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
Taylor Millwood tpalmowski@maimonidesla.com General Studies 2nd Grade
Mentor Email School/District Date
Allison Sostchen asostchen@maimonidesla.com Private School February 26, 2021
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.
T- Guide students to think critically through use of questioning T- Facilitates systematic opportunities for students to apply critical
Promoting critical
strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquiries into complex problems.
thinking through inquiry, T- Applying T- Innovating
1.5 S- Students respond to questions and problems posed by the teacher S- Students pose and answer a wide-range of complex questions and
problem solving, and S- Applying S- Innovating
and begin to pose and solve problems of their own related to the problems, reflect, and communicate understandings based on in
reflection
content. depth analysis of content learning.
T- Paces instruction with students to provide adequate time for T- Paces, adjusts, and fluidly facilitates instruction and daily
instruction, checking for understanding, completion of learning activities activities.
Using instructional time T-Applying T- Innovating
2.7 and closure. S- Students monitor their own time, are engaged in accomplishing
to optimize learning S-Applying S- Innovating
S- Students participate in and complete a variety of learning activities in learning goals, and participate in reflection, self-assessment, and
the time allotted with options for extension and review. goal setting.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How will presenting Interactive Literacy Notebooks to unfamiliar Use data from my own classroom to present to my colleagues and
Supporting Student Literacy Skills Through the Use of Interactive Literacy
teachers have impact on student reading performance measured by peers the positive impact Interactive Literacy note taking has on
Notebooks
Reading A-Z Assessments? primary students reading and comprehension.
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
A professional goal of mine is develop skills as a Curriculum
Specialist. I believe our school could benefit from the
implementation of Interactive Literacy Notebooks into our reading Through the number of peers willing to adopt (or at least try!) the
General Studies Staff (1st through 5th grade teachers)
curriculum to help drive instruction and improve student learning. use of interactive note taking in their classrooms.
Another goal of mine is to develop and maintain skills in
presenting ideas and leading discussions in our school community.
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 Proposition 3.5: Teachers Engage Students in the Learning
Process
TLMS Domain 1.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.
NBPTS Proposition 3.5: I will incorporate this emphasis through the use of interactive literacy
notebooks. This type of note taking engages students in the learning process while offering
choice, individuality, creativity, and application of on-level skills and understanding.
TLMS Domain 1.b: I will incorporate this emphasis through developing and presenting a
research-based project to my colleagues at a staff meeting. This project and presentation will
help craft and enhance my public speaking skills.

Inquiry Implementation Plan

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

3.5.21 3.30.21 4.6.21 4.7.21 4.12.21

Identify name and date for Have
activities. completed Collect feedback from
Collect and organize data from Present at staff Discuss results with my
presentation colleagues & analyze
research & my own classroom meeting mentor
ready & begin results
practice
Provide 1-2 sentence For my teacher leader project, I will collect and analyze data showing the way Interactive Literacy Notebooks can positively impact
summary of your teacher student learning of reading comprehension skills. I will then present my findings to my colleagues in hopes they will adopt this learning
leader project. strategy within their own classrooms.
I will be able to analyze the effectiveness of my developing skills in presenting ideas and leading discussions based on the feedback of
Summarize process for
my mentor and my peers after my presentation at our staff meeting. My goal is to present my findings clearly and effectively in order to
analyzing effectiveness of
identify literacy needs of my colleagues and their students. My mentor will be providing specific feedback on my handouts, PowerPoint,
leadership role.
and 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.)
Learning Styles and Strategies (linked) Learning Styles and Strategies explains each of the three learning styles, in depth:
visual, auditory, and kinesthetic. It also goes into ways to service all three learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 styles in your teaching. Through the use of interactive notebooks, each of the three
learning types are being addressed. Visual learners benefit from the physical
notes/diagrams/pictures as well as color coding. Auditory learners are listening
aloud to the mini-lesson/teaching point of the day but struggle in note-taking, so
INBs give these learners a simple and organized way to keep notes. Kinesthetic
learners have a hands-on opportunity through interactive notebooks.

This article dives into active vs reflective learners as well as individual vs group
preferences. When learners identify their own learning styles, the learning process
is simplified and becomes more successful. Understanding your own style of
Learning Styles and Their Relationship to Teaching Styles
learning can help solve problems effectively. “Learners become more autonomous
(linked)
and accountable for their own learning. Consequently, learners’ confidence will
increase and teachers control over learners will lessen.” By providing students
opportunities to learn in their own style, I can give my students more control over
their own learning and their own successes.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Ms. Edison addressed a similar leadership role when presenting to our general
studies staff the icons of depth and complexity. These icons are to help students
understand concepts on a deeper level. Chagit is passionate about using these icons
Chagit Edison - Reading Specialist
within her classroom and presented to our staff on the benefits of doing the same.

The Status of the issue at my school is developing. I hope that by taking initiative to
present on a strategy I am passionate about, it will encourage my colleagues to do
the same down the line. I think the idea of taking on more work to develop and
present on an ideology to your peers is negatively viewed as a whole, so I hope my
Status of the Issue
presentation will benefit enough people that they might be encouraged to present
on another topic that could benefit colleagues as well. We can learn so much from
other teachers and the successes of their students/classroom environments.
Section 5: Results and Reflection
Initial
CSTP Element Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Promoting critical
To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Promoting critical I will continue to work toward innovating level through the use
Teacher provided a survey for colleague feedback on presentation.
thinking through of interactive notebooks in other areas, such as math, writing,
T- Applying T- Innovating Teacher reflected and improved on her own practice.
1.5 inquiry, problem science, and/or social studies. I will continue to incorporate
S- Applying S- Integrating Students create Interactive Notebooks to demonstrate learning to
solving, and projects and choice-based learning to provide students an
the best of their ability.
reflection opportunity to showcase their learning on-level.

Using Teacher clearly communicated front-loaded directions and To continue improvement, I want to help my teacher team
expectations for interactive notes. begin the year with interactive notebooks within their own
instructional time T-Applying T- Innovating
2.7 Students followed guidelines and expectations, following directions classrooms. I will lead trainings in order to help my colleagues
to optimize S-Applying S- Innovating promptly. set up lessons to manage time wisely and answer any questions
learning Students and Teacher used time wisely. or concerns they might have.
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
I used information and research about
I created a Professional Development the positives of implementing Interactive
Presentation and presented this Notebooks and shared my research and
I learned how to effectively lead a
presentation to the Gindi Maimonides experience with my colleagues.
professional development training.
Academy General Studies Staff, grades 1st Colleagues were able to add a strategy to
through 5th. their teaching toolbelt for effectively
teaching reading comprehension.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Handouts and notes were highly effective. Giving staff an opportunity to
Effectiveness of resources designed by Candidate, including practice and have a hands-on experience of the note taking strategy was
presentation, notes, handouts, and other resources. beneficial. Mrs. Palmowski (Millwood) was prepared and well-spoken,
making the presentation easy to understand.
Presentation was relatable and aimed toward lower school teachers.
Effectiveness of Candidate in teaching and coaching adults. (Refer to
Questions teachers had were addressed inside the presentation. Discussion
Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. was open and Mrs. Palmowski was relatable and able to answer questions
with ease.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 This topic is valuable to our staff. Teacher write their own curriculum grade
Value of topic for audience.
by grade, and are often looking for outside ideas and strategies.

Overall delivery by Candidate of the professional development Mrs. Palmowski presented a strong professional development. Pacing, tone,
experience, including audience engagement, pacing, tone, and and responses were excellent. The presentation was practiced and
response to questions. polished.
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.

How would you rate the quality of the professional development training?

How would you rate the organization of the training?

Did you learn something new to implement within your classroom?

Did this training provide instructional strategies practical to apply effectively within your classroom?

As seen in the graphs above, the response to the professional development training were overall positive. Participants shared that the
training was well organized and easy to understand. 100% of teachers who participated in the survey left the training feeling as if they
learned something new and that they could take something away to apply within their own classrooms.
Action Items (some may not be applicable)
For curriculum design, I will continue to collaborate with colleagues when trying a different strategy that I found to be successful
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 lesson planning, assessment
planning
within my classroom.
I will continue to implement interactive notebooks to address built in scaffolding and differentiation based on
For classroom practice
my variety of students and their needs/ability levels.
For teaching English
learners, students with
I will continue to address all learner types, giving opportunities to draw, create, write, speak, etc. The
special needs, and students
with other instructional differentiation built into interactive notebooks provides choice opportunities for these students.
challenges
For future professional I will continue to challenge myself and volunteer to lead future professional development opportunities and
development trainings.
For supporting
I will continue to challenge myself and volunteer to lead future professional development opportunities and
others/department/
school/district trainings.

Other I will continue to expand my own knowledge and best practices to support learners of all types.
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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