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
Robert Moser Robertmoser2009@gmail.com English 9-11
Mentor Email School/District Date
Alan DeBoer adeboer@ofy.org Options for Youth / LBUSD 3/3/23
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 through strategies, posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 inquiry, problem solving, and 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
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.
Engages students at all levels of
Applying knowledge of vocabulary, academic language, and
Provides explicit teaching of essential
student development proficiencies in self-directed goal
vocabulary, idioms, key words with
and proficiencies to setting, monitoring, and
3.2 Applying multiple meanings, and academic language Innovating
ensure student improvement. Guides all students in
in ways that engage students in accessing
understanding of using analysis strategies that provide
subject matter text or learning activities.
subject matter equitable access and deep
understanding of subject matter
Using and adapting
resources, Engages students in identifying
technologies, and and adapting resources,
standards-aligned Assists students with equitable access
technologies, and standards-
instructional materials to materials, resources, and
3.5 Applying Innovating aligned instructional materials to
including adopted technologies. Seeks Outside resources
materials, to make the extend student understanding and
and support.
subject matter critical thinking about subject
accessible to all matter.
students
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To explore how implementation information visualization as a
How will supporting my colleagues with the implementation of information
Information Visualization as a teaching and learning tool. teaching and learning tool can increase the overall engagement
visualization in their practice improve student engagement and learning?
and understanding of the classroom.

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
Project aids my school by providing tools to understand and fight
Teacher colleagues misinformation as well as provides teachers with a new set of tools to Satisfactory Survey. Sent out by email.
implement into their practice.

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

NBPTS Proposition 5: Teachers are members of I feel as though Proposition 5 is an area where there's a lot of room for
learning communities. growth at my school. Although the teachers at my school (including myself)
Teacher Leader Model Standards Domain III: are active members of a community, I do feel as though we can be
Promoting Professional Learning for Continuous significantly better at creating a space where we collaborate to develop a
Improvement more symbiotic educational experience for our students.

Inquiry Implementation Plan

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

Presentation Post-
Identify name and date for Presentation and
activities. presentation
Development
collaboration
April 5, 2023 April 14, 2023 April 21, 2023 April 26, 2023 April 27, 2023

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 My project is a professional development that focuses on the implementation of information
Provide 1-2 sentence summary of
your teacher leader project.
visualization as a teaching and learning tool. I will gather information and resources with the goal of
sharing them with my interested colleagues
After the project is completed, I will send out an online survey to the participants asking them to rate
Summarize process for analyzing
effectiveness of leadership role.
the effectiveness of my role as a facilitator, the likelihood they will implement the information
delivered in their practice, as well as asking for things they wish they had learned and/or experienced
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://learning.blogs.nytimes.com/2010/08/26/teaching- The two articles present a collection of diverse infographics that educators can utilize
with-infographics-language-arts-fine-arts-and- in the classroom to simplify complex topics. One of the remarkable aspects of
entertainment/ information visualization is its ability to summarize information into graphics, which
https://learning.blogs.nytimes.com/2010/08/25/teaching- helps a larger number of students comprehend and assimilate the information.
with-infographics-science-and-health/ Although students have varying learning styles, incorporating a visual component that
capitalizes on their visual-spatial processing abilities can potentially reduce the
disparity in learning outcomes among students.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
In the past two years, my school has regressed in several ways. We have experienced
a significant reduction in staff, and as our charter is being renewed, the administration
appears to be concentrating all their efforts on ensuring its renewal instead of
employing new teachers or investing in professional development. This approach is
paradoxical as it does not align with the goal of fostering a stable work or educational
environment. Consequently, the current situation is woeful.
However, I have a colleague who is pursuing an administrator's credential, and as part
of her program, she is collaborating with English teachers to develop and implement
reading workshops for students who are reading below their grade level. Although her
initiative concentrates solely on literacy, I believe that what I am undertaking also
involves literacy, albeit perhaps visual or information literacy.

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 so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and reflection their own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

Applying With the use of anticipatory sets I was able to

knowledge of deduce in a general sense what students Continue to use anticipatory
student already know about the subjects we are about sets to gain an
development to go over in our class. I have been using this understanding of students’
and proficiencies practice in a more intentional way through abilities and prior
3.2 T T
to ensure the year, and even though I am still learning knowledge to better inform
student how to be as efficient as possible, anticipatory modifications to lesson
understanding set have allowed me to consistently gain plans, assignments, projects,
of subject knowledge about the proficiencies of my assessments, etc.
matter students before tackling a new unit.
Using and
adapting
resources,
technologies,
The creation of information or data based
and standard-
visuals forces us as teachers to adapt
aligned
resources for students with the goal of
instructional Better prepare for students
creating infographics. The use of technology
3.5 materials T T with different levels of
to design, create and share infographics was
including technology literacy.
the foundation for the final product. With
adopted
that said, the use of analog resources can be
materials, to
valuable if used properly.
make the
subject matter
accessible to all
students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
I feel as though the
contribution to my campus
was positive. Even if teachers
One thing that has been reinforced throughout do not end up using the
the semester is that visual assignments and We created a few ways to use resources I provided for the
projects are good teaching methods for all infographics projects in multiple initial goal of implementing
students, but especially for English learners. subjects. infographics into their
practice, they will still have
learned about multiple
technological resources they
can use in their classrooms.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
While Mr. Robert’s presentation of the topic was great, his handouts could
have made the experience more engaging. Even though he provided his
Effectiveness of resources designed by Candidate, including colleagues with all of the resources and information they needed to
presentation, notes, handouts, and other resources. investigate the integration of infographics into their practice on their
own, I wish he had devised an interactive exercise that required the
audience to engage with his topic individually or in groups.
Robert was great at providing information and answering questions his
Effectiveness of Candidate in teaching and coaching adults. (Refer
colleagues had. Even when he did not know the answer to some
to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. questions, he made sure to check back with the particular colleagues to
provide them with the answers they were seeking.

I feel that Robert’s topic is extremely valuable to his audience. The idea of
using any tool with the goal of developing information literacy is
Value of topic for audience.
important when we consider the current digital environment our
students interact and live in.

The experience was delivered wonderfully. Robert made an engaging

presentation, and the material he presented piqued the interest of both
his colleagues and myself. His delivery may have been a little slow at
Overall delivery by Candidate of the professional development
times, but that could be because he usually teaches or presents
experience, including audience engagement, pacing, tone, and
response to questions. information to teenagers rather than adults. Still, the pacing did not
detract from the overall quality of his presentation. He was clearly
knowledgeable about his topic and was eager to answer any questions
posed by his colleagues.
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.

Audience created an infographic they can utilize in their classroom as an instructional tool if applicable to what they are learning.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment planning

For classroom practice Infographics can be used as instructional aids to help students gather and retain information.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For teaching English learners,
students with special needs, and Infographics are a great way to scaffold lessons for ELs and students with special needs. Additionally,
students with other instructional infographics projects can be used as assignment options or checks for understanding.
challenges
For future professional
development

For supporting others/department/

school/district
N/A

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