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
Hoasa Hakami hhakami@oflschools.org English 11
Mentor Email School/District Date
3/4/20
Tristan Churchia tchurchia@oflschools.org Baldwin Park
Date for presentation:
4/17/20
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
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection and problems, reflect, and communicate understandings based on
comprehension and critical thinking in single lessons or a sequence of
in depth analysis of content learning.
lessons.
Managing
professional Models professionalism and supports
responsibilities to colleagues in meeting and exceeding
maintain motivation Integrating Maintains continual effort to seek, develop, Innovating professional
6.6 and commitment to and refine new and creative methods to  responsibilities effectively.
all students ensure individual student learning.

Reviewing data,
Reviews and monitors a broad range of
both individually T- Facilitates collaborative work and
data individually and with colleagues to
and with colleagues, Integrating Innovating fosters colleagues ability to identify and
analyze student thinking and identify
5.3 to monitor student address causes for achievement patterns
underlying causes for trends. 
learning and trends.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
● Teachers will learn how to teach
students vocabulary acquisition
and application.

● Teachers will learn vocabulary

collocations, which they can
How will a different approach to vocabulary teach all students, especially EL
instruction change teachers’ approach to and students with special needs
Teaching Teachers Vocabulary Instruction
teaching it through consistent application over in all assignments.
weekly or unit assessments?
● Teachers will learn methods to
teach vocabulary words short-
term and long-term through
repetition, verbally and in
writing, and constant natural
usage of the words.
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
We work with students at risk, many of
whom we see as EL students with limited
language skills. Vocabulary acquisition is
essential to their success not only in English Teachers will receive a Google Forms survey
All English teachers in the English department during the PLC.
but also in other subjects and pivotal to their to fill out in the end.
reading comprehension—and in that matter
their state assessments including the
RenStar and SBAC.
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 5
 ● NBPTS Proposition: I will begin the lesson by having teachers at the
PLC discuss how successful their vocabulary lessons have been and to
reflect why their students—all, including EL and students with special
needs—are not actively using those words. They will also discuss
how much standard tests with vocabulary words such as matching
● NBPTS: Proposition 4: Teachers think and multiple choice are not effective in the students’ use of those
systematically about their practices and words in the long run.
learn from experience.
● Teacher Leader Model Standard Domain: This domain is about
● Teacher Leader Model Standards: Domain 2: assisting one’s colleagues in improving their practice to see real
Accesses and Uses Research to Improve results in students’ learning. I will be showing teachers data on
Practice and Student Learning students’ vocabulary acquisition based on research and discussing
the reason for those results with them. At the end of the lesson, I
will, then, show them why repeated use of vocabulary words and
their constant application in all assignments has different results.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Monday, April
Friday, March 6th Friday, March 16th Friday, April 17th Friday, April 24th
20th
Review
Finish initial Review success
Identify name and date for Send initial surveys Present the teachers’
activities. PowerPoint of what teachers
to teachers on teacher leader lesson plans
presentation (draft) to will actually
their practice of project to and their
review with my implement in
vocabulary teachers for two surveys for
mentor. their vocabulary
instruction. hours at a PLC teaching
instruction.
vocabulary
I will teach English teachers how to teach vocabulary words correctly with appropriate collocations and
examples and have students use them in all assignments and continue to re-use those words
Provide 1-2 sentence summary of throughout the semester. I will emphasize that multiple choice and matching tests are not effective in
your teacher leader project. the long run. I will give them mini lessons on vocabulary acquisition to model for them how to teach
vocabulary to students so those words are transferred into other pieces of their writing and even other
subjects.
Teachers will take surveys before and after the lesson—the first on how successful they believe their
vocabulary instruction is for all students with detailed questions and options. The survey at the end will
Summarize process for analyzing
effectiveness of leadership role.
ask them how they can improve their lessons based on what they have learned from me about constant
vocabulary correct usage and application. Also, their mini lessons will inform me how they have learned
the power of repetition and application.
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.)
Fuscoe, Kate. “Vocabulary: Teaching Collocations 1.” One Like many other educators, Kate Fuscoe assesses the reality of vocabulary
Stop English. comprehension and criticizes the litany of words students learn for short-
http://www.onestopenglish.com/methodology/teaching- term use and don’t benefit from it. One of her main claims, which I, too, can
tips/ask-the-experts/vocabulary-questions/vocabulary- attest to is, “students really need to be aware of collocation if they are to be
teaching-collocations-1/146415.article. Accessed 4 March effective in English.” There is a certain way that words are used, and we
2020. need to teach students how they are used correctly and the frequency of
other words that are often used with them. She further insists, “Drawing
Ghazi-Saidi, Ladan and Ana Ines Ansaldo. “Second Language students attention to patterns, phrases and semi-fixed expressions within
Word Learning Through Repetition and Imitation: these texts and helping them record them effectively is important.” The
Functional Networks as a Function of Learning Phase and point is the effectiveness—how confident students will feel using them, and
Language Distance.” NCBI, 28 Sept 2017. once they see those patterns and continued usage, it will reinforce their
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5625023/. usage, and help students become more adept at expressing their ideas.  
4 March 2020.
Since many of our students are EL students—and others have tested out
but still struggle with language acquisition, this second article proves to be
very useful for the teachers in my district. Ghazi-Saidi and Ansaldo
pointedly focus on the necessity for repetition of words bot in writing and
verbally. They use a number of scientific studies and emphasize that, “The

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 results of functional connectivity studies suggest that verbal repetition is
sustained by both language processing and general domain cognitive
control abilities.” By repeatedly using words, students can make viable
connections, which will prove to be useful in the long run. I will use this to
show the teachers at the PLC why the goal should be vocabulary
acquisition for long-term use and for students’ long-term memory.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
(1) Ms. Delgado who works for the same charter but a different location has
done PLC trainings in which she taught teachers how to teach graphs to
students. She, too, taught teachers a realistic approach, which would benefit
teachers in the long run. She drew a graph to show how far a football can be
thrown from one point to another. She used this specific example to show
that negative numbers in the y zone would not be useful because the
football cannot be thrown underground; it would stay above the surface of
the ground. She’s an advocate of contextualizing math for teachers and
students to make the mathematical formulas and expressions easier for
(1) Math teacher coach at Opportunities For
teachers to teach their students.
Learning in Compton
(2) English language learner coach at Opportunities
For Learning in Hawthorne
(2) Ms. Alison was initially an English language learner coach who, then,
transitioned to become a coach for English language learner teachers and
English teachers. She instructs teachers on how to create real-life
contextualized guides for their students. She emphasizes visual and auditory
elements on vocabulary acquisition and especially encourages teachers to
use videos and images to promote the initial understanding of vocabulary
words. While I like her approach, she does not delve too much into long-
term vocabulary usage.

Section 5: Results and Reflection

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

Managing Strategies were taught as to how to choose

Teach students how to find
professional vocabulary words every week, limit it to five
responsibilities to words on their own and be
Integrati a week, and provide the students with the
6.6 maintain motivation Integrating active seekers of knowledge
and commitment to ng proper collocations, and example sentences
under the tutelage of their
all students to make the words more accessible to
instructors.
students--all students--to use.

Show before and after

Reviewing data, Covered samples of students’ writing,
both individually
samples of students’ writing
original pieces of all levels. Students could
and with colleagues, Innovati and determine how each
5.3 Integrating see how all students, including EL and SPED
to monitor student ng vocabulary usage has changed
learning students at all levels were benefitting from
each one’s ability to express
the vocabulary instruction.
his / her thoughts on paper.

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
The focus was on “NBPTS: Proposition 4: Teachers Shared samples of students’ work as Other English teachers at the school
think systematically about their practices and learn a result of integrating vocabulary will be using such sites as Oz
from experience.” With continuous discussion words in all assignments. Also, Collocations dictionary, a valuable
questions, teachers were reflecting on how the lack of teachers have copies of the agenda online dictionary for students, as well
efficient vocabulary instruction limited their students’ with daily vocabulary words, their as apply the same strategies to make
ability to articulate their thoughts eloquently on correct collocations, and example vocabulary word usage a
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 paper. Teachers learned how to apply vocabulary
instruction in their everyday assignments without
making a lesson out of it but rather integrating it into
each paper.
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.
Effectiveness of Candidate in teaching and coaching adults. (Refer
to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html].
Value of topic for audience.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and
response to 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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
sentences, which students use every requirement for most, if not all,
day in class. assignments.
Mentor Feedback
Strengths: Hoasa designed a well-organized, visually appealing presentation
with links to samples. This presentation will be shared with others so they
can refer to it in the future.
Growth: Consider adding a collaborative element, maybe a shared google doc
or sildie, where everyone can contribute ideas. This living document could
become on ongoing resource for teachers.
Strengths: Hoasa ensured there was equity of participation; everyone’s voice
was heard. She also provided choice by always giving options for discussion
prompts. She honored the valuable experience teachers brought to the PD by
providing opportunities for people to share and discuss those experiences.
She explained, in great detail, why the learning was both important and
relevant.
Growth: Provide more time to practice the new learning in order to
internalize it.
Perhaps have teachers think of an upcoming lesson and plan out how they
could use the strategies within that lesson.
Strengths: The topic was very valuable. Not only did teachers verbalize that
they benefited from learning about how to teach vocabulary effectively, but
they also admitted that vocabulary is an area of instruction they often set
aside when pressured to cover other content. Improving vocabulary
instruction is an area of growth for the teachers who participated, so the
presentation was particularly useful.
Growth: Consider surveying the audience ahead of time to learn more about
their familiarity with the topic so you can personalize the professional
development experience based on audience needs and interests..
Strengths: The pacing of the presentation was effective in keeping the
audience interested; Hoasa’s tone was perfect throughout and she gave the
participants plenty of opportunities to ask questions and reflect on their
learning.
Growth: Provide a few more opportunities to interact with the content to
increase engagement.
Page 4 of 5
 Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment planning
N/A

For classroom practice N/A

For teaching English learners,
students with special needs, and
students with other instructional
N/A
challenges
Look for future opportunities to model mini-lessons or facilitate workshops at PLCs, inservices, or staff
For future professional
development
meetings. Survey instructional staff to see what learning needs/interests (related to ELA instruction)
are and plan accordingly.
Give teachers copies of vocabulary lists with accompanying collocations and examples to start out with
For supporting weekly to help them become more acquainted with this teaching practice.
others/department/
school/district Follow up with teachers at the next PLC to see how they are applying their new knowledge of
vocabulary instruction. Discuss success and challenges and provide feedback.
Have teachers come in for observations to see the effectiveness of vocabulary usage is in all
Other assignments and how it bolsters students’ investment in the assignment as well as their confidence in
expressing ideas, both simple and complex on paper.
Other Notes and Comments

● For this same vocabulary instruction, add images for EL and SPED students.
● Share with teachers the process of finding words for students each week as well as the correct collocations.
● Do a mini lesson for teachers to model to them how students receive the vocabulary instruction.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5