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
Joel Maki jmaki@harborday.edu Music K-4
Mentor Email School/District Date
Melissa Mullane mmullane@harborday.org Harbor Day School 2/23/22
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on
lessons. in depth analysis of content learning.

T-Collaborates with colleagues to T-Facilitates collaboration with

expand impact on teacher and student colleagues.
learning within grade or department and
Collaborating school and district levels. T-Works to ensure the broadest
with colleagues
positive impact possible on
and the broader
T-Engages with members of the broader instructional practice and student
professional T-
6.3 T-Applying professional community to access achievement at school and district
community to Innovating
resources and a wide range of supports levels and for the profession.
support teacher
for teaching the full range of learners.
and student
learning T-Initiates and develops professional
learning opportunities with the
broader professional community
focused on student achievement.
Provides opportunities and support Structures a wide range of
Working with for families to actively participate in opportunities for families to
families to the classroom and school. contribute to the classroom and
support T- T-
6.4 school community. Supports a
student Integrating Innovating
Communicates to families in ways which school/district environment in which
learning
show understanding of and respect for families take leadership to improve
cultural norms. student learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Will serving as a liaison
between the DEI department To create a relationship with
Diversity, Equity, and Inclusion (DEI) Liaison to Specialist and the specialist teachers specialty teachers that gives them
Teachers ensure that the school mission resources and tools to incorporate
is being achieved across all DEI issues in their curricula.
subject areas?
How Project Fits into Professional
Audience for Project
Goals and/or How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits)
Department/School/District Needs
Specialist Teachers (world language, visual arts, music, This project aligns with the
STEM, P.E.,) I believe the beneficiaries are the entire mission of the school, as well
community of educators, students and families. as strategic goals that are Teachers will fill out a survey after
set by the board of directors. the presentation. I also hope to
It was also further my recruit some of our specialist
growth as a leader in our teachers to join the steering
school community. committee
of the DEI department. Their
attendance may show satisfaction
as well.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
I will work together with specialist teachers to create a learning
community that follows the initiatives of the DEI department and
Proposition 5: Teachers are members of learning strategic plan of the board of directors. Specialist teachers have
communities. expressed need for more education and resources for this work, and I
1. Teachers contribute to school effectiveness by will serve as a point person between our DEI department and specialist
collaborating with other professionals. teachers. My work will hopefully contribute to the success reaching
the needs of the teachers, promoting our DEI department goals, and
school mission.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Analyze
Curriculum
Identify name and date for Meeting with DEI specialist Mentor
activities. Specialist teacher meeting Review
director teacher Discussion
Meeting
feedback
4/18 4/19 4/20 4/22 5/2
Provide 1-2 sentence Part of the strategic goals set by the board of directors at our school is education through the diversity,
summary of your teacher equity, and inclusion (DEI) lens. To promote this goal across all subject areas, I hope to work specifically with
leader project. specialist teachers to provide resources for implementing this work into their respective curricula.
I will meet with the specialist teachers for the leadership presentation. Following the meeting, we will all
Summarize process for
meet at our curriculum review ideas of including DEI work in the specialist curriculum. I will create a Google
analyzing effectiveness of
leadership role. form for the specialist teachers to complete. I will meet with DEI director and mentor teacher for deeper
anaylsis.
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.)
Cooke, C. (2015). Critical reflection for social justice and inclusion
in music education. In C. Benedict, P. Schmidt, G. Spruce, &
Kugelmass, J. (2001). Collaboration and compromise in creating and
Woodford, Paul (Eds.), The Oxford Handbook of Social Justice in
sustaining an inclusive school, International Journal of Inclusive Education,
Music Education. ProQuest Ebook Central.
5:1, 47-65, DOI: 10.1080/13603110121498
Cooke discusses how diverse music education can create a more
This article examines the evolution of one progressively oriented, inclusive
accepting society through inclusion and representation. These
public elementary school in the USA, and illustrates how support for the
classroom experiences open the students up to a world outside
inclusion of children developed alongside teachers' commitment to creating
them, which in turn creates a larger viewpoint of the world outside
classroom communities that value racial, cultural and linguistic diversity.
of them. He also believes that critical reflection gives voice to
Collaboration and compromise are central to the evolution and maintenance
students, allows educators to educate themselves on injustices and
of this school's inclusive culture.
inequalities in their classroom, and can promote a future that is
more socially aware.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Our DEI department meets with the entire faculty and staff at 4 after-school
Our DEI director began her role this year. She meets with
meetings/year. We have found that because of the time of the day, some
department heads, but is unable to reach everyone given time
members may be less attentive or unable to meet with our group. We are
constraints. This project will allow our department to reach more
hoping that meeting during contract hours may alleviate some of the timing
teachers in a “divide and conquer” type of approach.
issues as well.
Section 5: Results and Reflection
CSTP Element Initial Rating Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
inquiry, problem S – Exploring S - Integrating
Students created their own math problems. engage in inquiry in complex problem. How could you
solving, and reflection
extend lesson into PBL?

Collaborating I created a connection with the DEI I hope to continue to act as a

6.3 T-Applying T-Innovating
with department and the specialist liaison between the DEI
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 teachers in the hopes of continuing
communication, as well as advising
colleagues best practices. This aligns with the
and the strategic plan of the school regarding department as well as remain
broader diversity, as well as the mission in communication with
professional statement of the DEI team. Students colleagues. I will continue
community shared feedback on their choices for professional development on
to support diverse genre representation in DEI work, as well as pursue
teacher and music class, and I hope that other more leadership roles
student teachers saw the success. All these whenever possible.
learning collaborations and student-led input
created a more inclusive
environment at our school.
I will continue to work with
Working families to support student
This project allowed me to also
with learning whenever possible.
inform colleagues of the partnership
families to This will include
T- between parents and the DEI
6.4 support T-Innovating communication, as well as
Integrating committee. As equitable members of
student creating events that invite
the committee, including families
learning families to be a part of the
helps to support these efforts.
collaborate learning and
design process.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
NBPTS
Proposition 5: Teachers are Members of Professional
Communities
1. Teachers Collaborate with Other Professionals to Improve  Benefited the DEI
School Effectiveness department by promoting
2. Teachers Work Collaboratively with Families  Partnership between mission statement.
3. Teachers Work Collaboratively with the Community specialist teachers
and DEI committee.  Benefited school by working
Teacher Leader Model Standards toward strategic plan.
Domain 6: Improves Outreach and Collaboration with  Steps toward
Families and Community achieving school  Benefited colleagues by
a) Uses knowledge and understanding of the different strategic plan, as well providing resources for best
backgrounds, ethnicities, cultures, and languages in as DEI mission teaching practices.
the school community to promote effective statement.
interactions among colleagues, families, and the
 Benefited students by
larger community.
creating inclusive education.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
M- The presentation was very effective, informative and enlightening.
It showed collaboration across divisions. Additional resources could
Effectiveness of resources designed by Candidate, including presentation,
notes, handouts, and other resources.
have been used to support DEI work, as well as referencing how it
might appear across grade-levels. Links to subject specific resources
were helpful
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult Experience - Adults have an accumulation of life experience that must
Learning Principles in FOTIP Handbook [https://www.fotip.org/adult-
be acknowledged;
learning-theory.html].
Readiness to Learn - Adults' readiness to learn is related to what they
need to know to cope with their life circumstances
Application and Action Oriented - Adults are problem-centered and are
interested in immediate application of new information, and
Motivation to Learn- Adults are motivated to learn by internal (vs.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 external) factors.
M- This topic is extremely valuable for the school, as it promotes
Value of topic for audience. inclusive education and collaboration. It reflects the values of the
school, as well as the strategic plan set by the board of directors.
M-Joel presented well and managed his use of time effectively. He is
passionate about diversity work and demonstrates strong leadership.
Overall delivery by Candidate of the professional development experience, His colleagues remained engaged as well as participated actively in
including audience engagement, pacing, tone, and response to questions. group discussion. Joel answered his colleagues’ questions with
knowledge and grace. I encourage Joel to continue this work, as well
as becoming an enthusiastic leader of our school community.
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.
6 of the 9 specialist teachers were available to attend the presentation, alongside members of the diversity, equity and inclusion
committee, my mentor and other members of the administration. Of the attendees, all seemed engaged and enthusiastic of the topic
of DEI work. The group actively participated in the group activities and share outs, as well as asked questions regarding finding
resources. All agreed that they would like to include DEI work in their subject areas and would feel more comfortable if they had
resources and collaboration. All attendees stated that they felt better prepared after the presentation, and motivated to continue
including DEI work in their planning.

Action Items (some may not be applicable)

For curriculum design, lesson
(N/A) Will continue including DEI issues when designing curriculum, as well as equitable assessment
planning, assessment
planning practices.

For classroom practice Will continue teaching through the DEI lens.
For teaching English learners, I will ensure that future presentations are adapted for audience members with special considerations. This
students with special needs,
and students with other
includes, but is not limited to, adaptive materials that are specifically designed for EL learners,
instructional challenges exceptionalities, and/or other instructional challenges.
For future professional
development
I will continue to pursue PD in DEI and leadership. I will support colleagues in their PD, as well as
For supporting
I will remain a member of the school community and support all members of all departments within this
others/department/
school/district school and schoolwide community.

Other

Other Notes and Comments

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 Include copy of Google Survey Form assessment tool.

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