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
Kaitlyn April kapril@bousd.us Multiple Subject 6th
Mentor Email School/District Date
Shari Bithell sbithell@bousd.us Brea Olinda Unified 2/27/22
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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical 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 and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

T - Creates, adapts, and integrates a broad

Using a variety T - Explores additional instructional
T- range of strategies, resources, and
of instructional strategies, resources, and technologies in
T- technologies into instruction designed to
strategies, single lessons or sequence of lessons to Int.
Exp. meet students’ diverse learning needs.
resources, and meet students’ diverse learning needs.
1.4
technologies to S-
meet students’ S- S - Students actively engage in instruction
S - Students participate in instruction using Int.
diverse learning App. and make use of a variety of targeted
strategies, resources, and technologies
needs strategies, resources, and technologies to
matched to their learning needs.
meet their individual students needs.
Using and
adapting
resources,
technologies,
and
standards-aligne T - Integrates a wide range of adapted
d instructional T - Explores additional instructional resources, technologies, and instructional
T- T-
3.5 materials materials, resources, and technologies to materials to meet identified student needs
Exp. Int.
including make subject matter accessible to students. and make subject matter accessible to
adopted students.
materials, to
make subject
matter
accessible to all
students
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can the use of technology and Teachers will be engaged with the
Incorporating Videos to Help Improve videos increase the engagement and presentation and learn about how to
Student’s Writing Skills argumentative writing skills of incorporate videos to help our students
students? improve their writing skills.
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
A new standard for 6th grade students is
writing argumentative essays. This will
help with the new writing standard for
5th and 6th grade colleagues Survey at the end of presentation.
the year as well as help my professional
goal of helping my colleagues with
bringing a fresh perspective to the group.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
TLMS 3C: Facilitates professional learning
among colleagues.

NBPTS 5A: Teachers Collaborate with Other I will be implementing a professional learning environment among my colleagues. We will
Professionals to Improve School be collaborating together to improve our effectiveness as teachers to help our students.
Effectiveness

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

*After mentor
Collect and look
Identify name and date for Presentation to discussion* Meet with mentor
over survey from
activities. colleagues Implement lesson with to discuss results
colleagues
students
3/16 April 2022 3/18 3/21
I will be teaching my colleagues how useful it can be to use videos to teach argumentative writing skills. It
Provide 1-2 sentence
will help them break down the different aspects that are included in completing an argumentative
summary of your teacher
leader project. writing prompt.

Summarize process for

My colleagues will take a survey after my presentation. They will be answering questions about the
analyzing effectiveness of
leadership role. presentation, as well as questions about my effectiveness at presenting the material to them.
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.)
Claim, Evidence, Reasoning: What You Need to
Know
These sources are helpful in knowing how to integrate videos into learning, as well as the process
https://itslitteaching.com/cerwriting/
for argumentative writing. These sources can be a helpful starting point for my colleagues to
understand what I am trying to teach them, as well as be good resources for them when they are
Using Video Content to Amplify Learning
teaching as well. Using videos will help enrich the content for our students and keep them engaged
https://www.edutopia.org/article/using-video-c
in the activity of writing.
ontent-amplify-learning

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Both of my co-teachers have been discussing different strategies to help our students with writing.
Most of our focus during ELA is reading, and we all feel that writing can be un-engaging for our
Both of my 6th grade co-teachers
students. My co-teachers have taken more of a leader in these discussions and now it will be my
chance to add to the conversation with my perspective of the issue.
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 own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Using a
variety of
instructiona
Throughout my presentation with my colleagues, I I could extend my lesson by looking
l strategies, T- T- was able to show them ways of incorporating at what other subjects can be
resources, Exp. Int. technology with writing. I was able to show them beneficial with using videos. I know
and
1.4 how they can use videos to help with students' that science and history can, but I
technologie
S- S- writing skills. This is something that students can do want videos that invoke students to
s to meet
App. Inov. as well. This can help many different needs of use higher order thinking skills, not
students’
students. just listening to a video.
diverse
learning
needs
Using and I would like to find videos off of
I was able to make instruction materials accessible
adapting T- more credible sites than just
T- to all students by providing videos that will work
3.5 resources, youtube. I think that this will help
Exp. Int. with student’s different learning needs. There are a
technologie my teaching and give me more of a
variety of technologies and resources that teachers
s, and variety of materials to choose from.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 standards-a can use to help find such videos that will benefit
ligned their students.
instructiona
l materials
including
adopted
materials,
to make
subject
matter
accessible
to all
students

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
It was nice to connect with other teachers
from my same grade and other grades. I
Google slides presentation on integrating
learned a lot from them and got ideas about This was shared by me to my colleagues.
videos with writing. Notes and
lessons, classroom management, and The grades that attended were 3-6th. My
presentation were handed out to
assessment. It was amazing to see teachers school principal was present as well.
colleagues.
committed to their students’ learning and
being apart of the learning community.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Candidate was very well prepared for her presentation. She delivered a Google slides
Effectiveness of resources designed by Candidate,
presentation. She also had handouts for notes, as well as a graphic organizer to help
including presentation, notes, handouts, and other
resources. demonstrate the writing process. This could be used in classroom practice right away. Her
colleagues seemed eager to try.
Effectiveness of Candidate in teaching and coaching Candidate was effective in teaching the school teachers about integrating videos with
adults. (Refer to Adult Learning Principles in FOTIP teaching writing. She also gave them an example of what she learned when teaching her
Handbook lesson to her students. The other teachers were excited to learn about this model and
[https://www.fotip.org/adult-learning-theory.html].
implement it in the classroom.

The value of the topic for the audience was great. Her lesson was presented well and was a
Value of topic for audience.
benefit for her upper graded colleagues.

The Candidate was very engaging during the PD experience. She explained the objectives,
Overall delivery by Candidate of the professional standards, described integrating videos as she experienced it as a learner, which made the
development experience, including audience presentation engaging. Her tone was great and pacing was effective. The time allocated
engagement, pacing, tone, and response to questions. during the PD was a little bit less than originally expected, so she had to make it a little
faster. She had thoughtful responses to the questions that the staff had.
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 had nine teachers in attendance that ranged from 3rd grade to 6th grade. I found that the information that I was
providing was best geared towards upper grade students and teachers. I had all the teachers who attended submit
an exit ticket after my presentation. Overwhelmingly, they thought that adding videos into their writing lessons was
something that they would like to try to do in future lessons. Many have used videos before when teaching strictly
information, but they really liked the idea of using it as a tool instead of research or another piece of writing. All of
my colleagues also stated that they had learned something new from my presentation and gained knowledge on
C.E.R writing. I believe that my presentation was an overall success. I wish that I would have had a bit more time to
dive deeper into the discussions that we were having during my presentation, but overall I think that everyone was
able to take away something.
Action Items (some may not be applicable)
For curriculum design, lesson
Implement videos into more writing lessons. This will ensure student engagement and better student
planning, assessment
planning understanding.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Students will participate in each lesson while using videos to help with writing. They will be aware of how the
For classroom practice
videos are being used and how to infer what is happening in the video to use CER.
For teaching English learners,
students with special needs, I talked about the effectiveness in using videos to help students who are ELs. Having a visual with captions and
and students with other being able to listen, perceive, infer could be very beneficial for them.
instructional challenges
For future professional Present results of lessons used in the classroom that incorporated videos with writing. Have teachers share
development their results of using this model in the classroom.
For supporting
others/department/ Request to go to any professional developments that are available for my grade.
school/district

Other

Other Notes and Comments

I am so happy with this project and my colleagues were very supportive and grateful for my presentation.

Include copy of Google Survey Form assessment tool.

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