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
Sasha Newby Art and Design 9-12
s.noelle61@csu.fullerton.edu
Mentor Email School/District Date
tawny.castillo@cnusd.k12.
Tawny Castillo Eleanor Roosevelt HS/CNUSD 2/20/24
ca.us
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use your most recent CSTP Assessment.
Identify both teacher and student rating for CSTP 1 and 2. See example.
Emerging, Exploring, Applying, Integrating, Innovating

CSTP Element Initial Rating Description

T: After every project, I ask students to reflect on the process and what helped them be successful
or unsuccessful. I also ask them what the ideal environment is for people to feel comfortable taking
risks and trying new things. I also will occasionally use a noise meter that activates when students
are too loud, so they know what volume is appropriate and helpful for all learners. I also have zero
tolerance for unkindness and students know they aren’t welcome if they come in being unkind. I
Promoting social will talk with students and ask more about their thought processes as well.
development and Every student is always given a cleaning task and are occasionally rotated to helper days, where
responsibility within they are assistant to some of the bigger projects as needed. This helps them be on the lookout for
T: Innovating
2.1 a caring community those who need help. 10/9/23
S:Integrating
where each student S: This is the first time I have ever had the number of students that I do want to help one another.
is treated fairly and Students are willing to help when someone is needing help on assignments and projects and I am
respectfully not available at that moment. They are able to be more open and kind because of this. Students
have also approached me about conflicts respectfully. I specifically have two students sitting across
from each other, one pretty outgoing and one very very quiet. They have started to ask each other
about their ideas and opinions and hobbies outside of school. Having classes mixed in grade level
also helps to promote a more caring and respectful community. Older students help guide the
younger ones and/or set a good example (or sometimes healthy competition). 10/9/23
I reflect all the time and ask for feedback and ideas from coworkers,admin, and students. I don't
Reflecting on directly connect my own reflections to the CSTP specifically, but my own areas of reflection are
teaching practice in naturally similar.
6.1 Innovating
support of student I have been doing more research into connecting content specific lessons and real world contexts. I
learning apply other content areas and collaborate with colleagues to help raise overall academic
achievement
I am always discussing ways to help support certain students and get feedback to help all of my
Collaborating with learners.
colleagues and the I need to collaborate more with the EL coordinator and SPED teacher.
broader I am a part of a few different Facebook groups of art educators where we can post questions,
Applying -
6.3 professional ideas,struggles, and more.There are always people collaborating and commenting on the best ways
Integrating
community to to help students.
support teacher and I am wanting to go to a ceramics teacher conference. It is my first year teaching ceramics.I am a
student learning part of ceramics specific online groups and have reached out to other ceramic teachers I know.
We are working to hire more art/music teachers and I will be able to collaborate with them more.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Guide teachers towards a deeper understanding of
social actions and empower them to effectively convey
How can I encourage my peers to the importance of Denim Day to their students
Build a Supportive Classroom Environment:
Supporting student Academic and Social/Emotional create safe environments where
growth through Socially Informed Teaching students can share opinions and Educators will explore methods to create a supportive
be more active and inclusive classroom environment that encourages
open dialogue about social issues, promoting a sense
of community and understanding.
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
There is a lack of deeper
understanding and action
towards social issues being
celebrated/taught about. This
- Photos of them while they are
is to help teachers feel more
drawing
Teachers and students participate and benefit prepared in communicating
- Scans of the drawings
with their students about - Digital Feedback Form
issues like sexual assault and
making sure students
understand why they are
participating in certain events.
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

NBPTS Proposition 2: Teachers know the subjects they Teachers are informed about Denim Day during the PD meeting and then
teach and how to teach those subjects to students we will brainstorm during a meditative art activity on how it applies to us
as teachers.

Inquiry Implementation Plan

Milestone 1 Milestone 2 Milestone 3 Milestone 4 Milestone 5
Have plan
Have PD Staff School Assembly Analyzing Discuss Results
Identify name and date Meet with student
Slideshow and Denim Day Results with Mentor
for activities. presenters to discuss plan
Tues 4.23 - Wed
Tues 4.9 Tues 4.16 Sat. 4.27 Tues. 4. 30
4/24
Provide 1-2 sentence
My teacher leader project focuses on teaching teachers about Denim Day during a Professional
summary of your teacher
Development meeting and incorporating a meditative art activity to help teachers process.
leader project.
Summarize process for I have created a short Survey for teachers at the end of the PD to answer a reflection question and give
analyzing effectiveness of me feedback.
leadership role. I will collect some examples of the art activity to analyze the level of participation of my coworkers.
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.)
Being a Teacher Means Talking About Sensitive Social
Issues. Here’s How
Having difficult conversations about social and cultural
THE IMPORTANCE OF DIVERSITY & MULTICULTURAL AWARENESS IN
issues can help to promote academic and social
EDUCATION
development. Ignoring these topics can leave students
This article summarizes common types of cultural diversity and the
feeling that they don’t belong.
importance of preparing students for the changing world.
Teachers feel unprepared, traditional classroom norms
All students benefit when we foster inclusive and culturally sensitive
don’t support these conversations, and teachers fear
environments.
negative family responses.
Students become more empathetic, gain a better understanding of lessons
Teachers can: learn the facts, find go-to strategies,
and people, become more open-minded, feel safer and confident, and are
focus on student-voice and learning opportunities,
better prepared for a diverse workspace.
make room for multiple perspectives, create safe
guidelines, build relationships with families, and
involve families.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
2018 “task force” how to get people to use our
technology resources
person for each discipline in the team that was
developing tech training just at school site to be a pilot
“bring your own laptop” - teachers required to use
educational tech in classrooms
- Should have been straightforward but felt
contentious. Teachers been doing the same Slideshow created to show advisory classes about Cesar Chavez and host a
thing and could be difficult and reluctant poster contest.
- taught peardeck, edpuzzle, padlet, Google
Classroom, etc.
- Got to know everyone on campus, nice to have
a collaborative feeling with everyone working
on this common goal, environment of
continuous learning (positive of trying to run
PDs)
Section 5: Results and Reflection
Initial Revised Suggestions for Moving
CSTP Element Evidence/Rationale for Rating
Rating Rating Forward

Participating and teaching students about

Denim Day has helped to create more
I want to help guide my students
awareness on sexual assault and consent. The
Promoting social in getting more involvement from
leadership in Warriors for Justice is really
development and the entire school. Most students
dedicated to creating a safe and caring
responsibility wore denim and attended the
community in our school. They have stepped
within a caring assembly. Some students
T: Innovating T: Innovating up a lot to try and be a resource for other
2.1 community continued the conversation and
S:Integrating S: Innovating students to come to.
where each others are interested in joining
I have grown in this area, because I am
student is treated Warriors for Justice. Next year, we
constantly promoting social development and
fairly and could have more activities,
responsibility in my classroom, but this is the
respectfully volunteer opportunities,
first time I feel that I had more participation
interactive assemblies, etc.
and passion in a project outside of my
individual classroom.
Reflecting on I am always very reflective and we reflect I want to lead more group teacher
teaching practice with other teachers and staff during reflections on how we can do
6.1 Innovating Innovating
in support of meetings. I also like to go and ask for more for students’ social and
student learning feedback, but this was the first time I was emotional development and
 able to lead other teachers in reflecting on an create more empathetic students
issue that I am passionate about. I had the that are passionate and want to
students share the importance of the topic get involved in their communities.
with the teachers, so there would be more Some topics that I see a need for
buy-in and then led the art activity to process, at my school would be:
meditate, and brainstorm. ● community service
I also used what the students were projects/involvement
interested in and passionate about to help ● Guest speakers/artists for
guide teachers and my inquiry question. cultural movements and
holidays
● Spread the Word to End the
Word Campaign (students use
the R-word without knowing
what it means)
● Teaching students
mediation/de-escalation
strategies to handle conflict (to
help address emotions and
fighting)
I would like to get more involved
in the larger professional
Collaborating
I facilitated this collaboration with teachers community regarding social and
with colleagues
and am trying to create a positive impact on emotional development of our
and the broader
our instructional practices. I helped educate students. I also would like to find
professional Applying - Integrating -
6.3 teachers more on Denim Day and used a ways for our districts to support
community to Integrating Innovating
meditative art exercise to guide teachers and educate families on SEL
support teacher
through their own reflections on how to practices.
and student
expand their impact on student learning. I want to find more ways to help
learning
guide the SEL into more academic
growth as well.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
Teachers created neurographic ● All teachers participated in this
art and were able to participate activity and felt more confident
in brainstorming and about supporting students in this
processing. They answered topic.
reflection questions about how ● The teachers felt calm and relaxed
NBPTS Proposition 2: Teachers know the subjects they they felt, feedback on the PD, during the activity and overall
teach and how to teach those subjects to students and their thoughts on the enjoyed it
question “How can we create ● Students involved in the club felt
I feel more confident about Denim Day and approaching safe environments for students good about how the presentation
this topic with students. I also feel more knowledgeable to share opinions and discuss went with the staff and also at the
about how to bring this up to teachers. I am more difficult social issues in a student assembly.
confident about my ability to lead a staff PD meeting. meaningful way? ● Other students discussed Denim Day
The other teachers learned about a calming meditative ● Link to Student Denim Day with each other in classes.
art activity that anyone can do Slideshow ● One student created a denim vest
● Link to Teacher PD after the assembly that said “Our
I would like to continue brainstorming and Instructions danger isn’t your humor” (photo
implementing ideas on how to create the space for ● Link to Teacher Neurographic included below)
students to have difficult conversations in school. Art and Reflection Questions ● Students learned about some
resources for more information and
A student that was not involved facts on Denim Day and sexual
in Warriors for Justice painted a assault
statement on their denim vest ● Students learned about resources on
as a response to this how to help a friend in these

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)
presentation. She said that this situations and how else they can get
topic meant a lot and she involved safely.
wanted to do something to
help. She painted “Our danger
isn’t your humor” with “SA”
crossed out.
Photo of her painting.
Warriors for Justice is already
brainstorming about how they
can participate even more in
Denim Day next year.
Strength: Resources designed by Sasha are aesthetically pleasing to look at
and include the correct balance of written provided information on the
documents vs verbal instructions. Time and care were given to the impact
of the presentation and handouts for both staff and students.
Area of Improvement:
The resources that were created in collaboration with students eventually
were edited to be more effective but began with students wanting to share
information that was easily available rather than vetted and researched for
authenticity. In future endeavors students may need a bit more support
from teachers involved to find relevant and accurate information to include
in the presentation.
Strength: The activity chosen was a thoughtful and effective way to get
staff to reflect on their impact on students while also modeling the
behavior and techniques that teachers can use in their classroom with
students. Having the students from the club also present to the staff was a
great way to have buy-in from the staff on the actual impact of the
presentation.
Area of Improvement:
The only area of improvement may be time management; in relation to
preparing information and activities. Especially when employing the help
from students, the effect of the information that is provided can be more
impactful if the materials are reviewed or edited multiple times before the
presentation.
Strength: Sasha chose a subject that was relevant to the population at her
school site. “Denim day” had been showcased at her school site in the past
but not given the emotional or academic gravity that the subject deserved.
By allowing the students and staff time to learn about why “denim day” is
impactful to the population at her school site Sasha was able to instill value
in the conversation around making safe spaces for students on campus.
Area of Improvement:
I do not have an area of improvement for value of topic. Sasha has a great
perspective on social issues that could be addressed with the population of
students she interacts with on campus.
Strength:
Area of Improvement:
For curriculum design,
lesson planning,
assessment planning
I need to have better classroom management strategies in place to uphold a calm environment where
For classroom practice everyone feels safe and focused enough to do art, discuss and reflect on difficult topics, and to express
themselves.
For teaching English
learners, students with
I need to collaborate more with our support staff in these areas. I also want to learn how to help
special needs, and
students that struggle with difficult topics that can be triggering.
students with other
instructional challenges
For future professional I need to attend conferences and trainings outside of my school/area to help broaden my own
development knowledge and skills. I also would like to help lead teachers in growing their skills more.
For supporting I want to do more art PD for teachers for their own mental health and reflection. Many teachers have
others/department/ expressed interest in trying pottery.
school/district I am going to be leading a PD on how to use Adobe Photoshop and Illustrator.
Other
Other Notes and Comments