Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP) – Teacher Leader

Project Op on
Revised 1.1.19

Direc ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa on. Complete orange cells
a er POP Cycle is completed. Cells will expand as needed. When submi ng completed ILP to instructor, please include copies of all
instruc onal resources, including Google Survey used for assessment of audience sa sfac on.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

Lauren Reed lreed@icslima.org Peer Learning Elementary

Mentor Email School/District Date

Pa y Auld pauld@icslima.org ICS-Lima 03/06

Sec on 2: CSTP Areas of Inquiry

Direc ons: Iden fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini al Ra ng. Iden fy both teacher and student
ra ng for CSTP 1 and 2. See example.

CS Ini a
Element Ra ng Descrip on Goal Ra ng Descrip on
TP l
T - Facilitates systema c opportuni es for students to
T - Guide students to think cri cally through use of
Promo ng cri cal T– apply cri cal thinking by designing structured inquires
ques oning strategies, posing/solving problems, and T–
thinking through Applying into complex problems.
re ec on on issues in content. Innova ng
1.5 inquiry, problem S– S - Students pose and answer a wide-range of complex
S - Students respond to varied ques ons or tasks S-
solving, and Explorin ques ons and problems, re ect, and communicate
designed to promote comprehension and cri cal Innova ng
re ec on g understandings based on in depth analysis of content
thinking in single lessons or a sequence of lessons.
learning.

T- Maintains physical
environments that re lect
Creating student diversity and T- Adapts physical and/or
physical provides a broad range of environments lexibly to
or virtual resources, displays, and facilitate access to a wide
learning artifacts that are current and range of resources that
environm integral to instruction engage students in learning.
ents that Integrates a variety of Ensures that environments
promote structures for interaction enhance learning and re lect
student that engage students diversity within and beyond
learning, T/ S - constructively and
the classroom.
re lect Integ productively in learning.
T/ S -
2.2 diversity, Innov
ra n Selects from a repertoire of
and S- Students routinely use a a ng
g structures for interaction to
encourag range of resources in ensure accelerated learning
e learning environments that for the full range of students.
constructi relate to and enhance
ve and instruction and re lect their S - Students participate in
productiv diversity. monitoring and changing the
e Students share in design of learning
interactio monitoring and assessment environments and structures
ns among of interactions to improve for interactions.
students effectiveness and develop a
positive culture for learning.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 1 of 7
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 Involving
Models and scaffolds student Implements structures for
all
self-assessment and goal students to self-assess and
students
setting processes for set learning goals related to
in self-
learning content and content, academic language,
assessme Appl
academic language Integr and individual skills.
5.5 nt, goal-
ying development. a ng
setting,
Integrates student self-
and
Guides students to monitor assessment, goal setting, and
progress
and re lect on progress on a progress monitoring across
monitorin
regular basis. the curriculum.
g
Sec on 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Ques on Project Objec ve(s)

How can we incorporate Sta will be able to

peer learning into the iden fy key strategies for
elementary classroom to incorpora ng and
Peer Learning
improve student promo ng peer learning
engagement and in their elementary
understanding?
classroom.
How Project Fits into Professional
Audience for Project How Audience Sa sfac on will be
Goals and/or Department/
(Who Par cipates/Who Bene ts) Assessed
School/District Needs

Professional and
Sta will ll out a form sharing
Department Goals: Sta
Elementary (K-5th) teachers one new strategy they learned
will grow in teaching best
at ICS-Lima to bene t the that they will incorporate in
prac ces and implement
PreK-5th grade students the next week in their own
strategies to improve
classroom.
student learning.

Special Emphasis: Teacher Leader Model Standards and NBPTS Core Proposi ons
Direc ons: Iden fy 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 Proposi on 1 -
Teachers are commi ed to
students and their learning For both the NBPTS Prop 1 and the TLMS Domain 1, I will be
o ering a professional development training for the elementary
Teacher Leader Model sta about how to improve peer collabora on and learning in the
Standard Domain 1 - classroom. I will use current research and academic resources to
Fostering a Collabora ve provide tangible examples and strategies to promote deeper
Culture to Support Educator student learning through collabora ve ac vi es.
Development and Student
Learning
Inquiry Implementa on Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 2 of 7
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 Survey Professional Survey of Peer
Analyze how
about Development Learning
use of
Peer Presenta on strategies and
Iden fy name and strategies
Learning about tangible/ tools from Discussion
date for ac vi es. has changed
already in new ways to presenta on with mentor
or grown
use in promote peer and how they
between the
current learning in the will be used in
two surveys
classroom. classroom. classroom.

03/16 04/18 4/18 04/20 04/22

Provide 1-2 In the project I will o er a professional development training for the
sentence summary
of your teacher elementary sta on how to incorporate and promote peer learning in the
leader project. everyday elementary classroom.

Summarize process In order to analyze the e ec veness of this role, I will take a pre-training survey
for analyzing to see how teachers are already incorpora ng Peer Learning/ if they are, and
e ec veness of then I will take a post- instruc on survey to see how they have changed,
leadership role.
adapted or u lized the new tools and strategies taught in their classrooms.
Sec on 4: Inquiry Research and Explora on
Research/Professional Learning (Iden fy two ar cles that have informed inquiry focus. Provide tle, URL or
cita on, and statement of what was learned.)

1) Why does peer instruction

benefit student learning?

1) This study showed how when students engaged in peer discussion

h ps://
about a speci c topic or concept being taught, their understanding
cogni veresearchjournal.spring
and accuracy with assessment improved greatly. The ar cle
eropen.com/ar cles/10.1186/
discusses the importance of students engaging with their peers
s41235-020-00218-5
when learning.
2) This ar cle talks about how providing students the opportunity to
take on an instruc onal role, students show deeper and more
2) What is Peer Learning and
meaningful learning and understanding of the material being taught
Why is it Important? h ps://
in the classroom.
tomprof.stanford.edu/pos ng/
418

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

1) During the two years of online learning, Ms. Ramming provided

several resources for us as teachers to use to promote collabora on
between students when using an online pla orm.
2) As an Elementary POD we are con nually looking for ways to
1) Ms. Ramming
address issues within our classrooms. One of the issues we have
2) Elementary Pod Mee ng
iden ed in the last year is the need to teach students how to
interact and behave in the academic classroom. Peer learning
strategies would be a great way to add to the solu on to this
problem.

Sec on 5: Results and Re ec on

Rev
Ini a
ise
l Sugges ons for Moving
CSTP Element d Evidence/Ra onal for Ra ng
Ra n Forward
Ra
g
ng
Promo ng
cri cal T– To move to INNOVATING level: Consider how
T–
thinking Integr to increase complexity of task beyond a single
Applying Teacher asked ques ons of analysis and evalua on.
through a ng lesson so that there are con nuing
1.5 S– Students answered ques ons that included all levels of Bloom’s.
inquiry, S- opportuni es for students to engage in inquiry
Explorin Students created their own math problems.
problem Integr in complex problem. How could you extend
g
solving, and a ng lesson into PBL?
re ec on

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 3 of 7
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 Creatin
g
physic
al or
virtual
learnin
g
enviro
nment
s that To move towards
promo innova ng: Consider how
te Teacher asked ques ons that allowed you could have adapted
studen T/ for healthy interac on among the content to be more
t T/ S - S - audience. Teacher gave a presenta on exible towards all
learnin Integ Int that promoted best prac ces for subjects. Also, o er more
2.2 g,
ra n egr coopera ve learning. This allowed for concrete examples of in
re lect
g a fellow teachers to know how to best class use and allow
diversi
ty, and ng promote posi ve and e ec ve teachers me to develop
encour learning groups in the classroom. the ideas from the
age presenta on in the
constr group.
uctive
and
produc
tive
interac
tions
among
studen
ts

Involvi
To move towards
ng all
innova ng: discuss how
studen
ts in Teacher provided an assessment that coopera ve learning can
self- had sta re ect on their own teaching be used with student self
assess Int and how to best incorporate re ec on. O er more
ment, Appl egr coopera ve learning into their ques ons where
5.5
goal- ying a classrooms. Teacher o ered progress teachers can
setting ng monitoring ques ons and allowed for metacogni vely think
, and group discussion throughout the about their teaching
progre presenta on. prac ce and their use of
ss student collabora on in
monito their own classrooms.
ring
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Proposi ons
Key Learnings and New Skills/ Contribu on to Others/
Product(s) Generated
Knowledge Developed by Teacher Department/School/District

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 4 of 7
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 For both the NBPTS Prop 1
and the TLMS Domain 1, I
ran a professional
development training for the
elementary sta about how
to improve peer
collabora on and learning in
the classroom. I used current
NBPTS Proposi on 1 - Teachers research and academic
are commi ed to students and resources to provide tangible Elementary Sta were reminded
their learning examples and strategies to the importance of collabora ve
promote deeper student learning and were given the
Teacher Leader Model learning through tools to increase class
Standard Domain 1 - Fostering collabora ve ac vi es. I engagement and content
a Collabora ve Culture to o ered informa on understanding through the use
Support Educator Development regarding collabora ve of collabora ve learning.
and Student Learning learning that is relevant to
the elementary classroom.
I created a powerpoint
presenta on and o ered
handouts of said
presenta on to allow the
sta to stay engaged and to
have the informa on for
personal use.
Mentor Feedback
Direc ons: The Mentor should Iden fy strengths and areas of improvement in each of the following areas.

E ec veness of resources designed The presenta on was well prepared and executed.
by Candidate, including It was easy to follow and informa ve. The teacher used visuals
presenta on, notes, handouts, and and handouts to give listeners the important informa on. The
other resources.
sta was engaged throughout the presenta on.
The presenta on provided examples from real life in the
E ec veness of Candidate in
classroom. We had opportuni es to share with other teachers
teaching and coaching adults. (Refer how we could use the ideas in our own classrooms. This allowed
to Adult Learning Principles in FOTIP the sta to process the informa on and connect it to their own
Handbook [h ps://www.fo p.org/
teaching experience. The teacher should o er more me for
adult-learning-theory.html].
discussion in the future to allow for teachers to really think and
collaborate together.
Group learning is an important skill in the elementary school.
Now that the students have been online for over a year, they need
prac ce communica ng and working with other students. It was
Value of topic for audience. valuable to be challenged to use a variety of ways to allow
students to work together. The sta agreed that coopera ve
learning is an area of need in the classroom now that we are
transi oning back to in-person instruc on.

Overall delivery by Candidate of the

Miss Reed shared a very professional presenta on. She gave
professional development opportuni es for the teachers to stop and share as they were
experience, including audience learning. She kept things moving and kept people engaged. Her
engagement, pacing, tone, and
handouts were informa ve and allowed the sta to be on topic
response to ques ons.
and to stay focused on the presenta on.
Analysis and Summary of Audience Assessment

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 5 of 7
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 Direc ons: 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.

Most of the audience had at least an idea of what Coopera ve Learning was, and throughout the
presenta on their discussions and answers showed that they were able to develop a deeper
understanding of coopera ve learning. The majority of the teachers expressed a desire to
implement it more e ec vely in the classroom through iden fying student roles and o ering a
rubric to the students. A lot of the teachers shared that they felt they needed to create more
structured and thought out coopera ve learning experiences. Some teachers shared that with the
size and personali es in their classes, coopera ve learning wouldn’t be a good t.

Ac on Items (some may not be applicable)

Implement coopera ve learning best prac ces in the classroom. This includes
For classroom providing well thought out learning outcomes, rubrics and student roles when
prac ce doing group projects and work ac vi es. This requires more thought and
prepara on on the teachers part, but is very e ec ve.
O er a professional development where teachers are able to sit and plan out a
For future
unit that revolves around a coopera ve learning focused project. Teachers then
professional
development get a chance to prac ce pu ng together each of the steps and components of
coopera ve learning in their classroom on a bigger more concrete scale.
This presenta on will be shared with the secondary teachers to o er them a
For suppor ng
chance to explore how to use coopera ve learning in their own classrooms. It
others/department/
school/district is a strategy that would bene t classrooms from all grade levels, not just
elementary.
Other Notes and Comments

Overall the presenta on was successful and the sta was able to demonstrate their
understanding of coopera ve learning and how to use it in their own classrooms. The
presenta on was engaging and informa ve and allowed the sta to put the informa on into
prac ce through discussion ques ons and response ac vi es.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 6 of 7
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Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 7 of 7
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