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
heathervizzini@gmail.com,
Heather Vizzini hvizzini@calca.connectionsaca English 11th Grade
demy.org
Mentor Email School/District Date
California
Connections
bgregory@calca.connectionsa Academy
Brittney Gregory 2/28/23
cademy.org San Juan
Capistrano
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
T - Facilitates systematic opportunities for students to apply critical
questioning strategies, posing/solving problems, and
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying 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 S - Innovating
solving, and reflection and problems, reflect, and communicate understandings based on
to promote comprehension and critical thinking in single
in depth analysis of content learning.
lessons or a sequence of lessons.

Collaborates with colleagues to

Collaborates with colleagues to
Collaborating improve student learning and
expand impact on teacher and
with colleagues reflect on teaching practice at
student learning within grade or
and the the classroom level.
department and school and district
broader
levels.
professional T-Applying Interacts with members of the T-Integrating
6.3 S-Applying S-Integrating
community to broader professional
Engages with members of the
support community to access resources
broader professional community to
teacher and that support teacher
access resources and a wide range of
student effectiveness and student
supports for teaching the full range
learning learning.
of learners.
Integrates the full range of
professional responsibilities
Models professionalism and
Managing into advanced planning and
supports colleagues in meeting and
professional prepares for situations that may
exceeding professional
responsibilities be challenging. T–
T-Integrating Innovating Responsibilities effectively.
6.6 to maintain S-Integrating S-
motivation and Innovating
Supports colleagues to maintain the
commitment to Maintains continual effort to
motivation, resiliency, and energy to
all students seek, develop, and refine new
ensure that all students achieve.
and creative methods to ensure
individual student learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How will gathering ideas from The main objective is to keep my
my PLC and then sharing those PLC informed on the process of
Selecting New Curriculum: English 11 PLC + ideas with my ELA Focus Group selecting a new curriculum.
ELA Curriculum Focus Group help us select a better Another objective is to share any of
curriculum that the whole their ideas with the ELA Focus. My
department is happy with? goal is to make sure that each PLC

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 member feels involved in the
process.
How Project Fits into
Audience for Project Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Assessed
Needs
My school is in the process of
selecting a new curriculum
and platform this year and
then we will pilot one or two
-English 11 PLC Members - I will speak with my PLC
of them next year during the
-ELA Curriculum Focus Group Members throughout the process.
Spring 2024 Semester. After
-Both groups will participate and benefit - I will send a Google Form with
that process, the new
from this project. Students will also benefit questions to my PLC, so they can
curriculum will be selected, so
once we have selected the new curriculum. share their thoughts.
we will start using it during
the 2024-2025 school year.
This is the main focus of the
leadership team right now.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

NBPTS: 5.1- Teachers Collaborate with
Other Professionals to Improve School Throughout this Leadership Project, I will be collaborating with my
Effectiveness English 11 PLC and the ELA Focus Group. These teams can work
Teacher Leader Model Standard: separately and together to help our school select the best ELA
1. b- Models effective skills in curriculum for our specific needs as an online independent study
listening, presenting ideas, leading program. I attended the CATE Conference at the beginning of March to
discussions, clarifying, mediating, collaborate with other ELA Teachers and programs. I will lead by
and identifying the needs of self and example to show my team how a teacher on leadership should interact
others in order to advance shared and collaborate with others. I will reflect often by myself and with my
goals and professional learning. mentor to improve these skills.

Inquiry Implementation Plan

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

Identify name and date for

Follow-
Introduction Presentation Reflect Action Plan
activities. Up
3/1 3/15 3/29 4/3 4/6
Provide 1-2 sentence I will be sharing the key points from past ELA Focus Group meetings with fellow PLC members
summary of your teacher and gathering their ideas for the new curriculum. This will be presented to members of the
leader project. English 11 PLC and fellow English teachers on Leadership.
Summarize the process for I will reflect on how the meetings and presentations go throughout the process. I will
analyzing the effectiveness regularly meet with my mentor to seek advice and feedback. I will review the Google Form
of the leadership role. responses to understand how I can improve for next year.
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.)
“How to Build Radically Different PLCs That Empower Teachers with Ownership and Raise Student Achievement” By
Jody Honaker, Deana Senn, and Shakira Fetherolf:
https://www.learningsciences.com/blog/professional-learning-communities-plcs-teachers-ownership-student-achieve
ment/

The title of this article says exactly what I hope to do throughout this semester with my leadership project. I need to
empower my team to ensure they feel confident sharing their opinions and knowledge. I can start by helping each
team member feel involved and possibly assigning them a new role for this process.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 “7 Tips for Effective School Leadership” from Edutopia:
https://www.edutopia.org/article/7-tips-effective-school-leadership

This article focuses on how to “Streamline decision-making and improve communication—and staff buy-in—with
simple strategies” (Laura Lee). The article explains how to establish clear goals, be better at listening to input, and lead
by example. I will use these to lead my team through this challenging process of selecting a new curriculum.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district
level.)
I spoke with a fellow leadership and PLC member who is doing something similar with the CHAMPS group that provides
extra support to students that are credit deficient. She shared that she is creating a website, so other staff members
can easily access important resources. She also reminded me of the importance of being a positive leader. Creating a
website won’t be needed for my project, but our conversation helped me feel more motivated to get my project
started.
I spoke with one of the English 12 Teachers who is in a similar position as me. This teacher shared how they thought it
would be best to link the important document to the PLC Agenda, so everyone can access the materials as needed. I
did this before completing the introduction step with my PLC last week. She also suggested encouraging team members
to ask questions in the PLC Chat rather than having them wait until the next meeting.
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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Bloom’s. Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

Integrating Level:
Collaborates with
colleagues to
expand impact on
teacher and
student learning
within grade or
department and
school and
Collaborati district levels.
ng with
colleagues Engages with
and the members of the To improve to the innovating level, I
broader broader should continue to collaborate with
profession professional my colleagues and lead by example.
al T-Applying T-Integrating community to I will remain in my leadership roles
6.3 S-Applying S-Integrating
communit access resources next school year and may even take
y to and a wide range on new roles. I will take advantage of
support of supports for professional development
teacher teaching the full opportunities to grow.
and range of learners.
student
learning I have meaningful
interactions with
my colleagues
that lead to better
support for our
students. I
participate in
several different
teams (more than
last year) to make

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 a positive impact
at my school.
Innovating level: Models
professionalism and
supports colleagues in
meeting and exceeding
professional
Managing
profession Responsibilities effectively.
al
responsibil Supports colleagues to
maintain the motivation, After this semester and my
ities to
T-Integrating T-Innovating
resiliency, and energy to leadership roles, I’m at the
6.6 maintain S-Integrating S-Innovating
innovating level.
motivation ensure that all students
and achieve.
commitme
nt to all I act in a professional
students manner in all
circumstances with all
adults and students. I
support my colleagues and
team members which helps
them grow.
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
I created the slideshow that I
I gained more knowledge on English shared with my English 11 PLC.
Language Art Curriculum. I was reminded of As a team, we filled out the ELA This leadership project helped my
the importance of being a team player and Curriculum Wish List English 11 PLC informed and has led
supporting all team members. Overall, this Document, Curriculum to the ELA Focus group selecting two
school year I have gained a lot of confidence Brainstorming and Wishlist curricula to pilot.
in being a leader at my school. Document, and the HMH
Lesson Thoughts Document.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The structure of the lesson was very straightforward and got the
teachers to think quietly/independently, then document their notes on
Effectiveness of resources designed by Candidate, a shared doc, and finally share thoughts verbally. I like that she walked
including presentation, notes, handouts, and other us through the why, how, and next steps making the new curriculum
resources. accessible. She provided clear steps for what to look at so we were not
overwhelmed by the entirety of the new curriculum; instead, we had a
very specific focus.
Heather effectively and clearly communicated her goal for the lesson,
Effectiveness of Candidate in teaching and coaching the why behind the lesson, and had actionable steps for the process.
adults. (Refer to Adult Learning Principles in FOTIP She provided teachers time to work independently and discuss as a
Handbook group. She allowed all stakeholders to feel heard whether they
[https://www.fotip.org/adult-learning-theory.html].
participated verbally, in the chat, or through google doc
documentation.
This presentation topic is important for all members of the PLC To learn
about and have the opportunity to ask questions and provide feedback.
Value of topic for audience.
Our school is in a state of change, and the PLC should be valued
members of the process.
Overall delivery by Candidate of the professional Excellent overall delivery. She kept us on time but also encouraged
development experience, including audience taking the necessary time to reflect and discuss. All parties felt valued
engagement, pacing, tone, and response to questions. and heard. She summarized opinions and flowed to the next topic.
Analysis and Summary of Audience Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 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.
After several meetings discussing the curriculum selection process and sharing my presentation, I had my team
members complete a feedback form. I explained that this will allow me to address their questions and see how they
think this process is going.

Overall, my English 11 team members have felt involved and informed in the curriculum selection process. They all
agreed that curriculum and CalOPS information has been presented in a clear, organized manner in the presentation.
They also all agreed that they felt comfortable sharing their thoughts and opinions during the curriculum
conversations. No one voiced any concerns about the timeline, besides the pilot process taking place during state
testing. I followed up with that team member to discuss the process in more detail. No other team members had any
follow-up questions at the time they completed the form. This is an ongoing process, so I’ll address questions as
needed.
Action Items (some may not be applicable)
For curriculum design,
lesson planning, assessment NA
planning

For classroom practice NA

For teaching English
learners, students with
special needs, and students NA
with other instructional
challenges
I will continue to attend professional development training throughout the year. I will reach
For future professional
development
out to my mentor, supervisor, and team when I need advice or support. I will continue to set
goals for myself each school year.
For supporting
I will continue to lead my PLC through the curriculum selection process while being a
others/department/
school/district member of the ELA Focus Group.
Include copy of Google Survey Form assessment tool.
Google Form Survey Link

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