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
Abbie Stirling astirling@newroads.org Elementary Physical Education 1st/ K-5

Mentor Email School/District Date

Alayna Baron abaron@newroads.org Santa Monica, CA March 1, 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
T - Guide students to think critically through use of
Promoting critical apply critical thinking by designing structured inquires
T– questioning strategies, posing/solving problems, and T–
thinking through into complex problems.
Applying reflection on issues in content. Innovating
1.5 inquiry, problem S - Students pose and answer a wide-range of complex
S– S - Students respond to varied questions or tasks S-
solving, and questions and problems, reflect, and communicate
Exploring designed to promote comprehension and critical Innovating
reflection understandings based on in depth analysis of content
thinking in single lessons or a sequence of lessons.
learning.
T-Maintains ongoing reflective practice and action
research in supporting student learning and raising the
level of academic achievement. Engages in and fosters
T- Reinforces positive, responsible, and respectful reflection among colleagues for school wide impact on
T- T-
Reflecting on student interactions. Assists students to resolve student learning.
Applying Integrating
teaching practice in conflicts. Incorporates cultural awareness to develop a
S- S-
6.1 support of student positive classroom climate.
Applying Integrating
learning
S-Students demonstrate efforts to be positive, S- Take responsibility resolving conflicts and
accepting, and respectful of differences. maintaining a caring classroom community. Students
promote respect and appreciation for differences.

T- Sets and modifies a broad range of professional

goals connected to the CSTP to improve instructional
Establishing practice and impact student learning within and
T- Plans single lessons or sequence of lessons using
professional goals T- T- beyond the classroom. Engages in ongoing inquiry into
additional assessment information on student
and engaging in Exploring Integrating teacher practice for professional development.
academic readiness, language, cultural background, and
continuous and S- S- Contributes to professional organizations, and
6.2 individual development.
purposeful Exploring Integrating development opportunities to extend own teaching
professional growth practice.
and development S-Students become aware of potential areas of bias and
seeks to learn about culturally responsive pedagogy.
S- Planning addresses bias, stereotyping, and
assumptions about cultures as members of cultures.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)

Socially Distanced Games for Recess
How can intentional group management and planning
ahead for re-entry challenges regarding recess and P.E.
contribute to a more effective, safe learning
environment and encourage 100% of my students to
participate? 
Inform teachers of what I learned from the workshops.
Have them generate ideas of their own on how to
incorporate science lessons within literacy on top of
what I showed them.

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
My school much like many others are lacking in staff
All k-5 staff members will participate in my presentation of members and therefore recess coverage as we are Completing a survey/questionnaire. Reflecting or
the Teacher Leadership Project along with the interactive coming back after being gone for a year due to Covid- debriefing how what they incorporated into their
games teaching portion. All K-5 students will benefit as they 19. We are all being use now for breaks and recess classroom and how effective it was.
will be able to participate in organized play. coverage and thus this will be beneficial to the entire
school.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Domain 4: Serves as a team leader to harness the skills,
expertise, and knowledge of colleagues to address curricular
expectations and student learning needs.
Prop 2: Appreciate How Knowledge in Their Subjects is
Created, Organized, and Linked to Other Disciplines
Our K-5 team is expected to be on recess duty and also know games that students can play. Recently, due to
coming back on campus after having been gone for a year, we have talked about the need for recess rotations and
socially distanced games yet have not had enough time to implement it. My presentation will solve these problems
by taking time to attend a PD to gain more knowledge of games students can play socially distanced and teaching
them to all the K-5 staff in order to implement them at recess. This will alleviate staff and students’ frustration
around that time as well.

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Identify name and date for Attend CAHPERD State Give presentation to all K-5 Teach socially distanced Collect and analyze Meet with Mentor to
activities. Conference colleagues games to K-5 colleagues teacher surveys review

March 4th to 6th March 10th, 2021 March 12th, 2021 March 15th, 2021 March 16th, 2021

Provide 1-2 sentence summary I will be attending an educator professional development with the California Association for Health, P.E, Dance and Recreation and presenting
of your teacher leader project. what I learned to my K-5 colleagues.

Summarize process for

Asking colleagues what they learned, how they can incorporate what I taught in their classroom, and any ideas on how they can integrate
analyzing effectiveness of
science more into literacy lessons to improve student learning.
leadership role.
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 researched Responsive Classroom strategies and came
across Interactive Modeling. This means when I’m
demonstrating and explaining a game, I should be using my
colleagues to engage the class in learning how to play, and
I researched the importance of play while maintaining social distance and found this article. It covers the
what the rules/expectations are. Through this interactive
imperative importance of play especially during and after a time when students have been sitting online in front of
modeling approach teachers will learn by doing. Ideally, this
a computer for a year. The benefits of play were presented and then the issues around not maintaining a socially
will also be a chance to engage students who typically are
distance were also presented. Overall, the article gave solutions such as going outside with family, promoting
not engaged or who need me to positively redirect their
healthy lifestyles at home along with how to change the routine of recess from before the pandemic to now.
behavior.
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
Steps of Interactive Modeling
https://pediatrics.aappublications.org/content/119/1/182
https://www.responsiveclassroom.org/wp-
content/uploads/2017/10/Interactive-Modeling-for-More-
Than-Routines.pdf

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
1st Grade Student’s BII: Spoke with P’s BII in first grade to
1st Grade Lead Teacher: She suggests that during the rotations She offered this suggestion because she has
find ways to engage him in the activity, such as praise and
noticed these students are able to focus more easily when in smaller groups because she believes they feel less of a
proximity (i.e. standing next to him and literally walking him
sense of competition.
through the game)

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
T – Applying 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. Students created their
S – Exploring S- continuing opportunities for students to engage in inquiry in
solving, and own math problems.
Integrating complex problem. How could you extend lesson into PBL?
reflection
Had each staff member physically play the
Reflecting on I met with other k-5 teachers to discuss concerns about recess
socially distanced games with their bodies in
teaching and the kids needing to play socially distant. I took electronic
order to make the workshop more hands-on.
practice in T- T- notes in order to address the concerns. After attending the state
6.1 Shared lesson ideas with colleagues. Model
support of Integrating Innovating conference professional development, I was able to take my
lessons to colleagues and emailed results of
student new knowledge and address staff concerns. I made sure that my
assessments. Able to use the new knowledge
learning lessons made these connections to stay relevant and engaging.
of the CDC regulations in other areas of school.

Establishing
professional
For my teacher inquiry lesson, I sought out an additional
goals and
educator workshop with my old co-coach. We learned about a Continue to attend educator workshop
engaging in
T- T- variety of games to implement at recess that specifically follow “PlayWorks” and share with colleagues. Look
continuous and
6.3 Integrating Innovating the CDC guidelines. I then presented what I learned to my up other outside workshops for other subjects
purposeful
colleagues at a staff development meeting. I have attended and share with colleague what was learned.
professional
more since then!
growth and
development

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed by Product(s) Generated Contribution to Others/Department/School/District
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Teacher
I worked with other teachers from different schools at the
workshop. It was great because we got to share about our
Powerpoint presentation on what I learned at
students and the school's atmosphere in this ever-changing This was shared by me to my colleagues and admin
workshop: using CDC guidelines for outside play at
world. It was nice to connect with other enrichment staff. The grades that attended were K-5th. The high
school to drive the lesson. Next there was an in-person
teachers. I learned a lot from them and got ideas about school principal and science teacher from another
workshop and worksheets with games were handed
lessons, classroom management, and assessment. It was location were present as well.
out to colleagues.
amazing to see teachers committed to their students’
learning and being a part of the learning community.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Candidate was very well prepared for her presentation. She delivered a Powerpoint presentation with slides that
Effectiveness of resources designed by Candidate, including were relevant to the current COVID crisis. She also had handouts which included games teachers could use at
presentation, notes, handouts, and other resources. recess.

Candidate was effective in teaching the school teachers about the CDC guidelines. She also gave them an example
Effectiveness of Candidate in teaching and coaching adults.
of what she learned from the California Association of Health, P.E. Dance and Recreation. The other teachers were
(Refer to Adult Learning Principles in FOTIP Handbook
excited to learn about this model and implement it in the classroom.
[https://www.fotip.org/adult-learning-theory.html].

The value of topic for the audience was great. The school has not formally adopted a recess curriculum or design so
Value of topic for audience. many of the teachers are designing their own lessons now based off of her ideas.

The Candidate was very engaging during the PD experience. She explained the objectives, standards, described the
Overall delivery by Candidate of the professional CDC guidelines as she experienced it as a learner, which made the presentation engaging. Her tone was great and
development experience, including audience engagement, pacing was effective. The time allocated during the PD was a little bit less than originally expected, so she had to
pacing, tone, and response to questions. make it a little faster. She had thoughtful responses to the questions that the staff had.

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.
Participant satisfaction was assessed through an exit ticket and questions. Grade Level teacher attendance: 17 teachers Kindergarten grade to 5th. The audience
assessment questions included: Knowledge of COVID-19 guidelines and restrictions for play at recess? 1-5 (1 being none, 5 being a great deal) six teachers chose 1, four teachers
chose 2, five teachers chose 3, one teacher chose 4, and one teacher chose 5. The majority did not have a great deal of knowledge ever changing laws in place by the CDC and state
of California. Knowledge of the guidelines and restrictions for play at recess after the presentation?  No teachers chose 1, one teacher chose 1, one teacher chose 2, nine teachers
chose 4, and six teachers chose 5. That was a huge improvement! (See results doc for details and chart). How meaningful was the presentation to you? (1-5 1: none /5: Very) No
teachers chose 1, one teachers chose 2, no teachers chose 3, six teachers chose 4, and ten teachers chose 5. According to the data it was very meaningful for my colleagues.  Will
you incorporate this workshop into your recess lessons? 100% said yes. Any other questions/comments, suggestions? Teachers Replied-It was very engaging. I gained enough
knowledge of the current CDC guidelines for play at recess. Great job with your presentation. You did great! Excellent presentation! According to the data the presentation was a
success informing my colleagues. I would have liked a little bit more time to present because I could have talked about the lesson more in depth. I am glad that I can meet with
my colleagues later one-on-one to answer any questions. 

Action Items (some may not be applicable)

Implement socially distanced games into the classroom to make the lessons more embodied learning. This will ensure student engagement and
For curriculum design, lesson
better student understanding.
planning, assessment planning

For classroom practice Students will participate in each lesson while using the CDC guidelines. They will be aware of what the guidelines and why they are important.

For teaching English learners,

students with special needs, Explicit modeling and explicit instructions are given.
and students with other
instructional challenges
For future professional
Present bi-weekly at staff meetings or whenever the CDC guidelines change to keep up to date with the ever-changing laws.
development

For supporting
others/department/ Request to go to any professional developments that are available for my grades.
school/district

I would like to present again on more games that I have discovered since my lesson because I feel my time was short and could have gone in
Other
more depth.
Other Notes and Comments

I am so happy with this project and my colleagues were very supportive and grateful for my presentation.

Include copy of Google Survey Form assessment tool.

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