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
th
Shannon Serao sserao@caliva.org Middle School Teacher - Math 6 Grade
Mentor Email School/District Date
Sara Borene sborene@caliva.org CAVA @ San Diego 2/25/2021
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
Facilitates collaboration with
colleagues.
S - Collaborates with colleagues to
Works to ensure the broadest
Collaborating improve student learning and reflect
positive impact possible on
with colleagues on teaching practice at the classroom
and the broader instructional practice and
level.
professional student achievement at school
6.3 community to T Applying Innovating and district levels and for the
support teacher T- Engages with members of the profession.
and student broader professional community to
learning access resources and a wide range of Initiates and develops
supports for teaching the full range of professional learning
learners. opportunities with the broader
professional community focused
on student achievement.
Provides opportunities and support
for families to actively participate in Structures a wide range of
Working with the classroom and school. opportunities for families to
families to contribute to the classroom and
6.4 support student Integrating Innovating school community. Supports a
learning Communicates to families in ways school/district environment in
which show understanding of and which families take leadership
respect for cultural norms. to improve student learning.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

What can we do to ensure After participating in the

training, teachers will be
we see our students how
Equity Champion able to implement at least
they want to be seen or
2 strategies into their own
identify as? learning environment.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
This will be an extension to
our PLC/ Team meeting.
This will allow for a safe Through Google Forms and
Middle school Staff and teachers.
and open-hearted Discussion.
conversation to help
ensure we as teachers are

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 doing our part to provide
equity to all our students.
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
Teacher Leader Model Domain 3 will be incorporated in the deliverance
of this very sensitive but more important topic for teachers to experience
Teacher Leader Model Domain 3: Promotes Professional for a professional development. My goal is to engage the teachers as if
Learning for Continuous Improvement. they were a student struggling with their identity and hope the build
empathy to better understand what I was told is 1/3 of all students will
NBPTS Core Propositions 5: Teachers are Members of be faced with.
Professional Communities (Teachers Work Collaboratively
with Families) NBPTS Core Propositions 5 will be incorporated in the deliverance of
professional development by showcasing ways to better build a
community and collaborate with our families.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Prepare my Send our Google
Reflect with my
presentation. Present to the staff Forms/ Survey.
mentor. See
Also begin asking at PLC/ Team Reflect on areas of
how this can be
Identify name and date for Attend Promising Practice teachers and meeting. Have improvement.
activities.
used and
Training other staff if this Google Forms ready Follow up with
updated as we
type of training, and discussion staff to ensure
move into each
they would find questions. they feel
school year.
beneficial? supported.
March 17 and /or
February 26th March 10th March 15th March 24
18th
Provide 1-2 sentence
I will design and present a 10 to 15 minute professional development training for teachers and other school staff on
summary of your teacher
leader project. becoming an Equity Champion for all our students with a focus on the LGBTQ+ community/students.
Summarize process for
I will analyze effectiveness by using Google Forms as well as offering time for discussion to see if there was anything I
analyzing effectiveness of
leadership role. could add or improve moving forward.
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.)

This article, by Intercultural Development Research Association, called, Supporting
LGBTQ Students Faced with Sexual & Gender Harassment has really opened my eyes
to things I have not had to really think of or deal with. Since, I identify has a straight
female. However, as educators we need to understand and be inclusive to all students.
This article talks about a rock band called The Barbarians in 1966 titled a song, “Are
you a boy? Or are you a girl? Now, yes that was half a century later, we have Title IX
legislation prohibiting sex-discrimination in all federally funded education programs,
this of course includes LGBTQ+ community from being harassed and assaulted based
on gender stereotypes or gender identity (NCWGE, 2017). We as teachers needs to
understand gender is on a spectrum and our student no longer fit in the boy or girl
lines any longer. They did not then but they do not now. Luckily, as a society we have
become more aware and this article really addresses that.
This article by CNN, called When kids play across gender lines, has
really opened my eyes to how this inquiry focus is not just something
changed in schools. It is hopefully changing everywhere. Our toy
stores used to be separated by boy toys and girl toys, however this toy
story in Britain called ‘Toy Kingdom’ reopened with a new fresh look,
no longer the two separate sections but the dolls and trucks were
together side by side. This is a step in the right direction, we need to
become aware and change the gender divide that happens to naturally
through playtime. This article touched on how the toys our children
play with and take to school can be a reason for the first stages of
bullying, “Star Wars is for boys”, is that still how we want our kids to
feel? This article showed me how important this focus area is and I
know we still have a long road ahead but I am happy to be making the
changes now and allowing for open conversations with other teachers.

https://www.idra.org/resource-center/supporting-lgbtq-students-faced-sexual-gender-
harassment/
https://www.cnn.com/2012/08/27/living/harrods-gender-
National Coalition for Women and Girls in Education. (2017). Title IX at 45: neutral-toys
Advancing Opportunity through Equity Education (Washington, D.C.: NCWGE).

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Becky Lawrence – K12 Teacher Jessica Wagoner – 6th ELA Teacher
She truly is just a loving and caring human. Years ago, one of her students was kicked out of their
home because the parents did not accept his identity. A long story short, she has since adopted She currently has a student that identifies as “they” and Jessica has spent
this student and now that student is grown and married and has two cats. She has taken on time educating herself to ensure she is reaching this student and correctly
educating teachers on LGBTQ+ students and created this Padlet for teachers and staff to use as doing that. The parent has been very open to talk with her and I about D.
resource to stay connected while we support our students in the future. and it has been a very eye open experience.
https://padlet.com/beckylawrence95/ipibj4fijes1t6sz

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Becky also shared this video of the Importance of Pronouns
https://nowthisnews.com/videos/news/sam-brinton-of-the-trevor-project-on-the-importance-
of-pronouns

Section 5: Results and Reflection

Initial
CSTP Element Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students to
problem solving, and S – Exploring S - Integrating
created their own math problems. engage in inquiry in complex problem. How could you
reflection
extend lesson into PBL?
Collaborating Produces and presented a PD with fellow Moving forward, I will
with
colleagues
middle school teachers regarding the continue to try to reach more
and the first steps to an inclusive classroom for students and create more
broader LBGTQ+ Students. I feel I am a trailblazer time for other colleagues to
professional since this is not something CAVA @ San join in on our conversation. I
6.3 community to T Applying T- Integrating
Diego has covered during any of our PD’s feel I will reach out to
support prior. I feel I have become a collaborator families and admin to try to
teacher and
to other colleagues as well as a leader in gain their support to see
student
learning my school through my Teacher Leader what is the best protocol for
Project. educators in the classroom.
Moving forward, I will work
with the admin to come up
with ways for our families to
be more involved. Our
Working with The evidence I have showing this is the families need to feel heard
families to presentation itself. This was all about and seen and we need to do
support the conversation we need to reach all our best to give them a
6.4 student Applying T - Integrating
our families. We also discussed ways platform for their voice. I
learning around unsupportive families and to feel during this type of PD,
ensure the admin supports us. sharing family's stories
(maybe privacy issue) but if
parents and students are on
board to help educators hear
from our families first hand.
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
I feel my new skills focused on Prop 5, l feel we educators
are true members of the learning community. This
presentation shows exactly that. This is new to some A PowerPoint Presentation, a
Contributors would-be educators,
teachers, and others not so new. My teacher leader virtual classroom full of resources,
to use in their careers to
presentation was a new still. It had more in the role of as well as an inclusive language
Contribution from K12 Promising
the facilitator and learner. I developed my skills on how handout. Lastly, a survey to give
Practice Conference.
to create an effective PD for other colleagues. How to to all attendees.
listen to criticism. How to feel empowered by my
knowledge and wanting to share that with others.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
I thought it was great that you narrowed your learning target down to
something that was reasonable for teachers to be able to do after
attending this session. I loved that you brought in the information about
how to change names in TVS and made it relatable to something teachers
might be wondering for our school in particular. I thought it was great
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
that you prompted the start to a conversation on how to implement
ideas in our own individual classrooms. I think you covered a lot of good
information in 30 minutes! In the future, I think it would be interesting to
hear a continuation of this conversation and touch on topics related to
parent response and ways to be an ally to students when parents might
not be on the same page and other ways to support our students while
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6

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
still being respectful and understanding of LCs and what to do when we
are caught in the middle (sort of like the discussion we continued after
the 30 minutes). I think diving into what others have experienced in their
classrooms and how they navigated any challenging situations would be a
great continuation of the discussion and might lead to even more ideas/
strategies being shared.
Shannon did a great job of including elements that showed why the topic
was applicable to teachers and sharing information that pertained to our
everyday work here at CAVA. 30 minutes was such a short amount of
time to cover such a complex topic that I was fortunate that Shannon and
I were able to continue the conversation after the 30 minutes, but feel
like this could be a great continuation for the group as well. I think it
could be really great to include more discussion prompts and allow for
the conversation to continue based on the experiences of other teachers
and what they have done in these situations. Shannon did a great job of
including a reflection piece afterwards for teachers to share on a Google
survey what two strategies they could implement in their own
classrooms. This made the topic not only relevant to their everyday lives,
but also gave them an opportunity to reflect on their own practice and
what they might already be doing, as well as what they could be doing to
continue to grow.
The topic is an important one, but as we discussed, it is one that
sometimes we don’t fully understand the importance of until we are
made aware of students we are supporting who might have needs that
we have not thought of in the past. Shannon and I talked a lot about how
important this topic and training is for ALL teachers, though given the fact
that 1/3 of students identify as LGBTQ+ and we should not be just waiting
for any challenging conversations, but knowing this reality we should be
preparing for and using inclusive language, as well as discussing other
strategies to make sure all of our students are seen and feel heard.
Looking at the data and facts that Shannon shared, I do not think there
could be a more valuable topic for supporting our students, but the
challenges come in making other teachers feel this same way and making
them aware of these facts/ data. Shannon did a good job of doing this at
our meeting. I would encourage you to think of ways that we might
continue to encourage these important conversations for teachers that
did not attend the meeting/ did not see the data and might not
understand or agree with the value of this topic.
I love how Shannon made this an applicable presentation to virtual
teaching and shared facts that showed the importance and applicability
of this topic. Shannon did ask for audience input, but unfortunately due
to time constraints this portion was limited. I think Shannon did a great
job of trying to not only inform the audience, but also show them the
value and allow some time for personal reflection (Google survey), as well
as the start of a conversation. I think this pacing made sense for a first
session and hope that if there were to be future sessions they could lend
themselves to a continuation of the discussion and brainstorming from
the audience based on their current and past experiences. Shannon had a
positive tone and was clear to let the audience know that she is not an
expert, but a teacher who cares for her students and wants them to know
they are seen. I really appreciated the way Shannon had a serious tone
that was believable, but also very positive and made you want to listen to
what she had to share. Great job on covering this important topic,
Shannon!
Page 4 of 6
 100% of all attendees found this presentation useful in their classroom. They all were able to list two strategies that they can
implement in their classrooms now.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Action Items (some may not be applicable)
Using curriculum that is designed for inclusive classrooms. Below are just two examples of that.
ELA:
Writing Core Standard for Grades 6-12
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
Suggested LGBTQ-Inclusive Learning Opportunity:GLSEN’s LGBTQ History Timeline Lesson facilitates a
much needed discussion about the erasure of LGBTQ history in what is considered American history,
and the value of critical thinking in history classes. After examining the LGBTQ visibility (or
invisibility) in their current history curriculum or textbooks, students proactively create newspaper
articles to highlight the stories of LGBTQ leaders and bring them into the classroom.
History:
Grades 6-8 -Cite specific textual evidence to support analysis of primary and secondary sources.
Suggested LGBTQ-Inclusive Learning Opportunity: Students listen to and read the primary sources of
individuals who bore witness to or helped shape LGBTQ history in our country through GLSEN’s
Unheard Voices, developed in partnership with ADL and StoryCorps. Students research additional
textual evidence to support and provide more context to these stories.
Using Inclusive language as well as using signs to show you are an ally for your LGBTQ+ community.
Like listed above I feel signs and posters for my ELL students would promote again an inclusive classroom
while ensuring all students see and understand the meaning behind it.
I would like to continue being offered PD that supports and guide us educators on how to provide an
LGBTQ+ inclusive classroom. They had one during Promising Practices but I would like to see more and
something offer for all teachers.
Page 5 of 6
 For supporting
others/department/ N/A
school/district

Other

Other Notes and Comments

Google Survey Form:

https://docs.google.com/forms/d/e/1FAIpQLSeRUa401xSPw1pXJ2skT8e53df4S0gfEyorF8uragi5hkYEjw/viewform?usp=sf_link

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6