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
Sue Park parksuey@csu.fullerton.edu Multiple Subject 1
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu Korea International School 3-5-21
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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem 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
solving, and reflection 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.
Collaborating with
colleagues and Consults with colleagues to consider how best
Attends staff, grade level, department, and
the broader to support teacher and student learning.
other required meetings and collaborations.
professional T – Emerging T – Exploring
6.3 S – Emerging S – Exploring
community to Begins to identify how to access student and
Identifies student and teacher resources at
support teacher teacher resources in the broader professional
the school and district level.
and student community.
learning
Identifies language proficiencies and English
Seeks additional information describing learner strengths in the study of language and
Addressing the elements of culture and language content. Differentiates instruction using one or
needs of English proficiencies in listening, speaking, reading, more components of English language
learners and and writing. Uses multiple measures for development to support English learners.
student with T – Applying assessing English learners’ performance to T – Integrating
3.6 S – Applying S – Integrating
special needs to identify gaps in English language Creates and implements scaffolds to support
provide equitable development. standards-based instruction using literacy
access to the strategies, SDAIE, and content level English
content Attempts to scaffold content using visuals, language development in order for students to
models, and graphic organizers. improve language proficiencies and
understand content.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To introduce a teaching strategy commonly
Is it helpful to introduce the Errorless Learning
used for Special Ed students to teach ESOL
Apply Errorless Learning Strategy to ESOL Strategy commonly used for Special Ed
students and analyze the effectiveness and
students to acquire sight words. students to our student support department
share it with my colleagues in the student
for teaching ESOL students?
support department.
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 student support department team
My colleagues in Student Support Department
always shares effective teaching strategies We will share opinions about it after my
will be my audience, and they will benefit from
and results while finding efficient teaching presentation and conduct a rating survey
learning a new research-based teaching
methods for each student due to diverse about it.
strategy.
students' backgrounds.
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
Domain II: Accessing and Using Research to
Improve Practice and Student Learning: a)
Assists colleagues in accessing and using
research in order to select appropriate I will introduce the research-based teaching strategy, commonly used for Special Ed
strategies to improve student learning in TLMS students to teach ESOL students and analyze the effectiveness and share it with my
colleagues in the student support department.
Proposition 1: Teachers are committed to
students and their learning in NBPTS

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for Administer Pre- Administer Post- Discuss Results with
Deliver Lesson(s) Analyze Results
activities. Assessment Assessment Mentor
3-8-21 3-15-21~4-2-21 4-5-21 4-9-21 4-12-21
Provide 1-2 sentence
I will apply the teaching strategy that usually uses to teach Special Ed students to teach ESOL students and present the
summary of your teacher
leader project. strategy and efficiency in front of my colleagues in the student support department.
There are many useful teaching methods; however, it's hard to know which ones are effective for individual students
Summarize process for
unless you try them yourself. Also, reading the teaching method in writing is not clear. So, I will try a new teaching
analyzing effectiveness of
leadership role. strategy for ESOL students and record, analyze the result and present them to my student support department
colleagues. It will help my colleagues to learn a new teaching strategy for diverse students.
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.)
Maria Kampen(2019), “5 Ways To Make Teacher
Professional Development Effective [With Joel Zarrow, “5 Strategies For Better Teacher Professional Development,”
Examples],” https://www.teachthought.com/pedagogy/5-strategies-better-teacher-professional-
https://www.prodigygame.com/main- development/
en/blog/teacher-professional-development The article stated most professional development today is ineffective because it neither changes
The article stated how to develop effective teaching practices nor improves student learning and introduced School districts can improve the
professional development for teachers with effectiveness of their professional development for teachers by five strategies.
examples and why it is essential.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Thomas is the instruction coach of two KIS
campuses. He regularly visits our campus to
consult with teachers who requested Elizabeth is a team leader in the student support department. This year, she introduced a new
counseling, and he gives PD lessons on ESOL to reading intervention system to our school. She introduced the teaching method through PD Day,
the student support department. At that time, established a system, and still applies it depends on our comments and reflections.
we share our experiences according to the topic
and reflect on our lessons.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying 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
inquiry, problem S – Exploring S- continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection Integrating complex problem. How could you extend lesson into PBL?
Addressing
the needs of I researched a new instructional strategy To move to INNOVATING level:
English because all students who did not learn the sight Monitor EL students who apply my
learners and
T– words from the traditional teaching method are new teaching methods in the
student with T – Applying Integrating
3.6 S – Applying S– English learners. They have not acquired the classroom and applying
special needs Integrating
to provide grade-level sight words even though they are differentiated instructions to their
equitable almost at the end of the grade, so I need to try a needs, helping them adapt to
access to the new approach. mainstream classrooms.
content.
Collaborating
with
colleagues
and the The ESOL team has a weekly team meeting, To move to Integrating level:
broader where I heard a lot about students who don't I will monitor the students and
T – Emerging T – Exploring
6.3 professional S – Emerging S – Exploring learn from traditional teaching methods, so I collaborate with homeroom
community introduced new teaching methods to my teachers to find their needs to help
to support colleagues by applying research. to achieve their learning goals.
teacher and
student
learning.

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 5
 TLMS Domain II: Accessing and Using
Research to Improve Practice and Student
Learning: a) Assists colleagues in accessing
and using research in order to select
appropriate strategies to improve student
learning.
NBPTS Proposition 1: Teachers are
committed to students and their learning.
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
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].
Value of topic for audience.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
My presentation is an introduction of
Errorless Learning to my ESOL team
o Accompanying research
colleagues. This teaching method is
o Presentation slides
commonly used for Special Education
o Presentation notes/handouts
students, but it is a teaching method that
o Color-coded sight word flashcards
can be applied to students whose
traditional teaching methods do not work.
Mentor Feedback
Sue created a PPT for her presentation. The slides had images, and
minimal text making them easy to view and follow. The slides worked
through the purpose of the training, the new teaching method, and
opportunity to practice with the Errorless Learning method. The
research was clear, the slides effective, and her notes showed what she
planned to share during the meeting. There were no handouts with the
presentation.
Use active participation and groups for social interaction: Participants
worked with partners to practice the Errorless Learning method
Use a variety of teaching and learning methods, including hands-on
learning and service learning: participants listened to a power point
presentation. There were opportunities for the participants to ask
questions, to see modeling of the new teaching method, and to
practice the learning method.
Make the learning relevant to what adults will be doing when they
leave the classroom. The content was prepared knowing that other
teachers were feeling frustration with current teaching methods not
working in their classroom. Sue gave them ideas and clear methods
for a new teaching technique.
Focus on problem-solving. The presentation focused on the problem
of being able to teach students who are struggling with their sight
words. The solutions presented by Sue are applicable to the
classroom and could be incorporated in the teacher’s next lessons.
Provide a supportive learning environment, with multiple resources,
breaks, and opportunities to ask questions, practice, and correct
mistakes. Sue presented using PPT, modeling, and hands-on
activities. The participants had time to practice and to ask questions.
The presentation was short, so breaks were not necessary .
Sue stated that the teachers shared frustration with students who did
not fit the traditional teaching strategy for learning sight words.
Therefore, this topic could provide them another strategy that they could
use in the classroom immediately. At the end, during discussion and the
exit survey, some of the teachers stated they would try this new method
with their EL students, while some felt that it might not work with the
variety of levels of students that they had in the classroom.
Page 3 of 5
 Overall delivery by Candidate of the professional Sue presented a clear training. The slides were clear, and the instruction was easy to
development experience, including audience follow. The audience was engaged throughout the presentation through discussion and
engagement, pacing, tone, and response to questions. activity. Over 50% of the participants said that the strategy was easy to learn from Sue.
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.
After the presentation, I sent participants a Google Form to ask them to assess the presentation. All four participants participated and
sent immediate feedback. They all gave a 5 point out of 5 that the information in the presentation was presented clearly and
coherently that was easy to comply with. When asked if this information would help their teaching practice, they gave an average of
3.4 points out of 5, and when asked how easy this teaching strategy was to learn, they gave an average of 3.8 points out of 5. Since we
are teaching ESOL students at different levels, they gave an average of 3.4 points out of 5 on whether this teaching strategy could be
applied to their group immediately.
In a short discussion after the presentation, everyone said it was good to learn a new teaching strategy efficiently quickly. I was
satisfied to spend valuable time with my colleagues because we decided to teach each other when we found a suitable teaching
method.

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
Introduced the Errorless Learning Strategy commonly used for Special Ed students to my student support
department for teaching ESOL students to acquire sight words.
I have applied the new teaching method for students who have not seen the effect of acquiring sight words
with traditional teaching methods.
I researched a new instructional strategy because all students who did not learn the sight words from the
traditional teaching method are English learners. They have not acquired the grade-level sight words even
though they are almost at the end of the grade and need to try a new approach.
In a short discussion after my presentation, everyone said it was good to learn a new teaching strategy
efficiently quickly. We decided to teach each other when we found a suitable teaching method.
In order to support ESOL team colleagues, I will introduce effective teaching methods or apps to teach ESOL
students when I find them during my personal research.

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5