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
Katherine-cunningham@nova-
Katherine Cunningham Chemistry 10-12
academy.org
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu NOVA Academy Santa Ana 3/5/2021
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.

Integrates instructional strategies

Utilize Uses an extensive repertoire of
appropriate to subject matter to meet
instructional instructional strategies to develop
students’ diverse learning to ensure
strategies that enthusiasm, metacognitive abilities,
3.4 Integrating student understanding of academic Innovating
are appropriate and support and challenge the full
language, and guide student in
to the subject range of student towards a deep
understanding connections within and
matter knowledge of subject matter.
across subject matter.
Facilitates collaboration with
colleagues.
Collaborate
with colleagues Teacher collaborates with colleagues to
Works to ensure the broadest
and the improve student learning and reflect on
positive impact possible on
broader teaching practice at the classroom level.
instructional practice and student
professional
6.3 Applying Innovating achievement at school and district
community to Teacher interacts with members of the
levels and for the profession.
support broader professional community to
teacher and access resources that support teacher
Initiates and develops professional
student effectiveness and student learning.
learning opportunities with the
learning
broader professional community
focused on student achievement.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To provide a professional
Can different NGSS Practices be used
development that shows teachers
Implementation of NGSS Practices effectively across different science
how to properly implement NGSS
subjects?
practices into their classrooms.
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
* One of my goals is to facilitate more
professional development, and this is
a direct representation of that goal.
Science department teachers A survey
* Another goal is to create curriculum
for teachers. Presenting NGSS
Practices falls under that goal.
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 1 – Fosters a collaborative culture By leading a Professional Development presentation, I am supporting educator
to support educator development and student development directly.
learning
This Professional Development helps teachers implement different teaching
NBPTS: Proposition 2 – Teachers know the strategies into their classrooms. This directly relates to how to teach different
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 9
 subjects they teach and how to teach those
subjects to students.
subjects to students
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Complete Analyze results Bring survey
Give the
Research/Create with survey after results and
Identify name and date for Decide on Teacher Professional
activities. Presentation for Professional Presentation to
Leader Project Development
Professional Development mentor to
Presentation
Development Presentation discuss
2/25/2021 3/26/2021 4/12/2021 4/12/2021 4/14/2021
Provide 1-2 sentence I will lead a professional development meeting about implementation of NGSS Practices to the Science
summary of your teacher Department at my school. I will present on 2 different strategies and show examples of how they can be
leader project. used in Physics, Chemistry and Biology classrooms.
Summarize process for
I will give a survey asking the department about the clarity of the presentation, how well I was able to
analyzing effectiveness of
leadership role. convey the information, and whether they would use what they learned in their classrooms.
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.)
In the first article it describes how to interpret the NGSS Standards and how to use them
in the classroom. It states that to understand the NGSS Standards you need to know how
they were put together through the Framework, to incorporate 3 dimensional learning
(Scientific and Engineering Practices, Crosscutting Concept, and Disciplinary Core Idea),
engage student with phenomena, getting students to talk and make their own claims
5 Guidelines to Implement NGSS through inquiry, and incorporate more engineering in the classroom.

8 Practices of NGSS In the second article, there is a summary of different practices used in NGSS. The list of
practices are: Asking questions and defining problems, Developing and Using models,
Planning and carrying out investigations, Analyzing and interpreting data, Using math and
computational thinking, Constructing an explanation and designing a solution, Engaging in
an argument stemming from evidence, and Obtaining, evaluating and communicating
information.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
The physics teacher led a Professional Development on utilizing different apps when
teaching switched over to distance learning due to the pandemic. They are also a newer
teacher and have not started their induction process, but they took the initiative to create
Physics Teacher
a PD that showed teachers how to use Discord and Nearpod.
Biology Teacher
The biology teacher led the rest of the science staff in delegating where NGSS
Environmental Science standards should be taught in Biology and Chemistry classes so
that students would be exposed to more content.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created are continuing opportunities for students to engage in
inquiry, problem S – Exploring S - Integrating
their own math problems. inquiry in complex problem. How could you extend lesson
solving, and reflection
into PBL?

I use strategies that allow students to see

Utilize
different phenomenon on their own To keep myself at the
instructional
without me explicitly showing it. This piques Innovating level, I should
strategies
interest and enthusiasm for the content and always keep up to date on any
that are
3.4 Integrating Innovating allows students to practice inquiry-based new strategies that arise that
appropriate
skills. This helps them to create their own can help my students and keep
to the
explanations for the content and an open mind to test them and
subject
understand it better than just telling them use them in the classroom.
matter
what happens.
6.3 Collaborate Applying Integrating I am on the School Site Council that meets To move forward to the
with regularly throughout the year to discuss Innovating level, I should set up
colleagues issues between staff, parents, and students. more professional learning
and the I work regularly with my subject opportunities (outside of what

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 9
 broader department to discuss issues with our
professional classes and create activities that can work
community for all of us to help our students.  I meet
is assigned for a school
to support with teachers at my school site and I have
project).
teacher and made the initiative to set up a meeting with
student the science teachers from our sister campus
learning in Coachella for more collaboration. 
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
* The science staff at my school site is
small but has a wide range of
understanding and level of usage of
NGSS Practices. My presentation
included an overview of the NGSS
Standard organization, ways to lesson
* I created a Google slides presentation
* Organizing, creating and leading a professional plan using the NGSS Standards
and showed it to my colleagues
development presentation including the use of Phenomena and
* Successfully delivered the
* Public speaking skills 5E, and teaching strategies to use in
presentation
the classroom including student
discourse and using interactive
notebooks. Hopefully this gave
everyone a good baseline of
understanding and tools to use that
adhere to NGSS.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Katherine planned and led a well organized and relevant training for
the science teachers at her school site. The handouts and slide show
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources. contained meeting objectives, background information, concrete
examples, opportunities to engage in dialogue, and strategies to use
in their classrooms.
Effectiveness of Candidate in teaching and coaching adults. 1. Plan activities where adults can direct their own learning.
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. Katherine provided resources at the end of the presentation
where participants can access more information on the topic
discussed.
2. Use active participation and groups for social interaction.
Katherine provided opportunities for interactions within the
group to discuss whole group or with partners. Participants
remained engaged through the use of quick-checks.
3. Use a variety of teaching and learning methods, including
hands-on learning and service learning. Katherine created a
training where participants received material through direct
instruction – from slides and videos. Participants also
engaged in discussions, quick-checks, and reflection
questions.
4. Make the learning relevant to what adults will be doing when
they leave the classroom. NGSS has been implemented in
many classrooms, but not all. These teacher participants
were not using NGSS phenomenon or teaching strategies in
their lessons. Having a review of NGSS organization, lesson
planning techniques, and strategies is relevant to what they
should be doing in their lessons
5. Focus on problem-solving. A continuation of this training
could be to work together to create 5E NGSS units based on
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 the standards. Having the teachers work together helps
reinforce the strategies and provides opportunity for
discussion of the standards as well as NGSS organization.
6. Provide a supportive learning environment, with multiple
resources, breaks, and opportunities to ask questions,
practice, and correct mistakes. Katherine provided a slide
show, a NGSS video, and handouts. The slide show and
video provided information on a variety of NGSS focused
topics. Participants had opportunities to discuss material as
well as to ask questions. More time to practice with lesson
planning or to create a unit as a group would be beneficial.

The topic was very relevant for the teachers who attended. All
participants were science teachers and should be using NGSS in
Value of topic for audience. their classrooms. During the survey, the teachers stated that they
were not using the strategies and techniques recognized and
recommended in regards to NGSS.
Overall delivery by Candidate of the professional development Katherine was well organized, and presented a lot of material in a
experience, including audience engagement, pacing, tone, and clear order. She engaged the participants through discussion,
response to questions.
progress monitoring questions and reflection time.
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.

From the questions I asked on the survey, I found out how familiar my colleages were with NGSS before and after the presentation,
what strategies they used before and after the presentation, the strengths and weaknesses of the presentation and whether the
presentation was beneficial. Before the presentation, the average answer from 1-5 on being familiar with NGSS was 2.25, and the
average answer after the presentation was 5. This may be because NGSS came out after these teachers had their credential, so they
weren’t all the way comfortable with it yet, or it had never been deliberately explained to them. Before the presentation, not many of
the strategies were being utilized, but after being exposed to them, more of the teachers said they would use these strategies. People
seemed to be pleased with my presentation, and the only negative comment was that I should have included more examples of the
different strategies. Everyone thought it was beneficial.

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 Action Items (some may not be applicable)
For curriculum design, For lesson planning, I should use more of the strategies that I outlined in my presentation. I use them, but
lesson planning, assessment probably not enough. I will make my lesson sequences follow more of the 5E pattern and give students more
planning time and opportunities to conduct their own research and investigations.
For future professional For future professional development, I want to increase my credits and take classes to further my education.
development I will do this by getting my Master’s and completing Professional Development Graduate courses.
For supporting After getting my Master’s, I want to look into what it takes to become a Mentor Teacher for people going
others/department/ into the teaching credential program. This would support people becoming new teachers and extend into
school/district helping schools and the district by training new teachers.

Other None at this time

Other Notes and Comments

None at this time

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 Include copy of Google Survey Form assessment tool.

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