Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP) – Teacher Leader Project Option
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.
New Teacher
Breauna Bettinger
Mentor
Javier Hernandez
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Collecting and
analyzing
assessment data
from a variety of
5.2
sources to inform
instruction.
Planning instruction
that incorporates
appropriate
4.4 strategies to meet
the learning needs
of all students.
Project Title
Distance Learning Technological Resources:
Loom & Flipgrid
Audience for Project
(Who Participates/Who Benefits)
Upper grade Team at Jordan Elementary
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
TLMS d) Identifies and uses appropriate
technologies to promote collaborative and
differentiated professional learning;
NBPTS Proposition 5Teachers are members
of learning communities
Identify name and date for
activities.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Revised 1.1.19
Section 1: New Teacher Information
Email Subject Area Grade Level
breaunabettinger@gmail.com Multiple Subject 4th Grade
Email School/District Date
Jordan Elementary/ Lowell Joint
jhernandez@ljsd.org 2-28-21
School District
Section 2: CSTP Areas of Inquiry
Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
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
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.
T- Uses a broad range of data to set
learning goals for content and academic
T- Uses a variety of assessment data to language that are integrated across
content standards for individuals and
set student learning goals for content and
groups.
T- App. academic language. T-Int.
S- Uses data systematically to refine
S- Int. S- Plans differentiated instruction S- Inn.
planning, differentiate instruction, and
targeted to meet individual and group
make ongoing adjustments to match the
learning needs. evolving learning needs of individuals
and groups.
T- Plans instruction incorporating a
T- Plans instruction using a wide range of
repertoire of strategies specifically meet
strategies to address learning styles and
students’ diverse language and learning
meet students’ assessed language and
needs and styles to advance learning for
T- Int. learning needs. Provides appropriate T- Inv.
all.
S- App. support and challenges for students. S-Inn.
S- Integrates results from a broad range of
S- Uses assessments of students’ learning
assessments into planning to meet
and language needs to inform planning
students’ diverse learning and language
differentiated instruction.
needs.
Section 3: Teacher Leader Inquiry Focus and Planning
Inquiry Question Project Objective(s)
How can I support my colleagues with technology used for distance learning and Educators will be informed about how to incorporate loom and Flipgrid and how
hybrid that they can use with in various ways? to apply these tools for each subject they teach.
How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
Department/School/District Needs
Provides teachers with resources for distance learning and hybrid Survey  google form
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
How Special Emphasis will be Incorporated
Throughout my Professional Development Presentation, I will demonstrate how to use
platforms with helpful images, and I will incorporate activities so the educators will be
able to practice using them.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Gather ideas to Start putting together Present Reflect on PD by Meet with my
incorporate in
google slide Professional reviewing the mentor to discuss
google slide
presentation- 3/5 presentation and Development surveys taken from the professional
Page 1 of 3
 development
incorporate activities
Presentation to presentation and
that would allow my colleagues-
the upper grade reflect on the
colleagues to 3/30
team- 3/24 surveys together
practice- 3/13
4/7

Provide 1-2 sentence

I will be presenting a professional development of the use of Loom and Flipgrid for the upper grade team
summary of your teacher
leader project. through the use of google slides.
Summarize process for
I will analyze the effectiveness of my leadership role based on the google form surveys that my colleagues
analyzing effectiveness of
leadership role. will fill out.
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/article/9-new-
ways-use-flipgrid-classroom
https://www.trustradius.com/products/loom/reviews?qs=pros-and-cons
This article provides various ways of how to
This article provides pros and cons of Loom compared to other platforms. This will help my
incorporate Flipgrid into the classroom. Along
target the pros in the presentation.
with showing my coworkers examples, I will
link this website for them to be able to refer
back to.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
There is a 5th grade teacher at my school that
has given a professional development on the There is a kinder teacher at my school who gave a presentation on the uses of class dojo. This
use of nearpod. This was very helpful as I now helped us to better utilize all this platform had to offer.
use it regularly in the classroom.
Section 5: Results and Reflection
Revise
Initial
CSTP Element d Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Rating
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through T – Applying Teacher asked questions of analysis and evaluation.
Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s. Students created their
S- continuing opportunities for students to engage in inquiry in
solving, and Exploring own math problems.
Integrating complex problem. How could you extend lesson into PBL?
reflection

T- Uses a broad range of data to set learning

Collecting and goals for content and academic language that
analyzing are integrated across content standards for
assessment To meet an innovating level,
individuals and groups. This was done through
data from a teacher can integrate multiple
variety of
T- App. T-Int. clearly stating the objective.
5.2 standards across content standards
sources to S- Int. S- Inn. S- Uses data systematically to refine planning,
and review data of given
inform differentiate instruction, and make ongoing
instruction. assessments.
adjustments to match the evolving learning
needs of individuals and groups.

Planning T- Plans instruction incorporating a repertoire

instruction of strategies specifically meet students’
that diverse language and learning needs and styles
incorporates to advance learning for all. Accommodated all Innovating level met. Continue to
appropriate T- Int. T- Inv.
4.4 strategies to
students unique learning needs through differentiate and adapt learning
S- App. S-Inn.
meet the differentiation. material for each individual student.
learning needs S- Integrates results from a broad range of
of all assessments into planning to meet students’
students.
diverse learning and language needs.

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 5Teachers are members Participates in staff meetings and provides
Professional Development (Teacher
of learning communities insight on what would best meet the
Leader Project)
needs for the students school-wide.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate,

This was very effective as Bree was able to seamlessly go through her presentation with
including presentation, notes, handouts, and other
resources. providing the audience with the notes and handouts while she was presenting.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP She taught with confidence and was engaging to her peers while providing
Handbook [https://www.fotip.org/adult-learning- opportunities for collaboration.
theory.html].

Value of topic for audience. This topic was very valuable and informative as we continue with our hybrid learning.

Overall delivery by Candidate of the professional

Delivery was well executed. The pacing and tone were great as she gave her
development experience, including audience
engagement, pacing, tone, and response to questions. presentation.

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.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
planning

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development
For supporting
others/department/
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 3 of 3