Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP) – Teacher Leader Project

Op2on
Revised 1.1.19

Direc&ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa?on. Complete orange cells aAer POP Cycle is completed. Cells
will expand as needed. When submiFng completed ILP to instructor, please include copies of all instruc?onal resources, including Google Survey used for assessment of
audience sa?sfac?on.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

Lauren Shimada lshimada@bousd.us Mul7ple Subject 3rd

Mentor Email School/District Date

Country Hills Elementary/ Brea

Carrie Thomas cthomas@bousd.us 3/3/21
Olinda Unified School District
Sec2on 2: CSTP Areas of Inquiry
Direc&ons: Iden?fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini?al Ra?ng. Iden?fy both teacher and student ra?ng for CSTP 1 and 2. See
example.

CST
Element Ini2al Ra2ng Descrip2on Goal Ra2ng Descrip2on
P
T - Guide students to think cri?cally through use of ques?oning
T - Facilitates systema?c opportuni?es for students to apply cri?cal
strategies, posing/solving problems, and reflec?on on issues in
Promo?ng cri?cal thinking T– thinking by designing structured inquires into complex problems.
T – Applying content.
1.5 through inquiry, problem Innova?ng S - Students pose and answer a wide-range of complex ques?ons and
S – Exploring S - Students respond to varied ques?ons or tasks designed to
solving, and reflec?on S - Innova?ng problems, reflect, and communicate understandings based on in depth
promote comprehension and cri?cal thinking in single lessons or a
analysis of content learning.
sequence of lessons.

T - Uses a variety of neighborhood and community resources to T - Collaborates with community members to increase instruc7onal
Engaging local communi7es
T - Applying support the curriculum. T - Innova7ng and learning opportuni7es for students.
6.5 in support of the
S - Applying S - Includes knowledge of communi7es when designing and S - Innova7ng S - Engages students in leadership and service in the community.
instruc7onal program.
implemen7ng instruc7on Incorporates community members into the school learning community.

T - Engages student in ac7vely making connec7ons to relevant,

T - Integrates connec7ons to meaningful, real-life contexts in
T- meaningful, and real-life contexts throughout subject maRer
Connec7ng subject maRer planning subject maRer instruc7on and is responsive during
Integra7ng T - Innova7ng instruc7on.
1.3 to meaningful, real-life instruc7on to engage students in rela7ng to subject maRer.
S- S - Innova7ng S - Students rou7nely integrate subject maRer into their own thinking
contexts S - Students ac7vely engage in making and using real-life
Integra7ng and make relevant applica7ons of subject maRer during learning
connec7ons to subject maRer to extend their understanding.
ac7vi7es.

Sec2on 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Ques2on Project Objec2ve(s)

My objec7ve is to bring as many

community resources into the school
environment as possible so that
students more clearly understand the
importance and relevance of what
How would student engagement and they’re learning in class to how it can be
Community Outreach in the Classroom teacher mo7va7on change if we had applied in the real world. In doing so,
Environment more access to community there may be an increase in student
resources? mo7va7on to learn the curriculum.
Having the resources to implement
community programs within our
classroom and school community could
have beneficial results academically and
socially for students and teachers, alike.
Audience for Project How Project Fits into Professional Goals
How Audience Sa2sfac2on will be Assessed
(Who Par2cipates/Who Benefits) and/or Department/School/District Needs

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 1 of 5
 This project fits into my
professional goal of increasing and I would end my presenta7on with an
My audience will be educators (general strengthening the rela7onship understanding ques7on, such as, “How
educa7on and special educa7on), my between community organiza7ons might you apply the resources you’ve
administrator, as well as any other and our school/district. My school learned about in your classroom or
educator who may find the informa7on is always looking for ways to bring school?” I will also send a survey a]er to
useful, such as school psychologists and engage with the community, and ask how beneficial they believed the
speech pathologists. they've been successful with STEM presenta7on to be, as well as how likely
focused areas, but I'd like to they are to use the resources.
branch out to other subject areas.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Proposi2ons
Direc&ons: Iden?fy 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 - Proposi7on 5: Teachers are NBPTS Proposi7on 5 and TLS Domain 6 will be incorporated in my project as my
members of learning communi7es. project revolves around community engagement. NBPTS Proposi7on 5 states the
importance of working with other professionals, whether they may be fellow
TLS - Domain 6: Improving Outreach educators or ci7zens of the community, in order to create a more effec7ve
and Collabora7on with Families and learning environment for students. Therefore, I will be reaching out to community
Community organiza7ons in order to enhance student learning.
Inquiry Implementa2on Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Reach out to Discuss survey

Iden7fy name and date for Survey to Create and share Survey to
ac7vi7es. different community results with
students presenta7on audience
organiza7ons mentor

3/31 4/7 4/14 4/21 4/22

Provide 1-2 sentence
summary of your teacher
leader project.
My teacher leader project centers around an increased engagement with the community outside
of my school and within the county. Informa7on about these community organiza7ons will be
shared with my fellow educators so as to provide the opportunity to bring such valuable resources
into their own classroom.

Summarize process for I will analyze the effec7veness of my leadership role by providing a survey to my audience a]er
analyzing effec7veness of the presenta7on. They will answer ques7ons such as, “How likely are you to use these resources”
leadership role.
or “How do you plan on using these resources with your own class?”
Sec2on 4: Inquiry Research and Explora2on
Research/Professional Learning (Iden2fy two ar2cles that have informed inquiry focus. Provide 2tle, URL or cita2on, and statement of what was
learned.)

This ar7cle discusses the importance of community involvement through the example of
Ethel M. Taylor Academy in Cincinna7, Ohio. Taylor went from being labeled as “one of the
worst schools in the state” to that of con7nually improving. A]er gathering community
The Importance of Community resources and giving outside organiza7ons a larger role in the school environment, Taylor
Involvement in Schools by Anne O’Brien. has seen an “increase in aRendance, standardized test scores, and parent involvement,
h]ps://www.edutopia.org/blog/ and a decrease in behavioral incidents.” Addi7onally, this ar7cle provided steps on how to
community-parent-involvement- increase community involvement. It suggests to create an “Ac7on Team for Partnership.”
essen2al-anne-obrien This team should consist of the principal, two to three teachers, and a few family
members. A]er the team is established, there should be a focus on four goals - two
academic, one behavioral, and one focused on improving school climate. These goals
should come into frui7on through a one-year ac7on plan.

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 2 of 5

The Roles of Parent and Community
Engagement in Student Success: What
Works in Illinois.
hRps://iqa.airprojects.org/events/
archive/2013-spring-conference/
Roles_Engagement_Student_Success.pdf
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
The Issue Addressed by Colleagues
CSTP Element
Promo?ng cri?cal
thinking through
1.5 inquiry, problem
solving, and
reflec?on
Engaging local
communi7es in
6.5 support of the
instruc7onal
program.
Connec7ng subject
maRer to
1.3
meaningful, real-life
contexts
Key Learnings and New Skills/Knowledge
Developed by Teacher
NBPTS Proposi7on 5 and TLS Domain 6
- A key learning is that community
organiza7ons are very happy and
excited to engage with students in all
maRers. Through collabora7on, new
ways to impact student engagement
and achievement can come to frui7on.
Direc&ons: The Mentor should Iden?fy strengths and areas of improvement in each of the following areas.
Effec7veness of resources designed by
Candidate, including presenta7on, notes,
handouts, and other resources.
Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017
This ar7cle discusses the importance community organiza7ons can have on the well-being
of the students. In some school and districts, there is an inordinate amount of students
without parental guidance. This can lead to a decrease in mo7va7on to succeed
academically and behaviorally in the school environment. However, when involving
community-based organiza7ons into the school environment, this lack of mo7va7on can
change. Students may find parental figures through such programs, especially if these
programs play a consistent role in the school community. The role of the community-based
programs also doe not need to be focused primarily in academics. Their role can be to host
a barbecue to welcome back students at the beginning of the school year. What’s
important is their con7nued support and role with students.
One colleague addressed the issue by reaching out to community organiza7ons, as well.
However, her focus was on bringing people to our school or vice versa. They were also
focused on speaking engagements, as opposed to hands-on ac7vi7es with students.
One other colleague address this role by invi7ng local businesses and companies to engage
with our campus community. These businesses were able to provide a more engaging
interac7on with students, as they created ac7vi7es for students. However, these
companies were purely STEM focused, so other subject areas were le] out.
Sec2on 5: Results and Reflec2on
Revis
Ini2al ed
Evidence/Ra2onal for Ra2ng Sugges2ons for Moving Forward
Ra2ng Ra2n
g
T–
Integra& To move to INNOVATING level: Consider how to increase
T – Applying Teacher asked ques?ons of analysis and evalua?on.
ng complexity of task beyond a single lesson so that there are
S– Students answered ques?ons that included all levels of Bloom’s. Students created
S- con?nuing opportuni?es for students to engage in inquiry in
Exploring their own math problems.
Integra& complex problem. How could you extend lesson into PBL?
ng
T-
Reached out to local organiza7ons and received input and advice regarding what
Innova7 To con2nue moving to INNOVATING level: Consider how
tools and resources they had available for students of all ages, including during this
T - Applying ng students can get involved in community organiza7ons
7me in the pandemic.
S - Applying S- where they become advocates for giving rather than simply
Students receive first-hand experience from community organiza7ons as they engage
Innova7 receiving from our partners.
in our learning environment.
ng
T-
T- Innova7 Included material from community organiza7ons into curriculum so that students To con2nue moving to INNOVATING level: Consider how
Integra7ng ng understood how what they’re learning in the classroom applies to the real world. to increase cross-curricular comprehension of varying
S- S- Students see professionals apply what they are learning in the classroom to their subject areas and how real world experiences can apply to
Integra7ng Innova7 actual jobs. all simultaneously.
ng
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Proposi2ons
Contribu2on to Others/Department/
Product(s) Generated
School/District
A presenta7on on readily available
This presenta7on can be easily sent to
community resources for subject
other schools and districts within the
areas spanning between
Orange County community. Resources
Environment and Nature
provided are available to any educator of
Conserva7on, Liberal Arts, and
any grade level, as most of the
STEM. Worksheets, videos, and tools
organiza7ons had material that can be
for all elementary grade levels were
used from grades TK-12th.
included.
Mentor Feedback
Presenta7on was easy to follow and very user friendly. The pictures, videos, and
assignment samples made for an engaging and exci7ng presenta7on. An area of
improvement would be to show on the slides when a text/picture sends the user
to a link.
Page 3 of 5
 Effec7veness of Candidate in teaching and
coaching adults. (Refer to Adult Learning
Principles in FOTIP Handbook [hRps://
www.fo7p.org/adult-learning-theory.html].
Value of topic for audience.
Candidate provided many pictures of screenshots that cap7vated audience’s
aRen7on. To further the candidate’s teaching and coaching, she could include
7me for grade-level collabora7on amongst teachers so they could implement the
lessons into their schedule.
Topic was very valuable for audience as they learned new ways to implement
local resources into their classroom. An area of improvement could be asking staff
what subject areas they need more support in prior to developing presenta7on.

Overall delivery by Candidate of the Area of improvement would be to include a shorter summary of each resource.
professional development experience, The presenta7on became a bit lengthy a]er discussing each organiza7on and its
including audience engagement, pacing, tone, offering. Candidate was very knowledgeable about each resource and was able to
and response to ques7ons.
answer all audience ques7ons effec7vely.
Analysis and Summary of Audience Assessment
Direc&ons: 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.

The assessment showed that 5 of my colleagues would likely use the resources found in my presenta7on with their own
class, while 6 of my colleagues would very likely use the resources. Addi7onally, 5 of my colleagues would most likely use
the STEM resources, 4 would use the Liberal Arts resources, and 2 would use the Nature and Environmental Conserva7on
resources.

Ac2on Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning
For classroom prac7ce
For teaching English
learners, students with
special needs, and
students with other
instruc7onal challenges
I plan on reaching out to some of the organiza7ons ahead of teaching the curriculum so we can
coordinate applying their resources with my class in a 7mely manner. Addi7onally, I would like to
send grade-level students a survey a]er the first trimester to beRer understand what subject
areas/interests they’d like to further explore.
I plan on incorpora7ng more resources into the classroom, such as the Aquarium of the Pacific, as
they offer virtual experiences for students. This is a great alterna7ve and supplementary resource
to our curriculum, especially as its provided by an organiza7on that many of my students are
familiar with.
I plan on collabora7ng more closely with experts and professionals to beRer understand how they
could support the learning achievement goals of English learners, students with special needs,
and students with other instruc7onal challenges.

I plan on sending a survey to my colleagues asking what subject areas they’d like more focus on
For future professional
development for the following school year. Then, I could conduct research over the summer and reach out to
the ones that seem valuable.

For suppor7ng others/ An aspect that was not considered as much was familial input. Therefore, I would also like to
department/ include more input and feedback from families in regards to what a]er-school ac7vi7es they’d like
school/district
to see at our school.

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 4 of 5
 Include copy of Google Survey Form assessment tool.
Presenta7on Exit Ticket Survey
Presenta7on Exit Ticket Results

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 5 of 5