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

Grecia Gamiz ggamiz@californiaops.or Art 6th

g
Mentor Email School/District Date
tmurphy@californiaops.or California Connections
Tate Murphy 2/12/24
g Academy/ San Juan Capistrano
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use the 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
Developing
and
sequencing
long-term
and
short-term Refines sequence of long-term plans to reflect integrations of curriculum guidelines,
4.3 T-Integrating
instructional frameworks, and assessed instructional needs to ensure student learning
plans to
support
student
learning

Promoting
social
Develops shared responsibility with students for resolving conflict and creating and maintaining a
Development
caring classroom community. Supports students in taking leadership in developing a caring
2.1 and T-Integrating
community that is responsive to the diverse cultural norms of identities of all students.
responsibility
within a
caring
 community
where
each student
is
treated fairly
and
respectfully

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question
How can I develop and lead an
Creating an After School Club
Art club in my online school?
Project Objective(s)
I will create an after art school club focusing on digital art
in an online setting.
I will develop a curriculum/plan for the club.
I will lead an online art club at our 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
Our school is continually looking
Students will be sent a
for opportunities for students to
Art Dept/ teachers satisfaction/feedback survey on
socialize and build connections.
Middle school students google form. Form will be sent via
Students have shared interest in
WebMail, before the final meeting.
learning about digital art.
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

I will be using my knowledge and personal experience of Digital art to
Proposition 2: Teachers know the subjects they create lessons and activities students will participate in during our club
meetings.
teach and how to teach those subjects to
students. I will create a list of digital art software/apps students can choose from to
use on the device of their choice.
Inquiry Implementation Plan
Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
Identify name and March 3,
February 27, 2024 Mar 22, 2024 Apr 15, 2024 Apr 19, 2024
date for activities. 2024
Present plan Student
Create a plan for the MS Results and
to Art dept. & First Club Meeting satisfaction
digital art club Reflection
Supervisor Survey
Provide 1-2 sentence
For my teacher leader project I will create an after school art club, focusing on Digital Art.
summary of your
teacher leader
project.
I will focus on student enrollment, Attendance, participation, and final responses on the Student
Summarize process
satisfaction survey.
for analyzing
effectiveness of
Effectiveness of leadership roles will be determined through student satisfaction survey, as well as
leadership role.
feedback from teachers, mentor, and supervisor.
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.)
Black, J., & Browning, K. (2011). Creativity in digital
art education teaching practices. Art Education,
64(5), 19-34.

The article shares how teachers can effectively
integrate technology into their art curriculum.
Instead of focusing on thoroughly learning the
software, students can learn the software through
the act of creating. The act of digital creation can
help students build their self-esteem and approach
digital art assignments more confidently. This
article also provides examples as to how other
teachers have used technology in their art
classroom.
Lang, C. (2021). Extracurricular activities can play a central role in K-12
education. Phi Delta Kappan, 102(8), 14-19.
Following article highlights the importance of extracurricular activities, and
the positive association to academic, social, developmental outcomes.
Extracurricular activities help students see school as a place of safety and
belonging, as well as help students build strong relationships with peers
and the adults who lead these activities.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
History Teacher & Supervisor
Mentor & Art 7 teacher
My mentor currently leads the Disney club, for all
Supervisor currently leads the History Club, for students interested in
students who enjoy all aspects of disney. Her club
learning more about historical topics. Students in his club will work on a
takes place in zoom/class. She has teachers who
group project.attendance is an important aspect. The first meeting was an
help with class management, supervising the chat.
introduction to the club and club expectations. Students were provided a
She recommends having clear expectations, and
sign up sheet, which was shared with Ms. Curtis, our homeroom teacher for
suggests zoom settings that are appropriate for the
sectioning. A message board was created for students to access club
club.
information/links any time.
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?
Developin To move to INNOVATING level
Teacher created a semester-long plan for art
g and T– Utilize student surveys to
4.3 T-Integrating club meetings.
sequencin Innovating further improve each digital
g art club lesson and integrate
 long-term In each lesson students are creating Artwork skills students are interested in
and and then learn and practice using various as well as skills students should
short-term Digital art tools. learn.
instruction
al Utilize knowledge gained from
plans to student participation, use
support apps, and student suggestions
student to choose digital art software
learning that would improve student
experience and participation in
the club.

Have students practice using

tools they already know, and
keep incorporating new tools
students can utilize along with
what they already know.
To move to INNOVATING level
Make review club expectations
at the beginning of every
Promoting meeting.
social Teacher set clear expectations for behavior
Developm and participation. Redirect students that are not
ent and T– following club expectations or
2.1 T-Integrating Teacher created opportunities for students to
responsibil Innovating interact with peers in an appropriate and
demonstrating proper
ity respectful way. behavior.
within a
caring Just as in a live class have
students demonstrate their
understanding/agreement to
the expectations.

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
Proposition 2: Teachers know the subjects they teach and
-Developed a long-term
how to teach those subjects to students.
curriculum plan and a weekly art
Used my knowledge and personal experience of
club.
Digital art to create lessons and activities students
-Worked together with art teachers to
will participate in during our club meetings.
-Digital art lessons, activities, develop a Middle School Club.
videos, resources
digital art software/apps students can choose from
to use on the device of their choice.
-Middle School Art club
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the
Grecia created digital resources and comprehensive presentations, as well
Candidate, including presentation, notes, handouts,
as lead well-planned art demonstrations for students.
and other resources.
 Through Grecia’s instruction, students have effectively made several
Effectiveness of Overall Project drawings to practice various techniques of digital art. Students have walked
away with a greater understanding of digital art programs.
Having a digital art club has given middle school students at our school an
Value of project for audience. opportunity to learn new art-making skills, socialize with their peers, and
explore creative and technological, project-based assignments.
Grecia did an incredible job organizing and planning and an entire year of
lessons and projects for our students. She is very organized, prepared, and
Overall feedback.
flexible when it comes to her instruction with students. She has given our
students a creative outlet that improves students’ engagement and skill.
Action Items (some may not be applicable)
● Personally I feel like I could have kept the original curriculum I had planned. I wanted to create a
For curriculum balance between what the students should know, and what they would like to learn more about.
design, lesson
planning, ● I would like to revisit the lessons , I would still like the students to create a piece of artwork during
assessment planning our time together. I would like to bring more emphasis to the tools that we will be using and how
those tools work.
● Set clear club expectations for students to follow.
For classroom
practice ● Possible look for a way for students to collaborate and support each other in a way that is not
distracting or where STs fall off topic, possibly through Padlet.
For teaching English
learners, students
with special needs, ● I think students would benefit from step by step directions that are typed out and accessible
and students with through the canvas slides or Google doc. As well as additional visuals.
other instructional
challenges
For future
professional ● Look for Professional development about creating a school club and digital art software.
development
For supporting
● Invite teachers from the art team as well as other subjects who would like to participate and learn
others/department/
about digital art or how to develop their own technology club for our school.
school/district
Other
Other Notes and Comments