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

Brenda Bermudez bbermudez@fjuhsd.org Math High School (9th-12th)

Mentor Email School/District Date

Rohanna Ylagan-Nicanor rylagan-nicanor@fullerton.edu Buena Park/FJUHSD 3/6/22

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– T–
1.5 Promoting Applying
T - Guide students to think Innovating
T - Facilitates systematic
critical S– critically through use of S- opportunities for students to apply
Exploring Innovating
thinking questioning strategies, critical thinking by designing
through posing/solving problems, and structured inquiries into complex
inquiry, reflection on issues in content. problems.
problem S - Students respond to varied S - Students pose and answer a
solving, and questions or tasks designed to wide-range of complex questions
reflection promote comprehension and and problems, reflect, and
critical thinking in single lessons communicate understandings
or a sequence of lessons. based on in depth analysis of
content learning.
Integrating Innovating
6.1 Reflecting on Reflects individually and with Maintains ongoing reflective practice
teaching colleagues on refinements in teaching and action research in supporting
practice in practice and connections among the student learning and raising the level
support of elements of the CSTP to positively of academic achievement.
student impact the full range of learners.
learning
Integrating Innovating
1.4 Using a variety Creates, adapts, and integrates a Refines the flexible use of an extensive
of instructional broad range of strategies, resources, repertoire of strategies, resources, and
strategies, and technologies into instruction technologies to meet students’ diverse
resources, and designed to meet students’ diverse learning needs.
technologies learning needs.
to meet
students’
diverse
learning needs
 Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

Collab 101 What are collaborative -Explain the meaning of collaborative

teaching/co-teaching methods that can be
used to help support all learners?
classes and the different co-teaching
methods that can be used in the classroom
-Show real life examples
-Give tips and tricks on how to make
collaborative teams stronger

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

Colleagues will participate in Almost every teacher on our campus works -End of presentation survey
presentations/activities. Students and with students who have IEPs or 504s. While
colleagues will benefit. not all have collaboration classes, it is
important to know methods to help
scaffold and support all learners. This will
not only help SpEd students but all
students if incorporated into lessons.

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 Participants will reflect on their collaborative teaching practices and learn new
systematically about their practice and methods that can be incorporated into their classroom repertoire. I will share my
learn from experience experiences, successes and room for improvements, in the classroom.

ISTE Educator Standard 4 Collaborator: During the professional development presentation, I will share resources and
Educators dedicate time to collaborate examples of methods of collaborative teaching that have shown improvements in
with both colleagues and students to the learning of my students. I will have them share their successes as well.
improve practice, discover and share
resources and ideas, and solve
problems

Inquiry Implementation Plan

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

Begin Finish presentation Deliver Reflect on Discuss Results

presentation and handout for presentation success of with mentor
and handout audience during next PD presentation
for audience opportunity

4/10 4/15 4/16 4/18 4/22

Provide 1-2 sentence My TLP will be a professional development presentation on collaborative teaching. This topic was
summary of your
teacher leader assigned to me by my admin team at my school. I will be presenting with my co-teacher on the
project. meaning of collaborative teaching on our campus and how to find resources to help make the
collaborative team stronger.
 Summarize process for Effectiveness will be analyzed by the ability to meet NBPTS and ISTE Educator standards.
analyzing effectiveness
of 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.)

Zigmond, N. and Matta, D.W. (2004), This journal article was about the importance of SpEd teacher representation in
"VALUE ADDED OF THE SPECIAL GenEd classrooms. The authors mentioned the documented improvement of task
EDUCATION TEACHER IN SECONDARY performance scores in classrooms where a SpEd co-teacher was in the classroom
SCHOOL CO-TAUGHT CLASSES", Scruggs,
versus one without a SpEd teacher present during lessons.
T.E. and Mastropieri, Emerald Group
Publishing Limited, Bingley.
https://doi.org/10.1016/S0735-004X(04)17
003-1

This article’s author discusses how to go about choosing the method of

Huynh, T. (2017, September 1).
co-teaching you would like to implement in the classroom by asking guiding
Questions that Drive Co-Teaching.
Retrieved April 15, 2022, from questions like:
https://www.empoweringells.com/co-teach 1. What’s the content that we want to teach?
ing-questions/ 2. How will we structure the lessons?
3. What are the language demands in the lesson?
4. Who’s learning what, with whom, and when?

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)

Colleague 1: SpEd Teacher Between balancing IEP meetings and teaching, it can be difficult to find time to
plan using effective co-teaching strategies. Planning together, alone, can be very
helpful in developing a better collaborative team.
Colleague 2: GenEd Math Teacher
Co-teaching in my classroom can be difficult because the SpEd teacher is only
here for one period. It is great to learn some strategies that can help improve our
collaborative process.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3

Section 5: Results and Reflection

CSTP Element Initial Revis Evidence/Rationale for Rating Suggestions for Moving Forward
Rating ed
Ratin
g

Promoting T– T–
1.5 Applying Integrating
Teacher asked questions of analysis and To move to INNOVATING
critical
thinking
S– S-
Integrating
evaluation. level: Consider how to
Exploring
through Students answered questions that increase complexity of
inquiry, included all levels of Bloom’s. task beyond a single
problem
solving, and Students created their own math lesson so that there are
reflection problems. continuing opportunities
for students to engage in
inquiry in complex
problems. How could
 you extend the lesson
into PBL?
Reflecting on Integrating Integrating
6.1 -Allows for reflection of current practice To move to the innovating
teaching
and recognizes areas of improvement level: Maintain ongoing action
practice in
support of -actively works to improve upon research in supporting
student reflection student learning and raising
learning
-Attends PD workshops to improve areas the level of academic
of need achievement.

Using a Integrating Integrating

1.4 -Uses co-teaching methods to support all To move to the innovating
variety of
learners in collaborative classes level: Use an extensive
instructional
strategies, -Uses platforms likePeardeck, Gimkit, repertoire of strategies,
resources, Blooket, etc. as a means to help students resources, and technologies
and
in need of support to meet students’ diverse
technologies
to meet -Looks into resources recommended by learning needs.
students’ colleagues to improve teaching.
diverse
learning
needs

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Product(s) Generated Contribution to

Skills/Knowledge Developed by Others/Department/School/District
Teacher

I learned how to be a leader within Presentation Slides, Handouts, Notes Contributions were made
my school. I learned how to give an Stronger connections to colleagues specifically to the SpEd and Math
informative presentation on a topic Confidence in delivering PD department but can be (should be)
in need of improvement at our workshops to other colleagues applied to other collaborative
school. classes/subjects.

Mentor Feedback

Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Resources were effective for the target audience. Specifically, the creation of the slides guided the presentation
Candidate, including presentation, notes, and provided essential information for teacher colleagues. Another effective resource was the access to AERIES
handouts, and other resources. and case reports shown on the screen panel. Colleagues were also provided time to log in and access their own
case reports and examine the IEPs/504s at a glance. Handouts were also provided to colleagues.

Effectiveness of Candidate in teaching and
coaching adults. (Refer to Adult Learning
Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning
theory.html].
Candidate effectively taught and coached her adult colleagues. In reference to Mezirow’s transformational
learning theory and framework of rationale thinking, the candidate provided opportunities that included
experience, critical reflection, reflective discourse, and action. In particular, she asked her colleagues what they
currently do when collaborating, which tasked the teachers to critically reflect on their current practices and
engage in reflective discourse with other colleagues as they were asked to discuss through think-pair-share. The
candidate also engaged the colleagues to think about their own experiences and log into their own devices to
actively apply the information from the PD to their own experiences.

Additionally, the candidate provided a supportive learning environment. Particularly, she acknowledged all
responses shared by her colleagues as well as provided multiple resources and opportunities to ask questions.
As adults are problem-centered and interested in immediate application of new information, the candidate
provided relevant information that can be applied in their classrooms and in colleague’s own practices. There
 were also (2) opportunities for participation in groups for social interaction and discussion, including the group
discussion in the beginning and pairing up to view IEPs and case reports together.

Value of topic for audience. The topic for the audience was very valuable as it (collaborative teaching) is relevant to what they are doing and
is applicable when they return to the classrooms.

Overall delivery by Candidate of the professional
development experience, including audience
engagement, pacing, tone, and response to
questions.
Overall, the candidate’s delivery of the PD experience was good and professional. She engaged the audience in
the beginning with a relevant think-pair-share about their current practices, invited participants to share, and
acknowledged their responses. The candidate also engaged the audience with the content, which was projected
as well as provided in handouts. Additionally, she engaged with the audience when she circulated as they were
discussing independently. Her delivery was well-paced with a friendly, professional tone. At times, it would
have been helpful for the volume of her voice to be a bit louder, but overall, she could be heard and understood
through the recording. I’m sure there was no problem hearing her in the room of adults.

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 assessed the audience's knowledge on the different methods of co-teaching in the classroom. Below you will
see the audience's knowledge increase after the presentation was delivered.
 Action Items (some may not be applicable)

For curriculum design, Develop curriculum with scaffolding methods (like co-teaching, student accommodations) in mind
lesson planning,
assessment Continue to reflect on teaching practices
planning Continue to build stronger relationships with colleagues

For classroom practice Implement more of the co-teaching methods

Support all learners

For teaching English Use co-teaching methods to support all learners

learners, students with
special needs, and Use an extensive amount of strategies, resources, and technologies (Peardeck, Desmos,
students with other Co-teaching Stations/ Enrichment Teaching) to meet students’ diverse learning needs.
instructional challenges
Differentiate for learners
 For future professional Finish presentation! Admin let us know we will have a part 2 coming soon
development
Continue to participate and build confidence to hold PD’s in the future

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3

For supporting Continue to attend PD’s to help gain knowledge in how to better support my colleagues
others/department/
school/district Advocate for my students
Use assessments to support my teaching practices

Other

Other Notes and Comments

Questions asked during end of presentation survey:

1. What is something that you learned in this presentation?
2. What is something you wanted to learn about that was not discussed?
3. Any suggestions for improvement are welcome!

Feedback was all very positive! :)

 https://forms.gle/ZjHVfUtopSCJsqTh7

Include copy of Google Survey Form assessment tool.

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