Fullerton Online Teacher Induction Program

IndividualizedLearningPlan(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
th
Chelsea Garcia Chelsea.garcia@sgv.csarts.net Social Studies 9 /10th
Mentor Email School/District Date
California School of the Arts -
Michael Turf Michael.turf@sgv.csarts.net 2/27/2020
SGV
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
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking 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.

Sets and modifies authentic goals

Establishing Sets goals connected to the CSTP that
connected to the CSTP that are
professional are authentic, challenging, and based on
intellectually challenging and based on
goals and self assessment.
self-assessment and feedback from a
engaging in Aligns personal goals with school and
T- T- variety of sources. Engages in and
6.2 continuous and district goals, and focuses on improving
Applying Integrating contributes to professional
purposeful student learning.
development targeted on student
professional Selects and engages in professional
achievement. Pursues a variety of
growth and development based on needs identified
additional opportunities to learn
development in professional
professionally.
Collaborating
with colleagues Collaborates with colleagues to
Consults with colleagues to consider
and the improve student learning and reflect on
how best to support teacher and
broader T- teaching practice at the classroom
student learning. T-
6.3 professional Explorin level. Interacts with members of the
Begins to identify how to access student Applying
community to g broader professional community to
and teacher resources in the broader
support teacher access resources that support teacher
professional community.
and student effectiveness and student learning
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
My department members will be able to identify how to start an inquiry
process project and will be able to pull up at least one resource that could be
To what degree will department members feel prepared (in terms of knowledge and
used to help their students evaluate the questions they come up with.
Preparation for student-led community action projects in the 2020-2021 school year resources) to introduce and integrate student led and driven community action
My department members will be able to determine a unit within their current
projects in their classrooms during the 2020-2021 school year?
curriculum that they could begin to incorporate some aspects of the inquiry
process.
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
Department Members will complete a Google Form Survey where they are
One of our department goals is to incorporate the local community in our
given a chance to rate aspects of the presentation. They will also be asked
Social Studies Department Members curriculum and this project would help us to begin the discussion of how to do that
specific content based questions depending on what was presented. Lastly,
and allow us to include our students as active participants in those conversations.
they will be given a chance to include follow-up comments, etc.

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
The special emphasis will be incorporated because I will be sharing the information I
learned through our greater California Council for the Social Sciences learning
NBPTS: Proposition 5 – Teachers are community with my smaller learning community of department members. We will be
members of learning communities exploring together how we might be able to implement inquiry process projects in our
TLMS: Domain IV - Facilitating improvements classrooms.
in instruction and student learning In teaching a lesson on how to start using inquiry process projects in our classrooms, I
will be facilitating improvements to our instruction and to student learning as they
apply historical thinking skills to issues that they care about.
Inquiry Implementation Plan
Identify name and date for Milestone 1 Milestone 2 Milestone 3 Analyze Results Discuss Results with Mentor
Milestone 4 Milestone 5

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 March 20 March 27 April 3 April 6 - 9 April 10
Complete Google Give presentation. Discuss what
Form Survey. At the end of the Review the worked, what
activities.
Complete lecture Complete presentation, Google Form didn’t, and how
presentation. presentation department Survey the process could
handouts and members take submissions. have been
materials. Google Form survey. improved.
I will be teaching my colleagues about the use of inquiry based questioning to create student led and driven
Provide 1-2 sentence projects in the classroom that enable students to track the historical root causes of issues in their
summary of your teacher community. I will be using the YPAR method, the Mikva Challenge, and NatGeo’s Inquiry Process for
leader project. inspiration, instruction, and materials. These are materials I gathered while attending the California Council
for the Social Sciences 2020 Conference.
Summarize process for
I will analyze the effectiveness of my leadership role by having my colleagues complete a Google Form that
analyzing effectiveness of
leadership role. asks them questions about the presentation and their processing.
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.)
https://www.edutopia.org/blog/top-tips-
highly-effective-pd-vicki-davis
This article is called 8 Top Tips for Highly
Effective PD. Some of the most important
things I learned from this article were that I
https://californiacouncilforthesoci2020.sched.com/
should focus my lesson on something that my
This is the California Council for the Social Sciences 2020 conference overview. This is
colleagues can take and start using in their
where all of the different conference presenters posted their presentations and materials so
classrooms right away. I also learned that it is
that I can report back to my department what was learned. This resource will help to
helpful to empower peer collaboration by
supplement any of the notes I took while attending the conference and help me to get the
giving space for my colleagues to help to
links to all of the official programs our department might want to use.
collectively develop a plan for how we might
want to use inquiry projects in our classrooms
instead of just sharing my current vision.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my colleagues often gives presentations to
the department, as he is currently acting as our
department head. He shares out information
from meetings with admin, facilitates
professional development workshops, etc. In this
leadership role, he sends out agendas ahead of
Another colleague often collaborates with district administrators in order to discuss policy and
time with any a to-do list so that members
the running of special education programs. In his leadership role, he told me that he prepares by
prepare prior to the meeting. Usually, this entails
creating a list of key talking points. He then indicated that he emails the key discussion points to
bringing in sample work or something of that
those who will be in attendance. He also ensures that he concludes meetings me sending out a
sort. When presenting new information, he often
final notice of what was discussed and the decisions that were made. He said that this helps to
has quick print-outs for us with key, summarized
ensure that all members stay focused throughout the limited meeting time.
information. He also brings with him whatever
research he’s gathered that support the methods
we are trying to implement. The agenda, to-do
list, print-outs, and supporting research all help to
make the meetings run smoothly and increase
participant buy-in.
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 inquiry, 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 own
problem solving, and S – Exploring S- continuing opportunities for students to engage in inquiry in
math problems.
reflection Integrating complex problem. How could you extend lesson into PBL?

6.2 Establishing T- T- I set clear goals related to the CSTP that were In order to move forward, I
professional Applying Applyi authentic and challenging, but most of the goals should work on taking a deeper
goals and ng were still based on self-assessment instead of look at the direct feedback I
engaging in feedback from a variety of sources. I mostly still receive from colleagues and
continuous select and engage in professional development admin to formulate future goals. I
and based on my identified needs and goals. My role also should find additional ways
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 to volunteer to contribute to
professional development by
purposeful
hosting smaller teaching
professional in contributing to professional development as a
seminars. I should also search out
growth and whole is still pretty small.
additional opportunities to learn
development
professionally via conferences
held throughout the year.
Collaborating
Moving forward, I can take a
with
more active role by helping to
colleagues I collaborated with colleagues at the California
start and facilitate more of these
and the Council for the Social Studies Conference
conversations. I can seek out
broader T- T- regarding the topics I would present when I
broader members of the
6.3 professional Explorin Applyi returned to my team. I presented the new
professional community and
community g ng information to my team and, together, we worked
work on expanding our impact by
to support to brainstorm how we would use the new
collaborating with the middle
teacher and resources and information for the following year.
schools in our district that feed
student
into our high school.
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
NBPTS: Proposition 5 – Teachers are
members of learning communities
TLMS: Domain IV - Facilitating improvements
in instruction and student learning

I became part of the larger learning This project’s contribution to my

community by attending the CCSS department was that it provided a way
Conference. I introduced myself to other for us to reflect on the topics discussed
I created a presentation for my
members and began to create a broader at the CCSS conference. It also enabled
department that could also be used for
network of educators that I could work with us to begin to figure out how we would
other departments during an all staff
in the future. I gained philosophical like to incorporate more inquiry
meeting. I created a way for the
knowledge about ethnic studies courses, I projects in our classroom, hopefully
department to organize the resources that
learned new assessment skills by attending ones that help to engage the local
were provided to me at the CCSS
the conference, I was able to obtain access community. We were able to begin to
Conference so that we can quickly access
to a number of online resources that have formulate a plan for how we might
the ones that we need.
proven useful in this distance learning sequence large projects (like the ones
environment. presented) throughout the 4-year
I helped to facilitate and improve instruction curriculum.
by presenting information to my colleagues. I
developed my presentation skills and am
now a bit more comfortable taking the lead
and teaching new material to the other
members of my department.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Chelsea provided valuable resources that were well researched and ready for
implementation and application in any of our Social Science classes. The resources
Effectiveness of resources designed by Candidate,
were especially designed to cater to student engagement and interest in the social
including presentation, notes, handouts, and other
resources. science curriculum and common core standards. Resources provided a wealth of
knowledge and student-friendly applications from extensive research and experience
with professional development.
Chelsea has been a leading voice in the areas of content development, student
Effectiveness of Candidate in teaching and coaching engagement, and importance of project-based learning in our department. She has
adults. (Refer to Adult Learning Principles in FOTIP consistently provided support and resources for her peers, especially within the grade
Handbook [https://www.fotip.org/adult-learning- level teams. Her focus on Culturally Relevant Teaching and practices are seen in her
theory.html].
student-centered lessons and identity themed guides to support students in their
exploration and discovery of the relevance of history to their own lives and identity.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 As the Social Science Department continues to develop research skills that spiral up
from the 9th to the 12th grade curriculum, Chelsea’s research and resources have
been essential in rolling out projects and lessons catered to supporting our goals as a
Value of topic for audience.
department. Especially now during our online distance learning, the topic and
resources provided can be implemented immediately to support student learning at
home.
Chelsea was able to seamlessly weave her professional goals with the department and
grade level team goals in our continued planning and development of online
curriculum and long-term team planning for next school year. The adaptability of the
information to various grade levels, student ability, strengths, and growth areas were
an important function of the information provided. This connection allowed valuable
Overall delivery by Candidate of the professional
strategies to support all students. Chelsea’s knowledge, practice, and experience were
development experience, including audience
engagement, pacing, tone, and response to questions. fundamental in the reliability and practicality of the resources to any member of our
team. Chelsea continues to pave the way for the future of our department and grade
level teams to continuously reflect and be responsive to changes in curriculum,
strategies, and best practices. I am hopeful that in the future, Chelsea will have the
opportunity to share these valuable resources with the remainder of the academic
team as we regroup and plan for the upcoming school year.
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.
Here is the link to the Google Survey Form assessment tool. Here is a copy of the responses from the assessment. See below for
graphed responses from the Google Form Survey.

The results of the Google Form assessment were very positive. All participants were able to identify two resources or places they
could go to find information to help them build a student-driven inquiry project. They all were able to begin to formulate how they
might use some of these resources next year or articulate why they would choose not to use some of the resources. All but one shared
their ideas in the survey provided. One of them only shared the idea verbally over Zoom. All were able to contribute to a concluding
discussion over Zoom where they expanded upon their ideas. All participants responded that they were interested in the material
presented, they thought the material was organized, and that they would be using at least some of the resources provided. See graphs
for details.

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 Action Items (some may not be applicable)
Determine where the projects might fit into my current content and skill development sequence. Plan out
For curriculum design, lesson end of the year units that are built around the Rose in Concrete and the Root Cause Tree projects.
planning, assessment Determine how I might teach specific knowledge and skills over the course of the year that students might
planning need for completion of the projects. Create rubrics for each of the projects and share them with department
members for feedback and revisions.

For classroom practice Not applicable

For teaching English
learners, students with Create project pacing guides and chunk the assignments into smaller parts with specific directions that can
special needs, and students be provided to our students with special needs. Come up with checkpoint assignments that can be
with other instructional formatively graded to assess student progress as they work on completing the larger assignment.
challenges
Plan at least two follow-up meetings for next year where we can develop common materials and rubrics for
For future professional
development
the projects. In those meetings, we should also finalize our plans for how we are going to scaffold skills over
the course of 4 years.
Volunteer to introduce the inquiry method processes to other departments and change the presentation
accordingly. Check to see if other departments (math and science) are interested in collaborating on some
For supporting
of the bigger projects that require more data collection and analysis. Also, see if the English department is
others/department/
school/district interested in working together on the writing portions and see if we can align the curriculum so that their
unit on speech is taught around the same time as when we plan to introduce the project. We can work on
complementary skills.
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 Other None
Other Notes and Comments

None

Include a copy of Google Survey Form assessment tool.

Here is the link to the Google Survey Form assessment tool.

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