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

Alexandra Barlow abarlow@fjuhsd.org World Language (French) 9-12

Mentor Email School/District Date

Helen Craft hcraft@fjuhsd.org FUHS/FJUHSD 2/28/21

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
Promoting critical T - Facilitates systematic opportunities for students to apply critical
T– strategies, posing/solving problems, and reflection on issues in
thinking through T– thinking by designing structured inquires into complex problems.
Applying content.
1.5 inquiry, problem Innovating S - Students pose and answer a wide-range of complex questions
S– S - Students respond to varied questions or tasks designed to
solving, and S - Innovating and problems, reflect, and communicate understandings based on
Exploring promote comprehension and critical thinking in single lessons or
reflection in depth analysis of content learning.
a sequence of lessons.

T - Develops shared responsibility with students for

resolving conflict and creating and maintaining a caring T - Facilitates student self- reflection and ongoing
Promoting social classroom community.    improvement of the caring community based on respect,
development and fairness, and the value of all members. 
T- Supports students in taking leadership in developing a T-
responsibility within
Integrating caring community that is responsive to the diverse cultural Innovating
2.1 a caring community
S- norms of identities of all students S-
S - Students take leadership in resolving conflict and
where each student creating a fair and respectful classroom community where
is treated fairly and Integrating Innovating
student’s home culture is included and valued. Students
respectfully S - Students take responsibility resolving conflicts and communicate with empathy and understanding in
maintaining a caring classroom community. Students interactions with one another.
promote respect and appreciation for differences.

Promoting critical
thinking through
inquiry, problem
solving, and
reflection

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

How will the implementation of Link Crew have a - seek out teacher/staff support & recommendations
Link Crew positive effect on our incoming freshmen and for Link Leaders
increase their levels of high school success? - Recruit & train 2021-22 Link Leaders

How Project Fits into Professional

Audience for Project
Goals and/or How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits)
Department/School/District Needs

Participants: Link Advisors (2 teachers), Link Leaders Link Crew provides needed support for incoming
- teacher recommendations for Link Leaders following a
(upperclassmen mentors) freshmen in the way of giving them safety,
presentation to leadership/staff
Beneficiaries: freshmen class information and student connections.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
NBPTS 5: Teachers are Members of NBPTS: Link Advisors collaborate with school leaders, local communities, and
Professional Communities families of students to benefit freshmen through orientation and a year-long
transition support program.
TLMS 1d: Strives to create an inclusive
culture where diverse perspectives are TLMS: Link Leaders will be a diverse group of students to represent the
welcomed in addressing challenges. various cultures and perspectives of the incoming freshmen.

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

Identify name and date Presentation to staff about

Preparation for staff meeting Recruit & Train Link Determine if there are
for activities. by reaching out to admin
LInk Crew Purpose and
Leaders enough Link Leaders
Discuss w/ mentor
referrals for Link Leaders

3/15/21 4/2/21 5/10/21 5/15/21 5/15/21

Provide 1-2 sentence
I will prepare for next year’s implementation of Link Crew by presenting to the staff in an effort to 1) gain staff support for the program, and 2)
summary of your seek out referrals for student Link Leaders. After which, I will recruit and train Link Leaders for next year.
teacher leader project.

Summarize process for

analyzing effectiveness The effectiveness of this role can be seen by the number of teacher referrals for Link Leaders.
of leadership role.

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.)

1. What is Link Crew? https://www.boomerangproject.com/link/what-is

2. High school transition the “link” to
success? The effects of participation in a https://search-proquest-com.lib-proxy.fullerton.edu/docview/1370975214?ac
Link Crew Transition Program countid=9840
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)

#1 Colleague has been working with me to

develop the Link Crew program as she #2 All other schools in our district have a functioning program to help
teaches primarily freshmen and sees there transition freshmen students.
is a need

Section 5: Results and Reflection

Revis
Initial ed
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rati
ng
T - Guide students to think critically through use of questioning
Promoting critical T - Facilitates systematic opportunities for students to apply critical
T– strategies, posing/solving problems, and reflection on issues in
thinking through T– thinking by designing structured inquires into complex problems.
Applying content.
1.5 inquiry, problem Innovating S - Students pose and answer a wide-range of complex questions
S– S - Students respond to varied questions or tasks designed to
solving, and S - Innovating and problems, reflect, and communicate understandings based on
Exploring promote comprehension and critical thinking in single lessons or
reflection in depth analysis of content learning.
a sequence of lessons.

T - Develops shared responsibility with students for

resolving conflict and creating and maintaining a caring T - Facilitates student self- reflection and ongoing
Promoting social classroom community.    improvement of the caring community based on respect,
development and fairness, and the value of all members. 
T- Supports students in taking leadership in developing a T-
responsibility within
Integrating caring community that is responsive to the diverse cultural Innovating
2.1 a caring community
S- norms of identities of all students S-
S - Students take leadership in resolving conflict and
where each student creating a fair and respectful classroom community where
is treated fairly and Integrating Innovating
student’s home culture is included and valued. Students
respectfully S - Students take responsibility resolving conflicts and communicate with empathy and understanding in
maintaining a caring classroom community. Students interactions with one another.
promote respect and appreciation for differences.

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
how to improve campus culture by Link Crew Leader
Link Crew Program for FUHS
involving staff and student leaders Recruitment

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate,

Strengths - staff engagement, involvement
including presentation, notes, handouts, and other
resources.
Area of Improvement - more details about program

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP Strengths - good reflection questions, good engagement, good length of presentation
Handbook Area of Improvement - control presentation more tightly
[https://www.fotip.org/adult-learning-theory.html].

Strengths - important for overall school culture

Value of topic for audience.
Area of Improvement - provide more opportunities for staff to be involved in program

Overall delivery by Candidate of the professional

Strengths - pacing and engagement was great
development experience, including audience
engagement, pacing, tone, and response to questions.
Area of Improvement - could have gone longer to explain program in more detail

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.

Assessment Tool
Action Items (some may not be applicable)

For curriculum design, - follow up letter to invite student referrals to be Link Leaders
lesson planning, - plan and implement leader training in May
assessment planning
- plan summer events and fall orientation
For classroom practice

For teaching English

learners, students with
special needs, and
- ensure leaders are balanced and paired according to needs with incoming
students with other freshmen
instructional challenges

- follow up with staff for more referrals

For future professional
development - involve them in program
- attend follow up Link Crew training
For supporting
others/department/
- continue to work w/ admin on first week bell schedule
school/district - invitations to incoming freshmen
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
Other

Other Notes and Comments

Google Form

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4