Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader

Project Option
Revised 1.1.19
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
Julia Hiser Julia.hiser@gmail.com Multiple Subjects 2nd
Mentor Email School/District Date
Anne Aronchick aaronchick@valleycharterschool.org Valley Charter School 3/8/19
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to
apply critical thinking by designing structured inquires into
Promoting critical T - Guide students to think critically through use of questioning strategies, posing/solving
complex problems.
thinking through inquiry, T – Applying problems, and reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex
problem solving, and S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension S - Innovating
questions and problems, reflect, and communicate
reflection and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

Engaging Seeks available neighborhood

local Develops awareness about local neighborhoods and community resources.
communities and communities surrounding the school.
6.5 in support of Emerging Exploring Includes references or
the Uses available neighborhood and community connections to communities in
instructional resources in single lessons. single lessons or sequence of
program. lessons.
Engages student in actively
making connections to relevant,
Connecting Integrates connections to meaningful, real-life meaningful, and real-life
subject contexts in planning subject matter instruction contexts throughout subject
Integrating/
matter to and is responsive during instruction to engage Innovating/ matter instruction.
1.3 Applying
meaningful, students in relating to subject matter. Integrating
real-life Students utilize real-life connections regularly to Students actively engage in
contexts develop understandings of subject matter. making and using real-life
connections to subject matter
to extend their understanding.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Colleagues will receive
How can teachers leverage
presentation on local
engagement with local community
community organizations and
Empowering Students by Engaging with Local Communities organizations, and with community
people and ideas for how to
members, to empower students and
use community engagement to
improve learning outcomes?
support student learning.
Audience for Project How Project Fits into Professional Goals How Audience Satisfaction will be
(Who Participates/Who Benefits) and/or Department/School/District Needs Assessed
One professional goal for myself is
to engage with and collaborate Audience satisfaction will be
Colleagues will participate in the learning. Students will
with local communities. My school assessed through an
benefit.
demonstrates a need for authentic, anonymous online survey.
real-world learning experiences.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions: Identify at least one NBPTS and at least one Teacher Leader Model Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
  NBPTS Proposition 5 Teachers are
members of professional communities,
Part 3. Teachers work collaboratively
with the community
 Teacher Leader Model Standards, I will promote both standards (collaboration with communities) to my colleagues
Domain VI: Improving outreach and through my presentation. I will offer support through the resources I provide.
collaboration with families and
community

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

Identify name and date 3/15/19 3/21/19 3/28/19 4/5/19 4/10/19

for activities.
Present Analyze
Discuss results
Gather information. Create presentation.
findings to results of
with Mentor.
colleagues. survey.
Provide 1-2 sentence I will create a presentation for my colleagues on the benefits of engaging with local communities, how
summary of your teacher community engagement can make learning experiences more authentic and empowering, and ideas for next
leader project. steps including a list of local community organizations and leaders and how they could support learning.
Summarize process for I will conduct an anonymous online survey after my presentation and compile feedback from teachers on their
analyzing effectiveness of likelihood to engage with local communities moving forward. If in one school year’s time, each teacher has
leadership role. incorporated one community engagement piece, I will consider my role effective.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
How Family, School, and Community Engagement Can Improve Student Achievement and
Engaging the Community Inside the School Walls by
Influence School Reform
Amanda Ronan
https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-
https://teach.com/blog/engaging-the-local-
0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
community-inside-the-school-walls/
This detailed literature review discusses the research and findings on the impact of family and
This article covers four benefits of community
community engagement in schools. It states the benefits of this engagement (significant
engagement and ideas for how to connect schools and
increases in test scores among sub groups). It explores successful pathways to engagement
communities.
and potential obstacles.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleagues at my school create elaborate and engaging Project Based Learning experiences (for example, turning their classroom into a one room
school house to teach children about life “long ago.”) However, these projects are teacher driven and lack an authentic, real-world connection or
audience outside of other students, teachers, and parents.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how
Promoting critical to increase complexity of task beyond a single
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating lesson so that there are continuing
1.5 Students answered questions that included all levels of Bloom’s. Students created their own math
inquiry, problem S – Exploring S - Integrating opportunities for students to engage in inquiry
problems.
solving, and reflection in complex problem. How could you extend
lesson into PBL?

To move to the
Engaging I researched and collaborated with colleagues to create
Applying/Integrating
local a resource of local communities organizations and
T- level, I could become
communities people to support in our instructional program.
T-Emerging Exploring familiar with all the
6.5 in support of
S-Emerging S- resources in the local
the I am revising (and supporting my colleagues in revising)
Applying community and select a
instructional Project Based Learning projects to include local
variety of the them to
program. communities.
support learning.
Connecting I am revising curriculum to include authentic, real-life To move to the
subject T- contexts and/or audiences. Innovating level, I could
T-
matter to Integrating support students in
1.3 Integrating
meaningful, S- Students are empowered and engaged by real-life making real-life
S-Applying
real-life Integrating contexts and are making connections between lessons connections in all subject
contexts and the larger world. areas.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
Encouraged and supported
Teacher learned about research behind creating
Google Document – living document others to find real-life contexts
opportunities for learning that include real-life contexts. She
of local organizations and for learning and created a
learned about local organizations
community members dynamic, living document of
Leveraged technology (ISTE)
Presentation for colleagues possibilities for community
Adult Learning Theory
engagement.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, including

presentation, notes, handouts, and other resources.
Google document is very useful.

Effectiveness of Candidate in teaching and coaching adults.

Teacher should consider including her objective. She could strengthen her hook and
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. include more visuals and graphic organizers.

Value of topic for audience. Very valuable!

Overall delivery by Candidate of the professional

Teacher was clear and engaging. She was responsive to her co-workers and
development experience, including audience engagement,
pacing, tone, and response to questions. answered questions confidently. Teacher paced her presentation well.

Analysis and Summary of Audience Assessment

Directions: Record assessment data into Assessment Data Table (see end of document). Include copies of assessment tool with submission. Include at least one graph in your summary.
My analysis of my survey results shows that my colleagues
agree that students need real-world contexts for learning.
More than 50% feel they are currently providing those
authentic connections and engaging the local community.
When asked if they feel prepared to increase community
engagement, no one answered 5 out of 5 stars and several
people voted on the low end of the spectrum (2 and 3 out
of 5 stars). After the presentation, my colleagues reported
they would be more likely to include community
engagement in their planning. Additionally, participants
reported that the presentation was clear, engaging, and
useful.

Action Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning

For classroom practice

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional Include more engaging visuals in future presentations. Clearly state objective at beginning. Provide an incentive
development for survey completion.
For supporting
others/department/
school/district

Other

Other Notes and Comments

https://www.surveymonkey.com/results/SM-SD2JCTZBV/

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4