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 Gallagher cgallagher@stmonicafaculty.net Math 10, 11, 12
Mentor Email School/District Date
Yvonne McNeal ymcneal@stmonicafaculty.net Saint Monica Catholic HS 3/2/21
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies, critical thinking by designing structured inquires into complex
Promoting critical thinking
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating problems.

solving, and reflection
S – Exploring S - Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
S - Innovating S - Students pose and answer a wide-range of complex
questions and problems, reflect, and communicate
understandings based on in depth analysis of content learning.

Using available
technologies to Use a wide range of technologies
Integrates a variety of technologies into
assist in to design, implement, and analyze
the development, implementation,
assessment, assessments and provides for an
5.6 Integrating analysis of assessments, and Innovating
analysis, and in depth and ongoing
communication of student learning to all
communication communication regarding student
audiences.
of student learning to all audiences.
learning
Sets and modifies authentic
Sets goals connected to the CSTP goals connected to the CSTP
Establishing that are authentic, challenging, and that are intellectually
professional based on self- assessment. challenging and based on
goals and self-assessment and feedback
engaging in Aligns personal goals with school from a variety of sources.
6.2 continuous and Applying and district goals, and focuses on Integrating
purposeful improving student learning. Engages in and contributes to
professional professional development
growth and Selects and engages in professional targeted on student
development development based on needs achievement. Pursues a variety
identified in professional goals. of additional opportunities to
learn professionally.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
My objective is to attend
a PD through Texas
My inquiry question is to Instruments graphing
determine whether teaching a calculators and present
unit using real-world what I have learned to
applications with TI calculators my colleagues during our
Integrating TI Graphing Calculators into the will result in higher assessment STEM department
Algebra 2 Classroom scores compared to meeting. Next, I will plan
assessment scores from units lessons for this unit to
taught using more traditional implement what I have
teaching methods. learned in this PD. Lastly,

I will analyze the data
from this unit compared
to previous units.

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 Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
I will have my colleagues submit
Need to get approved through my
My STEM colleagues as well as my colleagues will be a google form at the end of the
department to sign up for a TI Graphing
the audience for my project. presentation with any questions
calculators PD.
or feedback.
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
The Teacher Leader Model Standard that I will choose to focus on is domain 3,
and more specifically the aspect of facilitating learning among colleagues. I will
be addressing this, as I plan to give presentation to my colleagues with the
Facilitates professional learning among information that I learned in the PD I attended. With this information, my
colleagues. colleagues can further their own knowledge by incorporating some of the
graphing calculator strategies into their own classrooms.
Proposition 2: Teachers know the subjects they
teach and how to teach those subjects to For the NBPTS, I plan to focus on Proposition 2. I will focus on connecting the
students. graphing calculator strategies I am teaching them to their other subjects. I
want my students to know that the graphing calculator is a tool that can be
used in more than just their math class. If they learn how to use this tool
correctly, they can use it as a resource in many of their other subjects.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Analyze and Present
Implement
Identify name and date for Attend TI Graphing Present Findings to compare results of
activities. Findings in
Calculator PD Colleagues assessment analysis to
Classroom
data mentor
3/9/21 3/16/21 4/5/21 4/12/21 4/19/21
My teacher leader project will focus on attending a professional development on incorporating TI graphing
Provide 1-2 sentence summary
of your teacher leader project.
calculators into the classroom, presenting my findings to my colleagues, and then using this new
information in my teaching.
Summarize process for
analyzing effectiveness of I will use Google Forms to gain feedback about the effectiveness of my leadership role from my colleagues.
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.) Effective Technology Use in Math Class:
https://www.edutopia.org/article/effective-technology-
1.) Using technology can help students think more deeply about the math they are
use-math-class
learning (rather than rote memorization) and can help them make connections between

concepts and subjects.
2.) Strategic Use of Technology in Teaching and Learning

Mathematics:
2.) Using a variety of technology in math classes can help pique student’s interest when
https://www.nctm.org/Standards-and-Positions/Position-
learning about the subject.
Statements/Strategic-Use-of-Technology-in-Teaching-
and-Learning-Mathematics/
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
On of my colleagues attended a different PD through TI
graphing calculators last year, which is how I got the idea
A different colleague attended a PD through the Archdiocese of Los Angeles on teaching
for my teacher leader project. Though she did not
Statistics and then presented his findings to our department in our department meeting.
present her findings to the department, she did say that it
This is where I got the second part of the idea for my teacher leader project.
was a very beneficial PD, which lead me to looking into
this myself.
Section 5: Results and Reflection
Initial Revised Suggestions for Moving
CSTP Element Evidence/Rational for Rating
Rating Rating Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and reflection own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

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 Using available I feel that I was reached this level, as I am now
I would like to continue to
technologies to seeking out my own professional development
research and attend PDs
assist in on incorporating technology into the classroom.
that are the most relevant
assessment, After attending the PD, I was made a
5.6 Integrating Innovating to me. I would like to
analysis, and presentation and shared what I’ve learned with
continue to find new ways
communication my colleagues. I have implemented what I have
to incorporate technology
of student learned in the classroom and I have analyzed
into the classroom.
learning the student’s data from this.
Establishing I would like to find a way for
professional staff to easily share
goals and As stated above, I feel that I have reached this
PDs/information they have
engaging in level as I am now seeking out professional
learned from PDs with one
development on my own. In the past, I only
continuous another. One thought I had
6.2 Applying Integrating attended PDs unless required by my admin.
and was to create a shared
However, I am now taking it upon myself to look
purposeful Google Drive with all this
for opportunities on my own. I am also sharing
professional information so that faculty
what I have learned with my colleagues.
growth and would have access to this
knowledge any time.
development

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 view myself as a teacher but also as a
student. There is so much for me to I have contributed to my
continue to learn, especially in the space department by providing them
of technology. New apps and website with a presentation of what I have
TLS: are constantly being created, and as my learned in the TI graphing
role as a Teacher-Leader it is my calculators professional
Domain 3: Promotes Professional responsibility to stay abreast of these development. I have also
Learning for Continuous Improvement- new developments. Specifically, I have contributed to my students,
learned more about how to use the because I have taught them how
functions of a TI-83 graphing calculator to analyze real-world data, which
to analyze real-world data in my Algebra is an important life skill.
classroom.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

The presentation was very clear and I enjoyed the tutorial videos. However,
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
the only attachment I received was the handout (no additional notes). These
could be added.

Effectiveness of Candidate in teaching and coaching adults.

(Refer to Adult Learning Principles in FOTIP Handbook Very engaging.
[https://www.fotip.org/adult-learning-theory.html].

This topic is valuable and we would like to explore this further. Our school is
working on shifting from rote memorization to critical thinking, so this topic is
Value of topic for audience.
extremely important. Additionally, we would like to use technology as much as
possible in our classrooms, so this was also relevant.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and Great job.
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.

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 I compared the results of our previous unit exam with this unit exam (in which students learned the lessons using real-world data and
graphing calculator applications rather than more “traditional” teaching methods such as notes and lectures). The previous median
unit exam score was an 81.2%, which this unit exam score was an 86.3%. Other factors, however could have accounted for this
different (perhaps, this unit’s topics were just easier?). However, it is still interesting and important to analyze this data point.
Additionally, anecdotal feedback from students that I received regarding this unit was very positive and they generally said they prefer
to learn content this way, rather than the “traditional” way. The found this unit to be more engaging and more applicable to the “real
world.”

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment planning
Look ahead in the curriculum and target a few topics they may lend themselves to calculator applications.

For classroom practice

For teaching English learners,
students with special needs,
and students with other

instructional challenges
For future professional
development
Research more professional developments to attend; see if any remote PDs are being offered this summer.
For supporting
others/department/ Reach out to other catholic HS to see how they incorporate the use of technology into their classrooms.
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

https://docs.google.com/forms/d/e/1FAIpQLSdHobPUNHRA-
eL0z48CSPdQ2smJAE7wqFeiRjuNOvCn5Ar9lw/viewform?usp=sf_link

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