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
Ryan Sims rsims@caliva.org ELA 6
Mentor Email School/District Date
Tricia Weber tweber@caliva.org CAVA 3/19/23
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
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into complex
Promoting critical thinking strategies, 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 questions
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based
lessons.
on in depth analysis of content learning.

Creating physical T – Adapts physical and/or environments

T- Integrates a variety of structures for flexibly to facilitate access to a wide range
or virtual learning
interaction that engage students constructively of resources that engage students in
environments that
and productively in learning. learning. Ensures that environments
promote student
learning, reflect enhance learning and reflect diversity
T - Integrating T - Innovating within and beyond the classroom.
2.2 diversity, and S - Students share in monitoring and
S - Integrating S - Innovating
encourage assessment of interactions to improve
constructive and effectiveness and develop a positive culture for S - Students participate in monitoring and
productive learning. changing the design of learning
interactions environments and structures for
among students interactions.
Involve all
students in self-
Provides students with opportunities in single
assessment, goal Guides students to monitor and reflect on
5.5 Exploring lessons or sequence of lessons to monitor their Applying
setting, and progress on a regular basis.
own progress toward class or individual goals.
monitoring
progress
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
 Create a space for
students to share their
creative wiring.
 Create a safe space for
students to experiment
How can we as teachers
with “social media”
encourage creative writing
The Student Blog Project within our classroom
using new, student directed
bubble.
media?
 Create a system
wherein students can
monitor their own
progress, as well as their
peers.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
Our school’s PLC community We are an online only I will provide an “exit ticket”
school with a lot of isolated in the form of a Google
students. This project will Form.
help build social-emotional
bonds between students
and allow them to “show
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 off” their creative side(s).
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
NBTPS Standard IV: Instructional Design and Teachers will be encouraged to learn a new platform for
Implementation teaching and assessment. While some teachers are familiar
with Google Classroom, this project pushes the boundaries
of what one can do with the platform. Using an innovative
new approach, teachers will be able to facilitate and provide
a safe space for students to explore “social media.”

TLMS Standard Domain I: Fostering a Once other teachers set up blogs, they will be able to share
Collaborative Culture to Support Educator invites to others within the closed CAVA Google system. This
Development and Student Learning. way students will be protected while sharing their creative
work. Teachers can work together to provide assistance to
other teachers implementing the program and can
brainstorm to solve problems and create new additions to
the blogging project.

Inquiry Implementation Plan

Discuss Results
Analyze Results
Milestone 1 Milestone 2 Milestone 3 with Mentor
Milestone 4
Milestone 5
Create Present Study Google Discuss next
Identify name and
Start program for semester presentation project to Form exit steps with
date for activities.
for PLC PLC tickets mentor
February,
January, 2023 March, 2023 April, 2023 May, 2023
2023
Provide 1-2
My teacher leader project involves educating other teachers on the benefits of classroom
sentence summary
“blogs.” I started a pilot program this year and it has been a great success. I would like to
of your teacher
share this success with other teachers.
leader project.
Summarize
I will study the results of a Google Form survey that I will assign as an exit ticket for other
process for
teachers to fill out. Using the charts and graphs provided by this system I will be able to
analyzing
determine the success of my presentation and information (if any) that needs to be
effectiveness of
followed up on.
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.)
The Practical Benefits of an SEL Program This article proposes the following benefits of blogging for
Joseph A. Durlak and Joseph L. Mahony students:

 Promote self-expression
 Develop analytical thinking
 Exercise students’ writing skills
 Improve students’ writing skills
 Encourages the sharing of resources
among students and teachers
Benefits of Blogging in Education
NSU Florida

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 This article addresses social-emotional learning and its
benefits, including:

• 27% more students would improve their

academic performance at the end of the
program
• 57% more would gain in their skills levels
• 24% more would have improved social
behaviors and lower levels of distress
• 23% more would have improved attitudes
• 22% more would show fewer conduct
problems.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Sheri Schermerhorn Sheri is my partner teacher. I teach ELA for her class, and she
teaches Math for mine. Sheri is a great person to run ideas
by, as her students are participating in the blogging program
within my ELA sections. She can see what is happening from
a semi-outside perspective and offer advice and suggestions
based on student feedback and her professional experience.

Kimberly Hamill Kimberly is a new teacher at my school. I have been assigned

to her as a teacher helper. I have explained the blog program
to her and shown her the project in action. I am hoping that
she will use what she has learned about the program and
implement a similar lesson of her own in the future.

Section 5: Results and Reflection

Evidence/Rational
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
for Rating
Teacher asked questions of
analysis and evaluation.
Promoting critical thinking To move to INNOVATING level: Consider how to increase complexity of task beyond a single
T – Applying T – Integrating Students answered questions
1.5 through inquiry, problem lesson so that there are continuing opportunities for students to engage in inquiry in complex
S – Exploring S - Integrating that included all levels of
solving, and reflection problem. How could you extend lesson into PBL?
Bloom’s. Students created
their own math problems.
T- Integrates a
variety of structures
for interaction that
Creating physical engage students
or virtual learning constructively and The virtual platforms provided to students during the
environments that productively in course of this year were myriad. The Blog Project
learning.
promote student allowed students to flourish, putting their creative
learning, reflect writing skills to the test while providing them with
T - Integrating T - Innovating
2.2 diversity, and S - Students share in
S - Integrating S - Innovating real-time feedback from their peers. I hope that the
encourage monitoring and
constructive and assessment of project can continue throughout the next few years,
productive interactions to getting better and better as students learn new ways
interactions improve
among students effectiveness and
to share and connect through the technology.
develop a positive
culture for learning.

5.5 Begins to Exploring Integrates student Integrating There was real improvement in this area over the
encourage self-assessment, goal
students to
course of the year. At the beginning of the year
setting, and progress
establish learning monitoring across the students were turning in work and being assessed
goals through curriculum. solely by the teacher. By the end, the instructor had
single lessons or implemented systems wherein students could
sequence of
lessons that monitor themselves. I recommend continuing this in
include goal the coming year and using data/feedback from
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 setting exercises.
students to make the system even better.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
NBPTS 3: Teachers are responsible for managing and
monitoring student learning
64 Student Blogs Contributed to PLC through several
NBPTS 4: Teachers think systematically about their
64 Online Writer’s Journals meetings, updating on progress
practice and learn from experience
64 Online Reading Logs and receiving feedback from peers.
NBPTS 5: Teachers are members of learning
communities
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Strengths: Teacher worked for hours inside and outside of paid time to
complete individual blogs, writer journals and reading logs for each
student. This work was demonstrated and described to other teachers in
an effort for them to replicate the success of the program(s).
Effectiveness of resources designed by Candidate, including
Presentation to peers was efficient, clear and well put together.
presentation, notes, handouts, and other resources.

Areas of improvement: In the future I encourage whatever new data is

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.
collected to be included in the presentation so that fellow teachers will
be able to see what has worked/didn’t work in this year’s pilot program.
Strengths: Presenter made social interaction part of the learning process.
Presenter made learning practical and relevant. Presenter made class
time more task-centered than subject- or content-centered.
Areas of improvement: In the future I look forward to incorporating adult
learners’ previous experiences and knowledge effectively, once the
project has been in effect and can provide time for reflection.
Strengths: All parties involved expressed excitement for the project and
were planning on implementing at least one aspect of the lesson into
their planning for next year.

Areas of improvement: None. High value topic with great feedback.

Strengths: Experienced teacher with excellent speaking and presentation
skills. Very educated on topic and ready to answer all questions posed.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and response
to questions. Areas of improvement: In the future more time may need to be allotted
for presentation, as the Q&A session went long after the presentation
time was complete.
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.

Data is available upon request. Feedback was collected in real time, as well as through a Google Form which measured the
effectiveness of the presentation as well as teacher interest in starting a similar project of their own. Further implementation of this
pilot program is needed in order to gain more insight into the success of the project, but it is off to a very good start.

Action Items (some may not be applicable)

I recommend finding a way to further streamline the project as the setup time required for each student is in
For curriculum design,
excess of 3 hours. I believe that further implementation of the project, as well as future collaboration from
lesson planning, assessment
planning other teachers who adopt the program will help to streamline the setup process and make it easier for
teachers to implement as a whole.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 For classroom practice N/A
For teaching English
learners, students with Since this project was created for an honors population, other teachers may need to make changes to
special needs, and students accommodate for their student population. Overall, however, the blog project is very accessible and
with other instructional assignments can easily be modified to suit each individual student’s needs.
challenges
Teachers who implement the blog project in the coming school year should make time to meet up and
For future professional
development
discuss their progress. Peer review and evaluation is an invaluable tool, and the PLC is a great place for this
type of exchange to take place.
For supporting I believe this project needs another year under its belt before it is presented at the whole school level. The
others/department/ blog project has a wide potential and once it has been adopted by other teachers and given a test run, I am
school/district confident that this could become a schoolwide or even district wide initiative.

Other N/A
Other Notes and Comments

The blog project (along with the interactive digital writer journal and live reading logs) is an exciting advancement in student forward
engagement. I believe that there is a real potential for this project to take off and provide a safe space for students to share their
creative writing and other academic pursuits. I look forward to seeing how this develops in the future.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5