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
Alvin Luu Aluu@caliva.org Science 9-12
Mentor Email School/District Date
Allison Bowden abowden@caliva.org CAVA@ San Joaquin 2.22.22
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
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking 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.
T: Using multiple means of communication and
T: Teacher interacts with students to guide students
articulation, model and teach students how to
Collecting and through all the data. Teacher will also model how to
complete the formative assessment. Teacher will
analyzing T– complete the formative assessments based on the T–
also explain how assignment is graded as well.
assessment data Innovating data that requires interpretation. Innovating
5.2
from a variety of S- S-
S: Student will analyze and interpret the data
sources to inform Applying S: Will follow along with teacher during live session Integrating
required to complete the formative assessment.
instruction. and complete formative assessment during or in a
Student will be able to complete formative
later session.
assessment asynchronously or synchronously.
T: Teacher simplifies and provides clear
interpretation of data, terms, and definitions.
T: Provide a model lesson where students can
Teacher will highlight certain aspect of the data
Organizing revisit and be able to complete the formative
T– interpretation to model how to find value in the T–
curriculum to assessment without teacher intervention.
Innovating numbers. Innovating
3.3 facilitate student
S- S-
understanding of S: Student will be able to make connections to the
Applying S: Student will be able to read and interpret the Integrating
the subject matter. data and find trends that demonstrate
data presented to them and make connections to
irregularities.
real world examples.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Model data analysis and interpretation
How to show students how to read and interpret synchronously with students and provide an
Model data analysis during live session in a virtual setting.
data for a formative assessment. asynchronously formative assessment to measure
student progress.
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
• Participates are the students who are the one’s
being analyzed. Their performance, struggles,
and assessment data will be recorded.
Demonstrates and model instructional practices Student performance will be monitored through
• The one’s who benefit will be the students in
for the department to be used to help train new the semester. Depending on student
the future as the data can be used to improve
teachers. performance similar activities may be required.
a future lesson. The department will also
benefit as now we have more empirical data to
use to help train new 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 2.2 Teachers Command Specialized Domain 1b Models effective skills in listening, presenting ideas, leading discussions,
Knowledge of How to Convey a Subject to clarifying, mediating, and identifying the needs of self and others to advance shared
Students. goals and professional learning.

Teacher will be incorporating NBPTS 2.2 to The formative assessment will be completed as a teacher graded assignment and as a
students by reviewing the data presented in embedded quiz in our platform. A google survey will be created to mimic assessment
each source and what the numbers represent. in the system. However, the data will be presented using the platform. Google survey
Teacher will then model how to interpret the is to give access to others not affiliated with my school site a sample of the questions
data to find trends and patterns. used.
Inquiry Implementation Plan
Milestone 1 Milestone 2 Milestone 3 Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Milestone 4 Milestone 5
Discuss how well
Analyze the
students were able
Model and present Explain how to Grade student’s performance of
to read and
Identify name and date for data and how to complete formative formative students in their
interpret the data
activities. interpret it. assessment. assessment. formative
for their formative
assessment.
assessment.
2.22.22 2.25.22 2.28.22 – 3.4.22 3.7.22 – 3.9.22 3.10.22
Provide 1-2 sentence
Monitor student’s comprehension and understanding of reports, survey, and data interpretations as a
summary of your teacher
leader project. department.
Summarize process for The outcome of this approach will provide valuable feedback for future teachers assigned to teach this
analyzing effectiveness of course. Student performance data will alert me of my success or failures at modeling the goal of this
leadership role. project. With the results I can help instruct future teachers of this course.
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.)
Provasnik, S., National Center for Education
Statistics (ED), & Westat, I. (2018). Analyzing U.S.
Young Adults’ Skills by Student and Employment
Status: Methodology for a New PIAAC Variable
with Initial Results. NCES 2018-122. National
Center for Education Statistics.
Mohammed, A. H. K., Jebamikyous, H.-H., Nawara, D., & Kashef, R. (2021). IoT Text Analytics in
A study conducted using the Program for the Smart Education and Beyond. Journal of Computing in Higher Education, 33(3), 779–806.
International Assessment of Adult Competencies
(PIAAC) to study adult skills and life experiences Data analytics of the internet of things and other analytics-related applications. These data
focusing on education. Through this source, I analytical tools can be used to benefit educational instructions, consumers, and enterprises.
learned about how cognitive skills across multiple What was learned through this article is how to improve the teaching method by helping
means are collected based on specific teachers evaluate student performance or determine the degree of understanding based on
characteristics such as background, family textual analysis.
background, educational background, and other
sources to better interpret that data. The data is
used to analyze the transition between young
adults and the labor force. Utilizing this study to
see the variables that can be used to predict
certain trends.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
This assessment was completed by another
My colleague pioneered the original lesson as she was the frontrunner of this course. This
substitute teacher due to the other colleague being
course is new to the school and has not been offered many times yet. I am one of the few who
on maternity leave. Their goals were similar but
have taught this course; therefore, my colleague started this project, and I am working to
execution was a bit off due to them not being an
improve the process.
expert in the field.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – 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 - Integrating continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Collecting and How this lesson could have been improved
T: Used multiple means of communication and articulation,
analyzing upon and convert into a PBL is have
model and teach students how to complete the formative
assessment T– T– students conduct a survey and study on
assessment.
data from a Innovating Innovating their own. However, because we are in a
5.2
variety of S- S- virtual environment it may be more difficult
S: Student analyzed and interpreted the data required to
sources to Applying Integrating as they cannot as easily hand out surveys to
complete the formative assessment. Student completed
inform gather information from people in their
formative assessment asynchronously or synchronously.
instruction. area.
Organizing
To increase the complexity of this
curriculum to T: Modeled how to complete the formative assessment
T– T– assignment is to present fabricated data
facilitate without teacher intervention.
Innovating Innovating and create a imaginary scenario. Using that
3.3 student
S- S- imaginary scenario students will utilize
understanding S: Students made connections to the data and found trends
Applying Integrating their knowledge to notice trends and
of the subject that demonstrate irregularities.
irregularities in the data.
matter.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
Students developed their data analysis
skills and though my class does not have
Students are better at data interruption
NBPTS Proposition 1: Teachers are committed it’s own department it does pave the way
and noticing patterns. As shown, by the
to students and their learning. 1. Teachers for future teachers. The class I teach is
data most students scored high, as the
Understand How Students Develop and Learn. new to my school, therefore, teaching
average is at 86.12%. Only 2 students
4. Teachers Know Their Mission Transcends this lesson is one of the first of it’s kind.
scored low, but they did not attend class
the Cognitive Development of Their Students Thus, by having this as a model for future
that day.
teachers we can improve on this lesson
further.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Alvin creates effective powerpoint presentations that explain the content in student-
Effectiveness of resources designed by Candidate,
friendly language and provide students with the opportunity to engage with the
including presentation, notes, handouts, and other
resources. material through the chatbox, microphone, and whiteboard. Alvin is currently
working on increasing student engagement via the whiteboard.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
Alvin participates in the PLC process with members of his team.
theory.html].

The topic Alvin taught during this lesson is a valuable and interesting lesson for
Value of topic for audience. students. Students learned about how statistics are used, which is a very translatable
skill. This was a good introduction to the topic.
Alvin paced his lesson well. Students were engaged throughout the lesson, from the
Overall delivery by Candidate of the professional
introduction of the standards and objectives to the exit ticket. Alvin provided
development experience, including audience
engagement, pacing, tone, and response to questions. students will opportunities to ask clarifying questions, answer content-related
questions, and explore new resources.
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.

Based on the scores of the students, they understood the goals of the assignment and were able to produce high marks. Students
were assessed on their interpretation of data presented from class as well as many different data bases. Students were able to point
out trends from the information they received and elaborated on it.
Action Items (some may not be applicable)
For curriculum design, lesson
Ask students if they are willing the share more, however, class time is limited and having students analyze
planning, assessment
planning data may require too much time commitment.

For classroom practice Pre-assess students on their knowledge of the data before presenting.
For teaching English learners,
students with special needs, Make more use of the closed captioner functionality to help students who are struggling to understand
and students with other complex words with text.
instructional challenges
For future professional
development
Check with the other teacher who have taught this lesson, despite there was only one other teacher.
For supporting
others/department/ Provide a recording for future reference for anyone else teaching this course.
school/district

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Other

Other Notes and Comments

https://forms.gle/UWq4aSfwzQBGTkfU6

Include copy of Google Survey Form assessment tool.

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