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
Michael Tomas Michaelandres.tomas@gmail.com Physical Education 7-10
Mentor Email School/District Date
Charter Home School Acad./Visalia Unified
Rebekah Moor Rmoor@vusd.us March 1, 2020
School District
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 complex
Promoting critical T - Guide students to think critically through use of questioning strategies, posing/solving
problems.
1.5 thinking through inquiry,
problem solving, and
T – Applying

S – Exploring
problems, and reflection on issues in content.
S - Students respond to varied questions or tasks designed to promote comprehension and critical
T – Innovating
S - Innovating
S - Students pose and answer a wide-range of complex

reflection thinking in single lessons or a sequence of lessons.
questions and problems, reflect, and communicate
understandings based on in depth analysis of content
learning.
T - Demonstrates purposeful use of a wide
Applying knowledge range of assessments to support
T - Develops and adapts the range of appropriate assessments to address
of the purposes, T – differentiated student learning needs and
T – questions about students’ learning needs and progress.
characteristics, and Innovating reflect progress.
5.1 Integrating S - Explores the use of different types of pre-assessment, formative and
uses of different S - S - Integrates a variety of characteristics into
S - Exploring summative assessments.
types of Integrating assessments to allow students with a range of

assessments learning needs to demonstrate what they
know.
T - Provides systematic opportunities for
Involving all student self-assessment, goal setting, and
T - Implements structures for students to self-assess and set learning
students in self- T – progress monitoring.
T – goals related to content, academic language, and individual skills.
assessment, goal Innovating S - Implements structures for students to self-
5.5 Integrating S - Begins to encourage students to establish learning goals through
setting, and S - assess and set learning goals related to
S - Exploring single lessons or sequence of lessons that include goal-setting exercises.
progress Integrating content, academic language, and individual

monitoring skills.

Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
1. To provide elementary teachers
information to help familiarize them
with various movement patterns and
skills that are unique indicators to a
How would this physical education presentation student’s motor development.
Be Comfortable with the Uncomfortable…teaching Physical empower the elementary grade teachers’ confidence and 2. To provide fun solutions which can
Education standards in Elementary Grades K-6 equip them with the necessary tools to comfortably lead help them in identifying and developing
out a structured class?” these motor patterns.
3. To empower them to be
comfortable and confident in a subject
area that they may feel uneasy or
hesitant to teach.
Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
I will assess audience satisfaction by
asking after the presentation if anyone
The private school does not have a full or part-time
Elementary Teachers Grades K-6 (who do not have a has learned something of value today. I
physical education teacher available to them. As a result,
dedication physical education teacher at the school) will also give a short survey for them to
they must teach the discipline themselves.
fill out asking what things can be
clarified and/or improved.
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 5.1 – Teachers collaborate with other professionals to improve school

Special emphasis will be incorporated with NBPTS 5.1 by collaborating with fellow
effectiveness.
colleagues to improve the physical education program in the elementary grades K-6

at our school. Also, Teacher Leader Model standard 1a will be emphasized because
Teacher Leader Model Standard 1a – Utilizes group processes to help colleagues
the presentation will be promoting meaningful change within the school a well as
work collaboratively to solve problems, make decisions, manage conflict, and
empower fellow colleagues.
promote meaningful change.

Inquiry Implementation Plan

Discuss Results with
Identify name and date Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
for activities. Milestone 4
Milestone 5
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Based on the survey, Analyze results Discuss with my
develop presentation with teachers mentor what can be
Present the improved, as well as
Formally survey teachers about their physical and provide as to what is
information to the the potential of
education classes information/resources working and helping other small
teachers/staff
to the teachers. what can be schools with similar
changed. problems.

March 16 March 23 April 22 April 27 May 4

Provide 1-2 sentence

My teacher leader project involves helping the faculty and staff at a small private school develop a formalized physical education program, as
summary of your teacher
they do not have a full time physical educator on campus.
leader project.
Ideally, the goal would be to create a change in the mindset of the teachers in grades K-6 who do not have a dedicated physical educator
Summarize process for
available to them and their students. I would love to analyze the effectiveness of my leadership role long term, at the end of the year. I would
analyzing effectiveness of
be able to see if my teacher leader project was helpful. However, short term, I am able to informally ask the teachers if they learned
leadership role.
something new and of value, as well as give them a short survey asking them what can be changed/improved in my presentation.
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.)
I learned that in most cases, physical educators are often unprepared to be changed
Richardson, K. P. (2011). Physical education teacher education: Creating a agents in the schools that they are placed, thus creating ineffective K-12 physical
foundation to increase the status of physical education in schools. Journal of education programs. Some suggestions to fix this problem is to redefine the physical
Physical Education, Recreation & Dance, 82(7), 45-47,56. education teacher education induction process, with the hopes of better preparing
physical educators for the real world.

King Yan Ho, W., Ahmed, D., Khoo, S., Tan, C. H., Mitra, R. D., Gallardo, M., . . . Shu, I learned that there has always been a concern about the quality development of
C. (2019). Towards developing and validating quality physical education in physical education programs in schools around the world. Like every academic
schools—The asian physical education professionals’ voice. PLoS One, 14(8) discipline that is offered at schools, physical education should be developed in such a
way that provides a meaningful and impactful change in a students learning.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
At the school that I work at, there are currently no dedicated full-time physical
Status of the issue of the lack of dedicated full-time physical educators in small educators in any of our private TK-8 elementary schools conference (district) wide.
private Christian schools in Central California at the school and conference (district) Most teachers have to provide their own type of physical education and don’t follow
level. a formal structure or just give their students “an extra recess” so that they can play
and get in their “physical activity.”
Section 5: Results and Reflection
Initial Suggestions for Moving
CSTP Element Revised Rating Evidence/Rational for Rating
Rating Forward
Promoting critical To move to INNOVATING level: Consider how to
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and Students created their own math problems. students to engage in inquiry in complex problem.
reflection How could you extend lesson into PBL?
I continue to adapt my assessments according to the
Applying
fitness of different students. This allows them to be
knowledge of
challenged while at the same time constantly Consider how to extend assessments
the purposes, T –
T – Integrating improving with hard work. beyond the classroom during periods
5.1 characteristics, Integrating
S - Integrating where classes are not in session (ex.
and uses of S - Exploring
Students are able to set achievable goals for summer) for life long health habits.
different types
themselves and target weaknesses where they
of assessments
know they can improve.
Involving all I require the students to track their progress
Consider a technological forum
students in self- throughout the year.
T – (FlipGrid, YouTube, etc.) where
assessment, goal T – Integrating
5.5 Integrating students are able to reference and
setting, and S - Integrating Students are able to check their logs and monitor their
S - Exploring track their peers’ progress. Look to
progress own progress throughout the year through logged
implement this throughout the year.
monitoring charts and video diaries.
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
NBPTS 5.1 – Teachers collaborate with other professionals to
improve school effectiveness. I was able to work together with
my fellow colleagues to help them with something that they
struggle with. Also, the presentation creates a discussion point
for other teaching professionals within our Central California
Contribution to the K-6 faculty and staff
Conference area. Teacher Leadership Project – “Be Comfortable with the
at the school level. Can be adjusted to
Uncomfortable…teaching Physical Education standards in
help other K-6 combination grade
Teacher Leader Model Standard 1a – Utilizes group processes Elementary Grades K-6” Presentation
teachers in the conference.
to help colleagues work collaboratively to solve problems,
make decisions, manage conflict, and promote meaningful
change. I was able to work with my fellow teachers to solve
their problems and guide them in initiating a structured
physical education class with their students.
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 4
 Effectiveness of resources designed by Candidate, including presentation, notes, Resources (handouts, websites, etc.) coincided very well with the presentation.
handouts, and other resources. Presentation was easy to follow. Each slide was neat and structured well.

The questions that were asked allowed the teachers to answer honestly, and a great
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult Learning job was done elaborating on their answers. There was great participation and follow-
Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-theory.html]. up with each discussion points. However, do not be afraid of silence. Go ahead and
provide time for others to think about what is being asked.

The value of this topic was much needed for our teachers at the school who don’t
Value of topic for audience. specialize in physical education. The topic provided the teachers a sense of direction
where they can follow and make it their own.

Overall delivery of the presentation was well thought out, and full of energy. The
Overall delivery by Candidate of the professional development experience, delivery itself could have been paced a bit slower, as when you present, there is a
including audience engagement, pacing, tone, and response to questions. tendency to rush through words. Slow down next time when talking, it allows your
speech to be more articulated.

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 looking at the data collected from my survey, overall the audience was receptive to the information that was presented. Many thought that the presented
information was useful, and although some were not given formal training or not very familiar with physical education standards, they were comfortable discussing
the various topics and questions that were asked. Also, I felt that the presentation was memorable in the sense that many of the teachers were able to take away
some information from the presentation, with the most notable being emphasis on using bodyweight movements for strength and cardio for young students.

Originally, my presentation was geared so that teachers can implement practical strategies and/or ideas with their kids in their classroom. However, due to the
current COVID-19 Pandemic, these strategies/ideas cannot take place. If I have the chance I would like to follow up with them when school resumes for the 2020-
2021 School Year in the Fall, to see what strategies they actually implement.

Action Items (some may not be applicable)

For curriculum design,
lesson planning, Be sure to consider the suggestions for moving towards innovating for the selected CSTP’s.
assessment planning

For classroom practice N/A

For teaching English

learners, students with
special needs, and N/A
students with other
instructional challenges
For future professional Consider revising the teacher leadership project presentation to capture a larger audience (such as other schools in the Central California
development Conference who also have combined grade classes such as K-1, 1-2, or even K-4).
For supporting Follow up with the teachers at the beginning of the 2020-2021 school year to see what is implemented or what needs to be reinforced.
others/department/ Continue to support each teacher and become a resource for them at the school should they need help with physical education standards,
school/district planning, ideas, execution, etc.

Other N/A

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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