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
Phillip Calvo pcalvo@csu.fullerton.edu Physics 11-12
Mentor Email School/District Date
Shay Fairchild sfairchild@nlmusd.org Norwalk-La Mirada Unified 03/05/22
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
T - Guide students to think critically through use of questioning
apply critical thinking by designing structured inquires into
strategies, posing/solving problems, and reflection on issues in
complex problems.
Promoting critical thinking through T – Applying content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex
inquiry, problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or
understandings based on in depth analysis of content
a sequence of lessons.
learning.

Plans instruction incorporating a

Plans instruction using a wide range repertoire of strategies
of strategies to address learning specifically meet students’
styles and meet students’ assessed diverse language and learning
Planning instruction language and learning needs. needs and styles to advance
that incorporates Provides appropriate support and learning for all.
4.4 appropriate strategies Integrating challenges for students. Innovating
to meet the learning Facilitates opportunities for
needs of all students Integrates results from a broad students to reflect on their
range of assessments into planning learning and the impact of
to meet students’ diverse learning instructional strategies to meet
and language needs their learning and language
needs.
Integrates instructional strategies
Uses an extensive repertoire of
appropriate to subject matter to
instructional strategies to
Utilizing instructional meet students’ diverse learning, to
develop enthusiasm, meta-
strategies that are ensure student understanding of
3.4 Integrating Innovating cognitive abilities, and support
appropriate to the academic language, and guide
and challenge the full range of
subject matter student in understanding
student towards a deep
connections within and across
knowledge of subject matter.
subject matter.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Introduce teachers to new active learning strategies.
How can active learning strategies help improve student outcomes in Communicate the effect of research-based practices in physics.
Research Based Active Learning Strategies in Physics
physics? Encourage teachers to apply learning strategies that have
been shown to improve student understanding.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
Upon recent adoption of a new course structure in NLMUSD, we
A feedback form will be included with the presentation to
have increased the need for physics teachers. Many are teachers
determine audience response.
who recently received their authorization for teaching physics and
Observations about audience engagement will also be used to
Physics teachers in NLMUSD don’t have much experience.
assess success.
A further exploration of research-based practices for student
Follow-up regarding use of the new strategies will be done
engagement and increased student understanding is a large focus
part-way into the school year.
of my current professional goals.

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
NBPTS: Standard III - Accomplished science teachers NBPTS: Research has shown that engaging students in physics
thoughtfully and deliberately implement a standards-based through active learning strategies results in higher conceptual
curriculum using a variety of high-quality instructional understanding which translates to better quantitative
strategies and resources to enhance student learning. performance. Communicating these research-based strategies
to colleagues will help enhance student learning. These
TLMD: Domain II - Accessing and Using Research to strategies will still be aligned with the NGSS science practices
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 and cross cutting skills.

TLMD: Active learning strategies in physics have been a subject

of research for decades. Their efficacy has been shown through
Improve Practice and Student Learning multiple studies and several forms have been developed over
the same span of time. These research-backed strategies are
sometimes unknown to teachers and communicating this
knowledge to them will ideally result in improved student
performance.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Organize
Identify name and date for activities. Complete Research Record/Present Debrief
Presentation
03/20/22 04/03/22 04/10/22 04/17/22 04/24/22

Provide 1-2 sentence summary of your Present multiple research-based strategies for active learning in a physics classroom to improve
teacher leader project. student engagement and understanding.

Summarize process for analyzing Use an initial feedback form to gather first impressions of the presentation. Follow up after the end of
effectiveness of leadership role. the first quarter to check in on how teachers are adapting strategies into their teaching.
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.)
Article 1: In this article they address the need for additional teaching
strategies for students who tend to have low rationalization skills going into
intro physics classes. While interactive education techniques can help
students across the board, those with lower rationalization scores tend to
benefit less. This article addressed a strategy called Thinking in Physics
Coletta, Vincent, and Jeffery Phillips. "Addressing Barriers to Conceptual Understanding in which helps bridge the gap between those students and students who were
IE Physics Classes." Physics Education Research Conference 2009. Ann Arbor, Michigan:
2009. 117-120 Vol. 1179 of PER Conference. 6 Mar. 2022 rated higher based on rationalization assessments.
<https://www.compadre.org/Repository/document/ServeFile.cfm?ID=9464&DocID=1332>.

Article 2: The second article addressed whether peer instruction or Think-

Lasry, Nathaniel, Elizabeth Charles, Chris Whittaker, and Michael Lautman. "When Talking Pair-Share was truly the cause of improvements in student understanding or
Is Better Than Staying Quiet." Physics Education Research Conference 2009. Ann Arbor,
Michigan: 2009. 181-184 Vol. 1179 of PER Conference. 6 Mar. 2022
whether it was the additional time awarded. They set up a situation where
<https://www.compadre.org/Repository/document/ServeFile.cfm?ID=9480&DocID=1352>. students were allowed to converse with peers after an initial response to a
conceptual question and the improvement data was compared to students
who simply took more time to reflect or had distractions in the same span of
time. It clearly showed the power of peer instruction and how it benefits
students to have a chance to talk with their peers and reflect on their
thought process.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
TOSA – Our district TOSA has sought out external resources for new Personally, I have not found any other teachers so far have managed to find
physics teachers to develop new strategies in their repertoire. We have routes to improve the situation. I have explored various pedagogical
had trainings with CSULB on NGSS and modeled lessons to develop a strategies and methods we could begin to implement in our science
better approach to student inquiry. She has also asked for our department, but not many other teachers have shared their experiences
feedback on potential PDs that might help going forward. with me.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how
to increase complexity of task beyond a single
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating lesson so that there are continuing
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students
S – Exploring S - Integrating opportunities for students to engage in inquiry
solving, and reflection created their own math problems.
in complex problem. How could you extend
lesson into PBL?

4.4 Planning Integrating Innovating Teacher has gone through the process to Continuing to implement
instruction that research, compile, and present new the new pedagogical
incorporates pedagogical strategies intended to strategies and refining
appropriate improve student learning. them through iterative
strategies to process.
meet the learning Research and implement
needs of all strategies that are
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 tailored for students with
more diverse needs
students
rather than the general
student population.
Refining these strategies
for the particular
Utilizing
Teacher is integrating their pedagogical demographics of the
instructional
strategies based on research. Teacher is school. Incorporate more
strategies that
3.4 Integrating Innovating developing as a teacher leader and is student experiences to
are appropriate
able to communicate these strategies to help make these new
to the subject
their colleagues. methods more
matter
approachable for all
learners.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
A strong focus on how to
Learned what constitutes effective teacher leadership and the
A teacher-led presentation improve student outcomes in
role necessary to encourage more teacher leaders to develop in
regarding helpful active learning physics courses as well as the
the school.
strategies to be presented in a PD option to improve future PD
Took time to consider how to deliver professional development
session over summer. sessions by receiving teacher
that is engaging and effective for peer learners.
feedback.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Resources are clear and thorough with enough linked resources for
Effectiveness of resources designed by Candidate, including presentation, notes,
handouts, and other resources.
audience to delve into more deeply. Information is identified as being
backed by research, which makes it more persuasive.

Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult

Learning Principles in FOTIP Handbook [https://www.fotip.org/adult-learning- Not yet implemented.
theory.html].

Value of topic for audience. Not yet implemented.

Overall delivery by Candidate of the professional development experience,

including audience engagement, pacing, tone, and response to questions.
Not yet implemented.

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.

Not yet implemented.

Action Items (some may not be applicable)

For curriculum design, lesson planning,
assessment planning

Implement and iterate new strategies. Identify possible shortcomings and common mis-applications of
For classroom practice
the strategies.
For teaching English learners, students
Develop more intentional strategies for ELL students and students with special needs. How are these
with special needs, and students with
other instructional challenges new strategies going to work for students who have specific challenges in particular with reasoning?
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
For future professional development

For supporting others/department/ Share and assess the results of the developed professional development. Determine how other
school/district teachers receive the strategies that are being proposed.

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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