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
Catherine Simpson cathyjssimpson@gmail.com Mathematics 6-7
Mentor Email School/District Date
Intellectual Virtues Academy
Cari Noble cari.noble@ivalongbeach.org 2/25/2021
(authorized by LBUSD)
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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.
T - I am finding new ways to communicate with families T - I will be directly involved in planning decisions
T- that show understanding of students and a respect for that affect our families and support student learning.
Work with families T-
Integrati cultural norms. Technology has been helpful in I will help develop the schedule and roll out the
6.4 to support student Innovating
ng providing opportunities and support for parent hybrid learning plan to our community. My role will
learning S - N/A
S - N/A contributions and participation with the school and be more active and less passive as I work with
staff. families.
T - I have developed new ways to stay organized and T - I am emerging as an organizational leader during
Manage professional
T- manage my professional responsibilities, which my times of great transition. My leadership is called
responsibilities to T-
Integrati principal has asked me to share and model for my upon to help explain scheduling decisions that affect
6.6 maintain motivation Innovating
ng colleagues. I would still like to learn more from my faculty and students. The goal is to provide context
and commitment to S - N/A
S - N/A colleagues who excel at facilitating creative methods of to maintain motivation and a feeling of safety as we
all students
supporting students directly. move towards hybrid learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
- Create a hybrid learning schedule that
meets safety requirements under CA
How does a school move towards a
COVID safety guidelines for reopening
hybrid learning plan from an online
- Gather and implement feedback from
learning plan?
teachers and student families about
Moving Into Hybrid Learning How do we meet the diverse (safety,
diverse needs when creating the schedule
educational, social, emotional) needs of
and options
teachers, staff, students and their
- Ensure that the schedule is sustainable
families?
for teachers and instruction is still
beneficial for students
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
Navigating a successful reopening plan is
a top priority for our school. Teachers,
We will receive feedback in the form of a
students and families are all invested in
survey to assess teacher needs and
this project. Other schools in the LBUSD
Teachers, students and families of students comforts. We will also send a similar
district have put forth a reopening plan,
survey to receive feedback from families
and as an independent public charter we
in the community.
act as our own district office to make
decisions of this nature.
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
NBTPS Proposition 5: Teachers are members
These two standards will be incorporated in my project because the implementation of
of learning communities.
hybrid learning will affect all members of the learning community. The schedules I create
TLMS Domain 6: Improving outreach and
will impact teachers, students and families within our small learning community.
collaboration with families and community.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Decide final hybrid
learning plan
Create initial Survey sent to teachers
Identify name and date for
Meeting to plan Survey results from based on family
schedule for about comforts and
activities. next steps families analyzed choices; discuss
hybrid learning concerns
success with
mentor
Feb 19, 2021 Feb 26, 2021 Mar 3, 2021 Mar 17, 2021 End of March
This project and my role both began when the COVID-19 pandemic started, but recently it has become a real
Provide 1-2 sentence possibility to implement the hybrid learning plan. In the summer, I was asked to develop a possible plan, and
summary of your teacher now I have been asked to revisit prior ideas and work with administration to determine the actual plan. My role
leader project. is specifically to determine the class schedule for teachers, times, and rooms based on our safety plan
requirements.
We will know if my role has been effective if we implement my proposed schedule. However, there is a real
Summarize process for possibility that COVID numbers will not go down enough for us to reopen. We will make presentation slides and
analyzing effectiveness of videos to share with the faculty and community, so at this stage I will know if I have been successful in my
leadership role. planning whether it is safe enough to reopen or not. I will also know if my role was successful if teachers feel
comfortable and anxiety levels are reduced.
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.edsurge.com/news/2018-01-02-when-does-learning-happen-best-dan-pink-on-the-s
cience-behind-timing-and-education
‘When’ Does Learning Happen Best
https://www.dir.ca.gov/dosh/coronavirus/
This is a summary of a podcast led by Dan Pink (author of several books about human behavior)
Cal/OSHA COVID-19 Resources
promoted by EdSurge. I was curious if this was a reputable source for information, and discovered
There is a subpage on this website which
“EdSurge was founded in 2011 to connect the emerging community of education technology
provides guidance for different industries. The
entrepreneurs and educators.” The article discusses Pink’s theories about time management and
section on Schools and School-Based learning will
‘when’ humans are most effective. I was interested in learning more about which age groups learn
help inform what safety constraints my
better at what times of the day, so that I can utilize that information in my scheduling plans. It looks
scheduling plan will need to consider.
like students who are 14 or older are more focused during later times of day, so this supports our
model of scheduling 6th graders at the beginning of the day and 8th graders later in our staggered
start-time model.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
The school counselor has addressed a similar
leadership role by creating the class rosters My mentor is also on the Matrix team and was the first one to help create the yearly
every semester. He will double check the master schedules when the school first opened. Her leadership role has helped me to
proposed matrix schedule of classes by understand what to consider from previous years that may impact current schedules. She
comparing them to possible student and I work closely on this project every year, and are also working closely on the hybrid
schedules to see if there are any errors or learning schedule.
concerns.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Work with I have used new technologies and stepped into a stronger To continue improving in this area, I
families to T- leadership role in communicating with families. Rather would like to maintain a leadership role
T-
Integratin
6.4 support g
Innovating than sitting on the sidelines I have taken an active and find new ways to influence families
student S - N/A approach in developing schedules and procedures that and student learning as schoolwide
S- N/A
learning influence families and student learning. needs arise. I have an arsenal of

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 technological knowledge that I can use
to stay connected to families.
To continue improving in this area, I
The year of COVID-19 has proven to be extremely
Manage would like to exercise boundaries when
challenging to all teachers. I have not only taken on new
professional committing to new responsibilities. I am
T- professional responsibilities but I have maintained
responsibilities T- capable of doing many things well and I
Integratin motivation and commitment to my students in the
6.5 to maintain g
Innovating want to make sure that I continue to
motivation and S - N/A classroom. I continue to develop my skills as a teacher
S- N/A manage my professional responsibilities
commitment and learner while also stepping into the role of “teacher
to my best ability, and not spread myself
to all students leader” by providing my time and guidance to move from
so thin that my motivation and
distance learning to in-person instruction.
commitment to students ever wavers.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge
Product(s) Generated
Developed by Teacher
I have grown in TLMS Domain 6: Improving Outreach and
Collaborating with Families through this leadership
project. I recorded a video with a small administration
committee to explain our new Hybrid Learning Schedule
to families.
Early in the semester, our school received feedback from
families about changing to a hybrid schedule. I used this
feedback when creating the Hybrid Learning Schedule for
the school.
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Contribution to
Others/Department/School/District
My teacher leadership project was a major
contribution to the administration team and my
I produced many versions of a bell schedule based on
principal directly. The Hybrid Learning Schedule
several different iterations of safety protocols
needed to be developed early and needed to be
regarding COVID-19. These versions were presented
flexible to changes as our school and district were
to the entire faculty and staff in a slideshow
given new guidance about safety protocols. This was a
presentation. Feedback was received using a Google
small piece of the puzzle for a very complex solution to
Form so that we could develop the final bell schedule
in-person learning that is going live next week.
that is going into effect next week. Once the final
Having a teacher create this bell schedule was a
schedule was decided, another product generated
benefit to other teachers who will be executing
was a video to communicate the schedule and
education in the classrooms. This aspect shows my
adjustments to students and families.
growth in TLMS Proposition 7: Advocating for Student
The products I generated show growth in NBPTS
Learning and Profession. The schedule I created had to
Proposition 4: Teachers think systematically about
balance safety protocols with teachers’ needs
their practice and learn from experience.
regarding instructional time and comfortability with
new technology and procedures.
Mentor Feedback

Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
[https://www.fotip.org/adult-learning-theory.html].
Cathy led the staff clearly and effectively in our thinking about the hybrid model. The
slideshow was clear and expressed all the important information without adding confusion
to an already stressful situation.
Cathy presented the information in a factual and calm way that helped our more anxious
staff members feel at ease and armed with knowledge. She explained the rationale for
each decision, helping to preemptively clear up any confusions or frustrations that might
have occurred.

The topic was highly valuable as teachers prepared to come back on campus for hybrid
Value of topic for audience.
learning.

The pacing and tone were perfect: calm, informative, but also speaking with authority so
Overall delivery by Candidate of the professional
that teachers would trust that this was a well thought through plan. She presented the
development experience, including audience
engagement, pacing, tone, and response to questions. teacher perspective on choices made so that teachers would know that their experience
was very much taking into consideration in all decisions.
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 3 of 4
After my presentation, we sent a Google Form survey to faculty and staff to receive feedback about the proposed schedule. There were three main
questions: 1) Are there any questions or concerns about the reopening timeline? 2) Are there any questions or concerns about the hybrid bell schedule
timeline? 3) Any additional questions for the team to consider before we communicate to families?
The responses seen above were used in making final adjustments to the Hybrid Learning Schedule and final bell schedule. I learned that teachers need
more information about the time between classes and how that would be used to follow safety protocols. The administration team put together new
guidance on how student desks will be cleaned between transitions. One of the teachers commented: “Thank you for finding a way to preserve as much
class time as possible but also giving decent breaks and staggered starts! Brilliant!” This was an indicator that previous adjustments were successful, and
that teachers were becoming more comfortable with the schedule as we made the final draft that was then communicated to families. The fact that so
many colleagues had no questions or said “Thank you!” is also an indicator of success that I had addressed the needs of teachers in this transition.
We will still be gathering feedback from students and families in the upcoming weeks about how the Hybrid Learning Schedule is working for them and
their needs. My leadership project officially goes live next week even though all presentation elements are completed.
Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment
planning
We still need to fully implement my Hybrid bell schedule next week with students returning in person. Teachers
and staff were given a trial week in the timeline to be on campus and adjust to new technology and protocols.
For classroom practice
We used my bell schedule during this week so that we could adjust to the new instructional minutes and break
times. So far the feedback has been positive from teachers.
For teaching English learners,
students with special needs,
and students with other
instructional challenges
We will receive more feedback from teachers after approximately 2-3 weeks of the Hybrid Learning Schedule in
For future professional
development
Professional Development. If we need to make adjustments based on experiences, there is a chance that I
would need to adjust the bell schedule to accommodate new needs.
We need to receive feedback from students and families (others) who will also be experiencing this Hybrid
For supporting
Learning Schedule. We want to find the best ways to support student learning for the remainder of this strange
others/department/
school/district year. I will ask students weekly what is working well and what can be improved. We will need feedback from
in-person students as well as those who are remaining in distance learning through the end of the school year.

Other

Other Notes and Comments

This has been a challenging year, and to be honest I did not think that we would come back to an in-person learning model before Fall
2021. I needed to remain flexible to execute this teacher leadership project and work closely with my administration team and my mentor
to ensure that I was considering all feedback and external factors. I had developed a possible hybrid model in the summer of 2020 in
anticipation of returning to in-person and that model took on many different evolutions from February to April, always considering the
California safety protocols for COVID-19 and the status of our district and county. I had many meetings and rounds of feedback from other
teachers and coworkers to make this schedule possible. I look forward to seeing it implemented for the remainder of the school year.

Professional Development Presentation:

https://docs.google.com/presentation/d/1-ldbu09UCdEuO96_p6xAQzhd7xYWCNwt7U4p0lin19U/edit?usp=sharing
Include copy of Google Survey Form assessment tool.

Google Form Survey: https://forms.gle/M5KA6D3aKy1Cd7tv6

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