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
Chelsea Beauregard Frommyhome2u@aol.com Multiple Subject 8
Mentor Email School/District Date
Kimberly Mundala kmundala@fullerton.edu California Virtual Academy 3/6/22
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
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into complex
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based
lessons.
on in depth analysis of content learning.

5.3 Reviewing
data, both Reviews and monitors a broad range of Facilitates collaborative work and
individually and data individually and with colleagues to fosters colleagues’ ability to
5.3 Integrating Innovating
with colleagues, analyze student thinking and identify identify and address causes for
to monitor underlying causes for trends. achievement patterns and trends.
student learning
Facilitates collaboration with
colleagues.
Collaborates with colleagues to
6.3 Collaborating improve student learning and reflect Works to ensure the broadest
with colleagues on teaching practice at the classroom positive impact possible on
and the broader level. instructional practice and student
professional achievement at school and district
6.3 Applying Innovating
community to levels and for the profession.
support teacher Interacts with members of the
and student broader professional community to
access resources that support teacher Initiates and develops
learning professional learning
effectiveness and student learning
opportunities with the broader
professional community focused
on student achievement
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Teachers will leave the
How will the use of Deck.Toys improve presentation with a new
Increasing Student Engagement Through Deck.Toys student engagement and resource/strategy that can help
understanding? with introducing topics, teaching
topics, and reviewing topics.
Audience for Project How Project Fits into Professional Goals How Audience Satisfaction will be
(Who Participates/Who Benefits) and/or Department/School/District Needs Assessed
The audience for my project will be my math PLC CAVA has put an emphasis on Audience satisfaction will be
team. This team consists of a group of 8th grade math adapting a PLC model for our school assessed with a survey at the end
teachers of varying years of experience, and two for the past two years. We have of the presentation. The survey
SPED teachers of varying years of experience. been working in teams to identify will ask them to consider how they
priority standards, breaking them could implement these strategies
down, teaching our students, and with their students and if they
creating a common formative think these strategies will help
assessment to determine which their students.
students learned and which need a I will also have teachers leave with
reteach. I will be looking into resources they can use in their
strategies that may help for teaching classrooms. I can check in with
and/or reteaching geometry them at future PLC meetings to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 concepts that many students see how implementing those
struggle with. strategies went.
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

The focus of my project is using the PLC model to assess and reteach students.
I will be using my most recent CFA as my beginning results, and reteaching the
Prop 3: Teachers are responsible for managing and
identified students using my new strategies before assessing again. In this way
monitoring student learning.
I am managing and monitoring students learning by using multiple strategies,
multiple methods of engagement, and planned groupings.

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Reteach students
in small group Meeting with
Assess students/plan Analyze results
sessions and Give Presentation mentor to
reteaching of presentation
Identify name and date for collect data on analyze results
activities. student success.
PLC Meeting
4/6/22 (or
Weeks of 3/14/22 Week of Week of
Week of 3/7/22 4/13/22 if the 4/6
and 3/21/22 4/11/22 4/18/22
meeting is
cancelled)
Provide 1-2 sentence summary
of your teacher leader project.
My project will teach a new tool/strategy for teachers to implement with their own students.

Teachers will take a survey at the end of the presentation to show their feedback on the strategies and
Summarize process for presentation. Teachers will be asked how effective they think the strategy will be and if they will try it in
analyzing effectiveness of their classroom. Teachers will also leave the presentation with resources they can use in their classroom,
leadership role. so they have everything they need to implement the new strategies. I can discuss with them at future PLC
meetings how their implementation of the strategies went.
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.)
1. This article discusses interesting ideas for incorporating math
vocabulary into teaching. It emphasizes using correct terminology
1. Math Language in Middle School Be More Specific when discussing math problems so students can get used to terms. It
file:///D:/users/CBeauregard/Downloads/Math also discusses the Frayer Model of having kids learn vocabulary. The
%20Language%20in%20Middle%20School%20Be%20 Frayer model has students write the definition, an example, and a
More%20Specific.pdf non-example. This helps them to truly understand the term.
2. This article discusses the use of geometry terms in literature to help
2. Geometry Sleuthing in Literature students better understand and analyze the terms. Specifically,
file:///D:/users/CBeauregard/Downloads/ detective stories are considered as ways to help teach these terms
Geometry%20Sleuthing%20in%20Literature%20(1).pdf because of how they can be seamlessly incorporated into the stories
(such as crime scenes, investigation, and other ways). These stories
also allow students to use reasoning and deduction to help them
solve the mysteries as well.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Many of the PLCs at my school this year have
addressed either the PLC process or strategies to
increase student engagement in an online setting. Our school is new to the PLC model and still trying to learn ho to best
Teachers from my campus have shown videos of implement it. We have been working this year on identifying and testing
them implementing a strategy in a class session, and standards, as well as reteaching strategies. Therefore I wanted to focus on
then discussed that strategy after. They have also reteaching strategies, as this is something that my PLC group is focusing on
used breakout rooms to train teachers in smaller and would be helpful to them. This will help with buy-in and make my
groups on how to use specific resources. Teachers presentation something worthwhile for them to participate in.
left the PD with things they could use in the
classroom prepared.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Section 5: Results and Reflection
Revised
CSTP Element Initial Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created that there are continuing opportunities for students to
problem solving, and S – Exploring S - Integrating
their own math problems. engage in inquiry in complex problem. How could you
reflection
extend lesson into PBL?

5.3 Reviewing
data, both I facilitated collaborative work among
Continue to take on
individually teachers through my presentation. Teachers
leadership opportunities and
and with had collaborative discussions about student
5.3 Integrating Innovating speak up in PLC to facilitate
colleagues, to engagement and how to use a new
collaboration between
monitor resource/technology to improve
colleagues.
student engagement.
learning
6.3
Collaborating
with
colleagues Continue to take on
I facilitated collaboration among colleagues
and the leadership opportunities such
through conversations about student
broader as creating and running
6.3 Applying Innovating engagement.
professional professional development to
I developed and initiated a professional
community to help other teachers learn
development opportunity for other teachers.
support new skills.
teacher and
student
learning

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
Since my special emphasis was on monitoring student
learning/reteaching, I was pleasantly surprised by this My first product generated is a
Deck.Toys program that was suggested to me by my professional development
My contribution to others is the
mentor teacher. It allows teachers to monitor how presentation that can be used to help
knowledge of new technology they
students are doing in real time, which made it really other teachers learn Deck.Toys.
can use in their classroom. This is
easy to jump in and help students where I saw them Secondly I have produced Deck.Toys
something other teachers can use in
struggling. This paired with the high engagement of activities that I can use in class to help
a variety of ways to help increase
the program helped students to strengthen their skills reteach concepts that students
student engagement and learning.
in these areas and improve on their re-test later. I struggled with in a fun and engaging
was happy to pass on knowledge of this cool program way.
to others to try.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, including Candidate’s presentation is organized, and the slides are concise with relevant
presentation, notes, handouts, and other resources. and engaging visuals. Participants received a copy of the slideshow.

Effectiveness of Candidate in teaching and coaching adults. (Refer Candidate is comfortable teaching how to use a technology tool. This was her
to Adult Learning Principles in FOTIP Handbook first-time coaching adults, and she did well for her first time. She was
[https://www.fotip.org/adult-learning-theory.html]. organized and connected with her participants during the presentation.

Value of topic for audience. The technology tool is helpful for generating interest and motivation.

Overall delivery by Candidate of the professional development The audience was engaged during the presentation. There were opportunities
experience, including audience engagement, pacing, tone, and for them to try the technology tool and plan how to use in their classrooms.
response to questions. All participants plan on implementing the technology tool in the future.
Analysis and Summary of Audience Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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 a mostly positive reaction from my PLC group about Deck.Toys. Most teachers were excited to learn a new tool that could be
used in so many ways. Teachers brainstormed various ways that they could incorporate the tool in their classes: to introduce a topic,
to review a topic, in WIN sessions for extra support, in place of an OLMS lesson for practice, or even for easy sub plans. Overall, I got a
sense during my presentation that teachers were grateful for an opportunity to learn something that was helpful and directly
applicable to them and their classes.
The data that I got from my survey was generally positive. 4/5 teachers had never heard of Deck.Toys before the presentation, and 1/5
had heard of it but never investigated it. 4/5 rated that they felt confident trying to use Deck.Toys. The last teacher rated that same
question a 4/5 which is still a good ranking. 3/5 teachers said that they would definitely use Deck.Toys in their class, and 2/5 said they
might use it. 5/5 teachers said that the presentation was meaningful.
I think the data was so positive because I tried to present on something that I thought would be useful for teachers and that they
could see immediate use for and benefits of. This is why I chose to teach a technology instead of going too far into teaching theory and
“what-ifs”. I wanted teachers to leave with something tangible that they could use in their classrooms.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Action Items (some may not be applicable)
For curriculum design, lesson Try new technologies and resources in my own classroom that I can then share with other teachers. This
planning, assessment planning way I can collaborate in new ways and help others to improve as well.

For classroom practice N/A (Same as above)

For teaching English learners, This can be another area where I can try new technologies and resources to see how they work and share
students with special needs,
and students with other
them with other teachers through PLC and collaboration to help improve. I can also go to other teachers
instructional challenges with challenges I have and see if they have any ideas that they have has success with in the past.
Make note templates for teachers aside from just the “slides” for them to take better notes and have
For future professional
development
more engagement in the PD. Make sure there is a lot of opportunity for interaction from teachers, so they
are engaged and not zoning out. Give teachers a chance to try the new technologies.
For supporting
I can possibly present on tools that can be uses in other departments/across grade levels. Deck.Toys is a
others/department/
school/district great example of a tool that is not grade/subject specific.

Other N/A
Other Notes and Comments

Google Form Link: https://forms.gle/eM6cbQ7WS3TJP7us5

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5