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
Beth Henley bhenley22@gmail.com Multiple Subject Second Grade
Mentor Email School/District Date
joannagilchrist@kineticac
Joanna Gilchrist Kinetic Academy 2/20/2024
ademy.org
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– T - Supports students to initiate critical thinking through independently developing
through
1.5 Integrating questions, posing problems and reflecting on multiple perspectives
inquiry,
S – Applying
problem S - Students respond to questions and problems posed by the teacher and begin to pose
solving, and and solve problems of their own related to the content
reflection
Connect
learning to
T - Integrates broad knowledge of students and their communities to inform instruction.
students’ prior
knowledge, T - Integrating
1.2
backgrounds, S - Integrating
S- Students are actively engaged in curriculum,which relates their prior knowledge, experiences,
life
and interests within and across learning activities.
experiences,
and interests
Promoting
critical
T - Guide students to think critically through use of questioning strategies,posing/solving
thinking
problems,and reflection on issues in content.
through T - Applying
1.5
inquiry, S - Applying
S - Students respond to questions and problems posed by the teacher and begin to pose and solve
problem
problems of their own related to the content.
solving, and
reflection
Establish and
maintain
learning T - Integrates support for students to take risks and offer respectful opinions about divergent
environments T - Integrating viewpoints.
2.3
that are S - Integrating
physically, S- Engages in reflection on their own language and behavior that contributes to intellectual and
intellectually, emotional safety in the classroom.
and
 emotionally
safe
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can I, as an educator, enrich student engagement in skills and content
Support student engagement in after school programs, educate students on the
Reader’s Theater After School Enrichment Program that support public speaking skills and professionalism through a reader’s
theater program?
performing arts, connect the arts to our STEAM school

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
First - Fifth grade Students Our school is always looking for Through engagement in the performance, student engagement in the sessions,
Community members for audience new opportunities to support parent/guardian engagement in costume/prop designs, student engagement in
performance
Entire school performance options STEAM at our school
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

Teacher Leader Standard: Domain VI: Improving outreach and collaboration with families and community - Family engagement is
one way we promote our school of choice. Implementing new programs to support family engagement will provide more
opportunities for prospective families to join our community.

NBPTS: Proposition 1 Teachers are committed to students and their learning. - This after school program is an extra amount of
time and commitment I am giving to the school.

CSTP: 1.3 Connect subject matter to meaningful, real-life contexts. - Students will learn how to act through the performance and
use their knowledge of subject matter content to enhance student involvement.

Special Emphasis Focus How Special Emphasis will be Incorporated

The special emphasis will be incorporated by showing commitment to the

NBPTS: Proposition 1 Teachers are committed to students’ learning. This will include participation surveys, parent/family
students and their learning. surveys, classroom culture circles and engaging ways to interact with the
students during the program.

Inquiry Implementation Plan

Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
Revisit each
Identify name and Start after Review with
session and
date for activities. Send out proposal to school Final performance community the
collaborate on
administration program with with students 5/16 impact of the
new ideas for
students show
next year.
3/05 3/15 5/16 Week of 5/20 Week of 5/20
Provide 1-2 sentence
summary of your My school is always looking for new opportunities to give to students to engage them in after school
teacher leader learning. This year, I want to start a program that involves acting, such as a reader’s theater.
project.
Summarize process To analyze the results of the leadership role, I will send out a community survey to those included in the
for analyzing audience to hear their feedback on the program.
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.)
Activating Student Engagement Through
Drama-Based Instruction
Strategies From the Dramatic Arts Can Enhance Student Engagement
https://escholarship.org/uc/item/6qc4b7pt
https://www.edutopia.org/article/strategies-dramatic-arts-can-enhance-st
In this article, the Drama for Schools professional
udent-engagement/
development model seeks to provide teachers with
Readers theater scripts are designed to be read and reread multiple times,
instructional strategies that raise student
making their use in the online classroom particularly beneficial for second
engagement. DFS teaches these strategies using a
language learners or other students working on decoding and fluency.
professional development model based on the same
Repetition increases retention for all student participants.
critical pedagogical principles that shape the
strategies themselves.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
Sarah Clingan presented on a recent Professional Development Conference
she attended. The presentation was on Restorative Practices and how to
implement this in our classrooms and our school communities.
Sarah Clingan - 3rd Grade Teacher
Erin Jackson has a leadership role at our school as our After School
Erin Jackson - 5th Grade Teacher Homework Help Program. With this role, she is in charge of contacting all
teachers, collaborating with staff members and communicating with
families. She supports student learning through their weekly homework and
coordinates with coworkers who are also involved with supporting students.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
Promoting To move to INNOVATING level:
critical Consider how to increase
thinking Teacher asked questions of analysis and complexity of task beyond a
T–
through evaluation. single lesson so that there are
T – Applying Integrating
1.5 inquiry, Students answered questions that continuing opportunities for
S – Exploring S -
problem included all levels of Bloom’s. Students students to engage in inquiry
Integrating
solving, created their own math problems. in complex problem. How
and could you extend lesson into
reflection PBL?
Connect
learning to
students’
Teacher is consistently connecting student
prior
T - Integrating T - Innovating learning to prior knowledge and life Continue to educate myself on
knowledge,
1.2 S - Integrating S - Innovating experiences. Disneyland is very close to us current fads and interests of
background
and many students can relate to the Winnie students in elementary school.
s, life
the Pooh ride.
experiences
, and
interests
Promoting T-
Teacher has come to multiple obstacles in this To reach the innovative level, I will
critical T - Applying Integrating
program. Students and teacher work together continue to support students
1.5 thinking S - Applying S-
to problem solve any issues that we through critical thinking skills and
through Integrating
encounter. problem solving.
inquiry,
 problem
solving, and
reflection
Establish
and
maintain
learning
Teacher made sure all students were included
environmen T - Integrating T - Innovating Continue to maintain a space that
and felt involved in the process of the
2.3 ts that are S - Integrating S - Innovating invites all learners and allows
program. The environment was friendly,
physically, everyone to feel welcome.
welcoming and safe for all learners.
intellectuall
y, and
emotionally
safe
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
NBPTS: Proposition 1 Teachers are committed to
students and their learning. - This after school
program is an extra amount of time and
commitment I am giving to the school. School Play of Winnie the Pooh Family costume and set design
New skills - acting with speaking and listening skills with 33 students. donations.
included. Teamwork in a different way that
incorporates all learners, all age levels and all grade
levels.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the This program was thoroughly planned. Beth was intentional with her
Candidate, including presentation, notes, handouts, program and supported both students and families throughout the 10
and other resources. sessions. The resources used were effective and strategically valued.
Students and families loved watching the performance. They were very
Effectiveness of Overall Project eager to watch the production and were very pleased with the outcome.
This program brought the arts to our school in a different way.

Families and parents were incredibly impressed with the outcome of this
Value of project for audience.
after school program.

Excellent job incorporating a new program for after school to attract

Overall feedback.
students who are interested in performing.

Action Items (some may not be applicable)

For curriculum
design, lesson For next year, we would like to see one play in the fall and one play in the spring. This will allow a variety of
planning, students to join in when they are not in their busy extracurricular seasons.
assessment planning
For classroom
practice
For teaching English
learners, students
All students were involved and welcome to join in the group, regardless of any disabilities or differences.
with special needs,
and students with
other instructional
challenges
For future
Possibility of working with other teachers to create multiple after school programs relating to the play. (Art
professional
design, stage production, etc.)
development
For supporting
This program will support all students going into middle school as we offer a theater elective class for
others/department/
students to take.
school/district
Other
Other Notes and Comments