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
Jamie Richard jrichard@fjuhsd.org Biology 9
Mentor Email School/District Date
Jessica Hojnacki jhojnacki@fjuhsd.org Fullerton Joint Union HS District 2/26/22
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 - 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.
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- Reviews and monitors additional assessment data individually and
T-Reviews and monitors available assessment data as required by site
with colleagues and identifies learning needs of individual students.
Use assessment T– and district processes
T– Communicates with families about student progress, strengths, and
information to share timely Applying Provides students with additional feedback based on formative
Innovating needs at reporting periods. Contacts families as needs arise regarding
5.7 and comprehensible S– assessments from single lessons or sequence of lessons. Seeks to
S - Innovating struggling students or behavior issues.
feedback with students and Exploring provide feedback in ways that students understand
S-Students can adjust a wide range of complex questions based on
their families S-Students respond to specific feedback and make adjustments
written and verbal instant feedback. Students can self assess and
according to new understanding
make corrections based on new information.
T- Teacher allows adequate time for students to think about their
T- Seeks to clarify instruction and learning activities to support
T– answers
student understanding. Make adjustments to course of study based T–
Monitor student learning Applying Teacher builds on students’ comments and questions during the
on assessment data in real time. Innovating
1.6 and adjusting instruction S– lesson to extend their understanding
S-Students receive assistance individually or in small groups during S - Innovating
while teaching Exploring S- Students adjust based on new information given as feedback so that
instruction and adapt their understanding based on the feedback.
their new material reflects what was learned from feedback and
adjusting instruction
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can teachers provide effective and timely feedback to
Educational Technology to help teachers provide valuable Teachers will be able to give students more effective, real
students in real time?
feedback to students in a timely manner. time feedback on assignments

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
Science Department LHHS Biology, Chemistry, Physics,
Survey given to attendees to allow for constructive
Environments Science, Human Anatomy, Forensic Science Ed Tech professional development for GoFormative
feedback
teachers
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
-allowing students to self assess by accessing the correct and incorrect answers after
NBPTS - Proposition 3: Teachers are they submit
responsible for managing and monitoring -students can make corrections to the questions that were not correct 
student learning. -test reflections: students reflect on test and quizzes in order to learn from their
mistakes
TLMS - Domain 4: Facilitates Improvements -engage in reflective dialog with colleagues about student assessment data and how to
in Instruction and Student Learning improve student learning
-using students assessment data to provide valuable, real time feedback to students and
make adjustment to the lesson in response to the results
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Feb 21-March 6 March 7- 31 April 1 April 2-5 April 6

Identify name and date for
activities.
Research my Ed Deliver Lecture
Create Slide Conference with
Tech capabilities Presentation to Review feedback
presentation and mentor regarding
and Plan my Science survey results
feedback survey feedback results
project Department
Provide 1-2 sentence My project will help provide support to teachers to learn how to use an Educational Technology resource
summary of your teacher (GoFormative) in order to connect in real time with students, give effective and instant feedback, use data
leader project. collection to assess student success and collaborate with each other as well.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Summarize process for
Effectiveness of my leadership role will be analyzed using feedback from my colleagues in the form of a
analyzing effectiveness of
leadership role. Google Form that will allow me to use assessment data to drive adaptations and next steps.
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.)
Feedback helps students make sense of information about work they have done and helps them
improve the quality of their subsequent work. This article reports the result and findings from an
interesting inquiry focused on effective feedback. They served teaching staff and students about
What makes for effective feedback: staff and
different types of feedback to find out which kind was most effective. They found that most
student perspectives
students and staff believe the purpose of effective feedback is for the goal for improvement. Most
Taylor & Francis Online
students (study done at a University) showed more improvement on their next assignment when
given timely, detailed feedback on the previous assignment.

What I found most interesting about this article on effective feedback was the summary of the
best kinds of feedback and the type of feedback to avoid in order to be most effective for student
improvement. It had great tips on the importance of timely, content rich feedback for student
progression. It is important to welcome errors as part of learning and to teach error detection
strategies so that they can improve and self assess. Feedback doesn’t always have to be from the
teacher, it can be from other students, teachers and visitors. Just giving low marks on an
How to integrate effective feedback into your
assignment could have a negative impact on motivation and achievement. This doesn’t allow the
classroom
student to make the necessary adjustments and deepen learning. Feedback can also come in the
the education hub
form of self assessment where the student “grades” their own work to find misconceptions and
can correct them.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Feedback doesn’t always have to be from the teacher: One of my colleagues frequently has the
students assess each other. He does this by giving each student a fellow student's paper to grade
along with a detailed rubric. Each student must grade three other students' papers and the actual
score is the average of the three (with teacher input as well) This allows the students to not only
get feedback from three peers it also requires each student to engage with the information and
process the level of correctness of three different peers. So when the students get their papers
back they have already interacted with the rubric several times and can also self assess their own
Colleague #1: Human Anatomy Teacher
work.

When students have some autonomy and control, and feel accountable for their learning, they
are often more receptive to seeking, accepting and using feedback information. One of my
colleagues does a fun vocabulary “game”. Students need to research 2 vocabulary words in order
Colleague #2: Biology Teacher
to know the definition, compare and contrast the two words and draw a picture of each. Then
they share the words with their group of three so that each member is proficient in all 6 words.
The fun part is one group member is randomly chosen to come to the front of the class where
that one person will take a quick quiz on the words to earn a group “silly prize” (small snacks or
prizes) if the student selected gets 100% on the quiz. The student automatically wants to share
the results with the others in the group and they are all very motivated to learn the words so that
they can earn the prize to take back to their group.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rationale for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through T – Applying Teacher asked questions of analysis and evaluation.
Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s. Students created their
S- continuing opportunities for students to engage in inquiry in
solving, and Exploring own math problems.
Integrating complex problem. How could you extend lesson into PBL?
reflection
Use assessment T-Reviews and monitors available assessment data as required by site and district
information to processes
T– T– Moving forward I will share new ways of giving
share timely and Provides students with additional feedback based on formative assessments from
Applying Integrating
5.7 comprehensible
S– S-
single lessons or sequence of lessons. Seeks to provide feedback in ways that feedback such as video and audio in addition to
feedback with Integrating students understand, allows students to self assess scores and written comments.
Exploring
students and their S-Students respond to specific feedback and make adjustments according to new
families understanding, use self assessment to adjust learning and reach learning goals
Monitor student T- Seeks to clarify instruction and learning activities to support student Moving forward I will work towards focusing on
T– T–
learning and understanding. Make adjustments to the course of study based on assessment
Applying Integrating more adjustments for the students that need extra
1.6 adjusting data in real time.
instruction while
S– S-
S-Students receive assistance individually or in small groups during instruction support and adding challenges to students that are
Exploring Integrating
teaching and adapt their understanding based on the feedback. excelling.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 -allowing students to self assess by
-colleagues received experience with
accessing the correct and incorrect
educational technology application
answers after they submit
(Formative)
-students can make corrections to the
-colleagues learned how to add their
questions that were not correct 
NBPTS - Proposition 3: Teachers are classes and retrieve assignments from the
-test reflections: students reflect on test
responsible for managing and monitoring Formative Library to use in their
and quizzes in order to learn from their
student learning. classrooms
mistakes
-engage in reflective dialog with
-engage in reflective dialog with
TLMS - Domain 4: Facilitates Improvements colleagues about student assessment data
colleagues about student assessment data
in Instruction and Student Learning and how to improve student learning
and how to improve student learning
-using students assessment data to
-using students assessment data to
provide valuable, real time feedback to
provide valuable, real time feedback to
students and make adjustment to the
students and make adjustment to the
lesson in response to the results
lesson in response to the results
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by the Candidate,
including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
Value of topic for audience.
Overall delivery by Candidate of the professional
development experience, including audience
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 presentation was informative and handson. We were able to use Formative to learn
about it and then were given the opportunity to create one ourselves. The slides you
showed helped us to find the correct place to navigate to in order to use Formative.
You grabbed our attention by asking what we like about teaching. When not one person
replied with grading, you made us wonder why. This was a great way to make us think
about providing valuable feedback to students but at the same time spend less time
grading.
It is valuable for us teachers to save time with grading and also allow us to provide
immediate feedback to students and allow them to learn from their mistakes. Using this
tool we can adjust our teaching practices based on the specific questions students are
struggling on.
You did a very good job delivering the hook, topic and presenting the instruction to
navigate this tool. You also walked around to give individual support to those of us that
could not figure out specific situations that were preventing us from being able to add a
class or a lesson on Formative. This allowed all of us in attendance to be able to log on,
add a class and browse the library to find lessons in our curriculum. Nice work!

Of the 10 teachers that were presented to, all of them answered that they would probably or might try using Formative in their
classrooms. When asked if they were able to add a Formative to their Library, three of the 10 replied “not sure” and the other were
able to. After supplying the teachers with a copy of my slides on how to add and use Formative, some teachers let me know a few days
later that they have added a lesson to their Formative Library.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
planning
For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For supporting
others/department/
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
I will work on better slide organization and time management. I noticed some of the teachers needed my
assistance with logging in or finding the library which took time away from preceding through the
presentation at the scheduled time frame.
Improve my level of skills/knowledge of Formative so that I can keep improving the valuable feedback to
students in various ways.
Use Formative to differentiate and supply some students such as ELs or students with IEP a word back or
other supports.
Work on creating organized and engaging slides to present and show examples of what is being asked of the
audience.
Show support by being available for questions and understanding how to troubleshoot any issues with
Formative so that I can be helpful to other teachers in the school.
Page 3 of 4
 school/district

Other

Other Notes and Comments

Include a copy of Google Survey Form assessment tool.

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