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
Ben Hopson bhopson@nlmusd.k12.ca.us Biology 11th
Mentor Email School/District Date
sfairchild@nlmusd.k12.ca.us
Shay Fairchild NLMUSD 3/2/22
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 critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

Connecting T- T - Guide students to realize how science applies in a real world

T - Lead and observe students in productive discussions with
subject matter Apply setting by thinking critically about what they see/hear around T - Inn each other, providing varied viewpoints.
them.
to meaningful, S- S - Inn S - conduct a successful discussion in which all students are
S - Students read through scientific articles and writings,
heard and listened to.
real-life contexts Apply thinking critically about the information they are given

Demonstrating
knowledge of
T - Create project/assignment where
subject matter, T- T - provide students with appropriate outlet
students practice skill based on knowledge
academic Apply to demonstrate scientific knowledge T - Inn
S - Students create project/item or
content S- S - Successfully display scientific knowledge S - Inn
succeed in procedure where they apply
standards, and Apply via assessment
knowledge
curriculum
frameworks
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can we better prepare teachers and students for the typical tech problems to better prepare students and teachers to better troubleshoot and connect with
Becoming comfortable with Tech in the Classroom
experienced in the classroom? technology resources

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
with more technology being given to teachers and students, both need to become
Teachers and students who do not feel comfortable with basic tech skills more comfortable troubleshooting tech issues, as well as seeking out resources to by comparing previous experience to new skills learned.
enhance the learning experience.

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

teachers who have previously expressed a Before presentation, I will consult with teachers/students who express frustration and
reluctance to integrate tech into the trouble, so I can understand the issues they have and specifically address them or address
classroom a broad category of problem.

Inquiry Implementation Plan

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

implement 1-on-1 meet with Show

build Resource
Identify name and date for Present Problems tech meeting emphasized resources/skills
activities. Database
scheduling people, assess skils taught
Middle/End
End March Mid April May May
March
Provide 1-2 sentence
Build up a database of teacher resources for general use while also providing basic training to technology
summary of your teacher
leader project. struggling members on campus.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
Summarize process for
reconvene with struggling people to assess skills, ask them to better explain frustrations so I can better address
analyzing effectiveness of
leadership role. them.
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://classtechtips.com/2020/11/05/database
https://education.gov.gy/en/index.php/teachers/2891-teachers-most-common-tech-issues-and-h
-tool-for-educators/
ow-to-fix-them
Great Example of how to build a database of
List of easy steps to follow when tech breaks, doesn’t cooperate, or goes awry. These are some of
resources, with the addition of having
the basic skills i’d like to teach.
user-submitted sites
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Mr. S: Older teacher, tries to incorporate
district-provided tools but struggles to do so due Mr. P: Computer Science Teacher and former IT specialist, I’d like to talk to him about the coaching
to lack of tech experience. I’d like to help him process, like what tech issues he commonly got called to assist with.
better troubleshoot his equipment.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – 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 own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
2.6 Employing
classroom
routines,
procedures, helping
norms, and
supports for teachers while I had little control over other classroom
Explori integrat Being more active in observations of
positive create new norms, after my project I was able to make large
behavior to ng ing colleagues
ensure a class norms changes in colleagues classrooms.
climate in
which all
via tech
students can
learn
6.3
Collaborating collaboratio
with
colleagues and n through
the broader
teaching Applyi integrat I was already very involved in PDs, so there wasn’t
professional Continue to participate in PD time!
community to new ng ing much to improve
support
teacher and skills/sharin
student g resources.
learning
6.2
Establishing
professional getting
goals and
engaging in teachers to Applyi integrat
continuous same feedback as above. Continue to participate in PD time!
and purposeful
incorporate ng ing
professional more tech
growth and
development
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

teachers have access to tech help on call,

I learned specific needs of my department on
teacher resource database list of useful classroom resources for digital
the tech side.
teaching.

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 presentation, notes, handouts, and other This database is a great resource for teachers! should be shared with new teachers
resources.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP
Handbook
was great working with the department, would be helpful for whole staff.
[https://www.fotip.org/adult-learning-theory.html].

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Value of topic for audience. staff reported to me personally that this was very helpful

Overall delivery by Candidate of the professional

development experience, including audience delivered great, it’s clear Ben prepped for this.
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.

While Assessments were overall positive, Some did express they wanted further tech help. I imagine this
is with general tech literacy, not using a specific tool. I gave some my information at the end of the
presentation so they could reach out for help. I also got a few submissions for digital resources I hadn't
used, so I'm excited to explore some new tools!

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
continue updating with more resources as I find them or they’re submitted
For supporting
others/department/ adding resources useful for other departments.
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

https://docs.google.com/forms/d/e/1FAIpQLSf8WyyBFkAE6n5vbahxYkOWJxdBuzcOvCVQG_3pv
KFqEcRIzQ/viewform

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