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
Ann Garcia angarcia@caliva.org GE- ELA/History 6th
Mentor Email School/District Date
Dr. Lisa McGraw limcgraw@caliva.org CAVA @ Maricopa 2/28/2023
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 - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires 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
lessons. depth analysis of content learning.

Reviewing data, Reviews and monitors a broad range of

both data individually and with colleagues to Facilitates collaborative work and
individually and analyze student thinking and identify fosters colleagues ability to identify
5.3 Integrating Innovating
with colleagues, underlying causes for trends. and address causes for achievement
to monitor patterns and trends.
student learning
Using and Integrates a wide range of adapted
adapting resources, technologies, and
instructional materials to meet Engages students in identifying and
resources,
identified student needs and make adapting resources, technologies,
technologies,
subject matter accessible to students. and standards-aligned instructional
and standards- materials to extend student
aligned understanding and critical thinking
instructional about subject matter.
3.5 materials Integrating Assists student with equitable access to Innovating
including materials, resources, and technologies.
Seeks outside resources and support. Ensures that student are able to
adopted
obtain equitable access to a wide
materials, to
range of technologies through
make subject
ongoing links to outside resources
matter
and support
accessible to all
students
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)

How can Nearpod be used The objective is to

to enhance student enhance student learning
Nearpod Technology Resource
learning in the virtual through an outside
classroom? technology resource.
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
Our school is virtual and we
use many different resources
to reach all learners. We try Audience Satisfaction will be
The audience for my project will be my PLC many out to see which ones determined through my
group will help to enhance student colleagues’ feedback and
participation in my lesson.
learning and meet the
needs of all learners.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 NBPTS- Prop 3: Teachers are responsible for
managing and monitoring student progress. I will show my colleagues the Nearpod site and an example of some lessons they
can use in their classrooms to support the learning of all students. I will show
how using this site increases engagement and student learning and how they
Teacher Leader- Domain II: Access and Use can also use it for their students’ needs.
research to improve practice and student learning.

Inquiry Implementation Plan

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

3/5/23 3/5-4/5 4/17/23 4/24/23 5/1/23

Identify name and date for
activities. Work on ILP Discuss results
Present Teacher
Submit ILP Sections 1-4 Teacher Leader Analyze Results and get feedback
Leader Project
Project from mentor
Provide 1-2 sentence I am going to create a new Nearpod lesson or find an existing one in the library and give my colleagues the
summary of your teacher link to show them the different engagement tools embedded in the resource and allow them to easily
leader project. collect data and save it.
Summarize process for
analyzing effectiveness of I will assist my colleagues identify how they can apply the resource in their classroom right away.
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.)
https://www.ascd.org/el/articles/strengthening- https://www.branchingminds.com/blog/student-engagement-remote-in-person
student-engagement-what-do-students-want
Relationships students have with educators and other students play a role in
Students want interaction, times for them to engage engagement. Another factor is the teacher stress level. If teacher is disengaged then
and try out ideas on their own. the students will feed off that.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
We have a virtual school and it is difficult at times to
A colleague uses different types of ways students can engage. They have the chat,
make the same level of connection with students. One
polling tools, mic, camera etc… This way each student can participate in the way they
colleague uses homeroom each day to complete SEL
are comfortable with and be engaged in the lesson.
activity and the kids start each day with this.
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 increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created continuing opportunities for students to engage in inquiry
inquiry, problem solving, S – Exploring S - Integrating
their own math problems. in complex problem. How could you extend lesson into
and reflection
PBL?

Reviewing
data, both I feel like this year I am in the innovating I feel like I am in the middle of
individually category. I am creating lessons and small integrating and innovating. I
and with group sessions based on many different want to be able to take it
5.3 Integrating Innovating
colleagues, assessments and observations. I work with further and be able to not only
to monitor my PLC team to help analyze data and really review the data but review skills
student monitor the learning the students are doing. by standard.
learning
3.5 Using and Integrating Integrating This year I feel like I have had a group of I do not know if there is enough
adapting lower students and it has been a struggle to time in the day to be able to do
resources, be able to reach each one and adapt this as we would want to, as
technologies resources and technologies. I have been able teachers. I would like to find
, and to adapt in small group sessions and to more broad ways of adapting
standards- provide additional scaffolding but I would lessons so that I can reach each
aligned like to take this a step further. student.
instructional
materials
including
adopted
materials, to
make subject
matter
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 accessible to
all students
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
Prop 2: The activities planned not only
cover the standards but are engaging
Proposition 2: Teachers know the subjects they
for all students Presented a new technology resource
teach and how to teach those subjects to students
to my PLC, Nearpod, to help increase
Prop 4: I read, question and am willing engagement and differentiate
Proposition 4: Teachers think systematically about instruction.
to try new things. I have worked to
their practice and learn from experience
learn new learning theories and be on
top of current issues in education
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, including

presentation, notes, handouts, and other resources.
Candidate did a good job at using the technology resource effectively

Effectiveness of Candidate in teaching and coaching adults. Teacher candidate was appropriate and was able to effectively communicate
(Refer to Adult Learning Principles in FOTIP Handbook her resource to peers, answer questions about the resource and answer counter
[https://www.fotip.org/adult-learning-theory.html]. questions.

The value of learning about new technology resources in a virtual environment

Value of topic for audience.
is key for increased engagement and learning for all of our students.

Overall delivery by Candidate of the professional development Teacher Candidate did a great job engaging peers in the PD. She paused and
experience, including audience engagement, pacing, tone, and allowed for questions, reflection and notes. She was able to answer questions
response to questions. with confidence.
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.

Action Items (some may not be applicable)

For curriculum design, lesson
I would like to expand my knowledge in SEL lessons. I have some, but I would like to come up with new
planning, assessment
planning methods and ways to build relationships.
I like to give students a survey at the end of each quarter to ask them what worked for them and what
For classroom practice
could have been better
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional The PLC team would like a follow up PD on Nearpod after researching about the paid version to see the
development benefits it holds.
For supporting
I will continue to practice the creating and finding SEL lessons and standards based lessons for the next
others/department/
school/district school year.

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Include copy of Google Survey Form assessment tool.

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