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

Bethany Callahan bcallahan@lgcs.org Math 2

Mentor Email School/District Date

Marilyn Leuer mleuer@fullerton.edu Los Gatos Christian School 3/13/2023

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

1.5 Promoting T– T - Guide students to think critically through the T– T - Facilitates systematic opportunities for students
critical thinking Applying use of questioning strategies, posing/solving Innovating to apply critical thinking by designing structured
through inquiry, S– problems, and reflection on issues in content. S- inquiries into complex problems.
problem Exploring S - Students respond to varied questions or tasks Innovating S - Students pose and answer a wide range of
solving, and designed to promote comprehension and critical complex questions and problems, reflect, and
reflection thinking in single lessons or a sequence of communicate understandings based on in depth
lessons. analysis of content learning.

1.4 1.4 Use a variety of T- T- Explores additional instructional strategies, resources, T- T -Utilizes a variety of strategies including culturally
instructional Exploring and technologies in single lessons or sequences of Applying responsive pedagogy, resources, and technologies during
strategies, resources, S- lessons to meet student’s diverse learning needs. S- ongoing instruction to meet students’ diverse learning
and technologies to Exploring S- Students participate in single lessons or sequence of Applying needs.
meet students’ lessons related to their interests and experiences. S - Students participate in instruction using strategies,
diverse learning needs resources, and technologies matched to their learning
needs.

4.4 4.4 Plan instruction Exploring Selects strategies for single lessons or sequence of Applying Incorporates differentiated instructional strategies into
that incorporates lessons that respond to students’ diverse learning needs. ongoing planning that addresses culturally responsive
appropriate strategies Seeks to learn about students’ diverse learning and pedagogy, students’ diverse language, and learning
to meet the learning language needs beyond basic data. needs and styles. Uses assessments of students’ learning
needs of all students and language needs to inform planning differentiated
instruction.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

Incorporating Number Talks into Math Instruction
“How can utilizing number talks in K-2 classrooms 1. Introduce the concept of number talks to
increase students’ number sense and confidence in my colleagues.
math?" 2. Provide data showing how number talks
increase student engagement,
confidence in math, and number sense.
3. Model a number talk and provide my
colleagues with resources to begin
implementing number talks in their
classrooms.

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
K-2nd Grade Level Department This project fits into our department and school's Audience satisfaction will be assessed with a survey
need of building confidence in our students and their in which participants can provide feedback.
overall development of number sense.

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

This project addresses Teacher Leader Model
Standard Domain 7: Advocates for Student Learning
and the Profession. More specifically, it incorporates
aspects of b), “Works with colleagues to identify and
use research to advocate for teaching and learning
processes that meet the needs of all students.”
This project also addresses NBPTS Proposition 3:
Teachers are responsible for managing and
monitoring student learning. This project focuses on
subpoint 1, “Teachers Call on Multiple Methods to
Meet Their Instructional Goals”.
Teacher Leader Model Standard Domain 7 b) was incorporated in the process of planning this teacher leader
project. I discussed math education at our school with my colleagues. For the school’s upper elementary and
middle school learners, the need for greater number sense was identified. Many of the students at our
school are familiar with the algorithms which will produce the correct answer but lack a deeper
understanding of how numbers relate to each other. Number talks are one way to increase number sense,
and decrease students’ anxiety regarding math. As teachers’ our goal is for our students to be empowered in
their math education, and recognize that math is not an elite or elusive subject. Number talks are one way
for all students to engage with mathematical concepts in a creative, safe, and constructive way.
This presentation will also include aspects of NBPTS Proposition 3. The presentation will include multiple
representations and methods. It will also focus on sharing an additional method that can support teachers to
meet their instructional goals.

Inquiry Implementation Plan

Identify name and date Milestone 1 Milestone 2 Milestone 3 Analyze Results Discuss Results
for activities. Milestone 4 with Mentor
Milestone 5

Prepare Request Mentor and peer Deliver the Review the results of Meet on Zoom to
Presentation feedback on the presentation to K-2 the survey. review the
presentation. department during the presentation and
faculty meeting. results from the survey.

3/06/2023 3/08/2023 3/13/2023 3/14/2023 3/17/2023

Provide 1-2 sentence My teacher leader project will be a powerpoint presentation on incorporating number talks into math instruction. I will share relevant
summary of your research on number talks, define a number talk, and model a number talk with my colleagues. I will also provide paper handouts and
teacher leader project. resources that the teachers can use in implementing number talks in their classrooms.

Summarize the process for At the end of this presentation, I will provide a link to a survey to provide feedback on my presentation. The survey will ask my
analyzing the colleagues to rate the effectiveness of my presentation, and the relevancy of the content. It will also provide a space for general
effectiveness of questions or feedback. I will review these results individually, and with my mentor.
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.)

● Number Talks: Gateway to Sense Making ● This article focuses on the importance of number talks in equitable teaching, student engagement,
https://www.jstor.org/stable/10.5951/mathteacher. and critical thinking. It defines what a number talk is, and how it can be used in the classroom to
112.1.0048 support student learning.

● The Impact of Regular Number Talks on ● This article discusses the observed impact of consistent number talks in the classroom. The article
Mental Math Computation Abilities highlights increased student engagement and number sense, and the impact of number talks on the
https://sophia.stkate.edu/cgi/viewcontent.cgi?articl student's confidence in their mathematical abilities.
e=1093&context=maed

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
 ● Emily Baird, a kindergarten teacher ● Emily shared that she has also incorporated number talks in her classroom. She saw improvement in
● Nicole Aoki, a middle school teacher her students’ mathematical vocabulary and ability to recognize math-related signage.
● Nicole shared that she also includes number talks in her instruction. Nicole shared how number
talks can encourage her students’ confidence, and be utilized in the upper grades as well!

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3

Section 5: Results and Reflection

CSTP Element Initial Revised Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating

1.5 Promoting T– T– Teacher asked questions of analysis and evaluation. Teacher could integrate a question
critical Applying Integrating Participants answered questions that included and answer time within the
thinking S– S- multiple levels of Bloom’s. Participants created their professional development
through Exploring Integrating own math number talks. presentation which includes
inquiry, collaborative problem-solving.
problem-solv Teacher could schedule a follow-up
ing, and meeting with participants to
reflection encourage reflection and to assist in
the implementation of number talks.

1.4 1.4 Use a T- T- Applying Creates, adapts, and integrates a broad range of Teacher could utilize additional multimedia
variety of Exploring T- Applying strategies, resources, and technologies into instruction tools and tactile learning opportunities within
instructional S- designed to meet students’ diverse learning needs. the presentation.
strategies, Exploring Students actively engage in instruction and make use of a
resources, and variety of targeted strategies, resources, and technologies
technologies to to meet their individual students' needs.
meet students’
diverse
learning needs

4.4 4.4 Plan Exploring Applying Incorporates differentiated instructional strategies into Teacher could demonstrate how to
instruction ongoing planning that addresses culturally responsive differentiate number talks, and the inherent
that pedagogy, students’ diverse language, and learning needs and versatility of number talks.
incorporates styles. Uses assessments of students’ learning and language
appropriate needs to inform planning differentiated instruction.
strategies to
meet the
learning needs
of all students

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions)

Key Learnings and New Skills/Knowledge Product(s) Generated Contribution to

Developed by Teacher Others/Department/School/District

● Key learnings include a greater ● Teacher Leader Project ● Teachers participated in a number
understanding of professional Professional Development talk, and were provided with a
development and increased confidence Presentation variety of number talks that they
in presenting and sharing educational ● Number talks could use in their own classroom.
resources with colleagues. ● Teachers were provided with
resources to discover additional
number talks.
● Teachers collaboratively created a
number talk to meet their students
learning goals.

Mentor Feedback
 Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, The Teacher Candidate’s presentation was creatively designed. The information regarding number talks was
including presentation, notes, handouts, and other well explained and easy to understand.
resources.

Effectiveness of Candidate in teaching and coaching The T.C. had been very concerned about establishing an appropriate tone and teaching colleagues. She had
adults. (Refer to Adult Learning Principles in FOTIP no need! Her execution was professional and engaging. Just right!
Handbook [https://www.fotip.org/adult-learning
theory.html].

Value of topic for audience. Explaining the number talk process was an invaluable tool for teachers to add to their toolbox. Number talks
definitely help clarify math concepts and will be very helpful to instructors and the students they teach.

Overall delivery by Candidate of the professional The T.C. did an excellent job delivering the presentation. The survey affirmed the audience was engaged and
development experience, including audience found her work valuable. As always, Bethany is an engaging speaker. Job well done!
engagement, pacing, tone, and response to 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.

Participants were asked to reflect on the effectiveness of this presentation on this Google form. Participants responded to the following statements and recorded their answers below. Participants
shared individual questions regarding numbers talks. 100% of participants were satisfied with the presentation.

Question: Rating: Poor / Not likely Rating: Acceptable/ Possibly Rating: Good/ Likely Rating: Excellent/ Very Likely

How well did this presentation... 0 0 0 4

Promote critical thinking through
inquiry, problem-solving, and
reflection. (CSTP 1.5)

How well did this presentation... 0 0 0 4

Plan instruction that incorporates
appropriate strategies to meet the
learning needs of all students
(CSTP 4.4)

How likely are you to implement 0 0 0 4

number talks in your classroom?

Action Items (some may not be applicable)

For curriculum design, ● Check in with participants to see if they have any questions regarding number talks, have advice to share with me on
lesson planning, implementation, or success stories from their classroom.
assessment ● Provide additional resources for K-2 teachers as needed.
planning
● Meet with administrators regarding curriculum design and lesson planning to discuss the use of number talks in K-5 math
instruction.

For classroom practice ● Continue implementing number talks in my classroom.

● Invite other teachers to observe number talks.

For teaching English ● Continue including accessible, varied, and differentiated number talks in whole class instruction.
learners, students with ● Include number talks in small group time.
special needs, and ● Explicitly teach the language of number talks.
students with other
instructional challenges

For future professional ● Request to attend professional development on math instruction and number talks.
development ● Discuss with the administration team the effectiveness of sharing number talks with the entire K-8th staff at our next
professional development meeting.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 For supporting
others/department/
school/district

Other

Other Notes and Comments

Google Survey Form

https://docs.google.com/forms/d/e/1FAIpQLSdQTm1sDUn3Q3OMvt8_oruoq1x003kaLWUpzUxgBZPaV7HPiw/viewform

Google Survey Form Results

Teacher Leader Presentation Survey Results.pdf

Include copy of Google Survey Form assessment tool.

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