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
Taylor Griepsma Taylor.griepsma@savsd.org Multiple 6
Mentor Email School/District Date
Suzanne Mattson Suzanne.mattson@savsd.org Hansen/Savanna 02/20/2023
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection and problems, reflect, and communicate understandings based on
comprehension and critical thinking in single lessons or a sequence of lessons.
in depth analysis of content learning.

Organizing
curriculum to To reach innovating, the teacher
T – Teacher currently uses curriculum
facilitate T– would like still utilize curriculum as
guides to facilitate student learning while T-
3.3 student Integrating an outline, but develop and organize
pulling from additional resources to Innovating
understanding teacher created lessons to better
enhance and build upon prior knowledge
of the subject assist student learning
matter
Developing and
sequencing
long-term and To reach innovating, the teacher
short-term T– T – Teacher currently uses a pacing guide would like to develop and create
T-
4.3 instructional Integrating to develop long and short term goals for ways to involve students in short and
Innovating
plans to student learning and outcomes long term goals for specific
support plans/lessons/units
student
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
What impact does teacher created curriculum Increase teacher and student
Ancient Greece Unit have on student learning and engagement? learning and engagement outcomes
(assessed by teachers) using teacher created curriculum.
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
Teachers will report on whether or not their
student engagement and learning has A google form questionnaire will be
Both teachers and students will participate in increased or decreased while also learning given to participating educators and
this inquiry. how to incorporate PBL/connect history to students on the entire curriculum
real life contexts. District needs are met as unit.
there is no Social Studies curriculum.
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: Proposition 3: Teachers are responsible NBPTS: This standard will be incorporated by using multiple methods to meet the
for managing and monitoring student learning. objective and goal while supporting student learning, engagement, and assessing
student progress.
TLMS: Domain 4a: Facilitates the collection,
analysis, and use of classroom and school
based data to identify opportunities to improve TLMS: Domain 4a: This standard will be incorporated by first identifying opportunities to
curriculum, instruction, assessment, school improve curriculum for 6th grade social studies, then by creating a curriculum with
organization, and school culture instruction and assessment.
Inquiry Implementation Plan
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Polis
Identify name and date for
Intro to Ancient Mini-Presentations on Google Form
Banners/Chants/Player Zoom Meeting
activities. Greece Ancient Greece Quiz
Cards
02/27 02/28 03/01 03/02 03/03
Provide 1-2 sentence My teacher leader project will focus on helping the 6th grade teachers in my district that do not have a social
summary of your teacher studies curriculum. I will develop a curriculum unit on Ancient Greece, including detailed lesson plans, and assist
leader project. teachers in implementing this unit.
Summarize process for My teacher leader project will be assessed by its effectiveness by the teachers participating in teaching the
analyzing effectiveness of curriculum (like a pilot). Both teachers and students will complete a google form based on student learning
leadership role. outcomes and overall engagement.
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.)
Statement 1: This article discusses how learning design, teacher inquiry, and analytics
can be used as a powerful set that go hand in hand, rather than separately. Each can
Article 1
domino effect the other and impact the overall outcomes of student learning.
Article 2
Statement 2: This study looked at high school teachers who participated in collaborative
Tracing the effects of teacher inquiry on
classroom practice - ScienceDirect
teacher inquiry. The results found included an improvement in teaching, but still
required more research in order to deepen understanding on teacher inquiry models.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Andrea Wheeler coordinates and schedules
monthly meetings with parents and teachers
Christian Rieger has been a Union Rep, where he would conference with teachers about
who part of PTA, co-runs fundraisers such as
concerns related to anything covered under the union. He would also delegate and deal
chocolate sales ,Pennies for Patients and Fall
with any employment issues with teachers while attending union meetings throughout
Festival, and trains new parents who are part
the district.
of PTA.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating 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 T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created their own math that there are continuing opportunities for students to
inquiry, problem S – Exploring S - Integrating
problems. engage in inquiry in complex problem. How could you
solving, and reflection
extend lesson into PBL?

Organizing
curriculum Teacher was able to develop a presentation to engage
to facilitate and encourage colleagues to adapt curriculum to Suggestions would include
student meet student needs and understanding of the subject expanding this knowledge
3.3 Integrating Innovating
understandi matter by understanding the adult learning theory, across all subjects to increase
ng of the differentiation, and engagement/understanding of the student knowledge
subject actual content
matter
Developing
and
sequencing
long-term
Teacher was able to assist colleagues in planning and Suggestions would include
and
developing lesson plans and units that followed a expanding this knowledge
4.3 short-term Integrating Innovating
sequence to benefit both teacher and students long across all subjects to increase
instructiona
term and short term student knowledge
l plans to
support
student
learning
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed Contribution to
Product(s) Generated
by Teacher Others/Department/School/District

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 I was able to focus on my presentation skills and
practice becoming a Teacher Leader with my Teachers can take differentiation skills
I was able to generate unique experiences for
colleagues. I was able to develop and fine tune and ideas to apply into their own
my students, which led to higher engagement
my research skills so that I was able to present classrooms. This can include
and achievement outcomes. I was also able
accurate and reliable information. In addition, I integrating technology, different
to generate a presentation that my
was able to create and develop unique learning modalities, choice boards,
colleagues will be able to utilize in their
experiences for my students in order to provide and teacher rubrics to guide teaching
teaching career.
data and student work to my colleagues as and student learning.
examples.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Teacher created a curriculum that met common core standards for 6th grade. Teacher
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
presented the materials to her colleagues in a professional and cohesive manner. The
content was well organized, innovative, and reflected student and teacher interests.

Effectiveness of Candidate in teaching and coaching adults.

Teacher works professionally with others and is able to provide leadership when
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. presenting to adults.

The value of the topic was applicable to 6th grade teachers and provided a well rounded
Value of topic for audience.
social studies curriculum for teachers to follow and students to effectively engage in.

Overall delivery by Candidate of the professional Teacher delivered the professional development experience very well and was able to
development experience, including audience engagement, capture the attention of her colleagues with her pacing, tone, and response to
pacing, tone, and response to questions. 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.
Analysis: Overall, the unit was enjoyed by both students and teachers. Differentiation for the teacher created curriculum to increase
student engagement and achievement was at 100% and 88.9%. The average for teacher enjoyment was 77.8%, and student enjoyment
was over 80%. Teachers discussed that although it was interactive and engaging, some felt it was a lot of work to get students set into
groups and working together on various projects at once. Students overall felt that they were 72% confident that they would be able to
teach and discuss what they learned about Ancient Greece over the past few weeks.

Student Graph:
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Teacher Graph:

Action Items (some may not be applicable)

For curriculum design,
lesson planning, assessment Action items include integrating these skills into more complex subjects such as ELA and math
planning

For classroom practice

For teaching English

learners, students with
special needs, and students
with other instructional
challenges
For future professional Action items include a follow up with colleagues to see what has been implemented into their classrooms, if
development they have had time for it, and if it has had a positive or negative impact on student learning
For supporting
Action items include holding another mini-professional development where colleagues can share their
others/department/
school/district experiences and utilize the time to focus on differentiating instruction for another subject

Other

Other Notes and Comments

Student Feedback

Teacher Feedback

Include copy of Google Survey Form assessment tool.

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