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

afarhat@magnoliapublicsc Chemistry, Environmental

Amine Farhat HS
hools.org Science
Mentor Email School/District Date

mavsar@magnoliapublicsc
Musa Avsar Magnolia Science Academy-4 3/7/2021
hools..org

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 T – Applying T– thinking by designing structured inquires into complex problems.
content.
1.5 through inquiry, problem S– Innovating S - Students pose and answer a wide-range of complex questions and
S - Students respond to varied questions or tasks designed to
solving, and reflection Exploring S - Innovating 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.

Using a variety of
instructional strategies,
resources, and
1.4 technologies to meet
students’ diverse learning
needs.
T-Uses a variety of instructional strategies in order to help meet T- a broader range of strategies will be used which will be requiring
students’ diverse learning needs, with emphasis on student student engagement, while facilitating the learning in order to meet
T-Applying T-Innovating
S-Exploring
creativity and innovation.
S-Applying
the different student learning needs.
S- participate in the different provided instructional strategies which S- use the strategies provided in order to improve participation and
are broken down into smaller lessons/activities by instructor. meet their learning objectives.

Using and adapting

resources, technologies,
and standards-aligned
instructional materials,
3.4 including adopted
materials, to make subject
matter accessible to all
students.
T-differentiates in order to meet student learning needs through the
T- Applying use of a variety of instructional strategies.
S- Exploring S- Use provided strategies/resources in order to meet smaller
learning objectives in order to meet overall learning goal.
T-engages students into the content in a way that allows student
choice with emphasis on the depth of knowledge.
T-Innovating
S-Applying
S- participate actively in the provided activities while also providing
instructor with the required information during routine check-ins in
order to meet learning needs.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)

 The objective is for students to utilize their

Will students having to build an
creativity in helping find/experiment/build things
Science Fair environmental friendly project positively
affect their creativity and participation?
in which are solutions to environmental
problems.

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

Audience will be teachers, admin, parents.

Participants will be the students as well as
Project fits into my leadership
‘judges’ which will be a mixture of school staff
professional goals in which I get to test Audience will be provided with a survey post
and hopefully other professionals are able to
out and gain experience from leading event, informal assessments will also be
show up. Biggest beneficiaries are students which
such a project, which will help develop completed throughout the event.
will get to show off not only their creations, but
leadership skills.
also be able to present and improve their
presentation skills.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Special Emphasis Focus How Special Emphasis will be Incorporated

Student learning will managed and monitored through different checkpoints

Proposition 3: Teachers are which are set up in way so that the students will have smaller more achievable
responsible for managing and goals with the end result being the students meeting the overall learning
monitoring student learning. objective.

Domain I: Fostering a Collaborative Colleagues will be asked to provide input on how their ideal science fair should be
Culture to Support Educator in order to maximize student benefits from it. Group discussions will be used in
Development and Student Learning. order to gather different ideas, solve problems or manage any hiccups that might
arise.

Inquiry Implementation Plan

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

Identify name and date for 3/17/2021 3/24/2021 4/15/2021 4/19/2021 4/22/2021
activities.
Project Topic
Project plans due Science Fair Analyzing results Result discussion
due
Provide 1-2 sentence
My teacher leader project will be a having a school science fair in which the main focus will be
summary of your teacher
leader project. ways to improve environmental health and how to help solve environmental problems.

Summarize process for

The results of course will play a big role in analyzing the effectiveness of the leadership goal.
analyzing effectiveness of
leadership role. Those results will include students/colleague participation, engagement, and results.

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.)

Article one: Lester, Derek, “A Review

of Student Engagement Literature” Article one: This article was helpful to my inquiry focus due to one thing that my whole
(2013). inquiry focus depends on. The one thing this depends on is not only adult engagement
FOCUS ON COLLEGES, UNIVERSITIES, but also student engagement. This article identifies the different types of student
AND SCHOOLS VOLUME 7, NUMBER engagement. It showed myself the different aspect of engagement by students, where it
1, 2013 is behavioral, emotional or psychological. It also mentioned the different things that
influence student engagement which is always a plus, for any instructor in any
classroom.

Article two: The Center for

Comprehensive School Reform and Article two: This article was actually a present surprise. It discusses ways in which school
Improvement (2005). "Research can be improved but the the help teacher leadership. It also discusses the importance of
Brief: What does the research tell us teacher leadership not only for student achievement, but also for the setting in which the
about Teacher Leadership?" teachers work in. This shows the importance of collaborating between instructors and
Washington, DC. administration in order to create a healthy learning environment. Challenges are
http://www.centerforcsri.org/files/Cen
discussed which is helpful because every single plan needs help to be implemented and
ter_RB_sept05.pdf
will always have challenges.

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

1. Low engagement was always a problems, so instructor start a book club, movie club
and started an event called “Cultural food fair” in which foods from different cultures
are brought by students/parents which provided a background connection to the
students. Engagement in her classes improved and is still improving until this day. She
1. Marlene C. (Spanish teacher) now works with students to work on the school news paper in order to keep them
2. E. Anderson engaged during these covid times.
2. One leadership role this instructor took which I thought was super cool was having a
mock trial team/club. With students having to prepare as if they were real lawyers in a
real trial and had to argue their position. Instructor sometimes had student showcase
a trail during lunch, which made a lot of other student be interested in such a process.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Section 5: Results and Reflection
Revis
Initial ed
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Ratin
g
T–
Promoting critical
Integra To move to INNOVATING level: Consider how to increase
thinking through T – Applying Teacher asked questions of analysis and evaluation.
ting 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.
Integra complex problem. How could you extend lesson into PBL?
reflection
ting

Teacher involves families by having emailing them,

having virtual home visits and just trying to connect
with them in order to be more involved in their
T- T- child’s education. This provides families with
Working with
families to applying integra opportunities to participate in the classroom and in The next step for myself in this area is finding
support student ting their child’s education. Students utilized the support ways to set up a wider range of opportunities
6.4 learning. S- S- for families and school community to be able to
Explorin Applyi provided by their engaged family members in order contribute to a science classroom.
g ng to further improve not only their understanding of
the topic, but also this helped improve the quality of
work that was presented.

Creating a
rigorous Teacher designed this lesson in order to provide an appropriate level
learning of challenge for all students, no matter the level in which the
environment T-
different students are at. High expectations are maintained Moving forward I need to do a better job at
with high T- integra
throughout the classroom, with scaffolding being provided to the engaging in reflection in ways the students
expectations applying ting
2.4 and S- S-
students. Students were engaged in the different types of scaffolds understand it even more in order to contribute
and strategies provided to them, with many of them providing to their intellectual and emotional safety in the
appropriate Exploring Applyi
superb ideas in order to help solve environmental problems. Even classroom.
support for all ng
students. when far fetched, students continued to be creative and use the
problem solving strategies.

Developing
and
sequencing Teacher provided the learning goal in two sequences. The first
long-term and T-
sequence was the long term goal of the lesson, with the second The next step would be for the teacher (myself)
short-term T- integra
sequence being the breaking down of the long term learning goal to be able to refine these long term plans in
instructional Applying ting
4.3 plans to S- S-
into smaller more manageable goals for the students. Students order to reflect the integrations of the different
utilized the fact the the learning goal was broken down into more guidelines, frameworks, and instructional needs
support Exploring Applyi
manageable goals and worked based on that, with the long term to ensure student learning.
student ng
learning.
goal being in mind.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Contribution to

Developed by Teacher
It is important to not only know the subject, but how to
teach it as well. This has helped develop the way
information is shared with the students with the
sense/idea that I must break the information down into
smaller more manageable pieces in order to help students
not only meet their goal, but also to develop skills in
managing and monitoring student learning.
Product(s) Generated
- Differentiation in teaching methods.
- Development in monitoring and managing student
learning formally and informally.
- Viewing teaching through a systematic sense in
order to learn from experience.
Others/Department/School/District
- The importance of being committed to the students and
their learning was shared with colleagues.
- Plans to improve students scores and ability were
discussed and some plans were made in order to improve
student scores based on student assessments and
monitoring the student work and behavior day to day in
the classroom.

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

Resources provided were sufficient, they provided students with detailed information based on the goal of the lesson.
Effectiveness of resources designed by One area of improvement based on lesson is the powerpoint presentation, it should include more descriptions for
Candidate, including presentation, notes, students (i.e. examples) in case the students do not understand or need clarification in a certain part.
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].
Candidate does a good job of relating information that needs to be relayed to real life situations in which most adults
can relate to. This helps in two ways, relates to the adult’s past experiences and it motivates some by allowing them to
apply certain information to current situations in which they maybe experiencing. Candidate needs to still provide
more problems (samples) in which other adults can learn from and see how they can solve any related problems they
might have.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Value of topic for audience. Audience seemed to be interested and engaged, more examples would be helpful for the audience.

Overall delivery by Candidate of the

professional development experience,
including audience engagement, pacing, tone,
and response to questions.
The overall delivery I feel was pretty good. The candidate showed initiative and displayed his skills in properly
managing the room and keeping everybody engaged. One thing that does feel like it needs improvement is the pacing
of the presentation. It seemed to be going to fast at moments compared to other parts of the presentation.

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.

Action Items (some may not be applicable)

For curriculum design,

lesson planning,
assessment planning

The next step is to not only find ways to increase student engagement, but also to increase student confidence in their ideas, in ideas that they
For classroom practice come with which display their creativity. In a lot of different instances students have a lot of creative ideas, the goal is for them to feel safe in
the classroom setting to speak up and state those ideas.

For teaching English

learners, students with
More scaffolding strategies need to be added to instruction, due to distance learning my word wall is missing (present in the physical
special needs, and classroom) so I need to find a way to include it for students to be able to use something similar of that nature.
students with other
instructional challenges

I would like to attend a professional development on ways/techniques to get students to speak up when it comes to sharing creative ideas.
For future professional
How can I boost every student’s confidence to which they are able to share their creativity without being scared of looking bad, or feeling
development bad. How can one unlock a student’s creative senses.

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