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
Somaley Gailey somaleygailey@ofy.org Science 8th
Mentor Email School/District Date
Angelica Ojeda aojeda@ofy.org Acton-Agua Dulce USD March 6, 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 thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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 depth
lessons. analysis of content learning.

Teacher uses data from a variety of

Teacher uses data from multiple
T- formal and informal sources to learn T-
Using measures to adjust instruction and meet
Applyi about students and guide selection of Integrat
knowledge of individual identified learning needs.
ng instructional strategies to meet diverse ing
1.1 students to Students actively utilize a variety of
S- learning needs. S-
engage them in instructional strategies and technologies
Applyi Students engage in learning through the Integrat
learning. in learning that ensure equitable access to
ng use of adjustments in instruction to meet ing
the curriculum.
their needs.
Teacher integrates support for students Teacher shares responsibility with the
Establishing and to take risks and offer respectful opinions students for the establishment and
maintaining about divergent viewpoints. Teacher maintenance of a safe physical,
T- T-
learning engages in reflection on their own intellectual, and emotional environment
Integra Innovati
environments language and behavior that contributes focused on high quality and rigorous
ting ng
2.3 that are to intellectual and emotional safety in the learning.
S- S-
physically, classroom. Students demonstrate resilience in
Integra Innovati
intellectually, Students develop and practice resiliency perseverance for academic achievement.
ting ng
and emotionally skills and strategies to strive for academic Students maintain intellectual and
safe. achievement and establish intellectual emotional safety for themselves and
and emotional safety in the classroom. others in the classroom.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
What strategies can teachers use to promote mindfulness and growth mindset in the
The objective of the project is to teach strategies to colleagues and staff to
Mindfulness classroom? What are the impacts of teaching Social-Emotional learning, for this
promote mindfulness in the classroom.
particular TLP – Self-awareness/mindfulness, for students and teachers?

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
This project fits our schools’ need. Many of our students are struggling. It has
Participants will be my colleagues and staff members of our school. All who attend will
been a year since we started distance learning. Students feel unmotivated and/or I will assess audience satisfaction through participation in discussion during the
benefit and if the strategies are incorporated in their classroom the students will also
their home life makes it hard to focus. Social-emotional learning in the classroom presentation and afterwards review additional data through Google form.
benefit.
can benefit students and teachers.

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 1- Teachers are There have been many studies on the effects of social emotional learning and
committed to students and their learning. improvements in academic progress. Strategies for incorporating social emotional
learning will be presented to colleagues and staff. There is much to learn about Social
TLMD: Domain 4- Facilitates Improvements Emotional Learning but for this particular PD I will explore one of the 5 core
in Instruction and Student Learning competence areas, Self-Awareness (specifically- mindfulness).

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Identify name and date for Research and Finalize presentation Present Reflect on Meet with my
activities. gather including handouts information for discussions and mentor to discuss
information and and Google form. colleagues and questions that results and get
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 strategies. Begin Practice and prepare staff members were brought up feedback. If there
work on for presentation. during a school site during the is positive
presentation meeting. presentation. feedback and
slides. Analyze Google continued interest
form responses. in the subject I
would like to plan
for more
presentations on
the other Core
Competence areas
of SEL.
March 5 March 26 April 2 April 5 April 6
Provide 1-2 sentence
I will promote mental health and wellness using social emotional learning strategies to improve student
summary of your teacher
leader project. learning, focus, and academic performance.
Summarize process for I will reflect on the discussions and questions during the presentation. I will also review feedback from
analyzing effectiveness of Google form which will be given after the presentation is complete. In a few weeks I will follow up with
leadership role. teachers who utilized the strategies I shared and if they notice academic progress with their students.
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.)
George, Donna St. “How Mindfulness Practices Are
Changing an Inner-City School.” Washington Post, 12 Nov.
Heggart, Keith. “Developing a Growth Mindset in Teachers and 2016,
Staff.” Edutopia, 4 Feb. 2015, https://www.washingtonpost.com/local/education/how-
https://www.edutopia.org/discussion/developing-growth- mindfulness-practices-are-changing-an-inner-city-
mindset-teachers-and-staff school/2016/11/13/7b4a274a-a833-11e6-ba59-
a7d93165c6d4_story.html
The article discusses the work of Carol Dweck and the idea of fixed
and growth mindset. Achievement can be improved when students A school in Baltimore deters from punishing their students with
have a growth mindset. Having a growth mindset is also beneficial detention or suspension and instead provide them a space to talk
to staff and teachers. There are some examples of promoting growth about their feelings and breathe. The principal of the school has
mindset in the classroom. seen success in using the mindfulness approach instead of
punishment. He notes students are more reflective and aware of
their behaviors.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Ana recognized that her students were struggling academically due to the pandemic. One of her
plans to help her struggling students is something she calls- pop-in Fridays. During specified
hours on Fridays she will hold open study hall hours for her students to join in and check in with
Ana, Teacher at Options for Youth
her, receive help or to complete their assignments with a teacher present. She has noted this
has improved her students’ performances. Students find this extra time to work with her
helpful and valuable.

Jessica has been a vital part in our school’s transition to distance learning. She has worked
tirelessly to provide us with the information and resources we needed to continue to teach our
students virtually. She offers PDs weekly, has several open office hours during the week for
those that need additional support with curriculum or instruction. She has provided us with
Jessica, Instructional Coach at Options for
information on how to motivate and reach our students during this difficult time. She is also
Youth
very supportive of teachers and provide space for us to share, discuss, and troubleshoot the
good and bad of teaching virtually.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rationale for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their
inquiry, problem S – Exploring S- continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection Integrating complex problem. How could you extend lesson into PBL?

It is important to know how are students are To move to Integrating level: I

Using
T- T- doing and I gauge this by sending out google consider how to use comprehensive
knowledge
1.1 Applyi Integr forms at the beginning of the week for them to knowledge of students to provide
of students
ng ating fill out. This check-in also allows students to ongoing support and adjust lessons
to engage
notify me if they are feeling overwhelmed or and make accommodations where I
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 them in S- S- everything is going well for them. Students will see fit. Brain breaks will be given so
learning Applyi Integr not engage in learning if they are not fully students can practice mindful
ng ating present. The forms also help alleviate stress from listening/breathing. This helps
having to share in front of their classmates since reduce stress and students to
the google forms are private and only I will see refocus.
what they share. Students are taught skills to practice
Students willing share more with me because mindfulness and self-awareness.
trust is built overtime. They are able to let me These skills can help them learn to
know when they feel overwhelmed, are manage their stress levels, calm
struggling, or if they have exciting news to share. their emotions, and redirect their
focus.
I establish and maintain a safe learning
environment by setting expectations and To move to innovating level:
consequences for classroom behavior. This also Maintaining a safe physical/virtual,
Establishing translates to the virtual classroom. These intellectual, and emotional
and expectations and consequences are sent to environment is shared between
maintaining parents and students at the beginning of the educator and students. I will
T- T-
learning school year. I also inform my students of continue to support my students
Integra Innova
environme available resources and one on one office hour when they struggle and let them
ting ting
2.3 nts that are with me if they are struggling with know that outside of our class time
S- S-
physically, assignments/lessons. I also offer one on one office hour.
Integra Innova
intellectuall Students understand what is expected of them. Once a month (when approved by
ting ting
y and They understand that school is a place for the school) I will have afternoon
emotionally learning. It can be stressful and overwhelming at study hall. Students know that it is
safe times but students know they have resources okay to struggle but they must be
and tools to use to manage themselves. resilient and continue to ask
Students develop and practice skills that help questions and learn.
them refocus.
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
Presentation, notes, and handouts on
All products generated is shared within
NBPTS: Proposition 1- Teachers are Mindfulness. Within the presentation I
our school shared folder. All teachers and
committed to students and their learning. also included easy exercises that take as
staff have access to the information and
little as 5 minutes to complete. These
can take what they learned and share it
TLMD: Domain 4- Facilitates Improvements exercises are meant to ground us and
with their students/incorporate it into
in Instruction and Student Learning bring us back to the present- become
their classrooms.
more self-aware and refocus.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Excellent job on presenting a topic that is so relevant with the student population that we work with. The staff
really benefited from the resources you provided. These were reliable/credible resources presented to the
staff. I really think that adding data on the percentage of teachers leaving the profession really put
mindfulness into perspective. At the same time, including that

Effectiveness of resources designed by Candidate,

including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
was in a way eye opening for teachers. I know teachers know that we work with a unique group of students,
however; this reminded us of the struggles many of our kids face. Teaching the staff about the importance of
"Breathing Breaks" allow the staff to take something away with them after the presentation. They were
actively engaged in the presentation and were given tools to put into practice with their students and also for
the teachers themselves.
You did an excellent job of working and coaching our staff. Your presentation was well organized with a hook,
credible sources, and engaging activities. Most importantly you gave teachers the opportunity to become part
of the process of learning about mindfulness. You had the attention of the staff through the entire
presentation, that's not an easy feat. You have a good commanding voice that is genuine and makes the staff
feel at ease. You are relatable and approachable that shined through your presentation. By the way, beautiful
slideshow, great use of color.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 The staff saw great value in the topic and for that reason they listened and were actively engaged in the
presentation. Mindfulness and the tools provided on this topic are not only going to help students, but also
the staff. Great job! A lot of the times the staff complain because they are being presented something that is
Value of topic for audience.
not useful or relevant to them, but that was not the case with you. Mindfulness is something that we can all
relate and practice especially during this pandemic. This topic brings awareness to teachers and allows them
to keep this in mind as they are working with students.
I think you did an excellent job of reading your audience. You paid attention to what they were saying and
Overall delivery by Candidate of the professional acknowledged their input during the activities. I noticed that a few staff members got off topic and right away
development experience, including audience you brought it back to the topic at hand. Part of the reason is that you were paying attention and listened to
engagement, pacing, tone, and response to questions. what the staff had to say. These are leadership qualities that will take you a long way, "Be present and listen".
Good job putting this into practice during your presentation.
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 the presentation, participants were asked to complete a digital survey. Overall, participants were satisfied and found
value in the presentation. A majority of participants believed mindfulness would be beneficial for themselves and thei r
students or they wanted more information. All but one participant found the mindfulness exercises easy to practice. When
asked how likely they are to implement mindfulness into their daily life and/or classroom over 75% said they would like to or
are already practicing mindfulness.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
planning
For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For supporting
others/department/
school/district
Practicing mindfulness does not have to take more than 5-10 minutes of class time. There are various
activities teachers can include at the beginning, middle, or end of their class time. They can have students
take a “brain break” after a difficult test by practicing mindful breathing or listening. Or teachers can
introduce “mindful Monday’s” and have students write in their journals for a few minutes at the beginning
of class. There are also various mindfulness apps that are free to teachers and students.
The findings from the digital survey indicated that participants found the topic of mindfulness valuable. A
majority of participants plan to practice or are currently practicing mindfulness in their daily life. The
hopeful goal is that they also introduce mindfulness to their students who can also benefit greatly from
being more mindful every day.
There are no language barriers to overcome in order to understand and practice mindfulness. English
Language Learners and students with special needs can absolutely benefit from practicing mindfulness. It
can help heighten their self-awareness and benefit their overall well being by reducing stress, calm their
emotions, help them focus. All of this can help improve their academic performance. All students can
benefit from learning to ground themselves through these exercises.
I would like to learn more about social-emotional learning by attending Professional Developments and also
sharing them with my colleagues.
Social-Emotional Learning is being implemented in schools across the country. For now, I am starting with
my fellow colleagues and students. Eventually I would like to see this implemented in our district.

Other I would like to learn more about growth mindset present/introduce that to my colleagues and students.

Other Notes and Comments

Digital Survey and assessment data graphs included below.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Digital Survey: https://forms.gle/AUtyBXUUNPG77iFL8

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