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
quyenscriven@kcislk.ntpc.edu.t
Quyen Scriven English 9-10
w
Mentor Email School/District Date
Ebon A. Pinson ebonpinson@kcislk.ntpc.edu.tw English 3/1/2022
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.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in 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 promote S - Innovating
solving, and reflection 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.
Collecting and analyzing
T/S- Introduced to the available data to help set goals for students/class.
assessment data from a T-Exploring Making conscious decisions in lesson plan adjustments based off of
5.2 The teacher can help identify students who are not meeting growth T- Applying
variety of sources to inform S- Applying student data and goals.
targets and provide additional assistance.
instruction
Reflecting on teaching We are required to meet with our collaboration team at least once every
Making sure that the changes made are impacting all learners equally
6.1 practice in support of T- Applying two weeks. During this time, we will discuss our students' learning and T- Integrating
and positively.
student learning make any necessary adjustments.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
How can we use MAP data to improve instruction and set individual student/class Give the tools and knowledge to teachers to help
Analyzing Data to Improve Instruction goals? understand, analyze, and use data to inform their teaching
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
Improve instruction for best practices and
English teachers Grade 7-12 Survey at the end of the presentation
higher student achievement
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
TLM- I’ll help to facilitate the collection, analysis, and use of classroom- and school-based
TLM Domain IV Facilitating Improvements
data to identify opportunities to improve instruction and assessment.
in Instruction and
Student Learning
NBPTS- Teachers think systematically about their practice and learn from experience. We
should always use the available data to check for student progress and growth. It should be
NBPTS Proposition 4
a continuous effort to monitor and improve our instruction.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for Complete PPT and Analysis from
Finalize plans Present to PD Feedback
activities. review with mentor survey
3/6 3/17 3/29 3/30 3/31
Provide 1-2 sentence I will lead a PD session at my school for teachers in grade 7-12. During the session, teachers will learn how to
summary of your teacher navigate the NWEA MAP website, analyze their class data, and create goals for their class and students. Our
leader project. school does MAP testing twice a year, so the teachers/students can check for progress.
Summarize process for
I will include a survey form for the teachers to fill out about their understanding of the presentation and how it
analyzing effectiveness of
leadership role. has helped them to inform their teaching.
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.)
Becoming Data Driven: The Influence of According to this journal article, “teacher data driven decision making is shown to have a powerful
Teachers’ Sense of Efficacy on Concerns Related positive influence on student outcome”. However, many teachers are lacking the support and
to Data-Driven Decision Making understanding on how to decipher the available data and how to use it to inform instruction.

Assessment: Making Instructional Decisions In this article, it provides instruction and examples of how to use the Data Analysis Framework for
Based on Data: What, How, and Why Instruction Decision Making. The three main components to look at are professional development
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 data (support from school/community), classroom data, and reading performance data. By looking
at these components, the school can create goals that improve literacy instruction across all grade
levels and throughout schools.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Use information from a prior external PD session when NWEA MAP representatives came in the
summer to share more information about the assessment. The PD was during the summer and
only leadership roles were invited to join. Colleague 1 used a lot of what was presented in the PD
Colleague 1
to set up our MAP goals for the English department.

Colleague 2 worked a lot with data analysis and presented these findings to the board. While
Colleague 2 focused more on the large scale population (entire school, grade levels, etc.), I’ll be
Colleague 2
helping teachers look at the populations that pertain to their needs, they’re classes and individual
students. With the assistance of Colleague 2, I could clearly share the data results with the
teachers.
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?
Collecting and analyzing To move to INNOVATING level: continue to collect
assessment data from a T- Teacher used MAP data to make goals for Term 4 information in a systematic way. Possibly create a
variety of sources to T-Exploring
5.2 inform instruction S- Applying
integrating Students were given reports after completing the MAP test. They explored spreadsheet or some other type of coding
s-applying recommended areas of improvement. document to help organize. Meet with others for
feedback and improvement.
Reflecting on By using the MAP data, we can have more fruitful conversations To move to INNOVATING level: continue to have
teaching practice in
6.1 support of student
T-applying T-integrating about our students' needs with evidence from the external open lines of communication with colleagues. Take
learning assessment. more professional development classes to
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
Using the MAP data framework to help Helped different departments see the value
organize data into paths that inform lesson MAP data Slack group for further support, of understanding students Reading and
planning with colleagues. assistance, and general feedback. Language level with MAP data
Learning how to navigate all the different MAP data framework for teachers to use. Worked with the College Counselors to
MAP growth reports and see which ones are Step-by-step guide on how to access compare MAP data to SAT scores.
of value for different topics (lesson planning, reports and download them. Share findings and strategies to use data
parent-teacher conference, etc.) based information to build on instruction.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The handouts were very effective. Quyen also prepared a copy of each teacher’s class
Effectiveness of resources designed by Candidate,
report. However, it would have been a good idea to also provide teachers the opportunity
including presentation, notes, handouts, and other
resources. to download it themselves before the PD session began. It could give teachers some
practice into navigating the website.
Effectiveness of Candidate in teaching and coaching Good, but needed more involvement from the teachers. She had a lot of information and
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
went quickly, it would have been better to work slowly through the PD and have more
[https://www.fotip.org/adult-learning-theory.html]. instances of audience interaction or small group work.

It was a great topic for everyone. The feedback provided by the teachers was very positive
Value of topic for audience. and everyone noted how they wished they had this PD earlier in the year so they could do
more for their planning.

Overall delivery by Candidate of the professional She did a good job presenting the information with the teachers. They were all attentive
development experience, including audience although there were not as many opportunities to get involved. The framework sheet
engagement, pacing, tone, and response to questions. helps to build plans on a student's needs.
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 3
Audience found the topic valuable. The most common response was to slow down a bit and provide more opportunities of teacher
engagement.

Action Items (some may not be applicable)

For curriculum design, lesson
Teachers, admin, parents, students could all benefit from the information given in the PD. I think we could make
planning, assessment
planning an ongoing session on this topic.
Students can use the goal setting worksheet on the MAP website to monitor their own growth and
For classroom practice
development.
For teaching English learners, The reading and language use scores are very informative with the skills and understanding the students have.
students with special needs,
and students with other
Since the school divides English classes based off of the MAP RIT bands, teachers can see what skills the
instructional challenges students show strength and weaknesses in.
NWEA MAP offers PD courses in person and/or online. It would be great to get a representative to the school to
For future professional
development
further help analyze the data. In addition, joining online support groups that use data to inform teaching would
be of great benefit to everyone at the school.
For supporting The data is very telling and it could show the relationship between a student’s MAP score and projected ACT
others/department/ and SAT scores. Since students begin taking the MAP test in grade 7, this can be used as a RTI if students are not
school/district meeting score goals.

Other This PD can be done at the beginning of the school year so teachers can use this for their planning.

Other Notes and Comments

Link to Feedback Form

Link to Feedback Form results

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 3