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
Julia Mershon julia.mershon@gmail.com Multiple Subjects 1st
Mentor Email School/District Date
Cassie Hansen chansen@heightscharter.com Heights Charter School March 2022
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 critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection and problems, reflect, and communicate understandings based on in
comprehension and critical thinking in single lessons or a sequence of lessons.
depth analysis of content learning.
Using
assessment data
to establish
Uses data to identify areas of needs in my
learning goals Targets student needs across the school
5.4 Integrating classroom and creates a plan to better support Innovating
and to plan, and creates a plan to target those needs.
students.
differentiate,
and modify
instruction
Reflecting on
teaching
Facilitates conversations between
practice in Discusses with colleagues teaching practices
6.1 Integrating Innovating colleagues that are reflective on their
support of that best support students.
practices in the classroom.
student learning

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
How can the use of systematic and explicit
Systematic and Explicit Reading Intervention in Primary Inform colleagues of best practices in
reading interventions improve student
Grades reading instruction and intervention.
reading outcomes in grades K-3?
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
I would like to have the teachers
Currently, there are students each year
The audience will be the primary team (TK-3rd grade practice using the strategies on each
being left behind by our teaching practices
teachers) and the students in these grade levels will other in order to deepen their
and there’s an achievement gap that needs
benefit. understanding. I would observe these
to be closed.
interactions.
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

The goal of this project is to help my colleagues improve in meeting the needs of struggling
TLMS Domain VII: Advocating for student learning and students and closing gaps. I will use school data and classroom data to identify students
the profession. that need intervention. I will teach my colleagues strategies that can be used in primary
classrooms. I am advocating for students in the school to receive quality reading
instruction.

Inquiry Implementation Plan

Identify name and date for Analyze Results
Discuss Results with
Milestone 1 Milestone 2 Milestone 3 Mentor
activities. Milestone 4
Milestone 5

3/14/22 3/28/22 4/4/22 4/5/22 4/8/22

Identify the student need Watch examples of Have teachers Reflect on teacher Discuss ways to
and discuss effect sizes of techniques being used practice strategies. practices during continue to
current practices vs. those in the classroom. Observe the the PD sessions. encourage
that will be taught. Discuss application in teachers as they teachers to reflect

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 classroom. practice. on practices.
I would like to inform the primary team at my school of new techniques for teaching reading effectively in the primary
Provide 1-2 sentence classroom. A lot of the practices that are currently used aren’t research-based, or proven to effective. I will show my
summary of your teacher colleagues the effect sizes of the current reading instruction techniques being used, and compare the effect sizes to the
leader project. strategies that I plan on teaching them about. I will use a Google Slides presentation to help highlight key information. I
will also plan a day to let them practice using the strategies I’ve taught them.
I will analyze my leadership role by observing the teachers as they implement the strategies on one another. I will listen
Summarize process for
to the conversations to see whether or not the teachers are being reflective about their current strategies. I will also send
analyzing effectiveness of
leadership role. a survey to the teachers, asking about their confidence with reading intervention strategies before and after the PD
sessions.
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.)
Ehri, L.C. (2020). The Science of Learning to Read Words: A Case for Arnold, I. John Hattie: Visible learning: A synthesis of over 800
Systematic Phonics Instruction. Reading Research Quarterly, 55(S1), S45– S60. meta-analyses relating to achievement. Int Rev Educ 57, 219 (2011).
https://doi.org/10.1002/rrq.334 https://doi.org/10.1007/s11159-011-9198-8

Systematically teaching students to connect graphemes to phonemes allows John Hattie’s meta-analysis of research on teaching strategies and
them to move through the developmental stages of reading. Grapheme and student achievement tells us the strategies that have the largest
phoneme instruction are the foundation of reading successfully. effect and those that do the least to improve student achievement.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
The school has begun implementing some reading intervention.
Other teachers have voiced concern over how to reach the needs of students Instructional aides are pulling students to do some of these
and close the gap for those students that aren’t meeting grade level interventions. There isn’t, however, any systematic
expectations. Phonics/Phonemic Awareness instruction taking place throughout
the primary grades.
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
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so that
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their there are continuing opportunities for students to engage
S – Exploring S - Integrating
solving, and own math problems. in inquiry in complex problem. How could you extend
reflection lesson into PBL?
Using
assessment
data to Mrs. Mershon could have
establish Mrs. Mershon asked teachers to bring gathered the data beforehand
learning Integrating assessment data to the meeting, and then and included it as evidence
5.4 Integrating
goals and to asked teachers to refer to that data during the proving why our school needs
plan, presentation. phonological awareness
differentiate, instruction.
and modify
instruction
Reflecting on Mrs. Mershon asked the teachers to consider a Mrs. Mershon could have
teaching specific student and their instructional needs. created a hypothetical case
practice in She asked teachers to also analyze a study with a hypothetical
6.1 support of Integrating Integrating hypothetical student/situation during the student, his/her assessment
student presentation. Teachers had to apply what they results, and asked teachers to
learning were learning in order to answer the questions come up with a lesson for that
that were posed. student.
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
The key skills that I developed throughout this Because of this presentation, my team Our school was lacking a phonological
project were NEA’S Teacher Leader Model has requested that each teacher has a awareness (PA) curriculum and
Standards-Domain II: Accessing and using curriculum for phonological awareness strategy for assessing students’ PA
research to improve practice and student in their classroom to use daily. I was skills. Prior to this presentation, there
learning, and Domain VII:  Advocating for student able to research the programs available wasn’t a strategy for ensuring that
learning and the profession. and have made a formal request for new students were getting the PA skills
instructional materials for next school they needed, or that older students
year. I also have asked to schedule were getting the necessary
monthly meetings to discuss how to use interventions. By bringing awareness
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 to the need for an explicit and
systematic approach to teaching PA
these materials, as well as to discuss
skills, my colleagues are now
what is or isn’t working, and how to
interested in having a PA curriculum
close the gaps for struggling students.
and teaching these skills daily during
their literacy blocks.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The resources that Mrs. Mershon provided were professional, well-designed, and
Effectiveness of resources designed by Candidate, including effective. She presented the information in a thoughtful way that was clear and
presentation, notes, handouts, and other resources. dynamic. Some slides were a bit wordy, so she may consider adjusting that in the
future.
Effectiveness of Candidate in teaching and coaching adults. Mrs. Mershon made her audience think critically, discuss ideas, problem solve,
(Refer to Adult Learning Principles in FOTIP Handbook make connections, and work collaboratively. Her audience was engaged and
[https://www.fotip.org/adult-learning-theory.html]. interested in what she had to say.
The topic that was chosen was very valuable to the primary staff at our school.
The teachers were interested in the subject and how to incorporate it into their
Value of topic for audience. classrooms. It is hard to focus on all of the different grade levels in one
presentation, so I thought this was a good introduction to the topic to shed light
on its importance.
Overall delivery by Candidate of the professional Mrs. Mershon did a fantastic job of being professional, teaching her colleagues,
development experience, including audience engagement, and pacing the information. She gave a lot of breaks to ask and answer questions
pacing, tone, and response to questions. and allowed discussions. Her responses to questions were clear and informative.
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 began my presentation with a KWL preassessment for each of my colleagues about what they knew about phonological awareness.
My colleagues had a lot of questions, but didn't have a lot of information written down under the box for what they knew. Most said
that they knew it was about sounds in words. The kindergarten teacher had the most written down, and the third grade teacher had
the least. At the end of the presentation, my colleagues filled their “boxes” with facts and data about phonological awareness, and
what they had learned. The findings of my assessment were that my colleagues, especially those in second and third grade, didn't
have a lot of background knowledge in the specifics of phonological awareness. Additionally, I had two other formative assessments
embedded into the presentation. I assessed my participants by listening into their conversations and hearing what their answers were
to the questions that I posed.
Action Items (some may not be applicable)
I am setting up each member of my team with an assessment binder that they can use to assess and monitor
For curriculum design,
their students. I plan on meeting with each of my colleagues to look at how to incorporate phonological
lesson planning, assessment
planning awareness instruction into their classrooms. I also found curriculum for each grade level teacher that can be
used for daily instruction.
I currently teach phonological awareness in my classroom daily. I teach a whole-group lesson each day for 10
For classroom practice minutes. I also teach in small groups for targeted instruction. I intend to continue this practice and hopefully
have my colleagues observe me doing so, so that they can learn from me and critique my practice.
For teaching English The explicit and systematic teaching of phonological awareness skills is extremely beneficial to students that
learners, students with
are English learners, as well as those with learning disabilities. My presentation didn’t touch o this subject,
special needs, and students
with other instructional which was an oversight when considering how important it is to teach these students. I would like to address
challenges this with my colleagues to ensure that they work with these students on their phonological awareness skills.
The feedback that I received asks that I do more to present specific instructional practices that could be used
For future professional by each teacher. Because there are no grade-level teams, it was hard to focus on what could specifically be
development done in each classroom, since each class is a different grade with different standards. As such, I want to meet
with the different grade levels and come up with tools and specific practices they can each use.
To better support the school as a whole, I suggested that my school buy a phonological awareness program
For supporting
for each grade level. After researching different options, I have suggested that the school purchase the
others/department/
school/district curriculum by Heggerty for each of the grade levels. These programs can be used in whole group and small
groups, and each grade would have their own activities to follow.

Other

Other Notes and Comments

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 Include copy of Google Survey Form assessment tool.
Pre-assessment:

Post-Presentation Assessment:

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