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

Aaron Talvy atalvy@bousd.us Physical Education 1st-6th

Mentor Email School/District Date

John Costa thecostagroup21@gmail.com CSUF 3/2/2020

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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of T - Facilitates systematic opportunities for students to apply
Promoting critical T– questioning strategies, posing/solving problems, and T– critical thinking by designing structured inquires into complex
thinking through inquiry, Applying reflection on issues in content. Innovating problems.
1.5
problem solving, and S– S - Students respond to varied questions or tasks designed to S- S - Students pose and answer a wide-range of complex
reflection Exploring promote comprehension and critical thinking in single lessons Innovating questions and problems, reflect, and communicate
or a sequence of lessons. understandings based on in depth 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 intellectually challenging and based on
goals and
on self-assessment. Aligns personal self-assessment and feedback from a
engaging in
goals with school and district goals, variety of sources. Engages in and
6.2 continuous and Applying Integrating
and focuses on improving student contributes to professional
purposeful
learning. Selects and engages in development targeted on student
professional
professional development based on achievement. Pursues a variety of
growth and
needs identified in professional goals. additional opportunities to learn
development
professionally

Facilitates collaboration with

Collaborates with colleagues to
Collaborating colleagues. Works to ensure the
expand impact on teacher and
with colleagues broadest positive impact possible on
student learning within grade or
and the broader instructional practice and student
department and school and district
professional achievement at school and district
6.3 Integrating levels. Engages with members of the Innovating
community to levels and for the profession. Initiates
broader professional community to
support teacher and develops professional learning
access resources and a wide range of
and student opportunities with the broader
supports for teaching the full range
learning professional community focused on
of learners
student achievement.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

"How can I present useful

and innovative activities in
the classroom on days we
To provide quality games and
New and Simple Warm-up have inclement weather?
activities for my colleagues
Activities + Engaging Also, "How can I provide
to utilize at their school
Inclement Weather Activities quick and effective warm-
sites.
up activities to my
colleagues that fit their
school's unique needs?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !1 of 5!

Audience for Project
(Who Participates/Who Benefits)
2 other credentialed elementary PE
teachers and 6 PE para-
professionals
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
Teacher Leader Model: Domain
3: C) Facilitates professional
learning among colleagues.
NBTS: Proposition 5- 1: Teachers
Collaborate with Other
Professionals to Improve School
Effectiveness
Identify name and date
for activities.
Provide 1-2 sentence
summary of your
teacher leader project.
Summarize process for
analyzing effectiveness
of leadership role.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !2 of 5!
How Project Fits into Professional
How Audience Satisfaction will be
Goals and/or Department/School/
Assessed
District Needs
Audience satisfaction will be
The project has me provide a assessed informally by their
professional development engagement during the activities.
session for my colleagues. They will have an opportunity to
District and department goals try some of the activities. If they
are always to strive to continue are willing to participate, then I
to be a lifelong learner. This can see they are interested in
allows me to conduct research what I am providing them. I can
and apply knowledge I may not also assess their satisfaction by
be comfortable with. seeing if it is incorporated at their
school site.
How Special Emphasis will be Incorporated
The teacher leader model will be incorporated when I present
information I found at the recent CAHPERD (California Association of
Health, Physical Education, Recreation and Dance) conference. This
information will bring new ideas to our program and encourage
expanding our curriculum.
The NBTS proposition will be incorporated with the new information. A
common problem my colleagues and I are running into is that our current
warm-up routines and inclement weather curriculum are growing stale.
These new activities will improve the effectiveness of our program which
will increase the motivation of our students, I believe.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4 Milestone 5
I will allow my
colleagues time to
Since my mentor is
digest the
Create Practice a university based
information and
presentation presentation and mentor, I will
review it
through Google Send presentation to time the time it hopefully have him
independently after
Slides with mentor for feedback. takes and make in attendance. If
I post the
supporting adjustments as not, it will be
presentation and
documents needed. recorded and sent
supporting
to him.
documents on our
team Google Drive.
February 24th- On-going discussion
March 13th When presentation is March 23rd- March via email or in
After April 15th
(goal is to be completed 27th person after
done sooner) presentation.
For my teacher leader project, I will be presenting a few new warm-up activities and
new inclement weather activities. I got the activities from attending the recent
CAHPERD conference. The presentation will be done during our monthly full staff
meetings after school on April 15th.
It will be difficult to identify effectiveness of my leadership role since our elementary
program is small. However, I will analyze effectiveness my engagement during the
presentation. We have a no screen policy during our meetings; therefore I will scan to
ensure phones and devices are stowed away. Another way I will analyze effectiveness is
gaging the excitement of the staff and the willingness to incorporate the information I
presented.
 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.)

- the LInkedIn article provides basic, but effective, of how to open a

LinkedIn Article on presentation. After reading each idea, I thought about how to I can incorporate
Presentations each suggestion.

- The PE specialist article isn’t on the activities I will be teaching, but I looked at
PE Specialist- Warm-Up the teaching strategies used. What are the similarities in each of their ideas? Why
Activities are those activities chosen? That information provided me more in-depth analysis
of what I am presenting to my colleagues.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/
school/district level.)

- Robert Harmston (Bobby) is another credentialed Physical Education teacher in

the same district as me. He consistently provides professional development
topics. The topics are typically about teacher behavior and practice.

- Robert Harmston - Woo Chung is another credentialed Physical Education teacher in the same
- Woo Chung district as me. Similar to Bobby, he provides professional development topics as
well. His topics are generally about logistics and district policy training.

Both my colleagues have expansive knowledge who love to share their wealth of
knowledge with our staff.

Section 5: Results and Reflection

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

The rational of moving my evaluation to integrating

was my purposefulness of setting my goals for the
To move to Innovating level: I
Teacher Leader Project to align with the CSTP
have to continue to develop and
standards. Throughout the development of the
Establishing
lead more professional
presentation and topics, I really though hard about
professional development topics. The
student achievement and how can these goals attain
goals and professional development topics
that. Although student achievement looks different
engaging in must have engaging and
than other subject areas. I believe that student
continuous meaningful in order to engage
6.2 and
Applying Integrating achievement is an outcome of students being
my audience. With our PE team
purposeful excited to begin PE class. Also, student achievement
being together for so long, we
professional is measured in regards of engagement during indoor
have a great wealth of
growth and activities. When the students are indoors for PE,
knowledge and need to continue
development they struggle because they need that time to be
to find topics that better us as
outside and moving. However, with these new
professionals and challenge us as
engaging games/activities, I know they are enjoying
well.
themselves and achieving the goals I have set forth
for them.

To maintain Innovating level: As

mentioned above, I need to continue
Collaborating
to provide meaningful and engaging
with The rationale of moving my evaluation to innovating
colleagues professional development topics to
was the feedback I received from my colleagues. All
and the my colleagues. Another goal to
my colleagues believe that the topics/lessons I
broader maintain this level would be involve
discussed were relevant and attainable for them. All
6.3 professional Integrating Innovating more colleague collaboration. This
the school sites are different in our district. With
community to project was done independently,
support me providing content that is engaging and promotes
however I think if we put all our
teacher and student achievement at all the school site is
minds together, then we can really
student extremely positive.
develop some amazing content that
learning
we can share with more than just
our district.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !3 of 5!
 Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/ Contribution to Others/Department/

Product(s) Generated
Knowledge Developed by Teacher School/District

- Other schools in the district- we can have a

- New techniques to engage students at the
beginning of the lesson that are not
traditional warm-up strategies.
- New activity topics that can engage
students during inclement weather.
- Strong resources I can look into when
developing future lessons.
- The importance of visual aides and
audience engagement during virtual
presentations.
A presentation I can present to
other colleagues with resources
embedded in the presentation
united warm-up process throughout the Brea
community.
- Classroom Teachers- they can utilize these
resources in their classroom for indoor
recesses, brain breaks, or fun games for their
classes.
- Other: this can be a great topic to present
to students in college or in a credential
program to provide them more resources and
materials to integrate into their future
classroom.

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, Outstanding design, presentation and execution of ILP segment.
handouts, and other resources.

Effectiveness of Candidate in teaching and

coaching adults. (Refer to Adult Learning Presentation allowed for adult learners to access the material before and
Principles in FOTIP Handbook [https:// during; assisting in clear and coherent narrative and precise questions
www.fotip.org/adult-learning- from participants.
theory.html].

High value topic for the audience made even more valuable with Spring
Value of topic for audience.
2020 state suspension of in-class/at school activities.

Overall delivery by Candidate of the

professional development experience, Excellent levels of development, engagement and responses - the
including audience engagement, pacing, candidate is to be congratulated for such levels of competence.
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 !4 of 5!
 Action Items (some may not be applicable)

For curriculum design, The new warm-up activities help engage different components of physical fitness without traditional
lesson planning, exercises. These activities engage the students and use these components in a fun and free-flowing way. The
assessment planning old style is military like and not engaging for students.

For classroom practice Not applicable

For teaching English

learners, students with
special needs, and Not applicable
students with other
instructional challenges

I can continue to develop and more inclement weather activities. The theme of these activities can be
For future professional focused towards limited space and equipment. I could possibly development enough content that I can
development
present at a conference or larger meeting at the district or county level.

For supporting others/ The presentation was done for my colleagues and para-professionals at other elementary schools in my
department/ district. This presentation was to provide them with innovative content that they can use for their classes if
school/district they feel that a change is needed.

Other

Other Notes and Comments

Here is a copy of the Google Survey Form I sent out to my colleagues- https://forms.gle/jyhYTW54BLj2RLfDA

Include copy of Google Survey Form assessment tool.

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