Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader Project Option

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.
New Teacher
John Thomas Cross
Mentor
Kenneth Wall
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Establishing professional goals
and engaging in continuous
6.2
and purposeful professional
growth and development
Collaborating with colleagues
and the broader professional
6.3
community to support teacher
and student learning.
Revised 1.1.19
Section 1: New Teacher Information
Email Subject Area Grade Level
johncross@kcislk.ntpc.edu.tw English 9, 12
Email School/District Date
kennethwall@kcislk.ntpc.edu.t Kang Chiao International School
3/1/2023
w (Linkou Campus)
Section 2: CSTP Areas of Inquiry
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,
by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
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
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.
T– Sets goals connected to the CSTP that are authentic, challenging, and based T– Sets and modifies authentic goals connected to the CSTP that are
on self- assessment. intellectually challenging and based on self-assessment and feedback from a
Aligns personal goals with school and district goals, and focuses on improving variety of sources.
T– Applying T– Integrating
student learning. Engages in and contributes to professional development targeted on student
Selects and engages in professional development based on needs identified in achievement. Pursues a variety of additional opportunities to learn
professional goals. professionally.
T– Collaborates with colleagues to improve student learning and reflect on T– Collaborates with colleagues to expand impact on teacher and student
teaching practice at the classroom level. learning within grade or department and school and district levels.
T– Applying T– Integrating
Interacts with members of the broader professional community to access Engages with members of the broader professional community to access
resources that support teacher effectiveness and student learning. resources and a wide range of supports for teaching the full range of learners.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Supplement the school’s asynchronous online UBD training with hands-on UBD
Understanding by Design (UBD) “How can implementing UBD practices enhance ELA curriculum?”
practice targeted ro our specific school environment

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
Our WASC candidacy evaluation identified UBD and general curricular
English Department Leadership (possibly grade level group leaders as well) intentionality and cohesiveness as a growth area, hence the asynchronous UBD Survey/exit ticket following the interactive presentation
training

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 4: “Teachers
think systematically about their ● This NBPTS is incorporated via leadership’s systematic look at assessments and
practices and learn from other class activities in terms of improving their cohesiveness using the UBD
experience.” framework.
● Teacher Leader Model Standard: ● This TLMS is reflected in using UBD to improve the effectiveness and
Domain 4: “Facilitates intentionality of assessments and other class activities by implementing UBD
Improvements in Instruction and practices.
Student Learning.”
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Begin making Finalize presentation Discuss results
Identify name and date for Give presentation Analyze results
activities. presentation slides with mentor
Monday, March 6, Wednesday, March 29, Thursday, March 30, Wednesday, April Friday, April 7,
2023 2023 2023 5, 2023 2023
Provide 1-2 sentence
My leadership will present benefits and concrete examples of incorporating UBD principles into activities and
summary of your teacher
leader project. assessments within the English department’s curriculum.
Summarize process for
Participants in the interactive presentation will fill out a survey or exit ticket, and I will also be able to access
analyzing effectiveness of
leadership role. grade levels’ term plans to check if the groups are using UBD practices.
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 1. The first document, the P21 Common Core Toolkit, has a section that specifically discusses
how aligning activities with their learning goals can improve critical thinking and college
1. https://files.eric.ed.gov/fulltext/ED54 readiness.
3030.pdf 2. The second article, “Teaching through the Test: Building Life-Changing Academic
2. https://www.jstor.org/stable/4298179 Achievement and Critical Capacity” written by Victor H. Diaz for the journal Counterpoints,
1 talks about the utility of UBD in helping curricula to meet state standards and CCSS, while
also emphasizing the potential of UBD to promote equitable opportunities for academic
success– particularly in high-stakes assessments.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
● Colleague 1 has become a leader with our school’s International Department and has
coordinated asynchronous online UBD training for our teachers in response to last year’s
WASC evaluation.
● Colleague 1
● Colleague 2 is a leader in the English Department and foresaw the future importance of
● Colleague 2
UBD a couple of years ago, and thus created a “Master Term Planner” document
requiring links to summative assessments in order to encourage groups to design
assessments that build on one another (basic UBD style).
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rationale 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 problems. How could you extend the lesson into PBL?
Establishing
professional goals To move to INNOVATING level: The teacher can create more
Teacher implemented considered his audience and chose to implement a more relaxed,
and engaging in detailed self-assessments with specific breakdowns of how and
informal format for the presentation where everyone was seated around a table (including the
continuous and why his curricular aspects meet UBD parameters and use those as
6.2 T – Applying T – Integrating teacher) and following along on the presentation on their individual devices in order to achieve
purposeful exemplars for the teachers seeking additional support with UBD,
the set goals. The teacher stopped to clarify and elicit questions in order to ensure that the
professional growth while encouraging those teachers to do the same on their own
learning goals were addressed.
and development plans while seeking input from colleagues.

Collaborating with
colleagues and the To move to INNOVATING level: Expand this into a longer session
Teacher used examples of his own curriculum and teaching to illustrate the examples of UBD
broader professional allowing for more discussion and reflection, perhaps including
implementation when elucidating the concepts to the students.
6.3 community to support T – Applying T – Integrating self-assessments of students’ own assessments and curricular
The students used their devices to access the content, take notes on the discussion, and search
teacher and student design in order to determine how effectively they are aligned with
for helpful resources related to the topic while seeking advice on how to help other teachers.
learning. the learning goals.

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
Teacher Leader Model Standards Domain IV:
Facilitating improvements in instruction and
Presentation to English Department
student learning
leadership about UBD practices designed Enhancing and clarifying aspects of UBD to
National Board professional Teaching
to supplement our existent asynchronous support our schoolwide UBD training
Standards Proposition 4: Teachers think
UBD training
systematically about their practice and learn
from experience
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Each of the resources presented was focused on the specific aspect with clear design; the
Effectiveness of resources designed by Candidate,
organization of the materials developed comprehension and mastery with an appropriate
including presentation, notes, handouts, and other
resources. amount of detail for the presentation
Handouts were basic, sticking to the essential information from the slides
Model experience using nearly all (if not all) of the principles of adult education;
Effectiveness of Candidate in teaching and coaching developed relevance to the topic despite a potentially resistant learning group (all
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
department leaders)
[https://www.fotip.org/adult-learning-theory.html].
Relatability and connections: engaging all learners

Direct application to teaching profession goals and particularly effective in this staff’s
Value of topic for audience.
setting as all of the curricular goals for the school are based on the UbD design

A model of excellence for the design, organization, and structure of the presentation;
Overall delivery by Candidate of the professional Engaging and appealing style and delivery elements; Smooth clarification of key points and
development experience, including audience objectives through responses
engagement, pacing, tone, and response to questions.
Pacing might be more focused on particular learning cohort
Analysis and Summary of Audience Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
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.

Feel free to add an explanation if you'd like. (optional) 2 responses

Good to have reminders on the process and progress of hitting objectives.

I liked how to clarified the backwards by design approach by showing how the smaller assignments lead into the bigger
assessments.

Explain your impression of the usefulness of UBD for teaching English learners, students with special
needs, and/or students with other instructional challenges.

5 responses

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
UBD allows teachers to prepare a backwards approach focused on what they have identified as key objectives, allowing
teachers to differentiate where needed based on a group consensus (on the assumption that they are working as a
group). Therefore, I believe UBD to be very useful.

Considering what knowledge and skills are necessary for students to be successful on the final assessment is essential
to planning effective lessons for students in the specified groups.

Through the creation of EQs and EUs, it makes the curriculum focused yet adjustable for all types of learners. With
targeted goals and time set for feedback, it allows students to follow a guided pace, while at the same time be offered
individualized instructions and responses to ensure they can achieve the objectives at the end of the term.

UBD seems very useful in helping teachers identify clear goals and ensuring that these goals are supported through
relevant assessments. To this end, UBD would be helpful maintaining high and consistent standards to assess any
differentiated group of students.

KC was the first school I taught at in my 10+ years teaching that used a UBD model. I feel that my lesson planning and
assessments have improved tremendously. It seems like a simple idea to start from the end and work your way back, but
it really is a clever way to plan. In my plans, I am able to better troubleshoot and see which objectives I need to cover to
get my students to the end goal.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
Anything you'd like to add? (optional) 1 response
Thank you for the presentation.

Analysis of the data:

These data indicate that the majority of participants found the presentation to be a helpful supplement to our department-wide
asynchronous UBD online training. Most participants found it directly relevant to their own planning, while 100% found it relevant to their
curriculum. This fits with the reality of our school environment where teachers of some grade levels do not have a lead role in their
curriculum design, whereas other grade levels are more collaborative. There may be a disconnect between some of their shared plans
versus their own individual daily lesson plans, which could be a possible factor here. Although it did not come up as part of the
presentation or survey, this potential issue could also affect the motivation to pursue future UBD training where most participants said
they were “somewhat likely” to pursue future UBD training. Determining motivating factors, as well as perceived levels of control over
one’s daily lesson plans and overall grade level’s curriculum, could therefore be a useful future direction in which to get more feedback
from teachers and adapt relevant PD to better suit teachers’ needs.
Action Items (some may not be applicable)
While all five participants rated the utility of UBD for curriculum design as applicable for curriculum design, only
For curriculum design, lesson
4/5 participants rated it as applicable to lesson planning and assessment planning. This highlights an area for
planning, assessment
planning future improvement where I can help teachers see how UBD can and should inform lesson planning and
assessment planning.
80% of participants indicated that the presentation was “very helpful” while 20% indicated that it was
For classroom practice “somewhat helpful” for curriculum design, lesson planning, assessment planning, all of which are relevant to
their classroom practice.
For teaching English learners, The respondents indicated that UBD will help them adapt their curriculum based on identified student needs,
students with special needs,
and students with other
particularly for English learners; however, there is a slight lack of detail so this might justify some further
instructional challenges reinforcement on more targeted UBD training.
80% responded that they were “somewhat likely” to pursue future PD related to UBD, while only 20%
For future professional responded that they were “very likely”-- this could indicate an issue with teacher willingness to receive further
development training, which would impact the future goals of this ILP. This could be related to perceived levels of control over
lesson plans and/or curriculum as discussed in the data analysis above.
Respondent results for this were a bit mixed, with 60% saying this would be “extremely helpful” and the
For supporting
remaining 40% saying it would be “somewhat helpful.” This shows that they do tend to see how it can be useful
others/department/
school/district for more broad changes, but does indicate that some may be anticipating some problems in implementing this
across other departments, schools, etc.

Other N/A

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Google Form Exit Ticket link: https://forms.gle/y6UHcB9d23nRGuqj9

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 A copy of the Google Form itself is included below.

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