation. This helped the audience to increase at a virtual level. The lesson fit
planning, assessment planning into my unit because of the topic I was covering therefore allowing for the relation to the content
allow for better engagement.
This lesson helped with the idea of having outside members be part of the learning environment with
For classroom practice
our students including parents and organizations.
For teaching English learners, This lesson allowed for visual learning to aid in the earning while also providing notes to help them as
students with special needs, and
students with other instructional
the lesson went on. By having someone restate information in target and translated language our
challenges students were able to better understand.
Helping our educators understand that in order to have parent involvement there must be some prior
For future professional
development
by having them engage in their learned through interactive activities where there knowledge is
recognized.
For supporting others/department/ Modeled for teachers what collaboration looks like while also helping student build of their skills. IT
school/district further on helped build stronger relationships which serve students in the future.

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

**Google Survey Form: https://forms.gle/BM2kKAnAqW6juszt8

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