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
Taylor Speicher Taylor.Speicher@oxfordchampions.com Multiple Subjects 4th
Mentor Email School/District Date
Oxford Preparatory
Ashleigh Mineau Ashleigh.Mineau@oxfordchampions.com Academy, Saddleback 2-25-2020
Valley
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking complex problems.
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex

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
questions and problems, reflect, and communicate
understandings based on in depth analysis of content
learning.

T- Shares responsibility with the
Establishing and students for the establishment and
maintaining T- Engages in reflection on their own language and maintenance of a safe physical,
learning behavior that contributes to intellectual and emotional intellectual, and emotional
environments safety in the classroom12/12/19. T- environment focused on high quality
that are T-Integrating Innovating and rigorous learning.
2.3 physically, S- Integrating S-
intellectually, S- Students develop and practice resiliency skills and Innovating S- Students demonstrate resiliency in
and emotionally strategies to strive for academic achievement, and perseverance for academic
safe establish intellectual and emotional safety in the classroom achievement.
Students maintain intellectual and
emotional safety for themselves and
others in the classroom.
6.2 Establishing
T- Sets and modifies a broad range of
professional
professional goals connected to the
goals and
T- Sets and modifies authentic goals connected to the CSTP CSTP to improve instructional practice
engaging in
T- and impact student learning within
continuous and T-Integrating that are intellectually challenging and based on self-
6.2 Innovating and beyond the classroom.
purposeful assessment and feedback from a variety of sources.
Engages in ongoing inquiry into
professional teacher practice for professional
growth and
development.
development

Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)

I will be able to present and go

How can I serve as a teacher leader when over objectives and goals for the
presenting and implementing our new first tier of my schools new
Presentation and Implementation of the PBIS program behavior management program, PBIS, to my Positive Behavior Intervention
school site’s staff and admin team? Program (PBIS) with my school
staff within the 40 minute time
frame of the staff meeting.

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
This fits into our school goals and needs
because this is a multi-tiered program that
provides social, emotional and behavior
Short survey will be given out
All school monthly staff meeting support for students, which we can use
at the end of the presentation
throughout our school to create a positive
climate for our students and staff.

Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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
TLMS: Domain 1- Fostering a Collaborative Culture to • I will utilizes group processes to help colleagues work
Support Educator Development and Student Learning collaboratively to solve problems, make decisions, manage conflict,
and promote meaningful change;

• I will model effective skills in listening, presenting ideas, leading

discussions, clarifying, mediating, and identifying the needs of self
NBPTS: Proposition 5- Teachers are members of a
and others in order to advance shared goals and professional
learning community
learning;

Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Give survey Discuss results
Give
to staff, with my mentor
Identify name and date for Create presentation, Presentation
activities.
ILP Sections 1-4 collect data teacher and
notes and handouts to Staff and
and analyze finalize Teacher
admin
results Leader Project
Due: 3/8/2020 Due: 3/20/2020 Due: 4/2/2020 Due: 4/20 Due 4/25/2020
My plan for my teacher leader project is so present information on how to implement our new
Provide 1-2 sentence
summary of your teacher
Positive Behavior management program in teachers’ classrooms. Since this is a school wide
leader project. program, the audience for my presentation will be my school site staff. This includes all K-8
teachers and non-core subject teachers.
Once the staff meeting as concluded, I will send out a short staff survey to gain feedback about the
Summarize process for
presentation and thoughts, concerns or questions about the PBIS program. I will analyze all of the responses
analyzing effectiveness of
leadership role. and plan accordingly for the next implementation meeting.

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.)
Robert H. Horner, George Sugii, and Cynthia M.
Anderson: Published April 2010.
file:///Users/taylorspeicher/Downloads/6906-
Article%20Text-13450-1-10-20171214.pdf

Childs, Karen: Published June 17, 2015.

“Examining the Evidence Base for School-Wide
Positive Behavior Support”
A School-wide Positive Behavior Program is a set of
intervention practices and organizational systems for
establishing the social culture and intensive individual
behavior supports needed to achieve academic and
social success for all students (Sugai, Horner, & Lewis,
2009). SWPBS is not a formal curriculum but a 2-3 year
process of leadership team training intended to establish
local or school capacity for adoption of effective and
preventive behavioral interventions; big implementation
integrity; continuous use of data for decision making;
embedded professional development and coaching to
establish predictable, consistent, positive and safe social
contingencies at the whole school level.
https://journals.sagepub.com/doi/abs/10.1177/1098300715590398
“The Relationship Between School-Wide Implementation of Positive
Behavior Intervention and Supports and Student Discipline Outcomes”
School-Wide Positive Behavior Interventions and Supports (SWPBIS) is
a systems approach to supporting the social and emotional needs of all
children utilized by more than 21,000 schools across the nation. Data
from numerous studies and state projects’ evaluation reports point to
the impact of SWPBIS on student outcomes, in-school suspensions, out-
of-school suspensions and the possible relationship between
implementation fidelity and those student outcomes.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
2nd grade teacher: Kristina is a lead professor on campus. She has lead many leadership
trainings. She share that it is important to have teachers walk away with
something that teachers are able to incorporate in to their classrooms after
the training is over.

6th grade teacher: Suzanne said teacher lead PD is important to a school culture, as it is often
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 applicable teacher learning to what is going on in our classrooms.

Section 5: Results and Reflection

Initial Suggestions for Moving
CSTP Element Revised Rating Evidence/Rational for Rating
Rating Forward
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
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created lesson so that there are continuing opportunities
S – Exploring S - Integrating
solving, and reflection their own math problems. for students to engage in inquiry in complex
problem. How could you extend lesson into PBL?

Collaborating
with colleagues
and the broader I initiated and developed a professional Continue to participate in
professional
T- learning opportunity with all school site staff PLCs and seek out
6.3 community to T- Innovating
support teacher
Integrating members, which focused on student leadership opportunities
and student achievement. (in theory) within the organization.
learning

Establishing
professional
goals I researched and presented information
and engaging based on the PBIS school wide program Continue to work at
T-
6.2 in continuous T- Innovating and lead professional development developing on a
Integrating
and purposeful based on our school philosophy. professional level.
professional
growth and
development

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

-How to lead a PLC -Google Slide presentation The rest of my PBIS Team that I
-Conducting research based on concrete evidence -Staff Handout work with

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.

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 Page 3 of 4
 I was not able to present my Teacher-led Presentation to my school staff due to school closures/Covid 19 pandemic.

Action Items (some may not be applicable)

For curriculum design,
Look at our School-wide Behavior Matrix to determine where to start implementing PBIS inside classrooms
lesson planning, assessment
planning and out on our campus playgrounds

For classroom practice Incorporate PBIS strategies into our own classroom lesson plans (Be Responsible, Be Respectful, Be Safe)
For teaching English
learners, students with Make sure teachers and staff are giving examples of these actions and wanted behaviors by showing
special needs, and students students through videos, acting out different scenarios, having charts or words walls up in their classrooms,
with other instructional and going over and praising desired behaviors each day.
challenges
For future professional
development
Our staff will be presented with the next tier of the PBIS program (when school resumes)
For supporting
others/department/ Continue with PBIS trainings
school/district

Other

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