NGilsdorf.ILPTLP.

Semester 4

Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(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

Nicolle Gilsdorf Ngilsdorf@omsslo.com Religion, Math, Science, Social Studies, ELA 5th Grade

Mentor Email School/District Date

Lindsey Pereira lpereira@omsslo.com Old Mission Elementary School/Diocese of Monterey 3/7/20

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.

CST Element Initia Rating Description Goal Rating Description

P l

1.5 Promoting critical T– T - Guide students to think critically through use of questioning strategies, T – Innovating T - Facilitates systematic opportunities for students to apply
thinking through Applying posing/solving problems, and reflection on issues in content. S - Innovating critical thinking by designing structured inquires into complex
inquiry, problem S– S - Students respond to varied questions or tasks designed to promote problems.
solving, and reflection Exploring comprehension and critical thinking in single lessons or a sequence of lessons. 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.

6.2 Establishing ​T- T- Sets goals connected to the CSTP that are ​T- Integrating T - Sets and modifies authentic
professional Apply authentic, challenging, and based on self- goals connected to the CSTP that
goals and ing assessment. are intellectually challenging and
engaging in based on self-assessment and
continuous Aligns personal goals with school and district feedback from a variety of sources.
and goals, and focuses on improving student
purposeful learning. Engages in and contributes to
professional professional development targeted
growth and Selects and engages in professional on student achievement. Pursues a
development development based on needs identified in variety of additional opportunities
professional goals. to learn professionally.

1.3 Connecting T- T - Integrates connections from subject matter T - Integrating T - Integrates connections to
subject Apply to meaningful, real-life contexts, including meaningful, real-life contexts in
matter to ing those specific to students’ family and S - Integrating planning subject matter instruction
meaningful, community. and is responsive during instruction
real-life S- to engage students in relating to
contexts Apply Student refers to Teacher Leader Project subject matter.
ing audience
S - Students utilize real-life connections Student refers to Teacher Leader
regularly to develop understandings of subject Project audience
matter. S - Students actively engage in
making and using real-life
connections to subject matter to
extend their understanding.
 Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

Substitute Teachers What are the factors that will increase the
substitute pool at my school as a strategy to
reduce the stress of our educational
community?
The project objective is to increase the
substitute pool at my school by
illuminating the factors that are both
prohibiting and supporting the available
substitute teachers.

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

My school colleagues, principal, and The project fits into my professional goals Audience satisfaction will be addressed
substitute teachers will participate and because it supports the teachers at my with a pre and post Google Survey.
benefit from this project. school. Additionally, it fits into the school
and district needs on how to get and retain
more substitute teachers to ultimately
reduce teacher stress.

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 -​ 5:Teachers are members of
learning communities.
TLMS​ - Domain 3: Promotes Professional
Learning for Continuous Improvement
I will be incorporating NBPTS standard 5 by supporting my colleagues and school to
research how to increase the substitute pool at our school. This will positively impact the
teacher stress level by lowering it.
I will be using the TLMS standard Domain 3 through a professional development
presentation about the factors that contribute to our substitute teacher pool and problem
solving strategies on how to increase it.

Inquiry Implementation Plan

Identify name and date for Milestone 1 Milestone 2 Milestone 3 Analyze Results Discuss Results
Milestone 4 with Mentor
activities. Milestone 5

Obtain a list of the Create a Pre and Post Present data at our weekly staff Review data from Schedule
current substitute Google Survey that meeting. Google surveys, a
pool at our school. reflects attitudes and interviews, and meeting
And interview other climate data about presentation. with my
schools about how substitute teachers at mentor to
they obtain and our school. discuss
retain substitute results.
teachers.

3/20/20 3/20/20 4/1/20 4/10/20 4/11/20

Provide 1-2 sentence ​In this Teacher Leader Project I will be researching the possibilities of how to increase our substitute pool, including
summary of your teacher
feedback from teachers, the principal, and substitute teachers. The project will include Google Surveys, interviews
leader project.
of other schools, and online research to collect data on how to obtain and retain substitute teachers.
Summarize the process for T​ hrough analysis of our current substitute pool, Google Surveys, interviews, and presentation, including
analyzing the effectiveness
information from our database for substitute teachers, I will be able to possibly show an increase in the actual
of leadership roles.
substitutes that we retain.

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.)

Where Have All the Subs Gone? This article has informed my inquiry focus by providing me with the basic background of why there is a
AdvancingK12: by Leslie Strong decline in substitute teachers. Additionally, it provides some creative solutions as to how to retain
substitute teachers .

How One District Implemented A This article has informed my inquiry focus by introducing the concept of substitute training. I will
Substitute Teacher Training Program incorporate this idea in my presentation as a possible creative way to help retain substitute teachers.
By Robert Minthorn Additionally, this article is helping me organise my questions for my Google surveys.

Modernizing the Search for Substitute Teachers This article has informed my inquiry focus by shedding light on a possible solution using technology to
By Bekah McNeel address staffing issues.
Edutopia

Can Teacher Leadership Reduce Principal This article has informed my inquiry focus by illuminating a different perspective on the stressor of
Stress? leadership, specifically on principals and the potential role of teacher leaders relieving their stress.
By Caryn M. Wells and Barbara A. Klocko

Substitute Teacher Survey This survey has informed my inquiry focus by providing a sample survey to model my Google survey
By Survey Monkey on.

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

At this point, I am not sure there has been any teacher leadership on this issue. I will ask this next
week if any other teacher has explored creative ways to increase and retain substitute teachers at our
school.

Section 5: Results and Reflection

CSTP Element Initia Revised Evidence/Rationale for Rating Suggestions for

l Rating Moving Forward
Ratin
g

1.5 Promoting critical T– T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level:
thinking through Applyin S - Integrating Students answered questions that included all levels of Bloom’s. Students created their own math problems. Consider how to increase complexity
inquiry, problem g of tasks beyond a single lesson so
solving, and S– that there are continuing opportunities
reflection Explorin for students to engage in inquiry in
g complex problem. How could you
extend lesson into PBL?
6.2 Establishing T​ - T- I established a professional goal to research and analyze data regarding To move forward, I plan
professional teacher and substitute teacher attitudes about substitutes and discuss to continue research
goals and Apply applying
creative solutions on how to attract and retain good substitutes. Teachers creative ways to increase
engaging in ing and substitutes answered survey questions and teachers participated in a the substitute pool next
continuous and
purposeful staff presentation. My Teacher Leader Project did accomplish findings that year, by facilitating a
professional suggested that my school needs to increase the pool of substitute teachers change in how we value,
growth and and did find creative solutions to achieve this. In addition, the subject and market, and recruit for
development project are very meaningful to my professional community because of the substitutes. Specifically, I
need to break the cycle of sick teachers working because there are not will try to increase the
enough substitutes at my school. Due to COVID 19, my project was cut stability of a substitute’s
short and I do not believe that I advanced enough in my project to warrant wages and frequency of
the integrating point on the CSTP rubric. work.

1.3 Connecting T- T​ - I do believe that I strongly connected my Teacher Leader Project to a In the future, making
subject matter to meaningful context as it will impact the culture of teachers at my school. connections between
Apply Applying
meaningful, substitute teaching and
real-life contexts ing
student achievement
S- would advance me in the
S- Applying CTSP.
Apply
ing

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Product(s) Generated Contribution to

Developed by Teacher Others/Department/School/District

● Our wage is more competitive then
we realized, but marketing needs to
be addressed because $60 for a half
day is more attractive than $17 an
hour
● Teachers are affected by the lack of
substitutes
● Training or uniformity to lesson
plans for subs to mitigate any
misunderstanding
● Conducting a Zoom presentation
● Presentation accessibility
The following are products that will be
generated:
● More marketable salary schedule
● Feedback for teacher form
● Possible evaluation form/system
I generated three surveys:
● Teacher pre -survey
● Substitute Teacher per-survey
● Participant post-survey
Slide presentation with notes
Draft substitute evaluation
I contributed to the discussion of the
Teacher Leader Domains 1 and 3, which
included fostering a collaborative culture to
support educator development and
promoting professional learning. This
project started the conversation on the
need to attract and retain more substitute
teachers at our school to help relieve the
stress on our education system.

Mentor Feedback

​ e Mentor should Identify strengths and areas of improvement in each of the following areas.
Directions: Th

Effectiveness of resources designed by Candidate, Nicolle addresses the Teacher Leader Domani 1 by opening up the discussion regarding
including presentation, notes, handouts, and other
substitute teachers in our school. Nicolle used appropriate resources to plan and execute
resources.
her project. COVID 19 greatly affected her ability to research and present her findings. She
revised her project and presented to staff on Zoom. Her surveys were conducted using
Google Forms.

Effectiveness of Candidate in teaching and coaching Nicolle was effective in using Zoom to teach and provide opportunities for participants for
adults. (Refer to Adult Learning Principles in FOTIP
engagement and discussion.
Handbook
[https://www.fotip.org/adult-learning-theory.html].
Value of topic for audience. The level of stress associated with our small substitute pool does need to be addressed,
therefore her topic was valuable. Her presentation illuminated the cycle of ill teachers not
being able to take a rest day due to availability of subs. And it furthered the conversation
towards creative solutions.

Overall delivery by Candidate of the professional Nicolle’s presentation was engaging and led participants to discuss substitutes in a positive
development experience, including audience
light. She responded to all questions and was respectful to all ideas and questions. One
engagement, pacing, tone, and response to questions.
thing Nicolle could improve on is her pacing. As the presentation went 15 minutes over her
scheduled time.

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.

T​his ​Teacher Leader Project​ focused on research, surveys, and interviews of the school community regarding 
attitudes about substitute teachers and discussion about creative solutions on how to attract and retain suitable 
substitutes.   
Over the past few years, there has been a state and national decline in substitute teachers across the board. 
Many substitutes have moved into the private sector where the pay is better, and they are valued and respected. 
Another reason is the national decline in the number of candidates that apply for and complete teacher training 
programs. For example, in the state of California, there continues to be a very slow recovery from the years of 
teacher shortages, which is a contributing factor in the lack of substitute teachers. The state issued 16,518 new 
full teaching credentials 2017-18, only six more than the previous year. Research shows that the state needed 
24,000 teachers in 2017-2018, so they were roughly 7,500 teachers short. Districts are looking for creative ways to 
attract and retain substitutes because they are an essential part of the education system. They provide a way to 
relieve stress for administration and teachers. 
The surveys (See links below) and interviews of this project illuminated a few critical findings within my small 
school community that mirrored the state and national findings. Teachers and substitutes either strongly 
agreed or agreed that substitute teachers are an essential part of our education system, with 83% and 67% 
strongly agreeing. All parties agreed that there needed to be a formal feedback loop, where substitutes let the 
teachers know how the day went, and that we should slowly introduce a formal substitute evaluation system. 
Although this warrants more research and planning, everyone agreed that it was a good idea. One of the most 
important findings was that our wage for substitutes is comparable to other districts in our area. If the 
substitute works a half-day or full-day, they receive a similar salary. The difference is that we don’t offer a 
half-day of the full-day wage; we only provide an hourly wage. It was the conclusion of the participants that we 
strategize on how to market it to reflect and guarantee at least a half-day salary. Marketing our salary schedule 
differently might help retain valuable substitutes. 
In conclusion, the Teacher Leader Project was a valuable experience that did illuminate our community’s 
attitudes and opened the discussion for how to attract and retain substitutes. To forward this project, I will 
contact the district to ask if we can change how we pay our substitutes. In addition, I will reach out to our 
substitutes to see what exactly they would want or need to remain our substitutes. It would be worth reaching 
out to our district to see if we can offer the local Teacher Education program and internships for teacher 
candidates in hopes that they get experience and become part of our substitute pool, thus helping to relieve the 
stress of the administration and staff.  

There were 8 questions that both groups answered.

1. Teachers and substitutes either strongly agreed or agreed that substitute teachers are an essential 
part of our education system; with 83% and 67% strongly agreeing.   
2. Teachers and substitutes either strongly agreed or agreed there was sufficient information 
regarding regular classroom schedules, duties, and procedures are found in classrooms. One sub 
did report that they disagreed.  
3. Teachers and substitutes either strongly agreed or agreed, except one, thought that lesson plans 
 were clear and easy to follow. 
4. Teachers and substitutes either strongly agreed or agreed, except one, that materials needed to 
teach the lessons were available. 
5. Substitutes agreed or had no opinion that they left adequate information. Teachers either strongly 
agreed or agreed that they provided adequate information. Two teachers did not agree that 
substitutes provide adequate feedback about their day. 
6. Teachers either strongly agreed, agreed or had no opinion that substitutes’ responsibilities are 
clearly defined. 83% or five substitutes said that substitutes’ responsibilities are clearly defined. 
17% or one substitute disagreed.  
7. Substitutes either strongly agreed or agreed that substitutes should be evaluated. Teachers either 
agreed or had no opinion.   
8. 75% or nine of the teachers have been working for more than 10 years. One has taught between 
seven and 9 nine years and two have taught between three and six years. 50% of our substitutes 
have worked as substitutes for longer than 10 years. One substitute has subbed for four to six 
years, one has subbed for one to three years, and one has only been subbing for a year.  

Action Items (some may not be applicable)

For curriculum design, ● Develop a more interactive presentation - including images and videos
lesson planning,
● Plan to present during a staff meeting
assessment planning
●

For classroom practice ● Presentation should be shorter, and presented over a few staff meetings

For teaching English N/A

learners, students with
special needs, and
students with other
instructional challenges

For future professional ● Research how to market our substitute positions differently.
development ● Create better feedback and evaluations tools of our teachers and subs.
● Survey substitutes again to understand specifically want the current pool would benefit from (IE: Wages and training)

For supporting ● Reach out to other schools to see if they would allow us to invite their subs to join our pool
others/department/ ● Reach out to Cal Poly for Pre-teacher students to become substitutes for experience and possible credit
school/district
● Provide mentor teachers for Cal Poly
●

Other

Other Notes and Comments

It would be interesting to follow up on:

1. Why do teachers and substitutes feel strongly that substitutes are an essential part of our education system?
2. Research how to market our substitute salary differently.
3. Create better feedback and evaluations tools of our teachers and subs.
4. Survey substitutes again to understand specifically what they would benefit from (IE: Wages and training) 
5. Would other schools and districts share their sub pool?

Include a copy of Google Survey Form assessment tool.

There are two pre surveys and one assessment tools that I am including:
1. Substitute Teacher Survey​ - Sent to 6 substitutes
2. Reflection on Substitute Teachers​ - Sent to 14 teachers
3. One ​Participant Satisfaction​ post assessment survey - Sent to participants of presentation

NGilsdorf TIP TLP Data

Pre-Survey Data from Substitute Teachers and Teachers at Old Mission School
How At which Substitut The Sufficient Lesson Material Substitu Substi Substitut If the
long site did e principal informati plans s tes tutes’ e phrase
you teachers or office on were needed leave classr teachers “substitut
have provide are an staff regardin clear to teach adequat oom should e
you services? essential explaine g regular and the e respo be teacher”
been part of d your classroo easy to lessons informat nsibiliti evaluate could be
working our assigned m follow. were ion es are d on a replaced
education duties schedule available regardin clearly regular by
as a
system. and/or s, duties, . g the define or another
teacher/ special and day’s d. annual term,
substit circumst procedur events, basis. what
ute ances es is lessons would
teacher required found in taught, your
by the classroo etc. suggestio
? substitut ms. n be?
e
teaching
assignm
ent.

Old
Mission
1-3 School Strongly Disagre Disagr guest
Years (OMS) agree Agree Disagree e Disagree Agree ee Agree teacher
Pre-S Old
urvey Mission
given Less than School
a year (OMS) Agree Agree Agree Agree Agree Agree Agree Agree
to
Old
Substi
Mission I use
tutes More than School Strongly Strongly Strongly No guest
10 years (OMS) agree agree Agree Agree agree Opinion Agree Agree teacher
Old
Mission Teacher
More than School Strongly Strongly of the
10 years (OMS) agree Agree Agree Agree Agree Agree Agree agree day!
 Old
Mission
School
(OMS),
Mission
College
4-6 Preparato Strongly Strongly No
Years ry (MCP) Agree agree agree Agree Agree Opinion Agree Agree

No
More than Strongly Strongly Strongly Opinio
10 years Agree Agree Agree Agree Agree n Agree
4-6 Strongly Strongly Strongly Strongly
Years Agree Agree Agree Agree Agree Agree Agree
Strong
4-6 Strongly ly No
Years Agree Agree Agree Agree Agree Agree Opinion
More than Strongly No
10 years Agree Agree Agree Agree Agree Agree Opinion
No
More than Disagre Opinio
10 years Agree Agree Agree Agree e n Agree
Strong
More than Strongly Strongly Strongly Strongly Strongly ly
10 years Agree Agree Agree Agree Agree Agree Agree
More than Strongly Strongly Strongly Strongly No
10 years Agree Agree Agree Agree Agree Agree Opinion
7-9 Strongly Strongly
Years Agree Agree Agree Agree Agree Agree Agree
Strong
More than Strongly Strongly Strongly ly
10 years Agree Agree Agree Agree Agree Agree Agree
Strong
More than Strongly Strongly Strongly Strongly ly No
10 years Agree Agree Agree Agree Agree Agree Opinion
More than Strongly Strongly
10 years Agree Agree Agree Agree Agree Agree Agree
More than Strongly
10 years Agree Agree Agree Agree Agree Agree Agree

NGilsdorf TIP TLP District DATA

Information based on one day sub rates
Does not adjust for specialist substitutes
 Paso
San Luis Templeton Robles Coast
Old Mission Coastal Unified Lucia Mar Joint Unified
School District School Unified Unified School
Unified District School District
District.
Debi Weber
Brittani Schultz SLOCOE/$10 Kathy Barnes
Contact 805.769-1000
(805) 549-1235 processing fee 805-927-6135
30118

Application
$15.34/hour
Min 3.5 hours
Min 3.5 rate of pay for
Pay for General Ed - $60/$17.14 hr
$17/hour hours$62.50/ days $121 per day
Part Time after/ $120 full
$125 full day 1-20/$115 a
day
day
Resume x x x x x
High School Diploma x x x x x
BA/BS Transcripts x x x x x
Valid Caifornia
Teaching Credential/30 x x x
Day permit
Letters of Reference x x x x x
Copy of CBEST x x x x x
Verification of
employment elegibility, x x x x x
Picture ID
18 Years or older x x x x x

Upon Hiring
DOJ Live Scan 
x x x x x
Clearance
Current TB x x x
Immunizations - MMR, 
x
Whooping Cough
Health Screen x

Training
Virtus Training x
OSHA Training x x x x x
Pediatric CPR/First 
x x x x x
Aid/AED certification.
Orientation x x x x x