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
Adrienne Pauli apauli@stnicholaslah.com ELA/Social Science 6-7
Mentor Email School/District Date
Jan Popolizio jpopolizio@stnicholaslah.com St. Nicholas/Diocese of San Jose 02/24/2022
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquiry prompts 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- Modifies student assignments dependent upon specific student needs
T- Creates assignments for all students that allows them to demonstrate
Adapt instructional plans and and those required for the individual student. To provide for students’
their developed skills and attained knowledge, consistent with their
curricular materials to meet T- Applying diverse learning needs, outside resources are accessed (i.e., “Thinking Like a T- Innovating
4.5 individual skill set and foundational knowledge.
the assessed learning needs S- Exploring Historian,” PBS, etc.) and are incorporated into lessons. S- Innovating
S- Independently completes assignments at their present skill level, while
of all students S- Students access the outside resources identified above and respond to
progressing towards newly developed skills and abilities.
modified requirements for assignment completion.
T- Identifies the purpose of assessment and the skills that will be evaluated.
Apply knowledge of the T- Upon identifying desired skills for mastery and varying learning needs,
Assessments are created to meet the various learning modalities in the
purposes, characteristics, and T- Applying T- Innovating assessment design is varied and specific to individual student needs.
5.1 classroom with the intention of developing student skills.
uses of different types of S- Exploring S- Innovating S- Independently complete assessments, demonstrating mastery of both
S- Students complete individualized assessments based upon their learning
assessments. content and skill expectations.
needs and expectations.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
How can we better utilize technology supports (specific to primary sources Provide an opportunity for faculty to demonstrate their skill in technology
Access and Analysis of Primary Sources through Technology and the analysis of them) to best serve students with deficits in the skill areas use as it relates to source analysis, and their ability to apply that
of reading comprehension and literary analysis? knowledge and skill in the classroom.
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
Further develops faculty skill set and knowledge of technology supports
Faculty members will be provided with an Exit Ticket at the conclusion of
that better meet the diverse learning needs of students today. This project
the presentation in which they will share their feedback. A follow-up survey
Middle School ELA and Social Studies Faculty will be an effort to impact learning for all students, with a particular focus
will be provided in January 2023 as a method of determining both teacher
on those students with specific learning challenges within the area of
implementation and potential change in student performance.
reading.
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
1. NBPTS: Proposition 4: Teachers think systematically about
their practice and learn from experience.

1. Through the Professional Development opportunity teachers will be provided with an opportunity to reflect on present practices and gain new
2. TLMD: Domain 2: Accessing and using research to improve ideas through experience on methods for revision.
practice and student learning. 2. Technology supports will be provided to support faculty practice in accessing primary sources and tools for their analysis.
3. Faculty will gain new ideas and skills that will contribute to implementation in the classroom.

3. TLMD: Domain 4: Facilitating improvements in instruction and

student learning.

Inquiry Implementation Plan

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

Identify name and date for Complete Project Design Rehearse Project Presentation Present Project Review Exit Tickets and Feedback Summarize and Plan Next Steps
activities.
03/14/2022 03/16/2022 03/23/2022 03/23/2022 03/25/2022

Provide 1-2 sentence

I will share with faculty my experience with technology use and source analysis along with my rationale for its use. Faculty will be provided an opportunity to access and practice source analysis
summary of your teacher through the use of technology, and an opportunity to debrief after the experience.
leader project.
Summarize process for
Effectiveness will be determined through the exit ticket, as a short-term option. Long-term impact will be determined in January 2023 through the evaluation of student performance and a faculty
analyzing effectiveness of survey.
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.)
Title: Evaluating Alignment of Technology and Primary Source Use Within a
Title: How Can Educational Technology Facilitate Student Engagement with Online Primary Sources
History Classroom

URL: https://tinyurl.com/5h4tc35u
URL: https://citejournal.org/volume-8/issue-2-08/current-practice/evaluating-
alignment-of-technology-and-primary-source-use-within-a-history-classroom/

Statement: I continue to notice student difficulty in locating relevant documents and credible information when accessing primary and secondary sources. This
article addresses the research that addresses both of these issues. Specifically, it addresses author bias and places for information access. I will find this
Statement: Historically social studies has been seen by many as subject matter
supportive in my effort to teach students to become researchers of information.
that is boring and irrelevant. Often times this is due to students being passive

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 recipients of information. This scholarly article points to the use of technology
and its ability to more actively engage students into the learning process. As I
am very intentional about cultivating student interest towards history and
social studies generally, I have found this information both interesting and
relevant.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
My colleague is a teacher of eighth grade social studies. We have discussions
on how to make social studies more engaging for students and less emphasis
Another colleague is a sixth grade English and fourth grade social studies teacher. The teacher consistently and creatively integrates technology into her
on memorization. We agree that we must further develop better thinkers and
classroom instruction. Students use technology for research, assessments, and daily assignment completion. A component to her instruction is appropriate
thoughtful citizens as it relates to our content. Through varying assessment
grade level evaluation of information for its credibility and validity.
types (i.e., essays, projects, technology driven), we continuously work to invite
students in experiential learning.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying 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- continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection Integrating complex problem. How could you extend lesson into PBL?
Adapt instructional To move to the Innovating Level: continue to explore lesson
plans and curricular Teacher modifies lesson design and delivery for individual student learning needs. design and delivery that meet current learning levels of each
T- Applying T-Integrating
4.5 materials to meet the Students choose from identified curricular materials from assignment completion, along student, while working towards greater complexity. It will be
S- Exploring S- Applying
assessed learning with assessment options. important to remain cognizant of the importance of challenging
needs of all students students further.
Apply knowledge of
To move to the Innovating Level: continue to explore and
the purposes, Teacher provides two to three assessment options, with all developed with specific
T- Applying T-Integrating implement different assessment options to further student
5.1 characteristics, and learning needs in mind.
S- Exploring S- Applying exposure and preparedness as they move forward in their
uses of different Students complete assessments that align best with their learning style and needs.
education.
types of assessments.
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

Contributions have centered around department and school focus areas.

Over the course of this semester I have further developed skills of collaboration
and data analysis. Additionally, important tenants of leadership and
Professional Development design have been realized.
The product generated at the conclusion of the semester was my
These areas include literacy, technology, and data analysis. Through
Professional Development presentation. The presentation focused on the
increased collaboration centered around literacy interventions (Showbie) and
integration of technology to improve literacy for all students.
ongoing evaluation of data next steps have been determined.

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

Effectiveness of resources designed by Candidate,

Presentation was well organized, relevant, and informative. An area for improvement would be to have a hard copy of the features of Showbie and the step-by-
including presentation, notes, handouts, and other step directions. This would serve as a reference tool, particularly for those who struggle with technology use.
resources.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP The candidate was well prepared and confident with the information being presented. Additional opportunities to present will result in greater confidence.
Handbook [https://www.fotip.org/adult-learning-
theory.html].

The topic was considered valuable as technology continues to grow and develop and is integral to instruction. For today’s students and future students,
Value of topic for audience. educators must adjust to this need. Including a primary source for different content areas would add to relevance for all audience members.

Overall delivery by Candidate of the professional The candidate provided an engaging experience for the faculty and adjusted pacing as needed throughout the presentation. Additionally, the candidate
development experience, including audience responded appropriately to questions as well as using expertise within the faculty to add additional insights. Developing is the skill to move discussion forward
when participants deviate from relevant discourse.
engagement, pacing, tone, and response to questions.

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.

At the conclusion of the presentation, a GoogleForm  was shared with faculty members. The purpose of the form was for my colleagues to have an opportunity to provide feedback on the presentation. It is through
feedback that we develop as teachers. The survey included six questions in total and were short response questions. Four of the questions have been outlined in the quantifiable data results in the table under the title,
“Quantifiable Data Results.” While each of the questions was short response, the four questions in the chart had to be answered with a “yes, no, or maybe” with the short response following. The other two questions have
not been included as they required faculty members to identify platforms used in their classrooms as well as additional feedback (optional).

The results of the survey indicate that the presentation was valuable and ideas were effectively communicated. In addition, it reflected faculty members' comfort level with digital resources and the plan to incorporate
resources. While many are comfortable with digital resources, an area of growth is to assist those that are not as confident with using resources in the classroom. What cannot be observed from the chart is the dialogue
that centered around the desire to learn how to utilize these resources more effectively. It is evident that additional time and training is needed in order to facilitate greater learning. This could be another opportunity to
use my knowledge and to serve in a leadership capacity with colleagues in the future.

*The Assessment Data Table has been included below as there is not a table at the end of the document.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment Continue to add to my repertoire of approaches to lesson and assessment design, for the purpose of meeting the learning needs for all students
planning

For classroom practice Demonstrate more consistency in my practice with using technology for primary/secondary source analysis, with a focus on best practice

For teaching English learners,

students with special needs, Borrow technology approaches and adapt them to paper/pencil tasks to expand options for students with learning differences
and students with other
instructional challenges
For future professional Research additional technology supports to create a library of options for students and teachers
development
For supporting
others/department/ To bring new findings to department and faculty meetings
school/district

Other N/A

Other Notes and Comments

Developing the slide presentation for a Professional Development opportunity provided a quality learning experience, as it allowed me to expand on existing knowledge and add to my personal best practices. It further supported my professional
goal for developing leadership and presentation skills. I look forward to continued growth.

Include copy of Google Survey Form assessment tool.

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