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
Adam Tricomo atricomo@materdei.org Science 10-12
Mentor Email School/District Date
Marla Utley mutley@materdei.org Mater Dei High School 2/24/2021
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
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
Promoting critical strategies, posing/solving problems, and reflection on issues in
thinking by designing structured inquires into complex problems.
thinking through inquiry, T – Applying content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex questions and
problem solving, and S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
problems, reflect, and communicate understandings based on in
reflection promote comprehension and critical thinking in single lessons or
depth analysis of content learning.
a sequence of lessons.
T – Facilitate opportunities to critically reflect
T – Participate in opportunities to critically
Reflecting on with colleagues and lead reflection activities.
T – Integrating reflect with colleagues.
teaching practice T – Innovating
6.1 in support of S – Exploring S – Innovating S – Students are actively engaged in virtual
S – Students are present during virtual class
student learning lessons and able to demonstrate higher order
meetings and meet basic expectations for
thinking skills through whole-class and small-
participation by completing assignments.
group discussions.
T – Lead professional development
Collaborating
T – Participate in professional development presentations and workshops both on campus
with colleagues
opportunities both on campus and beyond and beyond with the broader professional
and the broader T – Integrating my school site. community.
professional S – Exploring T – Innovating
6.3 community to
S – Students participate during virtual S – Innovating S – Students pose questions and answer open-
support
lessons by asking questions and answering ended questions posed by the teacher and
teacher and
known-answer questions posed by the other students during virtual lessons. Students
student learning
teacher. challenge each other to extend on thinking
during class discussions.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Critically reflect with my colleagues
in the Science Department to
How can science teachers effectively
determine how we can best engage
engage distance learners in the
Engaging Science Distance Learners students in a virtual setting. Use
practice of science?
both personal experience and
research to develop best teaching
practices.
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
I will gain leadership experience The audience will have opportunities
while also facilitating collaboration to write down thoughts/ideas/etc.
Teachers in the Science Department and developing the ability to engage during and after the presentation. I
and support students while they will use their reflections to gauge
work from home. audience satisfaction.
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
NBPTS Proposition 4: Teachers are members of
professional learning communities My presentation will allow my colleagues and I to work collaboratively to
develop best practices for teaching science in a virtual setting. While I will be
TLMD Domain 1: Fosters a collaborative culture to sharing my own experiences and research that I’ve located, I will also be
support educator development and student encouraging my colleagues to reflect on and share their experiences while
learning teaching in a distance learning format this year.

Inquiry Implementation Plan

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Milestone 4 Milestone 5

02/24/2021 03/01/2021 03/10/21 03/15/21 03/22/21

Identify name and date for Review
activities. Meet with mentor to Give presentation
Complete
Begin creating reflections
discuss ideas/dates for the to the Science
Section 5 of ILP
presentation. completed by
project. Departmentwith mentor
audience
The topic of my presentation is how to engage students in the practice of science while they work from home.
The audience will be the Science Department at my school site. I will use both research and personal
Provide 1-2 sentence
experience to identify best practices for teaching science in a virtual format. In addition to sharing what has
summary of your teacher
leader project. worked for me this year, I will also share the challenges I have faced in an effort to encourage teachers to
reflect on their own challenges and successes.

Summarize process for

I will have my audience record reflections during and after the presentation to evaluate the effectiveness. I
analyzing effectiveness of
leadership role. will also meet with my mentor and Department Chair to seek feedback.
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.)
O’Donnell, C. (2020). Learning science at home.
Smithsonian Science Education Center.
Sutton, S. (2020). Adapting science lessons for distance learning. Edutopia.
https://ssec.si.edu/learning-science-at-home
https://www.edutopia.org/article/adapting-science-lessons-distance-learning
Statement: This article begins by providing a list of
Statement: In this article, Sutton connects the Next Generation Science Standards with
organizations that offer great interactive resources for
the realities of distance learning. He begins by explaining how crucial the reflection
science learning. O’Donnell then describes three-
process is in determining how virtual classes should be structured. As Sutton suggested,
dimensional science learning, which consists of
educators must ask themselves, “What are the most essential skills that I want my
knowing, doing, and learning. She explains that while
[students] to gain?”. He claimed that acquiring fact-based knowledge through rote
learning at home does not have to duplicate learning in
memorization should not be a priority while students work from home. Instead, students
the classroom, distance learning should still focus on
should have opportunities to engage in critical thinking and substantive discourse that will
these three dimensions. O’Donnell does a good job of
allow them to communicate and elevate arguments.
reminding readers how the adolescent brain learns and
what supports/resources students need in order to
Sutton also explains the importance of providing students with responsive feedback while
make sense of and find meaning in science content. The
they work from home, including feedback from peers. One suggestion he made that I’d
article concludes by explaining the role of culture,
like to include in my presentation is linking students’ screencasts to a shared Google Doc
context, and place in learning science at home, which
that all students can access so they can leave feedback for their classmates. Alternatively,
will provide me with some of the information I need to
teachers can utilize Flipgrid, which is advertised as a “simple, free, and accessible video
explain to my colleagues how we can effectively
discussion experience”.
practice culturally responsive teaching in virtual
classrooms.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my colleagues served with me on the Technology
and Curriculum Task Force at my school site. She was
responsible for leading presentations and workshops Another one of my colleagues has had a leadership role at my school site for the last few
during the summer to support other teachers as they years. She stated that her biggest focus as a leader is to ensure she is serving as a
prepared to shift to distance learning. She explained transformational leader rather than a transactional leader. As she stated, she doesn’t
that while preparing to lead discussions, she felt feelings want to simply tell others what to do. Rather, she wants to work collaboratively with the
of imposter syndrome—like she was not qualified to group to develop a shared vision, and then continue to work collaboratively to make a
take the lead. After receiving some positive feedback plan for how that shared vision can be achieved. By following this guidance, she has been
from peers after practicing her presentation with a able to develop meaningful, long-lasting relationships with her colleagues while also
smaller group, she felt much more confident delivering maintaining a high degree of professional integrity.
it to a larger group. She suggested I do the same with
my project, which I plan on doing.
Section 5: Results and Reflection
Revised
CSTP Element Initial Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Promoting critical To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. Students created continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and their own math problems. in complex problem. How could you extend lesson into
reflection PBL?
Reflecting on T– To continue development, I could
Teacher facilitated opportunities to critically reflect with
teaching T – Integrating Innovating present to a larger audience by
colleagues and lead reflection activities.
practice in S – Exploring S– including teachers/education specialists
6.1
support of Innovating from outside my department, and
Using the findings listed in presentation, students are
student possibly outside of my district. I could
actively engaged in virtual lessons and able to
learning also lead workshops that focus on

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 demonstrate higher order thinking skills through whole- specific applications that I mentioned in
class and small-group discussions. my presentation.

Collaborating
with Teacher led a professional development presentation and
colleagues shared presentation/assessment data with the broader
and the professional community. I could use my post-presentation survey
broader T– to develop a more in-depth survey that
professional T – Integrating Innovating Presentation focused on encouraging students to pose I could send to science teachers outside
6.3 community S – Exploring S– questions and answer open-ended questions posed by of my school site to gain more insight
to support Innovating the teacher and other students during virtual lessons. on how to best engage distance
teacher and Presentation listed methods of encouraging students to learners in the practice of science.
student challenge each other to extend on thinking during class
learning discussions.

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
By choosing this topic, I was forced to critically By focusing on this topic, I encouraged
reflect on how this school year went. I focused on my colleagues to reflect on their own
The product generated from this
both the successes and challenges of engaging my practices this year. By sharing my
project is a comprehensive list of
distance learners in the practice of science. By presentation with teachers from
common problems and solutions for
collaborating and reflecting with my colleagues, I outside of my school site, I’ve sparked
engaging distance learners in the
was introduced to new methods for how I can meaningful discussions that have
practice of science. Solutions include
increase student engagement and participation in allowed me to expand my lists in a
lists of applications/programs with
a virtual setting. By leading the presentation and way that aligns with more diverse
descriptions.
subsequent discussions, I was able to develop needs and further the development of
leadership skills. my teaching practices.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
This is a very well-designed presentation. It is completely relevant to what many
of us are currently going through. Offering a time to reflect right at the very
Effectiveness of resources designed by Candidate, including beginning captured my attention because it allowed me to make it meaningful
presentation, notes, handouts, and other resources. from the start. This allowed me to engage immediately and remain so
throughout the entire presentation. It was also encouraging because it
identified problems others may have encountered while distance teaching.
I believe Adam is very effective in teaching and coaching adults. Probably the
Effectiveness of Candidate in teaching and coaching adults.
most important thing is that he shared his experience. In this way, his audience
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. could relate and therefore engage with the material in a way that is truly
meaningful.
This topic is extremely important. The silver lining in the 2020 – 2021 school
year is that by being forced to do things differently, we discovered that some of
the changes could be permanently adopted. This will allow both teachers and
Value of topic for audience.
students flexibility throughout the day. By determining the most effective
methods of distance learning, those students who chose to remain in a hybrid or
completely online program will still benefit.
Overall delivery by Candidate of the professional development
Adam’s delivery was very well done. He knew his material and his audience
experience, including audience engagement, pacing, tone, and
response to questions. which allowed him to interact with his audience and keep them engaged.

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.

The survey was designed to yield qualitative data. Participants responded to open-ended questions that were meant to inspire critical
reflection and spark discussion. Based on the responses I have received thus far, many participants experienced the same challenges I
did when attempting to engage their distance learners. All participants claimed that they found the list of solutions helpful, with many
stating that they’d like to immediately implement the practices. In general, participants appreciated the opportunity to reflect on the
challenges of this academic year.

Link to assessment: https://docs.google.com/forms/d/e/1FAIpQLSctej3Kj2kQdWWI48qqCwgmSshkA5MfB83ELLC8i4qoS2cZyQ/viewform

Action Items (some may not be applicable)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For curriculum design,
lesson planning, Not applicable
assessment planning
It would be good to create a template to log student tech issues. This would be a concise way to notify the
For classroom practice
Tech Hub and it would also allow the teacher to see any patterns.
For teaching English
learners, students with
special needs, and Not applicable
students with other
instructional challenges
For future professional Adam’s future is bright. I believe he should take steps to obtain an Administrative Credential and/or PhD
development program.
For supporting I would consider sending this presentation to other department chairpersons for adaptation to other courses.
others/department/ Although this could be presented to the entire faculty at one time, I believe it is more effective in department
school/district PLC settings.

Other Not applicable

Other Notes and Comments

I do not have any other notes are comments.

Include copy of Google Survey Form assessment tool.

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