Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader

Project Option
Revised January 2024
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
Kayla Cabral kcabral@caliva.org General Education Fifth
Mentor Email School/District Date
April Cregg apcregg@caliva.org CAVA 3/3/24
Section 2: CSTP focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use most recent CSTP Assessment.
Identify both teacher and student rating for CSTP 1 and 2. See example.
Emerging, Exploring, Applying, Integrating, Innovating

Rating Description
CSTP Element Initial
Promoting
critical
thinking T–
1.5
through Integrating T - Supports students to initiate critical thinking through independently
EXAMPL
inquiry, S– developing questions, posing problems and reflecting on multiple perspectives
E
problem Applying
solving, and S - Students respond to questions and problems posed by the teacher and begin
reflection to pose and solve problems of their own related to the content
T – When creating unit reviews and quiz help lessons, pop culture icons, memes, and
Connecting
T– popular gifs are implemented into the lesson to keep the students engaged as well as
subject
Exploring keeping the topics relatable.
matter to
1.3
meaningful,
S– S - Students utilize fun music videos that sing the steps to math problems or timelines for
real-life
Exploring historical events through applications to help better memorize the concepts being
contexts
taught.
T - Teacher meets with students in small groups and in one-on-one settings to reflect on
Involving all what has been accomplished and where we want to grow. Every week the students are
students in provided with a progress percentage in which they should be meeting regarding their
self- assignment completions. When students are not at their projected completion goal for
T – Applying
5.5 assessment, the week, they will be asked to meet with the teacher to go over how to improve and
goal-setting, succeed. This also allows the student to view their own progress, set goals for
and progress themselves, but also be held accountable and given assistance, when necessary, by their
monitoring teacher in doing so.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title
Involving all students in self-assessment, goal
setting, and progress monitoring.
Inquiry Question
How can supporting students
to assess themselves to
create goals increase self-
motivation, cooperation, and
Project Objective(s)
Students will self-assess, reflect and
create SMART goals each Quarter to
identify areas of need, create a plan
to achieve a stated goal.
 improved mastery?
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
Student progress will be monitored
closely alongside the students.
Supporting students to be in
Students who show continuous
control of their education
Teacher and students participate. All students will growth or improvement will show
while collecting and
benefit. satisfaction of the concept. A survey
managing data as a whole
will be completed by the students
class.
for a personal satisfaction
assessment.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions:
Identify at least one standard (NBPTS, ISTE C, Teacher Leader Model Standards) that is the special emphasis focus of your
project. Explain how these standards will be incorporated. You may add more than 1 if you wish.
Special Emphasis Focus How Special Emphasis will be Incorporated
Monitoring student learning and adjusting instruction while teaching will be
implemented in each lesson plan going forward. The teacher will set aside
allotted time to ensure there is space for informal and formal assessments
to be completed so that the teacher may assess mid lesson and either
The teacher will have a special emphasis focus on CTP
continue with the original plan or use the assessment data to alter the
1.6 Monitor student learning and adjusting instruction
lesson. If students show they are not understanding, the teacher will back
while teaching.
track and review those established building blocks before continuing into
the new concept. If the students show understanding and mastery, there is
no need to continue but instead review and then introduce a new concept
to integrate more rigorous learning.
Inquiry Implementation Plan
Analyze Discuss Results
Milestone
Milestone 1 Milestone 3 Results with Mentor
2
Identify name and date Milestone 4 Milestone 5
for activities.

Provide 1-2 sentence

summary of your
teacher leader project.
Summarize process for
analyzing effectiveness .
of leadership role.
Section 4: Inquiry Research and Exploration
Directions
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and
statement of what was learned.)
The Importance of Student Self-Assessment
Student self-assessment increases self-awareness, helps students take control of
https://academ.com.au/importance-student-self-assessment their learning, as well as helps developing meta-cognitive skills that are vital to
one’s professional success.

Student Self-Assessment
Students’ self-assessment happens when learners observe their own progress. This
https://www.teaching.unsw.edu.au/self-assessment teaches learners how to be independent and critical thinkers.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
As a department student data is collected, assessed, and monitored by each
homeroom teacher. The data is compiled as a grade level to assess understanding
Department Level and mastery of state standards.

A colleague of mine currently sends out weekly screenshots of student progress

within the online learning school program. The students are required to review
Colleague the data with their learning coach or parent to reflect on how they are doing in
all subjects. Parents are required to sign the acknowledgement and email the
teacher back showing as completed.
Section 5: Results and Reflection
Describe the impact you feel you Suggestions for Continued
Initial Rating
CSTP Element made on your own growth as an Growth as an educator and
educator and leader. leader
Promoting
I will look into more research
critical
I feel that by presenting at a in this area and try to apply it.
thinking
conference I was able to…. At the conference, I attended
through
T – Integrating a session that gave me good
1.5 inquiry,
S – Applying As I spoke about my strategies, I ideas to….
problem
realized that there were things I I want to conduct a PD for my
solving,
can do differently such as… grade level team based on
and
this project
reflection

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Contribution to
Key Learnings and New Skills/Knowledge
Product(s) Generated Others/Department/School/Distric
Developed by Teacher
t

Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the
Candidate, including presentation, notes,
handouts, and other resources.

Effectiveness of Overall Project

Value of project for audience.

Overall feedback

Action Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning
For classroom practice
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional
development
For supporting
others/department/
school/district
Other
Other Notes and Comments