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
Jordan
Emanuele mmmjordie@gmail.com

English 9
Mentor Email School/District Date
Daniela
Lup dlup@ofy.org AGUA DULCE 4.10.2022

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 inquires into complex problems.
1.5 through inquiry, problem
T – Applying
S - Students respond to varied questions or tasks designed to promote
T – Innovating
S - Students pose and answer a wide-range of complex questions and

solving, and reflection
S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T- Show real life examples to help students connect to the material.
1.3
T- A

S- A
Connecting subject
S- Students form connections through various videos and readings
matter to meaningful, T- I

T- Provides various levels of entry to the material involving multimedia
real-life contexts
S- I
S- Students form strong connections and connect material to other sources

2.5 Developing,

communicating, and T- A T- For differentiated groups that combine low and high levels T- I T- Students have designated roles to make conversation easier and smoother
S- A S- Students work in small groups to compare/contrast connections S- I S- Students have energized conversations about the material
maintaining
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Implementing PBIS
Will PBIS encourage more students to collaborate? Greater buy-in from students

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
Teachers and Students Informal assessment of student participation
School is working to implement PBIS

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
Proposition 1
Teachers are committed to students and their learning
Domain I:
Fostering a Collaborative Culture to Support Educator Development
Special emphasis will be placed on at-risk students in terms of behavior and grades. These students will have special group placement.
and

Student Learning

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Teachers Understand PBIS 2-3 teachers try to implement At least 5 teachers try to
Identify name and date for
implement
activities.

4/10/2022 4/20/2022 5/1/2022

Teachers will understand the importance of PBIS and will attempt to implement it in their classrooms.
Provide 1-2 sentence
summary of your teacher
leader project.
Summarize process for Teacher understanding of PBIS and how to implement it properly - surveys.

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.)
https://www.understood.org/en/articles/pbis-how-schools-support-p What PBIS looks likes; how to implement it; what the benefits are
ositive-behavior

https://thejournal.com/articles/2018/11/16/pbis-positively-impacts-s
tudent-discipline.aspx?s=the_bc_281118

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
PBIS implementation at the admin level Two different teachers as well as the administration have designated a
Various teacher volunteers to help run PBIS classes classroom students can go to if they are having behavioral issues.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 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?
Connecting learning to T- A T- I T- Actively learns about students through discussions and formal/ Incorporating higher order thinking questions
1.2

students’ prior knowledge,
backgrounds, life S- A S- I informal assessments, consultations, meetings with parents, etc.
S- Are given autonomy in various learning activities so as to reflect based on student interests to get students to
experiences, and interests. interests. start forming connections and making meaning.
Connecting subject T- A T- I Give students more freedom to research
1.3 matter to T- Provides various levels of entry to the material involving multimedia
meaningful, S- A S- I S- Students form strong connections and connect material to other questions and topics they find interesting.
sources
real-life contexts
2.5 Developing, T- A T- I T- Students have designated roles to make conversation easier and Move from a small group setting to a whole

communicating, and S- A S- I smoother class setting; debates, socratic seminars, etc.
maintaining S- Students have energized conversations about the material

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
Teacher learned various insights on the topic and was
Teacher created a PPT presentation as well as various Because PBIS is not dependent on a particular subject,
able to gain a fuller understanding of the behavioral
handouts outlining what PBIS strategies look like from all departments are able to benefit from the strategy.
issues within classrooms. Teacher learned why some the top down. The group had a strong and positive My hope is that my presentation gave teachers new
colleagues are hesitant to implement a program like
discussion regarding the behavioral strategy. insight on the benefits of utilizing PBIS.
PBIS and heard possible alternatives.

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

Effectiveness of resources designed by Candidate, Strength: The presentation was easy to understand and aesthetically pleasing. Teacher did a great job of setting up
what the strategy is. She also did a great job explaining how the strategies are utilized as well as the potential
including presentation, notes, handouts, and other benefits.
resources. Area of Improvement: Teacher should try to predict what questions might arise so she can be ready to answer them.

Effectiveness of Candidate in teaching and coaching

Strength: Teacher knew the information and seemed confident in presenting to her peers for the most part.
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
Area of Improvement: I suggest, instead of showing the videos, to summarize the main ideas in them to save on time
and keep listeners engaged.
theory.html].
Strength: Listeners seemed to be engaged and interested in the topic. Teacher chose an issue that is very prevalent
in education.
Value of topic for audience. Area of Improvement: Give more time for discussion amongst colleagues.

Strength: Overall, it was an excellent presentation in which the information was shown in a clear and understandable
Overall delivery by Candidate of the professional style
development experience, including audience Area of Improvement: More real world examples would have been beneficial to round out the presentation
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.

The audience was asked to fill out a digital form before and after the presentation. This form included questions that asked for real
world experiences and also included hypothetical situations. Teachers were also asked for their reasoning why on various questions. I
was interested to see if there would be a clear difference between the responses before and after the presentation. There was a slight
difference in responses.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment Creating clear routines and practicing them at the beginning of the school year and at various times throughout the year.
planning

For classroom practice Ensure the routines and expectations are clearly explained to students and have them posted where they are easily visible.

For teaching English learners,

students with special needs, The aforementioned items will benefit English Learners in that they will feel comfortable and confident when stepping into the
and students with other
classroom.
instructional challenges
For future professional
development
Work with department heads and administration to keep teachers aware of the strategy and to offer training in implementing it.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 For supporting Offer a cheat sheet with the various strategies for others.
others/department/
school/district

Other

Other Notes and Comments

I appreciated hearing all of the feedback about PBIS from teachers. I think it is important to hear the benefits and drawbacks of any
potential implementations to a school site.

Include copy of Google Survey Form assessment tool.

Text

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