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
taylor.bugenske@gmail.c
Taylor Bugenske Physical Education Tk-5
om
Mentor Email School/District Date
nikki.voulgaris@orangec
Orange County Classical
Ashlee Smith ountyclassicalacademy.o 3/2/2024
Academy
rg
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

CST Rating Description

Element Initial
P
Using
knowledge T- Uses comprehensive knowledge of students to make ongoing adjustments and
of students T-Innovating accommodations in instruction
1.1
to engage S- Applying S- Students engage in learning through the use of adjustments in instruction to meet their
them in needs.
learning
Connecting
learning to
students’ prior
knowledge, T- Innovating T- Integrates broad knowledge of students and their communities to inform instruction
1.2
backgrounds, S- Integrating S- Students can articulate the relevance and impact of lessons on their lives and society
life
experiences,
and interests
Connecting T- Integrates connections to meaningful, real-life contexts in planning subject matter
subject matter instruction and is responsive during instruction to engage students in relating to subject
T-Integrating
1.3 to meaningful, matter.
S- Integrating
real-life S- Students actively engage in making and using real-life connections to subject matter to
contexts extend their understanding
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Create a morning program which allows students
How can I create a morning program
opportunities for movement for 15 minutes in the
Morning Movement that allows for movement before morning before class, which keeps safety at the
school? forefront.
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
Students participate and benefit. Classroom This project fits into my - Teacher questionnaire- how (if at all)
 professional goals because I am
always looking for more
opportunities for students to has students behavior improved since
move in a meaningful way to incorporating structured movement in
the mornings?
create a lifelong enjoyment of - Asking students how they are enjoying
teachers also benefit by having students ready to movement. This fits into the the activities/ which activities they
learn by the time they get to class. school needs because I believe would like to see more of in the
morning
that by having students be active - -Decrease of reported injuries through
in the morning, behavior the use of rules, observation and
structured movement time.
problems will decrease and
students will arrive to class ready
to learn.
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

This emphasis will be incorporated naturally via the nature of the project.
NBPTS- Teachers are responsible for managing I will be managing a morning movement program and monitoring
and monitoring student learning. students for enjoyment and following directions. I will also be monitoring
the effects via surveys for classroom teachers.

Inquiry Implementation Plan

Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
By 4/20/2024-
Send google
survey to staff
By about
By 3/27/2024-
Identify name and 3/20/2024 - behavioral Discuss results of
3/18/2024-Meeting with Incorporation of
date for activities. Approval of concerns survey/ student
admin to discuss options morning
at least 2 increasing/dec feedback by
movement
options from reasing after 4/25/2024
program
admin implementatio
n of morning
movement
program.

Provide 1-2 My teacher leader project is to create a morning movement plan for students. Currently, students are
sentence summary expected to not run/ play with equipment for 15 minutes before they go to class. I think this is valuable
of your teacher movement time that can be used to better serve students as well as their teachers by hopefully
leader project. decreasing behavioral incidents in the morning and improving focus for students.
Teacher questionnaire- how (if at all) has students behavior improved since incorporating structured
Summarize process movement in the mornings?
for analyzing Asking students how they are enjoying the activities/ which activities they would like to see more of in
effectiveness of the morning
leadership role. -Decrease of reported injuries through the use of rules, observation and structured movement time.

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.)
3 Ways Morning Exercise Can Help Your Child in
the Classroom (mountainkidslouisville.com) How morning exercise can help students in the classroom.

Study: exercise before school benefits students

throughout the day | Inside UNC Charlotte | UNC How exercise in the morning benefits students throughout the day.
Charlotte
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
Colleague #1- I have reached out to my admin
with data stating that it is important for students
to have exercise before they come into class. I told
my admin that I don’t agree with students not Colleague #2- Both of my physical education teacher peers agreed that
being able to move in the morning and that we the morning is a valuable time for students to engage in movement. My
are missing out on valuable movement time that peers offered ideas for movement of students which follow all the
would benefit both students and teachers. Admin guidelines admin provided.
agreed and gave me the go-ahead to brainstorm
ideas for movement with safety at the forefront,
and omitting running.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
Using T- Uses comprehensive knowledge of
knowledg students to make ongoing adjustments and Teacher should continue to learn
T-
e of accommodations in instruction about students interests and
T-Innovating Innovating
1.1 students provide more robust
S- Applying S-
to engage S- Students are able to apply movement differentiated activities for
Integrating
them in concepts to other interests/ prior students with IEP’s/504’s.
learning knowledge of movement
Connecting
learning to
students’ T - Integrates broad knowledge of students
prior T- and their communities to inform Teacher should take a survey of
knowledge, T- Innovating Innovating instruction students interests and thoughts
1.2
background S- Integrating S- S- Students can articulate the relevance about morning exercise to create
s, life Innovating and impact of lessons on their lives and an informed plan for next year.
experiences society
, and
interests
T- Integrates connections to meaningful, Teacher can increase complexity
Connecting real-life contexts in planning subject matter of activities to allow for further
subject T- instruction and is responsive during stimulation and mind/body
matter to T-Integrating Integrating instruction to engage students in relating connections. Teacher can rotate
1.3
meaningful, S- Integrating S- to subject matter. activities and schedule activities
real-life Integrating S- Students actively engage in making and according to what students may
contexts using real-life connections to subject be learning to allow for more
matter to extend their understanding cross-curricular connections.
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
Morning movement program Development of a morning
NBPTS- Teachers are responsible for managing
which takes into account movement program where teachers
and monitoring student learning.
students prior knowledge, and students mutually benefit from
 interests and abilities to create
for more opportunities for 15 minutes of exercise before
movement throughout the instruction in the morning.
school day.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the
Strengths: Clear goal and execution of goal
Candidate, including presentation, notes,
Areas of improvement: N/A
handouts, and other resources.
Strengths: Met goal and was able to execute project keeping safety and
admin concerns in mind
Effectiveness of Overall Project
Areas of improvement: More choices for students/ future schedule for
teachers monitoring students
Strengths: Very valuable for students and teachers alike. Behaviors were
down in the morning and students were more attentive in the morning
Value of project for audience.
after engaging in movement.
Areas of improvement: N/A
Strengths: Great project that is mutually beneficial for students and
teachers alike. Provides for optimal opportunities for movement for
Overall feedback. students.
Areas of improvement: More variety of activities/ schedule for teachers
monitoring during the morning.
Action Items (some may not be applicable)
For curriculum
design, lesson Action Items: Brainstorming of more activities/ survey of what activities students enjoyed this year/
planning, what they would like for next year. Possible creating of “morning mile” program given space and
assessment collaboration with recess monitors/ morning duty teachers.
planning
For classroom
N/A
practice
For teaching English
learners, students
with special needs,
N/A
and students with
other instructional
challenges
For future Action Items: Brainstorming of more activities/ survey of what activities students enjoyed this year/
professional what they would like for next year. Possible creating of “morning mile” program given space and
development collaboration with recess monitors/ morning duty teachers.
For supporting
others/department/ N/A
school/district
Other
Other Notes and Comments