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
Jennifer Chen jchen@ndsj.org Biology 9-10
Mentor Email School/District Date
Eran DeSilva edesilva@ndsj.org Notre Dame High School San Jose 2/27/23
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.

Sets goals connected to the CSTP that are

authentic, challenging, and based on self-
Establishing
Sets goals connected to the CSTP that take assessment.
professional
into account self-assessment of teaching
goals
practice. Aligns personal goals with school and
and engaging in
district goals, and focuses on improving
6.2 continuous and Explori
Expands knowledge and skills individually Applying student learning.
purposeful ng
and with colleagues through available
professional
professional development. Selects and engages in professional
growth
development based on needs identified in
and
professional goals.
development

Collaborates with colleagues to expand

Collaborating Collaborates with colleagues to improve
impact on teacher and student learning
with colleagues student learning and reflect on teaching
within grade or department and school
and practice at the classroom level.
and district levels.
the broader
professional Applyi Interacts with members of the broader Integrati
6.3 Engages with members of the broader
community to ng professional community to access resources ng
professional community to access
support teacher that support teacher effectiveness and
resources and a wide range of support for
and student learning
teaching the full range of learners.
student learning

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Introduce resources and tools to help
"How can using simulations and
support teachers in conveying
Technology in Teaching Science games help support student
materials to students for improved
learning in Science? student learning and comprehension
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
Using technology appropriately and finding We will check in about how these resources
Teachers participate, and both teachers and students
more tools to improve student learning is a helped/were used in classes, and assess
benefit.
school focus. student satisfaction via survey
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
My focus is in Domain IV: Facilitating
improvements in instruction and student This standard is incorporated as the whole goal of the project is to improve instruction and
learning, and Proposition 2: Teachers know therefore student learning. In the process of improving instruction, teachers will know and
the subjects they teach and how to teach understand how to best teach their subject through new tools and technology.
those subjects to students

Inquiry Implementation Plan

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

3/13 3/25 4/7 4/24 5/12

Identify name and date for Research
activities. technology, Attend conference, add Present, as Gather feedback,
simulations, and more to list, add to the colleagues to ask for Discuss results
games, start presentation plans implement responses/results
compiling list
I would be providing a slideshow that shows visuals and examples of the simulations. Additionally I would go
ask them to go through one of the activities as if we were the students doing this in class. I will address
principles of adult learning theory as I will first draw on their experience by asking them about what
Provide 1-2 sentence topics/ideas might be difficult to convey within their subjects and starting with a discussion on methods and
summary of your teacher tools to assist in their teaching practice. There is also the motivation piece in that these are directly relevant to
leader project. what they do in their classes, and that I will provide choice and self-direction in allowing them to choose the
simulation/activity to complete. This also allows them to gain hands-on experience with these tools and
resources, and provide opportunity for active participation.

Summarize process for

To analyze effectiveness, I will ask peers to respond via a survey on the impact of these resources and my
analyzing effectiveness of
leadership role. presentation on their teaching effectiveness and the impact on students.
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.)
Learning Science Through Computer Games and
Student Learning in Science Simulations:
Simulations
Design Features That Promote Learning Gains
With games and simulations and learning,
Many simulations are still not quite sufficient for needs in a classroom, as simulations should be
important to focus on clear learning goals,
focused on principles of research based learning and focused on learning goals. Inquiry should be
provide external scaffolding, have
part of the simulations, allowing students to gather data, interact, and draw conclusions through
representation, include a narrative or fantasy
manipulation of simulations.
aspects, provide feedback, have options for user
control, and account for learner differences.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my colleagues regularly includes tech
Another colleague hosts sessions every month/every other month on a specific tech tool, for
tips/resources at the bottom of email updates
example peardeck, and walks people through how to use them, tips, tricks, and more.
she sends to the whole staff
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?

Establishing
professiona
l goals
and I engaged in professional development in order to I would like to attend more
6.2 engaging in Explori Applyin further my goal of expanding my toolbox and conferences and find more
continuous ng g finding new resources and methods that may be opportunities to expand horizons
and beneficial to myself and my students. beyond the school community
purposeful
professiona
l growth

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 and
developme
nt
Collaboratin
g
with
colleagues
I would like to be able to collaborate
and
I collaborated with colleagues in order to present with other members of the teaching
the broader
Applyi Applyin information regarding my discoveries during the community, and maybe partner
6.3 professional
ng g conference and interacted with other members of with someone from a different
community
the teaching community during the conference. school for a shared project between
to
our classes.
support
teacher and
student
learning

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

Provided new resources and research

Ability to present to peers, put together Presentation on findings from NSTA
findings to department as ways to expand
questions and points of interaction. conference
their toolboxes

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

Effectiveness of resources designed by Candidate,

Images were effective to illustrate experience during the conference, speaker notes could
including presentation, notes, handouts, and other
resources. be expanded as a lot was said that was not found in the speaker notes.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP Overall effective, could include more opportunities to interact and more questions to
Handbook discuss.
[https://www.fotip.org/adult-learning-theory.html].

Value of topic for audience. Valuable to department, and was one of the goals for the department this year

Overall delivery by Candidate of the professional

Overall delivery was good, the audience enjoyed the interactive opportunities on the table.
development experience, including audience
engagement, pacing, tone, and response to questions. Pacing was a bit fast.

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.

The audience responded with feedback that was excited for the opportunities I brought back and the various resources I included. Our
physics teachers were very excited about NASA’s resources for physics labs, and the Chemistry teachers were excited about the potential
of AR/VR in the chemistry classroom. Overall feedback was positive.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment Make presentation nicer, add more speaker notes to capture details of what was presented
planning

For classroom practice

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
Gather more physical products and resources
For supporting
others/department/ Find more opportunities to attend in person conferences.
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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