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
Valerie Carrillo vcarrillo@ljsd.org Multiple Subjects Third
Mentor Email School/District Date
Marikate Wissman mwissman@ljsd.us Lowell Joint School District 02/26/19
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.

I work very closely with my grade level

partner multiple times a week. We plan
Collaborating together and come up with lesson ideas I will be initiating collaboration
with colleagues that will be engaging to our students. She amongst colleagues when I give my
and the broader can help me when I share a problem I presentation.
T: T:
professional faced in a lesson. We also can compare
6.3 Applyi Innova
community to how our classes understood the lesson I will be helping to promote a positive
ng ting
support teacher overall and share the methods we used. work environment by providing
and student This is very helpful when it comes to support to the new teacher.
learning. reteaching things. It helps to have
another person’s perspective who is
teaching on the same topics. 5/12/18

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
● To equip the new teacher will
the necessary skills and
How can we better support our new knowledge to fall into their
New teacher support meeting teachers to make the transition into the position with ease.
new position easier on them? ● To support the new teacher in
answering questions about the
site and what to expect.
Audience for Project How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) Department/School/District Needs
Our district provides new hires with a
training day where they go over general
topics very quickly. I would like to
provide a back to school meeting with
new teachers where I can give hands-on
After attending the group will be sent a
New teachers at my school site and tutorials that may get overlooked in the
questionnaire over Google Forms to give
potentially throughout the district. training as well as guidance and support
feedback and topics of interest.
for the new teacher. Since this is a long
term goal, I will be presenting to the
staff at a PLC meeting to get their input
on topics that will be covered in the
meeting.
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
 Proposition 5: Teachers are members of
I will step up into a leadership position in my school community and begin a program
the professional community.
that my campus was in need of for the benefit of school effectiveness.
Teacher Leader Domain 3 Promotes
I will be working with administrators and staff to promote an ongoing learning process
professional learning for continuous
that is aligned with the needs of the school.
improvement.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Go over
Speak with new
Look over Google presentation and
Identify name and date for teachers about Present at staff
Complete Slideshow Forms results on discuss survey
activities. things they wish meeting
presentation comments with
they knew.
mentor.
3/15/19 3/17/19 3/21/19 3/18/19 3/20/18
Provide 1-2 sentence I will be taking time this year to speak with staff in order to start a beginning of the year new teacher
summary of your teacher meeting to provide support for new teachers. This may potentially lead to multiple meeting to cover the
leader project. topics and allow for hands-on work for the new teacher.
Summarize process for When presenting my slideshow I will include mock topic s and information so that the staff is able to look at
analyzing effectiveness of the content and give feedback on what they feel is applicable or needs to be added. They will then be able
leadership role. to take a survey using Google forms about the content of the presentation and my delivery.
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.)
Why New Teachers Need to Be Supported
This account of a new teacher talks about the need for a mentor and the roles they play in a new
https://www.edutopia.org/blog/why-new-
teachers life. They are there to encourage support, and build a trust where the new teacher feels
teachers-need-mentors-david-cutler comfortable sharing failures, knowing that they will receive encouragement and advice from the
mentor teacher. She also states had she not received this she would have become a statistic of
the many teachers that quit after their first few years.

What Teachers Need but Don’t Get

https://www.tandfonline.com/doi/abs/10.
3200/TCHS.77.4.138- This article looks at three areas teachers need the most support in. It discusses peer support,
parental support, and administrative support. It discusses how at times this job can be isolating
145?journalCode=vtch20
when you remain in the walls of your own classroom. We should be bouncing ideas off of each
other and learning from on another.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Mrs. Reynolds spoke to me about the role she played on our school site as a new
teacher mentor for those who were part of the BTSA program. She would meet with the
new teacher and support them in their learning and teaching skills. This is now
Mrs. Reynolds: Kindergarten Teacher
something that my district no longer offers.
(BTSA Coordinator)

When speaking to Mrs. Wissman iI told her my experience about going to new teacher
orientation and feeling like I had learned a lot, but didn’t have the chance to put a lot of
it into practice because I didn’t have my class list yet. She shared that we needed a
Mrs. Wissman: Principal
program at sites for new teachers to feel supported. When I shared my teacher-leader
project ideas she was very interested in this one due to the need for it at our school.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their
inquiry, problem S – Exploring S- continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection Integrating complex problem. How could you extend lesson into PBL?

Collaborati While preparing for my teacher leader project I I think that while putting my project
T: T:
ng with collaborated with other teachers and was able to fully into motion I will naturally
6.3 Applyi Applyi
colleagues discuss hardships and issues that needed evolve into the Innovating level. I
ng ng
and the addressing. In these problems, the teacher will will be working more closely with
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 broader feel more supported and allow them to meet the teachers while bringing the new
professiona needs of their students with more ease. teacher program into reality.
l
community
to support
teacher and
student
learning.

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 5: Teachers are members of the
professional community: I worked with my
principal and colleagues in developing ideas
that will be put into effect for the new
An outline of all the issues that will need
teacher next school year.
to be addressed in the program. this is
The Google Drive created will be shared
going to be converted to a Google Drive
Teacher Leader Domain 3 Promotes and made available to all the schools in
as well as small hands-on learning
professional learning for continuous the district to access
meetings at the beginning of next school
improvement.: I was able to see an area
year.
that needed improvement in my school and
in come up with a plan to help fix it. In
doing so, I am hoping to improve the school
in some way with the help of my collegues.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, Your presentation was engaging yet to the point. It set up several talking points for staff
including presentation, notes, handouts, and other to dialogue about in small groups. The two column handout was a great way to keep
resources. folks following along as well as take notes.
Effectiveness of Candidate in teaching and coaching The topic you selected was very relevant to our staff since many of them are new or
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
newer to our district. The way in which you presented the material gave them a chance
theory.html]. to collaborate and share ideas which will serve to offer multiple perspectives.
One of the topics of discussion that evolved from your presentation was the disconnect
between what new teachers need to know to be a successful part of the school and
Value of topic for audience. what the district’s orientation offers. I believe this not only provided us with good
information for building your project into a tool for the district, it also gives evidence
that your topic was of value to the staff.
Overall delivery by Candidate of the professional Valerie, you did a good job of pacing your presentation and building in timely
development experience, including audience opportunities for discussion. The feedback you received from the staff was thoughtful
engagement, pacing, tone, and response to questions. and offered future areas to explore.
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.

I received great feedback from the staff. They offered to be experts in areas and were willing to be involved. They offered new topics
that I did not cover in my presentation. This led to a lot of areas of discussion. Many stated that while they were not new teachers
themselves this is still good information for teachers to be able to reference to brush up on. Especially pertaining to the curriculum
and program sections. Many voiced the need for a mentorship program. So that every new member has a teacher that they can get
advise from or talk to. I was so pleased hearing the positive feedback.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment
planning

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional I would like to read some more articles and resources on things that are done in other districts for thor new
development staff and meet with my principal to discuss these things.
For supporting Make a Google drive with topics and add documents and write-ups over the summer. Make all the
others/department/ resources I have made over the summer available to the district so that they are able to supply their new
school/district teachers with it or reference it for their own use.
Reach out to staff that showed interest in being involved and brainstorm how they want to speak on their
Other
topic specialties.
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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