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
Katelyn Miller Katelynemiller10.07@gmail.com General Education TK/K
Mentor Email School/District Date
Andrea Lunow Andrea.Lunow@svusd.org Saddleback Valley Unified 3/6/22
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies,
critical thinking by designing structured inquires into complex
Promoting critical thinking posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
questions and problems, reflect, and communicate
lessons.
understandings based on in depth analysis of content learning.

T- Develops shared responsibility

with students for resolving
Promoting conflict and creating and
social maintaining a caring classroom
Development T- Reinforces positive, responsible, and
community.
and respectful student interactions. Assists
Supports students in taking
responsibility students to resolve conflicts.
T- leadership in developing a caring
within a caring T-Applying Incorporates cultural awareness to
2.1 Integrating community that is responsive to
community S-Exploring develop a positive classroom climate.
S-Applying the diverse cultural norms of
where each S- Students participate in occasional
identities of all students.
student is community building activities, designed
treated fairly to promote caring, fairness, and respect.
and respectfully S- Students demonstrate efforts
to be positive, accepting, and
respectful of differences.

Integrates support for students to take

risks and offer respectful opinions T- Shares responsibility with the
Establishing and about divergent viewpoints. students for the establishment
maintaining and maintenance of a safe
learning physical, intellectual, and
T-
environments T- emotional environment focused
Innovating
that are Integrating on high quality and rigorous
2.3 Engages in reflection on their own
physically, learning.
language and behavior that S-
intellectually, S-Applying contributes to intellectual and Integrating
and emotionally S- Students develop and practice
emotional safety in the classroom.
safe resiliency skills and strategies to
strive for academic achievement
and establish intellectual and
emotional safety in the classroom.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How does active learning support students social- Teachers create strategies to incorporate active
Active Learning in the classroom emotional growth and create engaged learners? learning into their own classrooms
Audience for Project How Project Fits into Professional Goals How Audience Satisfaction will be
(Who Participates/Who Benefits) and/or Department/School/District Needs Assessed
Increase student engagement and support Verbally with
Grade level teachers/teachers and students
social-emotional growth questions/comments
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Differentiating active learning for students with
Provide examples for teachers and discuss
special needs

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Identify name and date for
activities. Outline Presentation Create Presentation Present Analyze Meet with MT

3/9 3/16 3/25 3/28 3/30

Provide 1-2 sentence summary My teacher leader project will be discussing the importance of active learning an how to incorporate it. I
of your teacher leader project. want to allow enough time for teachers to discuss how they could add it into their curriculum.
Summarize process for
analyzing effectiveness of Take notes based on teachers verbal feedback at the end of the presentation.
leadership role.
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.)
https://files.eric.ed.gov/fulltext/EJ1293141.pdf
These articles discuss how to start implementing active learning and the positive
https://crlt.umich.edu/active_learning_implementing outcomes that come with it.

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

Short powerpoint presentation to grade level teachers Parent involvement was discussed with a handout and discussion.
about project based learning.
Section 5: Results and Reflection
Initial Revised Suggestions for Moving
CSTP Element Evidence/Rational for Rating
Rating Rating Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and reflection own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

Promoting
social
Development
and Teacher asked questions and allocated time for
responsibility Teacher can allow student
students to have productive interactions. All
within a personal reflection time.
T- students had a chance to discuss and share.
caring T-Applying
2.1 Integrating
community S-Exploring Students are able to be
S-Applying Students were allowed time to create plans to
where each leaders in creating a positive
student is help their classroom community through active
classroom community.
treated fairly learning.
and
respectfully

2.3 Establishing T- T- Teacher encouraged students to share their Teacher and students work
and Integrating Integrating opinions. together to create a positive
maintaining classroom environment.
learning S-Applying S- Students shared their opinions and listened
environments Integrating respectfully while others were speaking.
that are
physically,
intellectually,
and
emotionally
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 safe

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District

Teacher taught the new skill of active learning Slideshow, handouts, and activities. Grade level teachers

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

Effectiveness of resources designed by Candidate, including Teacher utilized slideshow presentation effectively and provided a handout for
presentation, notes, handouts, and other resources. teachers to take notes

Effectiveness of Candidate in teaching and coaching adults. (Refer

to Adult Learning Principles in FOTIP Handbook Teacher successfully coached her fellow teachers in active learning exercises
[https://www.fotip.org/adult-learning-theory.html].

Value of topic for audience. The audience responded with great interest in the topic

Overall delivery by Candidate of the professional development Overall the candidate did an excellent job with the presentation and kept the
experience, including audience engagement, pacing, tone, and audience engaged
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.
Question 1 2 3 4 5
0 0 0 2 5
1. On a scale
of 1-5,
how
engaging
was this
presentati
on? 1 2 3
45
1 being
least
engaging,
5 being
most
engaging

Have you heard Yes No

of active learning 3 4
before this
presentation? Yes
No

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Would you use Yes No
an active learning 7 0
strategy in your
own classroom?
Yes No

Overall the
assessment came
out really well
and about what I
was hoping for
from the
audience.
Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment planning
Create lessons that incorporate active learning and share with coworkers

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development
The presentation went so well that the audience suggested I present to other grade levels.
For supporting
others/department/ Provide presentation to other teachers who would want to learn more about active learning.
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Please complete this form after the presentation. Thank you for your time!

1. On a scale of 1-5, how engaging was this presentation? 1 2 3 4 5

1 being least engaging, 5 being most engaging
2. Have you heard of active learning before this presentation? Yes No
3. Would you use an active learning strategy in your own classroom? Yes No

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