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
Jade Sammy jsammy@serraschool.org Multiple Subject Kindergarten
Mentor Email School/District Date
St. Junipero Serra Catholic
Ellen Burrola eburrola@serraschool.org March 5, 2021
School/Diocese of Orange
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 T - Facilitates systematic opportunities for students to apply critical
T–
Promoting critical thinking through strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying Innovating
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S-
reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on
Innovating
lessons. in depth analysis of content learning.
The teacher sets realistic and challenging professional goals
Establish professional goals and connected to the CSTP that are based on individual areas of Sets authentic goals connected to CSTP that are challenging
engaging in continuous and growth. The goals are aligned with school/district goals and are and based on feedback. Engages in and contributes to
6.2 Applying Integrating
purposeful professional growth focused on improving student learning. The teacher uses these professional development targeted at student achievement.
and development goals to engage and select appropriate professional development Pursues a variety of opportunities to learn professionally.
learning experiences.
Collaborate with colleagues and The teacher consults with colleagues to consider how best to Collaborates with colleagues. Initiates and develops
the broader professional support learning for both student and teacher and begins to professional learning opportunities to ensure the broadest
6.3 Exploring Innovating
community to support teacher identify how to access resources in the broader professional positive impact on instructional practice and student
and student learning community. achievement.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can I support colleagues with new
technology?/How can the lower grade levels Provide professional development on a
Boom Card Implementation
use Boom Cards to support student technology to support student learning.
achievement?
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
As a 1-1 school, with remote learners this
program has a simple format ideal for our
younger learners. This program is a great
Teachers for PreSchool-Grade 2 Survey
tool to allow us to provide differentiation
with our students, particularly in a year
where we cannot run centers.
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 4: Teachers think systematically about
their teaching practice and learn from experience The special emphasis will be incorporated by illustrating how I personally
 Teacher Leader Standards: struggled with differentiating this year and how I was able to overcome
 Domain 4: Facilitates improvements in instruction and these obstacles by using this platform. By providing a way to effectively
student learning differentiate, we can improve student learning. This platform also provides a
 Domain 5: Promotes the use of assessments and data way to obtain meaningful data we can use to monitor student learning.
for school and district improvement
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Plan and create Present Discuss results
Identify name and date for activities. Research Analyze results
presentation Presentation with mentor
February 22-26 February 26 March 5 March 5-12 March 16
My teacher leader project is to provide an introduction to and demonstration of a useful technology tool to my
Provide 1-2 sentence summary of colleagues in a workshop format so that they can explore and come up with ways to begin using the tool
your teacher leader project. immediately. They will be setting up an account with a 3-month free trial to spend the end of the year using the
program, before the school evaluates purchasing platform access for all teachers.
Summarize process for analyzing I will have attendees fill out a survey gauging my effectiveness as a presenter, whether the presentation was a
effectiveness of leadership role. useful use of Professional Development time, if the information was provided in a clear and organized way, etc.
Section 4: Inquiry Research and Exploration
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
 Ironsi, C. S. (2021). Strategies For Student Participation with  This report reflected how Boom Cards along with other platforms are being used specifically by online
learners to improve student participation. It confirms that “pads and cards play a valuable function” in
Remote Online Learning. The International Journal of Social Sciences World
increasing student engagement in an “online learning climate.”
(TIJOSSW), 3(01), 24-36. Retrieved from
https://www.growingscholar.org/journal/index.php/TIJOSSW/article/view/  This book provides a conflicting viewpoint of how rote memorization is not learning but “training.” It
53 does however, suggest that repetitive practice can assist in the acquisition of new skills that can be used
 Ritchhart, R., Church, M., and Morrison, K. (2011) Making thinking visible: in tasks that promote critical thinking and “real” learning activities.
How to promote engagement, understanding, and independence for all
learners, San Francisco, CA: Jossey-Bass.
Shola G. O, Selira, K., and Mustafa, I (2011) Online Education in North
Cyprus Universities: Case Study Eastern Mediterranean University. Procedia
- Social and Behavioral Sciences 28 (2011) 536 – 541
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
This platform addresses the issue of having a simple platform our young students could use independently.
Our Educational Technology Specialist has provided training in the use of Most learning platforms are designed for first grade and above. Finding a tool that could be used
educational technology when we adopted Promethean boards, the use of independently with “littles” has been a challenge. Our school has recognized this issue and will be evaluating
Bitmoji in classrooms, and Canvas. purchasing a plan for lower elementary teachers when teachers evaluate its effectiveness and usage at the
end of the year.
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
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?
Establish
professional goals
and engaging in Modified professional goals on my Professional Goal Engage in ongoing inquiry. Contribute
6.2 continuous and Applying Integrating Plan to align with the CSTP. Pursues, engages in, and to professional teaching
purposeful contributes to professional development. organizations.
professional growth
and development
Collaborate with
colleagues and the Initiate professional learning
Collaborates with colleagues to improve student
broader opportunities with the broader
learning and reflect on teaching practice at the
professional professional community. Take
6.3 Exploring Applying classroom and grade levels. Engages with members of
community to collaboration to next level by
the broader professional community to access and
support teacher including school and diocesan levels
implement resources.
and student of engagement.
learning

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed by
Product(s) Generated
Teacher
Domain 3: Promotes professional learning for
continuous improvement (uses information about adult
learning to facilitate professional learning among
colleagues)
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
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].
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Contribution to
Others/Department/School/District
 Presentation to introduce Boom A useful platform to practice learned
Card learning to colleagues. skills and to differentiate;
 Individual accounts set up specifically, with young learners.
Mentor Feedback
Strengths: The power point presentation made an excellent presentation,
very complete and detailed. It is a professionally presented plan. Miss
Sammy emailed all the teachers ahead of time with the link to access the
slides, an attached handout, and a PDF of the presentation slides so they
could take notes. On a later date, a teacher could pick this up and easily
review the presentation in its entirety. It is clear that Miss Sammy put a
great deal of thought into the presentation and additional resources.
Areas of Improvement: None
Strengths: Miss Sammy did an excellent job explaining what Boom Cards are
and how they can supplement classroom instruction. She was very positive
and did an amazing sales pitch. Her step-by-step explanation on how to
open a free account was clear and understandable for her audience,
Areas of Improvement: It would be interesting to have a follow-up
presentation in a week or two to see how (and if) the teachers are using
Boom Cards in their classroom. This would truly demonstrate how effective
the presentation was.
Page 2 of 3
 Strengths: Boom Cards could be a very helpful and relevant resource for the
teachers as they search for additional ways to differentiate instruction
within the classroom and discover a new digital tool. Miss Sammy clearly
explained the benefits and usefulness of using Boom Cards. She walked the
Value of topic for audience.
teachers through the steps to open their own account which, hopefully, will
lead to them being motivated to use the new technology. Overall, the topic
was very well received by her audience.
Areas of Improvement: None
Strengths: Miss Sammy displayed an enthusiastic and positive delivery and
made it comfortable for her audience to ask questions. She was clear and
concise when delivering her presentation. There was a logical sequence to
Overall delivery by Candidate of the professional development her delivery as she provided useful step-by-step instructions so that each
experience, including audience engagement, pacing, tone, and teacher could establish their own Boom account.
response to questions. Areas of Improvement: I would like to see Miss Sammy slow down a bit
when presenting. For someone not familiar with Boom Cards, her
presentation moved rather quickly, and this could potentially cause some
confusion or hesitancy to open an account.
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.
I had 5 out of 8 people complete my Google survey audience assessment. The response was positive with 5/5 ratings for all categories
including:
1. How valuable the information was
2. Effectiveness of resources
3. My teaching techniques and strategies
4. Overall delivery
5. Likelihood of using the technology
The commentary feedback was more informative, with the main positives being how practical the presentation was and how it was
helpful to have me there as they were setting up their own accounts and trying to navigate.
Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment planning

For classroom practice Show other teachers how I implement the use of Boom cards.
For teaching English learners,
students with special needs, and
students with other instructional
challenges

For future professional development

 Follow up with teachers to see if they are using the program. Offer support and if necessary
For supporting others/department/ schedule another training.
school/district  Examine decks for older students, and evaluate the usefulness of sharing with older grades
based on grade-level standards and teacher interest. Possibly host optional PD opportunity.

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 3