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
th
Christina Perry cperry@stpolycarpschool.org Social Studies 6-8
Mentor Email School/District Date
St. Polycarp / Diocese of Orange
Roberta Elliott relliott@stpolycarpschool.org March 4, 2021
(GGUSD)
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 critical thinking
Promoting critical T - Guide students to think critically through use of questioning strategies,
by designing structured inquires into complex problems.
thinking through T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex questions and
inquiry, problem solving, S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
problems, reflect, and communicate understandings based on in depth
and reflection comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.
T- Supports students to initiate critical thinking through independently
Promoting critical T - Guide students to think critically through use of questioning strategies,
developing questions, posing problems and reflecting on multiple
thinking through T-Applying posing/solving problems, and reflection on issues in content. T-Integrating
1.5 perspectives.
inquiry, problem solving, S-Exploring S - Students respond to varied questions or tasks designed to promote S-Integrating
S-Students pose problems and construct questions of their own to support
and reflection comprehension and critical thinking in single lessons or a sequence of lessons.
inquiries into content.
Demonstrating Uses extensive knowledge of subject matter concepts, current issues,
Uses broad knowledge of inter-relationships of concepts, academic content academic language, and research to make relevant connections to
knowledge of subject
3.1 Integrating standards, and academic language in ways that ensure clear connections and Innovating standards during instruction and extend student learning.
matter academic
relevance to students.
content standards

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Teachers will be able to collaborate with their grade level bands by coming up with
How can teachers of all grade levels implement student-driven service learning projects in
ideas of projects they can use in their classes.
Student Service Learning Projects their own classroom to enhance student engagement?
Teachers of all grade levels will feel more comfortable and prepared to incorporate
these projects into their curriculum.
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
Helps me meet my goal of improving my leadership in Professional Development
This will be presented to the teachers at my school of all grade levels and it will benefit A pre and post survey on Google Forms focused on how they feel about Service
because I will be leading a PD and it benefits all the teachers at my school because
them and ultimately their students. Learning Projects before and after the presentation.
they teach social studies curriculum.

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 5–Teachers are members of professional

communities NBPTS: While there is no official social studies department at my school, I am part of the professional community of my school
TLMD: Domain 3–Promotes professional learning for continuous and this project will help me become a more active member of this community by presenting information to my colleagues.
improvement TLMD: This project will help the other teachers on my campus improve their own teaching practice by giving them new ways of
teaching the curriculum as well as improve my own teaching by hearing their ideas and feedback.

Inquiry Implementation Plan

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

Identify name and date for

Finish creating
Send Pre-Assessment Give Presentation
activities. presentation
March 24, 2021 April 5, 2021 April 22, 2021 April 27, 2021 April 30, 2021
The end product of my project will be a presentation during one of our faculty meetings that highlights the importance of student-led service learning projects
Provide 1-2 sentence in the curriculum and how teachers can implement these projects into their own classroom. I'll use both research and my own personal experiences to provide
summary of your teacher ideas and tips for the other teachers on my campus, especially for those teaching the younger elementary students.
leader project.

Summarize process for I will provide all the teachers on my campus with a pre-assessment asking them questions about how they feel letting students run their own projects, if they
feel it is something too challenging for their grade level, if they know how these projects fit into their standards, and other concerns they might have. The
analyzing effectiveness of post-assessment will ask the same questions and hopefully the presentation I gave will help address their concerns and increase their understanding. The
leadership role. post-assessment will also evaluate my delivery method.
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.)
Building Bridges (link)
1. Building Bridges is a publication for the National Council for the Social Studies and highlights the experiences of different
Social Studies and School-Based Community Service Programs: social studies teachers and the service learning projects they have implemented in their classrooms. It is broken into different
Teaching the Role of Cooperationand Legitimate Power (link) grade bands and spans projects from redesigning playgrounds to marine environment awareness. In addition to these real-life
examples, I found the curriculum integration list very helpful. This will greatly support my project and add credibility to it.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 2. This second source is also a publication of the National Council for the Social Studies and offered a different perspective on
why service learning is essential to the social studies classroom. Their emphasis is on helping students recognize and appreciate
civil authority as well as value the democratic processes. It also addresses that students shouldn’t just contribute their physical
strength to such projects, but should instead be invited to think critically and create their own solutions to problems they
observe. This is the basic for having these projects be student run.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
My principal was the one who really supported me in implementing these projects into my own classroom practice. She had
done them at her previous school with good success. She shared ideas of the different ways these projects could be run and has
My Principal been very supportive of my students the last three years.
3rd Grade Teacher The 3rd grade teacher at my school has also implemented service learning projects and with good success. She was able to get
the students involved with the American Heart Association, advertising their project and promoting it. It was a great success and
they achieved more than their goal.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – 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 own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Promoting critical To move to INNOVATING level: Provide time for teachers to
thinking through T-Applying T-Integrating In the pre-survey I gave teachers an opportunity to pose their own questions and concerns, as reflect on their own questions and problems with integrating
1.5
inquiry, problem solving, S-Exploring S-Exploring well as compare their prior knowledge to what they’ve learned. these projects in more depth and encourage them to think of
and reflection possible solutions, making the presentation more interactive.
Demonstrating
To continue INNOVATING level: makes these multiple
knowledge of subject Used knowledge of social studies standards, as well as other content area standards, to make
3.1 Integrating Innovating connections apparent to students so they too can see the
matter academic connections to service learning projects and their usage.
cross-curricular connections.
content standards

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
From this experience, I learned that I had a lot more planned
then I had time for during our faculty meeting. My presentation
was about 30 minutes, but would have been more thorough if it
This project contributed ideas and inspiration to the faculty
had been a full hour. I also learned that I should have sent the
–Comprehensive presentation on Service Learning Projects with at my school. Several teachers were familiar with
survey out sooner because when I looked at the response a few
links to resources. service-learning projects, but still found the information
days before the presentation, several teachers were already
–Guided Notes Handout helpful because it gave them new ideas on how to connect it
familiar with the topic. So I needed to scramble to make it more
–Grade-level Band Collaboration Google Docs to curriculum. Some new teachers were not familiar with the
relevant to them. Due to circumstances, I wasn’t able to have
–Pre/Post Survey content and were able to learn the basics and importance of
the faculty do the survey during the presentation or the
these projects.
collaboration together; it was asynchronous. I learned that with
busy teacher schedules, it is always ideal to do it in person,
otherwise they forget.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate,

Ms. Perry has 3 years of prior experience and has provided proven strategies and
including presentation, notes, handouts, and other
resources. resources for faculty at all grade levels

Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
[https://www.fotip.org/adult-learning-theory.html].
Ms. Perry is very affable, very thorough and presented the information in an inclusive and
amiable manner. She engaged to faculty prior to the meeting and used in put during the
meeting

Value of topic for audience. Ms. Perry’s presentation was of high value to all grade levels

Overall delivery by Candidate of the professional

Ms. Perry’s delivery was professional, engaging and amiable. She engaged faculty at their
development experience, including audience
engagement, pacing, tone, and response to questions. grade level and was able to provide examples and suggestions

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 2 of 4
 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, 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

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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