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 Harrison kharrison2222@csu.fullerton.edu English Language Arts 11
Mentor Email School/District Date
California Connections
Teresa Chacon tschacon@gmail.com 3/7/2020
Academy, Ripon Unified
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
T - Guide students to think critically through use of questioning strategies, critical thinking by designing structured inquires into complex
Promoting critical thinking
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating S - Students pose and answer a wide-range of complex questions
solving, and reflection
comprehension and critical thinking in single lessons or a sequence of lessons. and problems, reflect, and communicate understandings based
on in depth analysis of content learning.

Models professionalism and

Managing supports colleagues in meeting and
professional Maintains professional responsibilities in exceeding professional
responsibilities timely ways and seeks support as needed. responsibilities effectively.
E- I-
6.6 to maintain
Exploring Innovating
motivation and Demonstrates commitment by exploring Supports colleagues to maintain
commitment to ways to address individual student needs. the motivation, resiliency and
all students. energy to ensure that all students
achieve.
Sets goals connected to the CSTP that are Sets and modifies authentic goals
Establishing authentic, challenging, and based on self- connected to the CSTP that are
professional assessment. intellectually challenging and based
goals and on self-assessment and feedback
engaging in Aligns personal goals with school and from a variety of sources.
A- I-
6.2 continuous and district goals, and focuses on improving
Applying Integrating
purposeful student learning. Engages in and contributes to
professional professional development targeted
growth and Selects and engages in professional on student achievement. Pursues a
development development based on needs identified in variety of additional opportunities
professional goals. to learn professionally.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
My objective is to improve the
Will gathering new staff resources and experience of new hires at our
training materials into an accessible school by providing a resource
Effectively Mentoring New Staff
location and format improve the they can use directly and that
experience of our new staff? mentors can use to guide the
orientation process.
Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
Both mentors and new hires will benefit. I have been assigned as a new I will send out a survey to
teacher mentor for the ELA gather feedback from both
Department. Creating this website mentors and new staff.
and presenting this resource to PLC
leads and new staff will fulfill my
responsibility. It will also benefit our
school as a whole because the
experience of new staff as they
acclimate to our online environment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 can be overwhelming and affects
retention of new hires.
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 5: Teachers are members of

This special emphasis will be incorporated by presenting the website I create to PLC
learning communities
Leads. This should enable PLC Leads to share the resources with their PLC’s and
make the website available to new staff as well as PLC members as they mentor
TLMS Domain 3: Promoting Professional
new staff.
Learning for Continuous Improvement

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Meet with my
Create website and Present the website in a Send out surveys Analyze the
Identify name and date for mentor to
prepare PLC lead meeting and to PLC leads and results of both
activities. discuss the
presentation new staff training new staff surveys
survey results
PLC lead meeting 4/1 4/1
By 3/26 4/1-5/5 5/6
New staff training 4/23 4/23
Provide 1-2 sentence I will create a website to organize the many resources and training materials our new staff need to access
summary of your teacher as they learn to perform the variety of tasks that are unique to our online environment and our school in
leader project. particular.
Summarize process for
analyzing effectiveness of I will distribute a survey after my presentation to gauge interest and implementation by each PLC Lead.
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.)
Article summarizes organizational, technical and social onboarding practices to improve
Carucci, Ron (2018). To retain new hires, spend more
retention of new hires. Carucci emphasizes the importance of providing a solid and
time onboarding them. Harvard Business Review,
consistent onboarding program for the first year after an employee is hired. He cites the
December 2018
statistic that “up to 20% of staff turnover occur(s) within the first 45 days of employment.”
Caldwell, Cam and Ray Peters (2018). New employee
The authors found that onboarding is not done well by organizations, which is a violation of
onboarding – psychological contracts and ethical
the ethical contract between employers and their new employees. The authors propose a
perspectives. Journal of Management Development.
ten-step process for effective and ethical onboarding.
February 12
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Hollie created a website to collect the resources every homeroom teacher
Hollie Ayers, English 12 needs to access to fulfill their responsibilities. Hollie presented her website
during a high-school staff meeting.

Jon Sturtevant, Math Department Jon has collected resources to support new staff, which he has shared
during new staff trainings.
Section 5: Results and Reflection
Initial Revised Suggestions for Moving
CSTP Element Evidence/Rational for Rating
Rating Rating Forward
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 created their own that there are continuing opportunities for students
S – Exploring S - Integrating
solving, and reflection math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?

Managing I was able to “model professionalism and support I will continue to refine the
professional (my) colleagues in meeting and exceeding website and add additional
responsibilities professional responsibilities.” The website I created resources. I will also continue
to maintain will help me to better meet my professional to develop my leadership
6.6 T=Exp. T=Inn.
motivation responsibilities, because one of my roles is to skills to better support my
and mentor our new ELA teachers. It will also help me colleagues. I hope to be
commitment to be more efficient in my tasks, which will give me promoting and eventually
to all students more time to support my students. become a supervisor.
Establishing The creation of the website to support our new A next step for me in my
6.2 T=App. T=Int.
professional teachers is an example of an “authentic goal professional development
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 goals and
connected to the CSTP that (is) intellectually
engaging in
challenging and based on self-assessment and
continuous
feedback from a variety of sources.” I have heard would be to work with
and
from many of the new teachers that I mentor that educators outside of my
purposeful
having a “one-stop-shop” available to them where school.
professional
they can find the resources they need would help
growth and
them be more effective.
development
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
NBPTS Proposition 5: Teachers are members of
learning communities
 Seven of our eight new ELA teachers
attended my presentation. They were The product generated is a website that
excited about this new website and they will contain a comprehensive collection of
were enthusiastic about meeting the resources that new teachers at my
together to share their feedback with me. school need to be able to access in order
My co-mentor and I held weekly training to be effective. I divided the website into
sessions with these new teachers during pages for “homeroom tasks” (which is one
the first semester, but this semester, the of the most important roles our teachers
sessions have been monthly because the have), English teacher tasks, and
teachers don’t need as much support. My employee tasks. I created a section for the
The website I created is intended
presentation was a good opportunity to ELA Department PLC’s, where each PLC
for the ELA Department’s new
bring the group together again. They can post information specific to their new
teachers. However, the feedback I
received confirmation of their growth hires. Additionally, I included a page for
have received is that it will be
because they are now in a position to bios and photos of all the ELA Department
welcomed by veteran teachers, as
give helpful feedback about what teachers. We are large department, with
well. When I shared it with my
information would be helpful for new over 40 teachers who all work remotely,
supervisor, he commented that it
teachers. so this will help us connect with each
would be helpful for other
other.
departments and might be shared
TLMS Domain 3: Promoting Professional Learning
and adapted school-wide.
for Continuous Improvement I also prepared a 30-minute presentation
 My presentation gave the teachers who for the new teachers and mentors that
started in our department at the reviewed the importance of supporting
beginning of the year an opportunity to our new teachers, as well as the
reflect on how they felt during their first importance of a consistent onboarding
days and weeks working at our school. process. I then shared the new website
They were able to give feedback on what with the attendees and sought their
information they felt should be included feedback as far as what additional
on the website. This was an excellent information to include.
opportunity for these new teachers to be
recognized for the growth they have
achieved this year.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Katherine effectively gathered significant resources to aid the on-boarding process
for new teachers and veteran teacher as well. The website she created is a catch-all
for essential information, links to sites, materials, tutorials, processes, and
Effectiveness of resources designed by Candidate, including guidelines. Katherine presented this site to new teachers and several mentors. She
presentation, notes, handouts, and other resources. was prepared and refined in her presentation. She answered questions diligently,
provided a comprehensive walk-through of her website, provided key points for
focus, and presented the group with an interactive handout, in order to promote
feedback and participation.
Effectiveness of Candidate in teaching and coaching adults. Katherine produced a useful website that stemmed from her own experience as a
(Refer to Adult Learning Principles in FOTIP Handbook
new teacher in our school setting. Her presentation was filled with useful
[https://www.fotip.org/adult-learning-theory.html].
information, tools, resources, and guidance. She led the presentation with the
assuredness of a veteran teacher. This confidence is a distinct moment in a new
teacher’s growing process, as they conduct their day with experience and
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7

Value of topic for audience.
Overall delivery by Candidate of the professional
development experience, including audience engagement,
pacing, tone, and response to questions.
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.
awareness yet, they are cognizant of those vital pieces of information inevitably
sought out by each new teacher. Katherine’s approach is one of awareness and
genuine leadership. The very essence of her presentation and website is reflective
of her desire to promote the new teacher, create an inclusive environment, and
serve the needs of her peers in a proactive approach.
Katherine’s website and discussion was visibly well planned and developed with the
audience in mind. Her passion for new teacher support was at the forefront of her
discussion. While the new teachers benefitted from the resources Katherine
provided, the veteran teachers present also noted their enthusiasm. Katherine’s
website is a tool that will be valuable to the new teacher as well as the veteran
teacher.
Katherine’s overall delivery was reflective of a skilled, confident, and
compassionate teacher. She displayed professionalism with a gentle approach,
maintaining engaging interactions with teachers and mentors. She navigated
various technological tools to present her website, she integrated an inclusive
document for feedback, revisited topics of discussion for clarity, maintained an
engaging tone, and was quick to respond to questions and/or feedback. Katherine
provided a space for new teachers and veteran teachers to interact with her useful
website and demonstrated a level of skill that embodies the confident and
compassionate teacher/leader.

Seven new teachers and three mentors attended my presentation. They were all engaged and typed responses to my questions in the
chat pod, poll pod, and the Google Doc I designated for specific feedback on the website I shared with them. The attendees had some
excellent suggestions as far as what items to include in the website. For example, I listed nine steps involved with holding progress
monitoring meetings, which is one of the most stressful tasks for teachers at our school. One suggestion that was added in the Google
Doc was to include guidelines for when to schedule a progress monitoring meeting, which is something I hadn’t thought of, but will be
an important addition to that section. I also received several suggestions to add guidance for the content of the calls we make to our
students. Calls to students is one of our most important tasks, and including scripts and suggested topics is an excellent idea. I was
excited about the feedback from the attendees.
Action Items (some may not be applicable)
The website will include tips on managing a Zoom room, which teachers will be using for their synchronous
For curriculum design, lesson
planning, assessment planning
lessons. This will help teachers to teach more effectively. The website is focused mainly on the technology
and processes involved with our learning system.
Include instructions for the tasks teachers need to complete to support their students. Suggested topics for
For classroom practice the weekly homeroom phone calls will help teachers more effectively support their students. Tutorials for
navigating the online gradebook will also help teachers to support their students.
For teaching English learners, Some of the items included on the website are templates for communications to be sent to students and
students with special needs, their families. I will include Spanish-language versions of these template. I will also include instructions for
and students with other calling the Language Line to access translators for calls and meetings with parents and guardians who
instructional challenges
would benefit.
For future professional Adapt the presentation for new hires at the beginning of the Fall 2021 semester. Share the website with
development them and walk them through all the information it contains.
For supporting Share the website with other departments at our school and offer to help them create similar sites for their
others/department/ own departments. Each subpage links to a Google Slide, so I can share any slides with information that is
school/district applicable school-wide.

Other N/A
Other Notes and Comments

Include copy of Google Survey Form assessment tool

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Please use this link to view the ELA New Teacher website. In the corresponding boxes below, let me know what
else to include. Thank you!

ELA New Teacher Support Website

Homeroom Tasks

Homeroom Attendance Progress Monitoring Other Tasks

Communication

 Welcome  Overview of the  Creating the IA  Mid-

Calls process semester
 Scheduling a deadline
 Weekly  MWR’s - setting PMM
Calls up, making  Intent to
changes  Notes template Return
 Account
Disabling  Saving/Signing  Calendar invites  End of
PDF Year 
 Weekly  Creating the chat
Webmail  Uploading to IA  MAP
Template  Language Line Testing

 Alarm/AA What else should we  PMM script  CAASPP

Webmails include?  Testing
 Logging the PMM
 Updating  ELPAC
 Editing/sending
ST Info Testing
(phone notes
number,
pronouns,
What else should we
address)
include? 
What else should
-metrics for when you
we include? 
know to call a PMM (like
What else should recommended after 3 Fs
and/or 30 ODL or 
we include?   I can send
-Suggested topics something)
you the
for calls actual PDF
- With phone calls Counsel links with last
name groups if you want,
how to have more from Alicia:
in depth CBAs New (Late)
-How to find ST tasks 
message
board/YCBM info
for other teachers
-adding stuff to
student planners
-Tips for upping
your call numbers

How to read and

use links in SCR
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 English Teacher Tasks 

Gradebook  Live Lessons Communication Other Tasks

with Students 

Temp zeros Room setup Class webmails Letter of

Custom assessments Recordings Individual webmails Recommendation
Skipping lessons Logging attendance (struggling students) DataView
Answer key Adding events to
HCV DV student planners Professional
Gradebook weights Participation calls  Development
Pacing calculator
Grading tips HS Mini Trainings
Lesson substitutions
(for ST’s in multiple BTS Trainings
ELA courses) 
What else? What else?  What else? 
What else?  CBA and  Bubble
 For LLs, How
 How to enter VCBA calls student tips
to do breakout
extra credit  Escalation for the end of
rooms
since ELA alerts and the year
doesn’t have  A sample
lesson for new progress
that category :( reports
teachers to see
 TextBlaze,  Loom 
an example of
Simple Fill, 
how to teach
online 

Employee Information

Supervisor IA Human Resources Expenses

Call totals Requesting time off (Include the order-ask Alicia) Requesting expense
Homeroom UltiPro reimbursement
students  MyCal Tuition reimbursement
Master School Calendar Concur
Agreements
Grade What else?  What else? 
Distribution  HR Email 
 AB/AR resources and website (I don’t
What else?  know if it should be under extra resources
or not)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 Meet the Department Pictures and bios of all ELA teachers 

PLC Info Each PLC will have a slide for info specific to their PLC. 

Resources CalCA websites (Counseling Dept, LC mentors, AB/AR website)

Tools (Loom, Canva, Text Blaze, Link Clump)

Additional categories or resources you’d like  SCR (Maybe a Loom video giving an
to see?  overview)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7