IDP_AY21-22

Teacher Education Program

Teacher Candidate Individualized Development Plan

Teacher Candidate Name: Sofia Ortega Date: November 17, 2021

Purpose and Instructions: Individual development plans (IDP) are required by the California Commission on Teacher Credentialing (CCTC) as a way to
support teacher candidates as they transition from the Teacher Performance Expectation (TPE) standards to the California Standards for the Teaching Profession
(CSTP) in preparation for Induction. The IDP is a portable document archived by Chapman University and provided to teacher education candidates for
transmission to the induction program and employer. The development, implementation, and revision of the IDPs require a series of steps to be conducted by
teacher candidates, university supervisors, and their faculty advisors. If you are a dual (joint) credential candidate*, please ensure you have feedback from both
of your student teaching experiences (general education and mild/moderate placement or mild/moderate and moderate/severe placement). These steps are an
interactive effort, and the teacher candidate, faculty advisor, and university supervisor must participate fully in the process. The self-assessment will help teacher
candidates gauge skills, strengths, and areas for further development.

Steps 1-5 For Teacher Candidate
Step 1a & Indicate Credential pathway and
1b required elements yet to be completed
Step 2 Indicate the modality of student
teaching
Step 3 Review both your formative and
summative assessments provided by
your university supervisor.**
Step 4
Conduct self-assessment
Step 5*** Revise self-assessment to include
input from University Supervisor(s)
and Faculty Advisor
* General education and mild/moderate credential candidate or mild/moderate and moderate/severe credential candidate
** If you are a dual credential candidate, please make sure review these assessments with your university supervisor(s) with each student teaching placement.
*** Step 5 may be an iterative process
For University Supervisors For Faculty Advisors Credential Analyst
Review Credential Selection and
required elements yet to be
created are correct
Review and ensure teacher
candidate has selected the most
representative modality of student
teaching experience.
Provide timely delivery of formative
and summative assessments to
teacher candidates.
Review self-assessment and provide Review self-assessment and
written feedback and identify provide written feedback and
resources to assist teacher identify resources to assist teacher
candidates in meeting improvement candidates in meeting
in teaching goals. improvement in teaching goals.
Review IDP to ensure accuracy and Review IDP to ensure accuracy Credential analyst review and
either provide teacher candidate and either provide teacher signature
more feedback and resources or sign candidate more feedback and
and date to indicate successful resources or sign and date to
completion. indicate successful completion.

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Candidate Credential Options

Credential Level
Preliminary Credential (P5)
Preliminary Credential with
renewal code
Remaining Preliminary Program and Authorization Validity To Renew or move toward the Clear
Credential Requirements to Teach Period Credential
None Yes 5 years Complete Teacher Induction Program
One or both of the following: Yes 5 years  Pass remaining assessments (TPA
- Passage of Teaching Performance and/or RICA) and
Assessment  Complete Teacher Induction
- Passage of RICA Program

Step 1a. Credential:

 Preliminary Credential Multiple Subject

 Preliminary Credential Single Subject

x
 Preliminary Credential Mild Moderate

 Preliminary Credential Moderate/Severe

 Preliminary Dual Credential Multiple Subject & Mild Moderate

 Preliminary Dual Mild Moderate & Moderate/Severe

Step 1b. Please select the Credential level you qualify to apply for

 Preliminary Credential (P5)

 Preliminary Credential with Renewal code (P5 with TPA and/or RICA)
- To be completed in Induction: TPA Cycle 1 TPA Cycle 2 RICA

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Step 2. Student Teaching Experience: Please indicate the breadth and depth of your student teaching experience. Please select one or more depending on
your credential pathway. Those earning a single credential will select from Term 1 only. Those earning a dual (joint) credential will select from both Term 1 and
Term 2.

Student Teaching Term A

 In-Person: The majority (> 90 percent) of student teaching experience was live in person student teaching in a classroom(s)

 Hybrid: Student teaching experience was a mixture of in person and online teaching experiences

 Virtual: The majority (> 90 percent) of student teaching experience was virtual student teaching online

Student Teaching Term B: Dual (joint) credential candidates only please indicate type of student teaching experience for mild/moderate below
 In-Person: The majority (> 90 percent) of student teaching experience was live in person student teaching in a classroom(s)

 Hybrid: Student teaching experience was a mixture of in person and online teaching experiences

 Virtual: The majority (> 90 percent) of student teaching experience was virtual student teaching online

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Step 3-5 Instructions: Using the formative and summative assessments provided by your university supervisor(s) and reflecting on your student teaching
experience(s), please complete the table below using bullet points and short narratives. These are your individual goals (3 goals minimum) to enhance and
improve your teaching. Be reflective and specific. We recommend dual (joint) credential candidates reflect on goals for each credential. Then have both your
university supervisor(s) and your faculty advisors review this document to provide feedback. Revise your IDP to reflect input of your University Supervisor(s)
and Faculty Advisor. Please only set goals that are meaningful and relevant to your professional development moving forward.

Identify specific TPEs/CSTPs where you have demonstrated strength and where you would benefit from your induction mentor focusing their coaching to
support your development as a teacher. Dual (joint) credential candidates please include your Education Specialist Faculty Advisor on this IDP after your
Education Specialist student teaching placement. Finally, have all parties sign to confirm this plan. Ideally, you may use this as a helpful tool and an interactive
process you engage in throughout your teaching career.

Goal #1 Based on my student teacher experience, one critical goal would be to stay completely focused on meeting the lesson
goal and appropriately moderate off-topic comments.

Provide context for this goal
and describe its relevance to
future practice. Be reflective.
Specific professional
development resources to
help meet this goal (e.g.,
readings, conferences, etc.)
As I tried to make a positive connection with the students, I found myself letting them make comments on ideas that
were related to the lesson but not critical information that will help them achieve the goal. I did redirect them when
they were completely off-topic comments, but there were occasions when I allowed the students to make comments
that were a little related but ultimately instruction or practice time was reduced to those comments. It’s important that
I always prioritize the lesson and moderate off-topic comments to support the fluidity of the lesson.
Some professional development resources would be readings or videos on moderating off-topic comments.

CSTP 2.2: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate
Alignment to TPEs and in which all students can learn.
CSTP. CSTP 2.3: Using Instructional time to optimize learning
TPE 5 Student Engagement
TPE 10 Instructional Time

11/30/21 Sofia this is a very accurate goal. Suggestion: tool to keep the dialogue on task (Thinking Maps or Sentence
Feedback from University Fames) BJO
Supervisor and/or Faculty
Advisor

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Goal #2
Provide context for this goal
and describe its relevance to
future practice. Be reflective.
Specific professional
development resources to
help meet this goal (e.g.,
readings, conferences, etc.)
Alignment to TPEs and
CSTP
Feedback from University
Supervisor and/or Faculty
Advisor
Goal #3
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Another goal would be to be more consistent in implementing effective classroom management techniques related to
Positive Behavior Support and Restorative Practices to emphasize the importance of fostering positive, healthy
classroom environment and helping students learn from their mistakes.
During my student teacher experience, a few of my students became unmotivated and began engaging in distracting
behaviors such as talking back and refusing to do work. I created a personalized behavioral management plan for each
small group based on the dynamic. For the most part, it was effective, but I was not always consistent which created
room for students to test the limits on the plan we all collectively decided. This ultimately resulted in lack of
instructional and practice time.
Some professional development resources would be readings, videos, and conferences on PBIS and Restorative
Practices.
2.1 Developing, communicating, and maintaining high standards for individual and group behavior
2.2 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in
which all students can learn
2.3 Using instructional time to optimize learning
TPE 10 Instructional Time
11/30/21 Suggestion: Cooperative/Collaborative grouping strategies; Kagan
BJO
Another goal would be to stay mindful and be present in the moment.
5

Provide context for this goal
and describe its relevance to
future practice. Be reflective.
Specific professional
development resources to
help meet this goal (e.g.,
readings, conferences, etc.)
Alignment to TPEs and
CSTP
Feedback from University
Supervisor and/or Faculty
Advisor
For additional goals, please copy and paste the above table.
Specific TPEs/CSTPs where
the candidate has
demonstrated strength.
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As I taught the small groups, I would find myself being focused on what is the next thing on the lesson and become
detached from the present moment. Being present with the students can help me understand my emotions when
situations arise, appropriately manage student behavior, and reinforce the positive environment that aligns with the
classroom core values. I will also be able to reflect on the situations that didn’t go as planned since I was truly present
and can remember better than if I was distracted.
Professional development resources include readings, videos, conferences, meditation, mindful breathing exercises,
body scans, and guided imagery.
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
TPE 11 Social Environment
TPE 12 Professional, Legal, and Ethical Obligations
TPE 13 Professional Growth
11/30/21 Suggestions to support this goal for small and whole class instruction and lesson design are Embedded
Formative Assessments and checking for understanding. Also, Kagan strategies, as these will keep this area more
student centered and age appropriate. BJO
TPEs: 1/4/8/9/12 & 13 (BJO)
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As per feedback and Sofia’s reflections/goals: TPE5(BJO)

Specific TPEs/CSTPs where
the candidates skills need
focus mentoring and
coaching to support
continued development.

N/A
Additional information that
may support candidate
development.

For dual (joint) credential candidates please ensure you address each credential.

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Required Signatures

Candidate Signature: Date: December 6, 2021

Credential Analyst Signature: Date:

University Supervisor Signature: Barbara Okiishi (BJO) Electronic Signature Date: November 30, 2021

Faculty Advisor Signature: Date:

Faculty Advisor Name (printed): Email: Telephone:

Dual (joint) credential candidates please ensure you have your Education Specialist Faculty Advisor sign below on your Mild/Moderate
rotation

Faculty Advisor Signature: Date:

Faculty Advisor Name (printed): Email: Telephone:

University Supervisor Signature: Date:

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California Standards for the Teaching Profession (CSTP) 2009
STANDARD ONE:
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences,
and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet
students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
STANDARD THREE:
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT
LEARNING
3.1 Demonstrating knowledge of subject matter, academic content standards, and
curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student
understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards- aligned instructional
materials, including adopted materials, to make subject matter accessible to all
students
3.6 Addressing the needs of English learners and students with special needs to
provide equitable access to the content
STANDARD FIVE:
ASSESSING STUDENTS FOR LEARNING
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of
assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication
of student learning
5.7 Using assessment information to share timely and comprehensible feedback with
students and their families
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STANDARD TWO:
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
2.4 Promoting social development and responsibility within a caring community where each
student is treated fairly and respectfully
2.5 Creating physical or virtual learning environments that promote student learning, reflect
diversity, and encourage constructive and productive interactions among students
2.6 Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
2.7 Creating a rigorous learning environment with high expectations and appropriate support for
all students
2.8 Developing, communicating, and maintaining high standards for individual and group behavior
2.9 Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn
2.10 Using instructional time to optimize learning
STANDARD FOUR:
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background,
and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student
learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of
all students
STANDARD SIX:
DEVELOPING AS A PROFESSIONAL EDUCATOR
6.3 Reflecting on teaching practice in support of student learning
6.4 Establishing professional goals and engaging in continuous and purposeful professional
growth and development
6.5 Collaborating with colleagues and the broader professional community to support teacher and
student learning
6.6 Working with families to support student learning
6.7 Engaging local communities in support of the instructional program
6.8 Managing professional responsibilities to maintain motivation and commitment to all students
6.9 Demonstrating professional responsibility, integrity, and ethical conduct
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Numbers are provided for ease of reference. They do not imply priority or ordering of the standards.

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