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  
Christina  Rothenberg   christinaegeorge@gmail.com   Multiple  Subjects   Second  Grade  
Mentor   Email   School/District   Date  
Hayley  Roberts   hroberts@jtdschool.org   The  John  Thomas  Dye  School   3/5/19  
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  
T  -­‐  Guide  students  to  think  critically  through  use  of  questioning  strategies,   critical  thinking  by  designing  structured  inquires  into  complex  
Promoting  critical  thinking  
1.5   through  inquiry,  problem  
T  –  Applying  
 
posing/solving  problems,  and  reflection  on  issues  in  content.   T  –  Innovating   problems.  
solving,  and  reflection   S  –  Exploring S  -­‐  Students  respond  to  varied  questions  or  tasks  designed  to  promote  
comprehension  and  critical  thinking  in  single  lessons  or  a  sequence  of  lessons.  
S  -­‐  Innovating   S  -­‐  Students  pose  and  answer  a  wide-­‐range  of  complex  questions  
and  problems,  reflect,  and  communicate  understandings  based  
on  in  depth  analysis  of  content  learning.  

T  –  Facilitates  student  self-­‐

Promoting   reflection  and  ongoing  
T  –  Develops  shared  responsibility  with  
social   improvement  of  the  caring  
students  for  resolving  conflict  and  creating  
development   community  based  on  respect,  
and  maintaining  a  caring  classroom  
and   fairness,  and  the  value  of  all  
community.  Supports  students  in  taking  
responsibility   T-­‐   T  –   members.    
leadership  in  developing  a  caring  
within  a  caring   Integrating   Innovating   S  –  Students  take  leadership  in  
2.1   community  that  is  responsive  to  the  
community   S  –   S  –   resolving  conflict  and  creating  a  fair  
diverse  cultural  norms  of  identities  of  all  
where  each   Applying   Innovating   and  respectful  classroom  
students.  
student  is   community  where  student’s  home  
S  –  Students  demonstrate  efforts  to  be  
treated  fairly   culture  is  included  and  valued.  
positive,  accepting,  and  respectful  of  
and   Students  communicate  with  
difference.    
respectfully.   empathy  and  understanding  in  
interactions  with  on  another.  
Sets  and  modifies  a  broad  range  of  
T-­‐Sets  and  modifies  authentic  goals   professional  goals  connected  to  the  
Establishing  
connected  to  the  CSTP  that  are   CSTP  to  improve  instructional  
professional  
intellectually  challenging  and  based  on   practice  and  impact  students  
goals  and  
self-­‐assessment  and  feedback  from  a   learning  within  and  beyond  the  
engaging  in  
T-­‐ variety  of  sources.     T-­‐ classroom.  Engages  in  ongoing  
6.2   continuous  and  
Integrating   Engages  in  and  contributes  to  professional   Innovating   inquiry  into  teacher  practice  for  
purposeful  
development  targeted  on  student   professional  development.    
professional  
achievement.  Pursues  a  variety  of   Contributes  to  professional  
growth  and  
additional  opportunities  to  learn   organizations,  and  development  
development.  
professionally.     opportunities  to  extend  own  
teaching  practice.  
Facilitates  collaboration  with  
colleagues.    
Collaborating   T-­‐  Collaborates  with  colleagues  to  expand  
Works  to  ensure  the  broadest  
with  colleagues   impact  on  teacher  and  student  learning  
positive  impact  possible  on  
and  the  broader   within  grade  or  department  and  school  
instructional  practice  and  student  
professional   T-­‐ and  district  levels.     T-­‐  
6.3     achievement  at  school  and  district  
community  to   Integrating   Engages  with  members  of  the  broader   Innovating  
levels  and  for  the  profession.  
support  teacher   professional  community  to  access  
Initiates  and  develops  professional  
and  student   resources  and  wide  range  of  supports  for  
learning  opportunities  with  the  
learning.   teacher  the  full  range  of  learners.  
broader  professional  community  
focused  on  student  achievement.    
Section  3:  Teacher  Leader  Inquiry  Focus  and  Planning  
Project  Title   Inquiry  Question     Project  Objective(s)  
How  can  learning  more  about  equity  and  inclusion,   -­‐Attend  professional  development  
Implementing  Equity  and  Inclusion  Work  into  the  Classroom  
and  sharing  what  I  have  learned  with  my   conferences/sessions  addressing  equity  
Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 1 of 6  
 colleagues,  and  incorporating  these  practices  into   and  inclusion  in  the  classroom.  
the  classroom,  improve  the  classroom  culture  and   -­‐Share  information  with  my  colleagues.  
create  a  classroom  where  all  students  feel  valued?   -­‐Implement  new  information  into  my  
classroom  to  strengthen  personal  
relationships  with  my  students  and  the  
relationships  my  students  have  with  each  
other.  
Audience  for  Project     How  Project  Fits  into  Professional  Goals  and/or   How  Audience  Satisfaction  will  be  
(Who  Participates/Who  Benefits)   Department/School/District  Needs   Assessed  
Will  provide  a  Google  Survey  for  colleagues  
School  is  working  on  diversity  and  inclusion  this  
Colleagues  and  students   to  show  the  effectiveness  of  my  
year.  
presentation.  
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  
NBPTS:    
Prop  1.3:  Teachers  are  committed  to  their  students  
and  their  learning.  Teachers  Treat  Students  
Equitably.  
Prop  5.1:  Teachers  are  Members  of  Professional  
Communities.  Teachers  Collaborate  with  Other  
I  have  already  attended  a  few  sessions  at  the  NAIS  conference  regarding  equity  
Professionals  to  Improve  School  Effectiveness.  
and  inclusion.  After  this  conference,  I  attended  a  meeting  of  the  Inclusion  and  
TLS:  
Diversity  Team  to  discuss  our  learnings  from  the  conferences  as  well  as  our  
Domain  1b)  Fosters  a  Collaborative  Culture  to  
shared  goals  and  next  steps.  I  am  going  to  attend  the  ASCD  national  conference  
Support  Educator  Development  and  Student  
in  Chicago  and  will  plan  to  attend  sessions  on  this  topic  as  well.  I  will  put  into  
Learning.  Models  effective  skills  in  listening,  
practice  what  I  have  learned  with  my  students  immediately  and  observe,  with  
presenting  ideas,  leading  discussions,  clarifying,  
the  help  of  my  co-­‐teacher,  how  it  impacts  our  students.  I  will  then  present  what  
mediating,  and  identifying  the  needs  of  self  and  
I  learned  with  my  colleagues  at  the  conference  in  Chicago,  as  well  as  what  I  am  
others  in  order  to  advance  shared  goals  and  
implementing  with  my  students  and  the  impact.  
professional  learning.    
Domain  7b)  Advocates  for  Student  Learning  and  
the  Profession.  Works  with  colleagues  to  identify  
and  use  research  to  advocate  for  teaching  learning  
processes  that  meet  the  needs  of  all  students.    
 
Inquiry  Implementation  Plan  
Discuss  Results  with  
Analyze  Results  
Milestone  1   Milestone  2   Milestone  3   Mentor  
Milestone  4  
Milestone  5  
Review  results  
Implementing  new     Meet  with  
of  classroom  
Identify  name  and  date  for   information  about   Presenting  to  the   mentor  to  
activities.   Attend  ASCD  conference.   work  and  
equity  and  inclusion   IDT  team.   discuss  results  
surveys  from  
into  my  classroom.   and  finalize  ILP.  
colleagues.  
3/15-­‐3/18   3/19-­‐3/22,  4/8-­‐4/26   4/22-­‐4/26   4/26-­‐5/10   4/29-­‐5/10  
Provide  1-­‐2  sentence  
I  plan  to  focus  on  equity  and  inclusion  and  how  to  better  support  my  students  of  color  in  the  classroom.  I  
summary  of  your  teacher  
leader  project.       want  to  learn  more  about  equity  and  inclusion,  and  how  to  create  a  safe  environment  for  my  students.  
Summarize  process  for  
I  will  provide  a  Google  Survey  for  my  colleagues  based  on  my  presentation  to  judge  whether  my  
analyzing  effectiveness  of  
leadership  role.   presentation  was  helpful  for  them.    
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.)  
When  Nice  Won’t  Suffice:  Honest  discourse  is  key  to  shifting  school  culture   Teaching  Tolerance:  Teacher  Leadership:  Critical  Practices  for  
https://learningforward.org/docs/jsd-­‐june-­‐ Anti-­‐Bias  Education  
2011/macdonald323.pdf?sfvrsn=2   https://www.tolerance.org/magazine/publications/critical-­‐
  practices-­‐for-­‐antibias-­‐education/teacher-­‐leadership  
This  article  discussed  the  importance  of  having  a  school  culture  that  focuses   This  is  a  very  helpful  guide  for  steps  to  take  in  the  classroom  with  
on  specific  feedback  from  colleagues,  in  order  to  continue  to  grow  and   students,  as  well  as  with  colleagues,  for  stopping  discrimination  
collaborate  effectively,  as  well  as  how  to  do  this.   and  incorporating  anti-­‐bias  education.    
Colleagues  (Summarize  how  two  colleagues  have  addressed  similar  leadership  roles  OR  the  status  of  the  issue  at  department/school/district  level.)  

Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 2 of 6  
 Two  colleagues  this  year  have  stepped  into  the  role  of  the  directors  of  the   The  school  is  focusing  on  our  work  around  diversity,  equity,  and  
IDT  team.  They  plan  and  run  meeting  with  interested  faculty  members   inclusion.  All  faculty  and  staff  members  are  encouraged  to  attend  
regarding  our  work  with  diversity,  inclusion,  and  equity.  They  meet  with   PD  about  this  topic.  This  will  require  a  lot  of  work  on  the  part  of  
administrators  as  well  as  board  members  to  make  a  plan  and  implement   the  IDT  and  the  faculty,  as  well  as  administration  and  the  board  
plans  and  changes  appropriately.     of  trustees.    
Section  5:  Results  and  Reflection  
Initial   Revised   Suggestions  for  Moving  
CSTP   Element   Evidence/Rational  for  Rating    
Rating     Rating   Forward  
To  m ove  to  INNOVATING  level:    Consider  how  to  
Promoting  critical  
Teacher  asked  questions  of  analysis  and  evaluation.   increase  complexity  of  task  beyond  a  single  lesson  so  
thinking  through  inquiry,   T  –  Applying   T  –  Integrating  
1.5   Students  answered  questions  that  included  all  levels  of  Bloom’s.  Students  created  their   that  there  are  continuing  opportunities  for  students  to  
problem  solving,  and   S  –  Exploring   S  -­‐  Integrating  
own  m ath  problems.   engage  in  inquiry  in  complex  problem.    How  could  you  
reflection  
extend  lesson  into  PBL?  

Teacher  facilitates  discussions  at  the  beginning  

Promoting  
of  the  year  and  throughout  the  year,  about  
social  
what  the  5Cs  mean  to  the  students.  Students   Students  are  still  learning  
development  
used  their  meanings  to  create  their  class  rules.   how  to  have  these  
and  
Teacher  facilitates  discussions  with  students   conversations  with  each  
responsibility  
T-­‐   T-­‐ about  behavior  and  interactions.  Teacher  helps   other  and  still  benefit  from  
within  a  
Integrating   Innovating   students  reflect  and  think  about  what  they  can   teacher  help.  Some  students  
2.1   caring  
S  –   S-­‐   do  differently  to  improve  their  behavior.   are  beginning  to  have  these  
community  
Applying   Integrating   Students  are  learning  how  to  solve  conflicts   conversations  without  
where  each  
with  each  other.  Students  are  learning  how  to   teacher  help.  Some  students  
student  is  
help  each  other  facilitate  conflicts.  Students  are   still  need  reminders  to  speak  
treated  fairly  
comfortable  sharing  “Roses  and  Thorns”  with   nicely  to  others.    
and  
each  other  during  5C  meetings  and  working  to  
respectfully.  
resolve  conflicts  with  each  other.    
Establishing  
professional  
Teacher  set  goals  at  the  beginning  of  the  school  
goals  and   The  only  thing  I  am  not  doing  
year  with  the  help  of  administrator.  Throughout  
engaging  in   for  innovating  is  being  a  part  
T-­‐ the  year,  goals  have  changed  based  on  what  is  
continuous   T-­‐ of  professional  organizations.  
6.2   Innovating/   happening  in  the  school  and  the  classroom.    
and   Integrating   I  can  do  more  to  be  a  part  of  
Integrating   Teacher  attended  two  national  conferences  
purposeful   teaching  organizations  or  
with  many  sessions  to  choose  from  to  support  
professional   PLCs  at  my  own  school.    
teacher’s  goals.      
growth  and  
development.  
Collaborating  
To  continue  to  progress  in  
with  
this  area,  I  would  need  to  
colleagues   Teacher  meets  frequently  with  co-­‐teacher  and  
initiate  and  develop  
and  the   teaching  team  to  discuss  students  and  
professional  learning  
broader   T-­‐ collaboration.  Teacher  reaches  out  to  
T-­‐ opportunities.  I  could  present  
6.3     professional   Innovating/   specialists  and  other  teachers  to  collaborate  on  
Integrating   to  our  full  faculty  on  a  topic  
community   Integrating   projects,  units,  and  lessons.  Teacher  works  
and  maybe  in  the  future  even  
to  support   closely  with  specialists  and  administrators  to  
present  at  a  larger  
teacher  and   support  students.    
professional  development  
student  
conference.    
learning.  
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  
I  spent  a  lot  of  time  reflecting  on  the  way  I  support  
our  students  and  how  our  school  supports  all  of  our  
learners.  I  am  finding  that  while  we  as  a  school  try   The  group  I  presented  to  thought  
to  provide  equity  to  our  students,  there  are  many   that  the  equity  principles  activity  
I  made  a  Google  Slides  presentation,  
areas  where  fall  short  and  need  to  continue  to   would  be  a  beneficial  activity  to  do  
generated  handouts  and  notes,  and  a  
work  on.     as  a  whole  faculty  at  the  beginning  
Google  Survey.    
I  also  specifically  reflected  on  a  lot  of  my  biases  and   of  next  year  as  we  begin  to  write  
where  they  come  from,  as  well  as  what  I  can  do  re-­‐ our  own  community  definitions.    
learn  and  change  my  own  thinking.  I  am  more  
aware  of  the  way  I  am  treating  all  of  my  students  
Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 3 of 6  
 and  trying  to  be  more  aware  of  my  interactions.    
I  also  have  become  a  more  active  participant  in  the  
IDT  committee  and  I  am  enjoying  the  valuable  
dialogue  that  takes  place  at  these  meetings.    
Mentor  Feedback    
Directions:  The  Mentor  should  Identify  strengths  and  areas  of  improvement  in  each  of  the  following  areas.  
Christina  designed  a  clear  PowerPoint  that  was  the  anchor  of  the  presentation.  
Effectiveness  of  resources  designed  by  Candidate,  including   The  objectives  of  the  session  were  clear.  The  session  was  launched  using  
presentation,  notes,  handouts,  and  other  resources.   essential  questions  and  a  range  of  protocols  were  shared  from  the  ASCD  
sessions.  
Christina  chose  to  use  a  protocol  that  involved  the  audience  interacting  with  
Effectiveness  of  Candidate  in  teaching  and  coaching  adults.   each  other  in  a  number  of  different  ways.  Christina  intentionally  led  the  group  
(Refer  to  Adult  Learning  Principles  in  FOTIP  Handbook   through  the  directions  to  set  the  group  up  for  success.  The  audience  then  had  
[https://www.fotip.org/adult-­‐learning-­‐theory.html].     the  opportunity  to  share  out  what  they  had  discussed  and  then  reflect  on  the  
protocol  used.  
The  value  of  the  topic  was  carefully  chosen,  as  the  audience  was  our  Inclusion  
and  Diversity  Team  (IDT).  Christina  intentionally  chose  to  share  information  
Value  of  topic  for  audience.   from  workshops  linked  to  the  work  this  team  has  been  conducting  this  year.  
Handouts  including  ‘Responsive  Renovation:  Building  a  Culturally  Responsive  
Classroom  That  Grows  Diverse  Voices’  were  given  as  take-­‐aways.  
Christina  designed  intentional  professional  development  that  was  well  suited  to  
Overall  delivery  by  Candidate  of  the  professional  development  
the  audience.  She  enthusiastically  shared  information  and  paced  the  activities  
experience,  including  audience  engagement,  pacing,  tone,  and  
response  to  questions.   well.  Christina  posed  open-­‐ended  questions  and  was  able  to  share  knowledge  
when  answering  questions.  
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.  

All  participants  who  responded  to  the  survey  found  that  the  equity  principles  activity  was  beneficial  and  would  be  helpful  to  use  with  
our  entire  staff/faculty  as  we  begin  to  work  to  write  our  own  definitions  of  equity.  They  liked  being  to  have  honest  and  open  
discussions  about  equity  and  what  it  means  to  us.  They  also  liked  seeing  that  as  we  shared  our  definitions,  we  were  pretty  well  aligned  
and  were  able  to  come  up  with  very  comprehensive  definitions.    

Action  Items    (some  may  not  be  applicable)  

Moving  forward,  I  plan  to  use  the  Classroom  Identity  Wheel  over  the  summer  as  I  go  through  the  books  that  
For  curriculum  design,  lesson   are  in  the  classroom  library.  I  hope  that  I  have  a  good  representation  in  the  books  that  are  available,  but  I  
planning,  assessment   know  there  will  be  some  areas  that  need  work.  I  also  hope  to  use  this  going  forward  as  we  plan  units  in  class  
planning   and  choose  literature  for  reading  groups  or  class  read-­‐alouds  to  make  sure  that  we  have  a  diverse  mix  of  
books.      
I  am  becoming  more  and  more  aware  of  my  interactions  and  expectations  for  students.  I  learned  a  lot  at  the  
conference  that  I  had  previously  been  unaware  of  and  I  find  now  how  sensitive  I  am  to  things  that  come  up.  
For  classroom  practice  
I  am  still  learning  and  I  am  working  in  my  own  classroom  to  make  sure  that  my  classroom  represents  all  of  
my  students  and  that  I  am  being  as  equitable  as  possible  with  all  of  my  students.    
For  teaching  English  learners,  
students  with  special  needs,  
and  students  with  other  
 
instructional  challenges  
I  plan  to  continue  learning  as  much  as  I  can  about  diversity,  inclusion,  and  equity  in  the  classroom.  I  bought  
For  future  professional   a  few  books  at  the  conference  that  I  am  going  to  read  over  the  summer  to  help  myself  become  more  aware.  
development   I  want  to  continue  to  grow  in  this  area  as  I  know  I  have  only  just  started  to  really  learn  about  this  important  
work.    
For  supporting  
others/department/    
school/district    

Other    

Other  Notes  and  Comments  

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Include  copy  of  Google  Survey  Form  assessment  tool.  

 
 
 

 
 

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