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
Alyssa Meyer alysasmeyer@c-vusd.org Teacher Leader Project 2
Mentor Email School/District Date
Barb Finnell bfinnell@fullerton.edu Covina Valley 3/5/23
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
T - Guide students to think critically
critical thinking by designing
through use of questioning strategies,
structured inquires into complex
Promoting critical posing/solving problems, and reflection T–
problems.
thinking through inquiry, T – Applying on issues in content. Innovating
1.5 S - Students pose and answer a
problem solving, and S – Exploring S - Students respond to varied questions S-
wide-range of complex questions
reflection or tasks designed to promote Innovating
and problems, reflect, and
comprehension and critical thinking in
communicate understandings based
single lessons or a sequence of lessons.
on in depth analysis of content
learning.
1.4 Using a variety of T-Exploring Explores additional instructional T- T- Creates, adapts, and integrates a
instructional strategies, S- Exploring strategies, resources, and technologies in Integrating broad range of strategies, resources,
resources, and single lessons or sequence of lessons to S-Applying and technologies into instruction
technologies to meet meet students’ diverse learning needs. designed to meet students’ diverse
student’s diverse learning needs.
learning needs.
S- Students participate in instruction
Students participate in single lessons or
using strategies, resources, and
sequence of lessons related to their
technologies matched to their
interests and experiences.
learning needs.

2.2 Creating physical or T-Exploring/Applying Experiments with and/or virtual learning T- Maintains physical environments
virtual learning S-Exploring environments that support student Integrating that reflect student diversity and
environments that learning. S-Applying provides a broad range of resources,
promote student displays, and artifacts that are
learning, reflect Utilizes a variety of structures for current and integral to instruction.
diversity, and encourage interaction during learning activities that
constructive and ensures a focus on and completion of
Integrates a variety of structures for
productive interactions learning tasks.
interaction that engage students
among students Students use resources provided in
constructively and productively in
learning environments and interact with
learning.
each other to understand and complete
learning tasks in single lessons or
sequence of lessons.
Students routinely use a range of
resources in learning environments
that relate to and enhance
instruction and reflect their
diversity.
Students share in monitoring and
assessment of interactions to
improve effectiveness and develop a
positive culture for learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can I provide a successful
Teachers will be able to create a
demonstration/workshop of a useful
Instructional Technology Tool: Nearpod Nearpod presentation with at least
technology tool as an instructional
3 different elements.
support to my colleagues?
Audience for Project How Project Fits into Professional How Audience Satisfaction will be

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Goals and/or
(Who Participates/Who Benefits) Assessed
Department/School/District Needs
Following induction, I hope to
complete my master’s program in
instructional technology. I think this
teacher leader project will give me
a lot of valuable experience in
presenting technology tools.
2nd and 3rd grade general ed Are they able to navigate the
teachers have discussed the need program basics?
for more tech tools. Students thrive After testing a sample lesson with
2nd grade general ed teachers
on technology; they are more students following presentation,
engaged and focused when the was it successful, would they use
lesson includes an element of this resource again?
technology. I have spoken to the
about Nearpod before, and all of its
benefits. They have displayed
interest in learning the program,
hence the idea for my teacher
leader project.
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
Teacher Leader Standard: Domain 1: Fosters a Collaborative Culture to Support I will present ideas and act as a continued support for teachers as they
Educator Development and Student Learning navigate a new instructional resource. I will provide a hands-on, collaborative
workshop, where teachers can work together to create and instructional
technology tool.
NBPTS: Proposition 2: Teachers know the subjects they teach and how to teach
subjects to students.
I will share my knowledge of an effective instructional tool and will create and
opportunities for other educators to provide multiple pathways to student
learning.
Inquiry Implementation Plan
Discuss
Analyze Results Results with
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Mentor
Milestone 5
Create
Identify name and date for activities. Meet with Provide
Create a crash course presentation on plan/presentation Deliver
colleagues after follow up
Nearpod. for workshop presentation
implementation support.
portion.
3/10 3/18 Prior to 4/23 Week of 4/24 Week of 4/24

Provide 1-2 sentence summary of I will construct a presentation that outlines the many facets of Nearpod, an instructional technology tool. I will create an
your teacher leader project. opportunity for teachers to create their first Nearpod by including a step-by-step Nearpod workshop.

Following the presentation, I would like teachers to take this back to the classroom. I then plan to meet with the group the
Summarize process for analyzing following week to discuss any failures or successes they had during implementation. I will also provide teachers with a
effectiveness of leadership role. screenshare video so that they can review any steps they may have missed or forgotten from the workshop. I hope this will
help with sustained success of implementation.
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.)
 This article discusses distributed leadership of presenting
technology resources. Distributed leadership refers to the act of
Impact of Distributed Leadership on Technology Implementation. several individuals working together, sharing their knowledge, and
https://www.proquest.com/openview/9957fde48e757b08b67d124437977302/1?pq- collaborating on projects or instructional initiatives. I gained a lot of
origsite=gscholar&cbl=18750&diss=y important knowledge from this resource. It has helped me to plan
an outline for my teacher leader project and the importance of
sharing information, but also working collaboratively to act as a
Journal of Applied Learning and Teaching support to one another.
file:///Users/alyssameyer/Downloads/151-Article%20Text-551-2-10-20200511.pdf  I selected this article because it dives into the benefits of Nearpod
as an instructional tool. It talks about the importance of
student/teacher dialogue, an active engagement during all parts of
the lesson. I think this will be a great resource to share with
colleagues, because it outlines the benefits of this instructional tool
in particular.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleagues Leadership Role  I spoke to one of my 2nd grades colleagues who acts as our 2nd grade
lead. She said that holding a leadership role is rewarding but also
very challenging. She mentioned that she wants to motivate our
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 team and act as a support for our team member, but that this can
be difficult because sometimes she feels as if she is trying to pour
from an empty cup.
 I spoke to another colleague at one of our most recent professional
development trainings. Many of us were sharing our frustrations
because our district is frequently adding new initiatives. They
present the material, but then don’t always show us how it can be
accomplished in the classroom. We have knowledge of the program
and its benefits, but we don’t know how to present the content to
District Level Issue our class. We feel like we are missing valuable resources and/or
planning time with professional development presenters.
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
Promoting critical Teacher asked questions of analysis and increase complexity of task
T–
thinking through evaluation. beyond a single lesson so
T – Applying Integrating
1.5 inquiry, problem Students answered questions that included all that there are continuing
S – Exploring S-
solving, and levels of Bloom’s. Students created their own opportunities for students to
Integrating
reflection math problems. engage in inquiry in complex
problem. How could you
extend lesson into PBL?
1.4 Using a variety of T-Exploring T-Applying I presented my content in Nearpod and gave
instructional S- Exploring -Applying teachers the opportunity to explore content
I think in the future I will also
strategies, resources, through a variety of learning modalities (video
include a slide with a bunch
and technologies to content, slide images, interactive learning
of example Nearpods that
meet student’s opportunities, group discussion etc.)
way teachers can view
diverse learning
Nearpod used for lesson
needs.
content as well.
Creating physical or
virtual learning I can work on facilitating
environments that more productive interactions
promote student among students. For
I think my decision to present through
learning, reflect example, I just put up a talk
Nearpod was a smart choice, because I was
diversity, and T-Exploring T-Applying board in my room that gives
2.2 able to present content but also give teachers
encourage S-Exploring S-Applying student’s sentence starters
a chance to explore immediately.
constructive and for collaborative activities, I
productive want to figure out a way to
interactions among incorporate that idea into
students Nearpod.

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
Nearpod Intro Presentation
I feel that I grew in Proposition 5 Element 1 of the NBPT standards. Planning/prepping Nearpod Workshop Slideshow
to present to professionals was new for me. I thought about what I would want to see Example Nearpod 2nd grade team and school site
and/or any frustrations I have faced at previous Professional Development. Padlet Q and A form

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
What an excellent idea for a project. I like that you used something that you
are so familiar with as well as passionate about. I enjoyed that you put so
Effectiveness of resources designed by Candidate, including presentation, notes, much time into the Google slides to ensure that your learners had a strong
handouts, and other resources. understanding of the subject. I understand that you weren’t aware the
recording wasn’t showing us what the viewers were seeing since you usually
use Google meet.
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult Learning Great connections with Adult Learning Theory. Particularly good with #2
Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-theory.html]. Experience - Adults have an accumulation of life experience that must be
acknowledged and #4 Application and Action Oriented - Adults are problem-
centered and are interested in immediate application of new information,
As you chatted with your audience you spoke to them with the appropriate
assumption that they have experienced similar issues with students and see a
need for the technology. The information you shared was meaningful to what
your fellow teachers might need. During your video you gave a strong intro as
an overview, provided the Google slides for them to follow along. I also
appreciate that you actually Nearpod so they could experience it in real time.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 I wish I could have seen the recording on Zoom so that I could see what they
were seeing and see their reactions. Your voice was strong and you clearly
knew your content well. You had done a lot of work knowing Nearpod inside
and out to be able to share specific ways you have used it.

This seemed of high value for your audience. I enjoyed in our debrief that you
shared about how your audience was able to share how their students will
benefit from Nearpod with being able to share in a safer environment,
especially for students who speak another language and our shy students.
Value of topic for audience. While completing the collaborate board, one of her colleagues stated that she
has a non-reader and would be able to use other features such as sharing
images and the microphone to be able to participate more fully with this.
Alyssa mentioned how this sparked her consideration of how to use it in
another capacity as well.
Great interest in your audience as well as an engaging tone and personality as
you taught. Consider taking a moment here and there in the beginning of the
Overall delivery by Candidate of the professional development experience, including lesson (up to minute 18) to see if they have questions or ask them if they can
audience engagement, pacing, tone, and response to questions. think of a way that they could use Nearpod with what you have shared to keep
their engagement. A proper amount of time was given for them to use the
technology when that part of the presentation was in action.
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.

After reviewing survey results, overall teachers were interested in learning more about this resource. We haven’t had a chance to meet for a formal workshop yet, most
questions I received were about how to build a Nearpod or how to view data. Overall they all seemed intrigues and willing to give it a shot.

Action Items (some may not be applicable)

New development, I met with teachers briefly this week and 2 of them are very interested in using Nearpod as an instructional
For curriculum design, lesson
tool. They don’t feel like it is the right time to implement with testing approaching and end of the year craziness, but we are
planning, assessment planning
going to meet twice for PLC and plan/workshop some Nearpod presentations for next year.

For classroom practice

For teaching English learners,

We discussed the importance of including all students, the only downside to Nearpod is that you can’t differentiate or plan
students with special needs, and
accommodations as you might in a normal lesson. However, I have seen increased engagement from my EL and SPED students
students with other instructional
because they can participate without the stress/anxiety of speaking aloud or being incorrect.
challenges

For future professional development Plan/prep Nearpod content and activities for 2023-2024 school year.

For supporting others/department/

Present at staff meeting 5/24
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Google Form Survey

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