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
Justin Cox jcox@agbumds.org Social Science 9-12th
Mentor Email School/District Date
Roxanne Bedrossian rbedrossian@agbumds.org AGBU-MDS 3/5/2022
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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking T – Applying by designing structured inquires into complex problems.
posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S– S - Students pose and answer a wide-range of complex questions and
S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection Exploring problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.
Establishing
professional goals
and engaging in
T- T - Engages in and facilitates collaborative learning
continuous and T- Collaborates and reflects regularly with colleagues to T-
6.2 purposeful
Applyin
improve teaching practice and student success. Innovating
communities focused on providing quality instruction
g and optimal learning for the full range of students.
professional growth
and
development
Collaborating with
colleagues and the
T- T - Engages in and facilitates collaborative learning
broader professional T- Collaborates and reflects regularly with colleagues to T-
6.3 community to
Applyin
improve teaching practice and student success. Innovating
communities focused on providing quality instruction
g and optimal learning for the full range of students.
support teacher and
student learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To demonstrate a new curriculum addition
How can I effectively introduce the Stock for the Intro to Business class using the
Market Game to my fellow colleagues so Stock Market Game as a gateway for
they can adopt this program in their
The Stock Market Game students to gain an understanding in stock
classes and improve the overall personal
finance education curriculum at our market investment as well as personal
school? finance management.

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
A post presentation survey will be given
The department chair, two teachers from the To improve the overall quality of
out and feedback data will be collected
social science department. financial education at our school.
and analyzed.
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
Teacher Leader Standard: Domain 2. Accesses
and Uses Research to Improve Practice and
Teacher Leader Standard: Domain 2. Conduct a market research to finalize the best financial
Student Learning.
literacy tools on the market for students. Conduct a quick cost-benefit analysis to filter products.
Teacher Leader Standard: Domain 4e. Uses
Teacher Leader Standard: Domain 4e. Use the Stock Market Game website, Teacher Navigator tool,
knowledge of existing and emerging
to help teachers master the resources offered on the website, including short lessons, worksheet,
technologies to guide colleagues in helping
videos, and activity planners.
students skillfully and appropriately navigate the
universe of knowledge available on the Internet,
NBPTS - Standard VII. The incorporation of the Stock Market Game into the social studies
use social media to promote collaborative
curriculum at our school is in alignment of the Board’s long term goal of educating financially
learning, and connect with people and resources
literate students and preparing them for a successful future in their personal finance management.
around the globe.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 10
NBPTS - Standard VII. Accomplished social
studies–history teachers pursue professional
growth activities and experiences to develop
themselves, their colleagues, schools, and districts,
and to benefit the larger field of social
studies–history education.

Inquiry Implementation Plan

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

Identify name and date for Market Research Presentation Follow-up Analyze Result Mentor Discussion
activities.
Date: 3/5 Date: 3/20 Date: 4/5 Date: 4/15 Date: 4/24
To demonstrate a new curriculum addition for the Intro to Business class using the Stock Market Game as a
Provide 1-2 sentence
gateway for students to gain an understanding in stock market investment as well as personal finance
summary of your teacher
leader project. management.

Summarize process for

Use reflection discussion and survey to analyze the effectiveness of the presentation, conduct follow-up
analyzing effectiveness of
leadership role. discussions to see if colleagues took up this tool and incorporate it into their lesson plans.
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 1 takeaway: Experience with financial
instruments appeared to explain more of the variance in
Peng, T. C. M., Bartholomae, S., Fox, J. J., & Cravener, G. (2007). The impact of personal finance education
both investment knowledge and savings rates.
delivered in high school and college courses. Journal of family and economic issues, 28(2), 265-284.
https://link.springer.com/article/10.1007/s10834-007-9058-7
Article 2 takeaway: “self-actualizing personal values,
financial education at home, and formal financial
Shim, S., Xiao, J. J., Barber, B. L., & Lyons, A. C. (2009). Pathways to life success: A conceptual model of
education at school may play important anticipatory
financial well-being for young adults. Journal of Applied Developmental Psychology, 30(6), 708-723.
socialization roles in the ways that young adults acquire
https://www.sciencedirect.com/science/article/abs/pii/S0193397309000082
knowledge about financial matters and form attitudes
and behavioral intentions based on that knowledge.”
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Roxanne teaches the same class of Intro to Business as I do, which utilizes JA Finance curriculum as the main
course component. But we feel that by adding the Stock Market Game to the class, students will have more
Colleague 1: Roxanne Bedrossian hands-on experiences with investment, which is a critical part of personal finance education.

Colleague 2: Grant Richman
CSTP Element
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Establishing
professional goals
and engaging in
6.2 continuous and
purposeful
professional growth
and development
Collaborating with
colleagues and the
broader professional
6.3 community to
support teacher and
student learning
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge
Developed by Teacher
Utilizes group processes to help colleagues
work collaboratively to solve problems, make
decisions, manage conflict, and promote
meaningful change.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Grant teaches CP Economics class for the 12th grade seniors as I do. We are both doing the credential clearance
program. So he is teaching the department a new tool called Canva while I teach the colleagues to use the Stock
Market Game.
Section 5: Results and Reflection
Initial Revised
Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to increase
T – Applying T– Teacher asked questions of analysis and evaluation.
complexity of task beyond a single lesson so that there are
S– Integrating Students answered questions that included all levels of Bloom’s. Students created their own
continuing opportunities for students to engage in inquiry in
Exploring S - Integrating math problems.
complex problem. How could you extend lesson into PBL?
Eliciting the background knowledge from my colleagues, I
asked them their existing knowledge about personal
Based on the feedback from my colleagues, I
finance and investment, where did they learn it from, and
want to slow down on the breadth of my
T- T-Integrat how important it is in their daily lives. To build a frame of
Applying ing the context of personal finance education, I incorporated
presentation, either narrow down the big
picture or elaborate on the details of each
maps, data, and charts in the presentation to show the
part.
increasing trend of adding PFE into elementary, middle,
and high schools in the U.S.
To create a better engagement, I used slides, videos, and
I would like to promote this tool to teachers
hands-on activity (having colleagues conducting a trade on
T- T-Integrat from other department and work with the
Applying ing
the SMG website). My colleagues were engaged
admin to develop a personal finance
throughout the presentation and two of them decided to try
curriculum into a four-year integrated course.
the tool this semester.
Contribution to
Product(s) Generated
Others/Department/School/District
Enriching the personal finance curriculum
An added portion called the Stock Market
of our school. Seeking the support from the
Game to an existing class called Intro to
board to further expand the personal finance
Business.
curriculum into a four-year course.
Page 2 of 10
 Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate, Mr. Cox was able to attach a very practical context for the proposed learned content, for the students. In
including presentation, notes, handouts, and other other words, a great hook. He also presented the purpose and steps of the lesson in an organized
resources. fashion, with great energy and passion.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP Mr. Cox may benefit from slowing down the pace of his presentation a bit; it may be a little quick for
Handbook some students. For adults, it was engaging and fast-paced.
[https://www.fotip.org/adult-learning-theory.html].

I have actually implemented this game in my own classes. It's very effective in teaching students about
Value of topic for audience. the uncertainties of the stock market, how to make choices based on evidence, and create a sense of
healthy competition.

Overall delivery by Candidate of the professional

It was a well-designed presentation. All three of us had a good engagement throughout the presentation.
development experience, including audience
The tone was positive and energetic. The response to questions was prompt and thoughtful.
engagement, pacing, tone, and response to questions.

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)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 10
For curriculum design, lesson Adopt and organize the existing curriculum from the Stock Market Game. Create a customized curriculum that
planning, assessment planning fit into the broader curriculum from Intro to Business class.

For classroom practice Take the pace slowlier, elaborate on complex points with more details.
For teaching English learners,
students with special needs,
and students with other
Hard copies, 1-1 clarification, seating chart, pair with the right students.
instructional challenges
For future professional
development
Invite professionals from the SMG organization to come to the school and give a PD workshop.
For supporting
Work with other department to collaborate on this program, such as designing a stock-picking algorithm with the
others/department/
school/district math and computer science department.
Reach out to other private schools who are also using the SMG and have personal finance curriculum to learn
Other
from each other.
Other Notes and Comments

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 Include copy of Google Survey Form assessment tool.

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