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
Casey Morrison cmorrison@sssd.k12.ca.us Multiple Subjects 3rd
Mentor Email School/District Date
Sulphur Springs
Jessica Tait jtait@sssd.k12.ca.us 3/3/23
Union School District
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 inquiries 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.
Integrates connections to meaningful, real-life contexts in planning subject
T- Integrates connections from subject matter to meaningful, real-life matter instruction and is responsive during instruction to engage students in
Connecting subject matter to T-Applying contexts, including those specific to students’ family and community. T-Innovating relating to subject matter.
1.3
meaningful, real-life contexts S-Applying S- Students utilize real-life connections regularly to develop understandings S-Innovating
of subject matter. Students actively engage in making and using real-life connections to subject
matter to extend their understanding.
Establishing and T-Integrates support for students to take risks and offer respectful opinions T- Shares responsibility with the students for the establishment and
maintaining learning about divergent viewpoints. maintenance of a safe physical, intellectual, and emotional environment
environments that are T-Engages in reflection on their own language and behavior that contributes focused on high quality and rigorous learning.
T-Applying T-Innovating
2.3 physically, intellectually, and to intellectual and emotional safety in the classroom. S- Students demonstrate resiliency in perseverance for academic
S-Applying S-Innovating
emotionally safe S-Students develop and practice resiliency skills and strategies to strive for achievement.
academic achievement, and establish intellectual and emotional safety in Students maintain intellectual and emotional safety for themselves and
the classroom. others in the classroom.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
I will explain and demonstrate various strategies
How can we, as educators, help students develop for encouraging student engagement, building self-
Fostering Courage in the Classroom academic courage to face something difficult or confidence in students, and providing student
challenging? leadership opportunities in the classroom.

Audience for Project
(Who Participates/Who Benefits)
The audience for my presentation will consist of my
colleagues, grades TK-6th, as well as my administrator.
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
NBPTS- Proposition 1: Teachers are Committed
to Students and their Learning
Teacher Leader Model Standard- Domain 1:
Fosters a Collaborative Culture to Support
Educator Development and Student Learning
How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
Department/School/District Needs
Audience satisfaction will be assessed using a
Our school highly values enhancing self-esteem in Google form at the end of the presentation.
students. Teaching and modeling strategies for Audience members will be asked to share main
building courage will be a tool that students can use takeaways from my presentation and suggestions
throughout their lives in various situations. for improvements. Audience members will also be
asked to rate how valuable they would consider the
information shared.
How Special Emphasis will be Incorporated
NBPTS- Proposition 1 will be incorporated when modeling academic courage in the classroom. I
will also open myself up by sharing experiences when I was fearful of something that school and
what I did to overcome that fear.
Teacher Leader Model Standard- Domain 1 will be incorporated when demonstrating courage
building strategies/activities with colleagues at a weekly staff meeting. Before beginning the
lesson, I will review our Social Contract that outlines expectations and how we will treat one
another during our meeting. I will choose a “contract rater” to report out at the end of the
presentation, explaining what we did will and how we can improve next time.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Edit and finalize Teacher Leader Present Teacher Leader Project Post-Conference with Mentor
Complete online self-guided course
Outline and draft Teacher Project presentation slides. to colleagues at our weekly to discuss Google form
on fostering academic courage in the
Identify name and date for Leader Project slides and Rehearse presentation and staff meeting and administer feedback from colleagues. This
classroom. Create rough draft of
activities. activity. Submit ILP 1-4
project slides.
gather required materials. the Google form for requesting discuss will focus on strengths
Create Google feedback form. presentation feedback. and areas of growth

3/5/23 3/22/23 4/5/23 4/12/23 4/14/23

Provide 1-2 sentence

For my teacher leader project, I will dig deeper into our social emotional curriculum, Capturing Kids Hearts, by completing a self-guided online course. I will then present what I
summary of your teacher have learned to colleagues, demonstrating how to incorporate courage building activities into the classroom.
leader project.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 For my presentation, I will be focusing on the adult learning theory of experience. I will ask colleagues to draw on prior background knowledge and think about how courage has
and does play a role in their lives. A Google feedback for will be administered to gauge how effective this lesson might prove to be in the classroom.
Summarize process for
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.)
Martin, A. J. (2011). Courage in the classroom:
Exploring a new framework predicting academic This article discusses how building academic courage in the classroom can improve student engagement and
performance and engagement. School Psychology performance. It also suggests that building academic courage in students can reduce learning anxiety and fear
Quarterly, 26(2), 145–160. Click here for article link. of failure in the classroom.

Berger, R. (2017). The importance of academic This article discusses the importance of modeling courage in the classroom and being open and honest with
courage. Edutopia, Click here for article link. students about misconceptions we’ve had and mistakes we have made as teachers.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
J.T. Kindergarten Teacher
Serves at the union representative for our school D.E. 4th Grade Teacher
district. She attends union meetings, acts as our voice, Serves as the team lead at grade level meetings. She attends conferences and workshops then reports back
asking questions and taking notes, then presents what she has learned at team meetings.
information to colleagues at staff meetings.
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?
In relation to my TLP, I presented “students” (colleagues) with a real-life scenario
involving courage and asked them what they would do in that particular situation. They
In the future, I would like to move towards making content more
Promoting critical T– then shared their response with a partner before sharing with the group. Students had to
relevant across the curriculum. Some subjects are easier to relate
thinking through T – Applying Integrating put themselves in the shoes of others and think critically about their response. They
1.5 to than others, and I think the more challenging subjects would be
inquiry, problem S – Exploring S- considered what would be a courageous vs. a non-courageous repones to the situation
easier to understand if they were more relevant to our everyday
solving, and reflection Integrating and how they could solve the problem at hand. Students were also asked to reflect about
lives.
times they have been afraid of something and what they did to overcome that fear. This
allowed students to make connection to past life experiences.
Although my students and I continue to be at the applying stage of this standard, we have To move to the integrating level, next year I will continue to open
Connecting subject
T-Applying T-Applying made progress towards integrating throughout this project. We definitely had meaningful lessons with discussions that connect to prior background
1.3 matter to meaningful,
S-Applying S-Applying conversations about what courage means to use, times in our lives when we have and knowledge and experiences. We will focus more on making self to
real-life contexts
have not been courageous, and how we can build courage within ourselves. self, self to text, and self to world connections.
In relation to my TLP, we have moved into the innovating stage of this particular
standard. At the beginning of the year, our site, colleagues and students) created a Social
Establishing and Contract, which is basically, a written agreement between the teacher and students,
maintaining learning outlining how we would like to be treated this school year and how we think others would
environments that T- like to be treated. Our top three promises including showing kindness, being helpful, and Moving forward, I will continue to lead with kindness, build
are physically, T-Applying no putdowns. Students are given reminders and receive consequences when the contract
2.3 Innovating positive relationships with students and colleagues, and model
intellectually, and S-Applying is broken. This has created self-managing classrooms and staff meetings. We have all
S-Innovating leadership qualities on a regular basis.
emotionally safe learned hand signals such as the time out sign and the check behavior sign to remind
classmates to stay focused and work quietly. When one student shows the sign, others
quickly notice and follow along. The room is quiet within a minute or so without me
having to say a word. This was especially helpful when sharing my presentation with
colleagues.
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
My main contribution to our school was upholding
and modeling our site’s mission statement, fostering
the mental, physical, social and emotional growth of
all students by promoting excellence through
meaningful, standards-based instruction and
providing a nurturing school environment that
supports the development of positive self-image and
social consciousness that will lead toward
productive, responsible citizenship.
NBPTS- Proposition 1: Teachers are Committed to
The main product generated for my TLP was a
Students and their Learning For this presentation, I demonstrated an academic
Google slideshow lesson that can be utilized in the
courage building lesson for colleagues at our weekly
classroom and easily adapted to any grade level.
Teacher Leader Model Standard- Domain 1: Fosters a staff meeting. Before beginning the lesson, I
Included was also a teacher notes for the teacher to
Collaborative Culture to Support Educator reviewed our Social Contract that outlines
follow in class.
Development and Student Learning expectations and how we will treat one another
during our meeting. I then chose a “contract rater”
to report out at the end of the presentation,
explaining what we did will and how we can improve
next time.

I fostered a collaborative culture by holding a

discussion about what courageous means to us and
how it is beneficial in the classroom. My colleagues
and I then connected our definitions of courage to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 prior life experiences, which allowed us to have
empathy for others and put ourselves in someone
else’s shoes. We then worked together to decide
what a courageous response might look like in
various fictional scenarios.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
• You are an excellent speaker and did a wonderful job on your presentation. Not only was it
well organized, but it also had clear examples and techniques that can be applied in the real-
world classroom.
Effectiveness of resources designed by Candidate,
• Very thorough presentation to help students make connections and learn about the concept of
including presentation, notes, handouts, and other
courage.
resources.
• You were well prepared with necessary materials.
• In the future, it might be helpful to familiarize yourself a bit more with your speaker notes in
order to refrain from looking down as often.
• This was a visually pleasing, well-paced, well-planned lesson! I enjoyed every part of this
Effectiveness of Candidate in teaching and coaching
lesson and I would love to use it in my own classroom. I am also impressed with your style of
adults. (Refer to Adult Learning Principles in FOTIP
teaching. Your students are lucky to have such an amazing teacher! Well done!
Handbook [https://www.fotip.org/adult-learning-
• You did a great job allowing for processing time and reflections.
theory.html].
• You did a wonderful job with refocusing the group after turning to talk to a partner.
• I found this lesson to be relevant to all teachers at our site and it could easily be adapted to meet
the needs of any grade level. Teacher and modeling leadership qualities is something that we, as
teachers, should be doing on a regular basis.
Value of topic for audience.
• I appreciated you asking teachers to take on the role of students to see exactly what this lesson
might look like in the classroom and how engaging it might be. This also gives teachers an idea of
what might be adapted or changed based on student need (ELL, IEP, 504).
• Overall, this was an excellent presentation; informative, interactive, and engaging.
• You did a great job introducing the lesson, explaining the purpose, and modeling what it should
look like in the classroom. You made it fun and easy to understand. It was well paced and
Overall delivery by Candidate of the professional
applicable to all grade levels.
development experience, including audience
• You were very knowledgeable about the topic of fostering courage in the classroom and answered
engagement, pacing, tone, and response to questions.
all questions clearly, with great examples.
• In the future, maybe practice presenting in front of an audience a bit more in order to feel more
comfortable presenting in front of peers.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Assessment Link: Click Here
Data Table 16/16 Responses

Score Score Score Score Score

Survey 1 2 3 4 5
Statements (Poor) (Excellent)

The presenter was well organized and prepared. 100%

The presenter delivered the material in a clear and structured manner. 100%

The presentation contained practical examples and useful techniques. 6.3% 93.8%

The visual aids were effective. 12.5% 87.5%

Overall, I would rate this presentation as... 100%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Additional Comments:
• The activity would be meaningful and enjoyed by students. Well done, Casey.
• Casey's presentation was helpful and insightful. She did a wonderful job with the staff and she does a great job with her students.
• Great job!
• I thought that this was a wonderful lesson and would love to use it in my classroom.
• Great Job! I am going to be teaching this lesson on courage to my class.
• You did such a great job presenting and making the content so enjoyable!
• Job well done.
• You did a fantastic job! Very engaging and beautiful presentation. Great job, Casey!
• Great job! Very thorough presentation to help students make connections and learn about the concept of courage.
• Great job using courage to overcome your own fears of presenting to adults.
• Great job! Thanks for the lesson ideas!
• This was a visually pleasing, well-paced, well-planned lesson! I enjoyed every part of this lesson and I would love to use it in my own classroom. I am
also impressed with your style of teaching. Your students are lucky to have such an amazing teacher! Well done!
• Thank you for sharing some great ideas!
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 • Thank you Casey! Maybe I will adapt that lesson for the 6th graders to do with their buddies.

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/
school/district
When designing and planning lessons in the future, I will always try to make content relevant to students by getting to know them on a
deeper level and asking them connect what we are learning with prior life experiences. Not only will students gain a better
understanding of the topic as it relates to the world around them, but they will also get to know one another better. This will help our
class come together as a team and build stronger relationships.
I would like to incorporate more of the following into my classroom:
• Capturing Kids Hearts character lessons
• Team Building Exercises
• Choice boards/Hands-on Learning Centers
• Interactive Google Slide presentations
Moving forward, my plan is to allow for more voice and choice for how students demonstrate learning. I would like to start
incorporating choice boards that allow students to access the curriculum based on their individual learning styles and needs. I would
also like to do more small group work. I would like to keep groups flexible, based on student needs.
I would definitely like to attend more professional development workshops that are teacher led, as I feel that they are often more
relevant to what I am doing in the classroom. It’s always helpful to learn what has and has not worked well in various classrooms. I
would also like more practice presenting information to colleagues to ease my fear of public speaking.
I would like to take a more active role in small, leadership committees. Because I had so many English Language Learners this year, I
would like to join our school wide EL committee next year, where responsibilities would include attending professional development
workshops and relaying important information to colleagues. I would also serve as a voice for my students at district wide meetings.

Other N/A
Other Notes and Comments

Overall, this project has been a positive experience and has inspired me to continue to work collaboratively with colleagues and model leadership qualities.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6