Professional Documents
Culture Documents
Simpson Ilp Teacher Leader Proj
Simpson Ilp Teacher Leader Proj
Simpson Ilp Teacher Leader Proj
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.
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.
Effectiveness of resources designed by Candidate, Cathy led the staff clearly and effectively in our thinking about the hybrid model. The
including presentation, notes, handouts, and other slideshow was clear and expressed all the important information without adding confusion
resources. to an already stressful situation.
Effectiveness of Candidate in teaching and coaching Cathy presented the information in a factual and calm way that helped our more anxious
adults. (Refer to Adult Learning Principles in FOTIP staff members feel at ease and armed with knowledge. She explained the rationale for
Handbook each decision, helping to preemptively clear up any confusions or frustrations that might
[https://www.fotip.org/adult-learning-theory.html].
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4