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
Michael Meza Mmeza3850@gmail.com English 10 10
Mentor Email School/District Date
California Connections
Ryan Todoroff Rtodoroff@calca.connectionsacademy.org 2/27/2023
Academy
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 by designing structured inquires into
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension S - Innovating
solving, and reflection questions and problems, reflect, and communicate
and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

T- Michael in his 3 years

working at CALCA has done well
Collaborating
to support his colleagues and
with colleagues
T- Teacher will utilize his presenting skills to pursue higher levels to make
and the
T- share information about the induction programs T- sure that people’s voice are
broader
Integrating with the newer teachers. Innovating being heard. He has done well
6.3 professional
S- S- Audience will engage in informal assessments S- with assignments and tasks that
community to
Integrating and ask question about the induction program Innovating people have given him, now he
support teacher
to further their teacher pathways. needs to show that he can
and student
generate original ideas that can
learning
benefit others.
S- Audience will
T- Teacher will model leadership qualities in T- Teacher will go above and
Demonstrating
T- presenting information that will help others with T- beyond to support his fellow
professional
Integrating no personal gain to himself. Innovating teachers and to be a role model.
6.7 responsibility,
S- S- Audience will see teacher as a leader and a S- S- Audience will see teacher as
integrity, and
Integrating wisdom sharer. They will continue to tap him for Innovating role model that is willing to
ethical conduct
support, information and help if needed. support them in their needs.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To show the induction
How can we help new teachers ease options and become
New Teacher Support (induction) their anxiety around starting induction support for new teachers
programs? going through the
process.
Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
By helping newer teachers clear their
Teachers in the preliminary preliminary credentials, more
credential/people who are interested in teachers will be available for longer Nearpod Poll
tuition reimbursement thus not losing them when their
credential expires
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
 Domain 7E: Represents and advocates for the These standards will be incorporated because they are aligned with the main
profession in contexts outside of the classroom. inquiry. By getting newer teachers to clear their credentials and understand how
the tuition reimbursement works they might pursue more credits and classes to
strengthen their knowledge in their fields and be introduced to new perspectives
Proposition 5, 1: Teachers Collaborate with Other that could help them in their career. This ultimately will help the school and the
Professionals to Improve School Effectiveness education system as a whole.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

3/5/23 3/17/23 3/30 4/30/23 5/1/23

Identify name and date for Analyze the
activities.
response to the
Ask Principal for time in Work on mentor form. Get Presenting the Discuss with
presentation
monthly staff meeting feedback from Britney lesson mentor
and the chat
room
Provide 1-2 sentence
My leadership project is a PPT presentation that includes information on clearing preliminary credentials and
summary of your teacher
leader project. the tuition reimbursement website that our school provides teachers.
Summarize process for My way that I am going to analyze its effectiveness is how many of the newer teachers join the google meets
analyzing effectiveness of space that I am going to create. If I can effectively explain how working together can benefit them, then they
leadership role. will be interested in joining the group and collaborating on projects if support is needed.
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.)
Holley, Tisa. “A Framework for Supporting New
Teachers.” Edutopia, George Lucas Educational
Foundation, 4 Apr. 2022, Both of these articles talk about how to support new teachers and although they don’t
https://www.edutopia.org/article/framework- talk specifically about induction programs they do talk about how acting as a
supporting-new-teachers/. guide/mentor can be extremely helpful. The Stansbury article talks about how
collaborating with a team can make a new teacher feel safe and more secure in their role.
Stansbury, Kendyll, and Joy Zimmerman. “Designing By creating the induction chat with resources on how to get reimbursed and clear their
Support for Beginning Teachers - Wested.org.” credentials I am creating that team to support these teachers.
Wested.org,
https://www.wested.org/online_pubs/tchrbrief.pdf.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Both of these colleagues talked to me early on in my induction course about how there
used to be a group of people that supported each other and new teachers through
Rachael and Ashely
induction. Ever since then we have discussed the idea of doing that again and how we
could improve on it.
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 increase complexity of task beyond a single
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating lesson so that there are continuing
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their own math
S – Exploring S - Integrating opportunities for students to engage in inquiry
solving, and reflection problems.
in complex problem. How could you extend
lesson into PBL?

Collaborating
with
Teacher worked hard to make sure that the
colleagues and
community that he was aiming to reach was properly If Michael wanted to
the broader T– T–
served. move to a more
professional Integrating Integrating
6.3 “Students” followed along with the presentation and innovating role he would
community to S- S-
responded to probing questions and the resources reach for a larger
support Innovating Innovating
that were provided to them. They also signed up for community.
teacher and
the google space chat.
student
learning
6.7 Demonstrating T- T- Teacher spoke very well and was professional. NA
professional Integrating Innovating “Students” saw teacher as a leader and a wisdom
responsibility, S- S- sharer. They will continue to tap him for support,
integrity, and Innovating Innovating information and help if needed.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 ethical
conduct
Creating
physical or
virtual
learning
environments
that promote
To reach higher levels
student
T- Teacher did a good job with the presentation and the Michael could create a
learning, T- Applying
Applying google space however there could have been more. website that houses the
2.2 reflect S-
S- “Students” responded well to the google space and information and
diversity, and integrating
integrating have been effectively collaborating. resources that he is
encourage
talking about.
constructive
and
productive
interactions
among
students
Special Emphasis (Teacher Leader Model Standards or NB
PTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
This presentation is for all new
I learned the importance of collaborating and
Induction google chat where inductees can teachers with special supports
working together to build something to support
collaborate together. for English, social studies, and
others.
foreign language.
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 The resources provided was well done, however I think the handouts and notes
presentation, notes, handouts, and other resources. could have been done better.

Effectiveness of Candidate in teaching and coaching adults.
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html].
Value of topic for audience.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and
response to questions.
Michael was very professional and came off as caring/willing to help. He talks
about adopting an older brother persona when working with students. I think he
had a similar energy here.
Since it was a staff meeting many of the teachers have already completed their
induction programs. However, Michael did get responses from people that have
not yet completed or started their program. He knew he would be serving a
minority but, they are important nonetheless.
Michael spoke clearly and in a timely manner.

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.

Assessment Data

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment Work on presentation with feedback from induction course.
planning

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For classroom practice

For teaching English

learners, students with
special needs, and students
with other instructional
challenges
For future professional
development
For supporting
others/department/
school/district
Keep updating the induction chat and presenting in the staff meetings at the end of the year and the beginning
Other
to capture any new teachers that might be starting their induction program.
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Link hyperlinked

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