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

Rebecca Romero rromero@bousd.us Multi-Subject 3

Mentor Email School/District Date

Rachel Miller rcmiller@bousd.us Mariposa/BOUSD 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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying 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 S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or a
analysis of content learning.
sequence of lessons.

T- Teacher has daily check-ins with

Connecting T- Teacher uses information from students, and assess students comfort level
learning to students assessments, parent surveys, with lesson material more frequently. This
students ’prior T- and more, in order to guide curriculum T- will further ensure that rigor and pacing is
Applying
1.2 knowledge, S-
instruction and pacing. Integrating appropriate for all students.
S- Applying
backgrounds, life Exploring S- Students respond honestly to check-ins S- Students are independent on
experiences, and and are practicing independence on assessments. Students are also able to
interests assessments. make real-life connections to lesson
materials, without the aid of prompting.

T- Teacher includes more diverse

T- Teacher pulls outside source source materials. This not only will
materials, in order to make deeper ensure more marginalized groups have
Connecting T- connections/provide context in their a chance to understand lesson
T-
subject matter to Applying
1.3 meaningful, real- S- lessons. Integrating materials, but also help students see
S- Applying
life contexts Exploring S- Students can make connections to more outside perspectives.
lesson materials, through various S- Students make connections from in-
prompting. class lessons to events/information
they know.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

To be able to brainstorm ideas

on how to increase
How can we (as a school site)
Increasing Positive Diversity in representation in the
increase positive racial and
the Classroom classroom and school site. This
gender representation?
is in hopes that small changes
will be made.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 How Project Fits into Professional Goals
Audience for Project
and/or Department/School/District How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits)
Needs

Our District is looking at

ways to reach our positively
to our BIPOC community.
Some K-6 (i.e. staff present A survey will be placed at the
This especially became
during a staff meeting time) and end of my presentation (using
apparent after BLM
admin. Pear Deck).
protests in our community
last year. This caused large
divide among many people.
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

NBTS: For these standards, I will pull and share the research information I learned
at my conference. The conference presenters shared various statistics about the
impact a lack of positive representation can have on learning and emotional
development. It is my hope that these statistics will influence teachers to help
NBPTS-4.2 Teacher uses feedback and make changes in their classroom and at our school site.
research to improve their practice
and positively impact student
TLM- For these standards, I would like to have a brainstorm session both at the
learning.
start and end of my conference session. At the start of the conference, I will ask
TLM-1.A Utilizes group processes to
teachers why they think (or if they think) their is a lack of positive role-models.
help colleagues work collaboratively
This will tie in with a historical inquiry (meaning, why do we celebrate the lives of
to solve problems, make decisions,
those who have done many bad things, but erase the stories of those who helped
manage conflict, and promote
their communities).
meaningful change.
At the end of my presentation, I will ask teachers about small changes they think
they can make in their teaching or that we can make as a school site, that will
increase positive historical narratives.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Attend Create Pear Deck Present Discuss Results

Analyze Results
Identify name and date for Conference presentation information with Mentor
activities.
Complete in the Complete in the Complete in the
Completed on Complete by the end
third week of fourth week of fourth week of
February 27th of March
April April April

Provide 1-2 sentence
summary of your teacher
leader project.
My leadership project will address the lack of positive role-models in the classroom. I will argue
that the people we tend to remember and honor, sometimes have tainted histories. The lack of
positive representation for all students regardless of racial identity, can impact students self-
esteem and the way they view other people.

Summarize process for In order to analyze my effectiveness, I will create an evaluation form for attendees to complete.
analyzing effectiveness of The form will be attached to the PearDeck presentation I share with teachers. This form will
leadership role. include overall ranking, information learned, and more.

Section 4: Inquiry Research and Exploration

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was
learned.)

Article One:
The Importance of Diversity and Cultural
Awareness in the Classroom

Link to Article
This article from Drexel University,
highlights the importance of diversity
centered education. According to the
article, and increase in positive diversity
can have the following effects on the
classroom environment:
• Increased Empathy
• Increased Understanding of Different
Cultures
• Increase in Confidence (and a large
fulfillment of their hierarchy of needs)
• Increased Classroom Community
Ultimately, it is our duty as educators to
ensure that all students have the
opportunity to feel safe and welcomed in
the classroom. Increasing positive
diversity better helps ensure that ALL
students feel heard and listened too.
This article will help solidify information I
am sharing with my school site. Many
teachers realize there is a problem, but do
not see a large reason to change. I am
hoping that including information such as
this, will increase teachers willingness to
make small and meaningful changes in
their classroom.
Article Two:
Whitewashing American History
Link to Article
This article shared information that hopefully was readily known by educators; history is
whitewashed and written by the winners. According to the article, the Colonial National
Monument is just one example of historical erasure. The narratives of BIPOC during the
colonial/revolutionary era were omitted and washed over. To make matters worse, in
order to build the monument, they had to destroy houses of members of the black
community. It is important to preserve and remember our past—but not at the livelihood
of living people.
This article will tie into my presentation completely. One large point I am trying to make is
that our textbooks and commonly told narratives erase the voices of BIPOC and white
allies. Instead, it gives the microphone over to individuals who held the power and the
wealth. As an educator and historian, I feel that we need to share not only the popularized
“American Narrative,” but also share and listen to the voices of the marginalized. We are a
nation of many, not just the wealthy few.
I am truly hoping that by showcasing information such as this, it will get teachers thinking
about the “Why.” Why are BIPOC and white allies voices so often unheard from in history?
Is it tied too whitewashing done in the past, or are the roots of systemic racism still taking
hold.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)

Colleagues:
• At my school site, I would say there is
an issue with a lack of racial
representation, both in the content District Level:
taught in the classroom and in the lack
• Our district is predominately white both in student body and staffing. During the BLM
of BIPOC educators on campus.
protests in the spring/summer months of 2020, a large disconnect in our districts and
• There is one colleague that I work with community redirect became apparent. Many BIPOC students and members of the
that tries hard to have increased community became brave enough to share their stories and struggles. Through these
representation in their classroom. This protests, the district became more aware that change in our school sites was needed.
teacher has created curriculum
• Currently, only two small changes have been made. One was the changing of an
supplements that highlight positive
elementary campus name (which was named after a person who might of had ties with
stories of BIPOC and white allies. I have
the KKK) and a requirement to teach lessons pertaining to Black History Month. Those
noticed that their inclusion of this
these changes are good, there is still so much we can do to reach ALL of our students
different groups, has strengthened their
and members of our community.
classroom community. They have
shared their lesson materials with our
grade-level team (thus taking on a small
leadership role).

Section 5: Results and Reflection

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 Revis
Initial ed
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Ratin
g
T–
Promoting critical
Integrati To move to INNOVATING level: Consider how to increase
thinking through T – Applying Teacher asked questions of analysis and evaluation.
ng complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s. Students created
S- continuing opportunities for students to engage in inquiry in
solving, and Exploring their own math problems.
Integrati complex problem. How could you extend lesson into PBL?
reflection
ng

T-In relation to my TLP, I ensured that my

Connecting
learning to project included time for teachers to reflect on In the future, I would like to
students ’ T-
their own life experiences (and share them include more inquiry/productive
prior T- Integrati using interactive slides). This practice also struggle questions into my
Applying ng
1.2 knowledge, S- S- occurs in my teaching practice as well. I love to lessons. I want all people
background Exploring Applyin include real world examples and problems. involved to further reflect and
g
s, life S- Students in the classroom (and teachers at critically think about steps and
experiences,
my presentation) were/are able to make their roles in the problem.
and interests
connections to their daily life.

During further preventions, I

T-During my TLP, I included data and people
would like to add more SEL into
Connecting from real world examples. Since my
my presentation. I feel like much
subject T- presentation related to race relations, it was
T- Integrati of my prevention was factual—
matter to Applying ng easy to pull in examples happening currently
1.3 S- S- to further my point, I would like
meaningful, in our news cycle.
real-life Exploring Applyin to get teachers to reflect on
g S-Teachers at the presentation were able to
contexts their emotions and try to place
bring up more real-life examples and make
themselves in the same
deeper connection that originally presented.
experiences as others.

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

Special Emphasis Standards:

NBPTS-4.2 Teacher uses feedback and My main contribution was to the lower
research to improve their practice and elementary department. After giving my
positively impact student learning. presentation, I presented teachers with a
TLM-1.A Utilizes group processes to The products generated for my TLP lengthy list of recourses (which included
help colleagues work collaboratively to included an interactive slide deck, a more information on the topic, lesson
solve problems, make decisions, virtual library (that focused on plans, videos, and stories).
diverse children's literature), a
manage conflict, and promote
resource page, and notes pages for I wanted to ensure that teachers would
meaningful change.
attendees. know where to look next if they wanted
to incorporate more diversity into their
_______________________ It was my goal to ensure that my lessons.
presentation shared not only my
To guide my presentation, I gathered voice, but the voices of all those in My major contribution was just making
information from the PD I attended and attendees. With my created teachers more aware about the topic.
various online articles/research papers. recourses, teachers walked away Many were shocked during the “Who Do
This information gave me a wide range from my presentation with a clearer You Know” game. It really highlighted
of statistics and ideas to incorporate into idea on how to increase positive the unjust platform we give to some
my presentation. classroom diversity. individuals. Many teachers reflected on
their own practices and walked away
Throughout my time presenting to my wanting to make slight changes to their
colleagues, I gave time to reflect on everyday teaching habits.
slides and add in their own
interpretation of quotes/definitions. This
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 allowed my team to understand the
meaning of the words in a more in-
depth manner, because they became
more personal.

The research I presented (along with the

self-reelection time) allowed my
attendees to walk away not only with a
more in-depth understanding of the
subject materials, but with a genral idea
on ways to increase cultural diversity
within their classroom.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

• The presentation was well thought out and designed! I loved

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.
the interactive slides and the resources you pulled together at
the end. The virtual library seemed like a big hit.
o I like that you also took the time to link lesson plans
and other resources, so teachers can explore more into
the topic on their own.
• There was a good flow to the presentation. The notes were
organized and well thought out.
• In the future, I would go into more details about key-terms.
For example, I would have liked to see a more in-depth
explanation of culturally responsive teaching.
• Great work overall!
• You were very well organized and spoke clearly.
• I like that you gave teachers time to talk about their
experiences and reflect on the meaning of some of the
quotes/definitions.
• To improve, I would give teachers time to first reflect
individually, share in a small group, and then express
themselves out to the wider audience. Since this was such a
deep topic, I think the more time you give teacher time to talk
and think, the better.
• Overall, you were great at engaging the audience and
provided enough time and information to get teachers
thinking how they would like to make changes in their own
classroom.
• I think this topic was an excellent choice! It is one that is
needed for our school site. You were able to get teachers to
reflect on their own classroom practices and gave them
plenty of resources to explore more about the topic on their
own.
• This topic was extremely relevant and will help the teachers
on the campus meet the needs of our student population.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 Overall delivery by Candidate of the Overall, you did a wonderful job! You were professional, spoke in
professional development experience,
including audience engagement, pacing, tone, clear tone, and gave some wonder resources. I cannot wait to see
and response to questions. what you produce next to share.
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.

Link to assessment: CLICK HERE

Data Table: 6/6 People Assessed

Question One

A.) I was well informed of workshop objectives.

100% Strongly Agree

B.) The workshop lived up to my expectations.

100% Strongly Agree

C. The content is relevant to my job.

83% Strongly Agree and 17% Agree

Question Two

A.) The facilitator was well prepared.

100% Strongly Agree

B.) The facilitator was helpful.

100% Strongly Agree

Question Three:

Q: What shared resource did you find most helpful?

R:

1.) Loved the classroom library! Will be a great tool to use during center rotations.
2.) There were many good lesson plans shared in “Learning for Justice.” I am going to try a few out
in my classroom. I will let you know how it goes!
3.) Virtual library was great.
4.) My favorite resource was on the cultural holidays. The site had many great lessons and links to
stories. Will be a great site to use for my holiday unit.
5.) I enjoyed the virtual library and book list. I am going to get a few stories with my Scholiastic
points!
6.) The resource I found most helpful was the strategies for instructing diverse students. There were
many great instructional tools on the website.
Question Four:

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 Q: If you have used any of the presented resources in your classroom, share your experience. If not,
what resource would you like to try first?

R: Most teachers have not had a chance to incorporate recourses into their classroom. The ones that
did picked from the virtual library/read-aloud list.
Question Five:

A.) I will be able to use what I learned in this session.

100% Agree

B.) I have the learning tools necessary to implement practices from this session.

83% Strongly Agree and 17% Agree

Overall, people were happy with my presentation. It seems like the virtual library was a big hit. I am
happy that people feel more informed about the subject material and are willing to make changes into
their everyday teaching.
Action Items (some may not be applicable)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 Though I feel like I tend to do an excellent job in incorporating diversity into my lessons, I would
like to take it a step further and have students begin to reflect more on their own thoughts and
feelings.
For curriculum design,
lesson planning,
assessment planning I know that many times when present this information to students, many do not view it as
applicable to their own lives. I think by having students reflect on their own emotions and feelings,
they can get a better understanding how others would feel. History needs to be taught more through
a humanistic experience. Reflecting on emotions can help bring history to life.

There are a few things I would like to incorporate into my classroom practice:

• Increase SEL to give students a more in-depth understanding of historical lessons.

• Increase diverse literature into my classroom library and read-alouds.
For classroom practice • Increase the amount of diversity centered lessons in my classroom.
• Increase the number of real-world examples I bring forward into lessons. I think that this
will not only help students see the practicality of some lessons, but also help increase their
empathy, through exposure to other cultures.

I do a decent job in reaching the needs of all my students. To improve in this area, I would like to
practice more of the following:

For teaching English • Increase the number of learning aids in my lessons (such as more videos, audio aids,
learners, students with hands-on activities, and more.
special needs, and • Level more of my lesson materials to ensure that students are working at an appropriate
students with other rigor.
instructional challenges

I think that one of the best things I can also do, it to increase the diversity of my lessons. I think
that when all students are exposed to other cultures/needs, they become more emphatic and
understanding. A close and strong classroom culture is truly needed for learning to occur.

PDs are necessary to attend to stay current with the latest curriculum and teaching practices. No
matter where I am at in my teaching career, I see myself attending almost all PD’s that are offered.
For future professional
I think that teachers can sometimes become stagnate in their practices—PDs often teach new and
development
innovating ways to teach curriculum and incorporate SEL. To be a good teacher, it is best to always
be aware of new practices and reflect on ways to improve your teaching.

I would like to continue having talks with my team about equity and classroom diversity. Since
they are non-POC and have not had the same trainings I have, I feel like it is my duty to help them
not only increase diversity in their lessons, but also ensure that the materials they are presenting are
For supporting socially and culturally acceptable. *
others/department/
school/district
______
*I have had to do this a few times. For example, some lesson material my team has shared (which
was quite dated), included racial serotypes of Native peoples.

Other NA
Other Notes and Comments

I was pleased with my project overall. I think that the teachers in attendance got a lot from the
presentation!.

Include copy of Google Survey Form assessment tool.

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