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
Aaron Sacks amsacks@csu.fillerton.edu Music 9th-12th
Mentor Email School/District Date
Matt Stewart matt.stewart@lausd.net West Adams Prep/LAUSD 3/15/23
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.

Collaborates with colleagues to expand Facilitates collaboration with colleagues.

Collaborating impact on teacher and student learning Works to ensure the broadest positive
with colleagues and within grade or department and school and impact possible on instructional practice
the broader
district levels. and student achievement at school and
professional
6.3 community to
Integrating Engages with members of the broader Innovating district levels and for the profession.
support teacher and professional community to access resources Initiates and develops professional
student learning and a wide range of supports for teaching learning opportunities with the broader
the full range of learners. professional community focused on
student achievement.
Structures a wide range of opportunities
Provides opportunities and support for for families to contribute to the classroom
families to actively participate in the and school community. Supports a
Working with
classroom and school. Communicates to school/district environment in which
6.4 families to support Integrating Innovating
student learning families in ways which show understanding families take leadership to improve
of and respect for cultural norms. student learning.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Instructors will learn various methods of
How can we as educators better
communication with students and
Effective Methods of Connecting with the communicate with and advocate for the
families, as well as collaborating to create
Community students, their families, and the greater
a unified, shared resource for community
community of stakeholders?
involvement ideas and opportunities.
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
Many of our professional fields in the
electives department will either be in a Teachers within the electives department
Teachers within the Electives department
service field or require some sort of will be issued a link to an anonymous
(music, art, CTE, culinary, Spanish) will receive
involvement, exposure, or collaboration Google Form questionnaire asking the
the presentation and create the shared
with one or more individuals within the effectiveness of the presentation and the
resource. Educators will benefit from the
community. Finding ways to connect the unified resource. Additionally, data input
resources, while students, families,
students with the real-world into the the shared resource during and
community, and other stakeholders will
opportunities and scenarios will not only immediately after the
benefit when those resource strategies are
better prepare the students once they presentation/activity will be used to
implemented.
leave school, but also help to better gauge educator engagement.
inform our teaching 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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 ● NBPTS Standard VII: Collaboration
- Accomplished music teachers
understand and value the
● The crux of this project is to find the best ways to engage, communicate, and
distinctive role of families,
collaborate with families and the community. This will be done through a
colleagues, the community, and
collective discussion and discovery of methods, resources, and connections within
others in the music education
the Electives department to give us all a solid foundation to start from.Not only
process and continually seek
will an overview be presented to the tema, but we will also share ideas and build
opportunities to build partnerships
a unified document that can be continually built upon and referred to when
with them.
needed.
● Teacher Leader Model Standards
Domain VI - Improving outreach
and collaboration with families and
community
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Meeting with Mr.
Presentation on
Unified Shared Stewart to discuss
the importance of
Peer Brainstorm and Community and Google Form resource
Identify name and date for Communication
activities. Sharing Communication Questionnaire effectiveness and
and Community
Resource questionnaire
Involvement
results
3/20/23, follow-up
3/20/23 3/20/23 - Ongoing 3/20/23 Week of 4/10/23
4/10/23
Provide 1-2 sentence Educators will be given a presentation on different methods and the importance of both communication with
summary of your teacher students and families as well as collaborating with the aforementioned and the greater community. Teachers
leader project. will also engage in collaborative brainstorming and resource sharing with regards to community involvement.
We will be creating and expanding upon a shared resource Slide document for the Electives department; the
Summarize process for
breadth of materials uploaded to this resource both during and after the meeting will show the effectiveness of
analyzing effectiveness of
leadership role. the presentation and engaging the Electives faculty. There will additionally be a Google form questionnaire
provided at the end of the presentation and activity.
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.)
● www.edutopia.org/blog/school-community-collaboration-brendan-okeefe; This article
speaks to the importance of reaching out to the entire community and the schools’
● Brendan O’Keefe, Edutopia - 5 Steps to stakeholders, as well a the creation of a “community resource map”, giving a visual
Better School Community representation of the resources available. Additionally, it focuses on connecting community
Collaboration relevance to the curriculum taught in the classroom.
● Tim Elmore, Psychology Today - Eight ● www.psychologytoday.com/us/blog/artificial-maturity/201311/eight-ways-educators-ca
Ways Educators Can Collaborate with n-collaborate-parents; This article speaks to the importance of creating trust and effective
Parents communication with families early on each school year, making sure that as educators we
have their students’ best interests at heart, emphasizing the future. The steps presented
are simple, but it cannot be understated how effective these methods can be.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
● Mr. Calvo has been an advocate for participation in competitive activities with the
students. Each year, he takes many of his students to a state-wide culinary competition,
starting at the local and growing to regional and state levels. These competitions also
provide opportunities for the restaurant and culinary community to get involved and
● Mr. Calvo - Culinary Instructor
exposed to the students.
● Mr. Del Hoyo - Art(Painting) Instructor
● Mr. Del Hoyo has been connecting his students with local businesses and
micro-communities through a mural painting project, not only connecting the students
with the community of stakeholders but also giving the students real-world experience in
working with clients on a creative project, something not easily recreated in the classroom.
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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their own
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and math problems.
complex problem. How could you extend lesson into PBL?
reflection

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Collaborating
with
colleagues
and
the broader This presentation detailed many important reasons why it is Look to create a supplemental presentation
professional beneficial for educators to involve the community in school where some of these methods have been
6.3 community to Integrating Innovating activities and curriculum. The main outcome in student learning implemented and have details/data showing
support was to best prepare students for when they eventually enter the why they have beneficial, including student
teacher and workforce, whether directly after high school or after college. feedback.
student
learning

Working with
Encourage families to reach out directly
families to There was clear delivery on the importance of communicating
when they have concerns or questions rather
6.4 support Integrating Integrating with families with an emphasis on showing families early that
than wait for contact throughout the school
student the students’ best interests are in focus.
year.
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
Shared presentation on the benefits of New educators that may not have been
Mr. Sacks develop skills in teaching a new communication and collaboration with aware of these benefits of community
group of learners and built a starting base for families and the community collaboration have received a strong
leadership qualities. He has shown an ability introduction and veteran teachers have had
to move forward onto leadership Shared resource of the community for a refresher if they have not been using
opportunities in the future. Elective educators to fill out and these strategies recently, particularly in
collaborate on post-COVID instruction.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate,

Presentation was clean and easy to read while robust and focused in content. Handouts
including presentation, notes, handouts, and other
resources. were appropriate and matched the presentation.

Effectiveness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP Mr. Sacks showed effectiveness in communicating fellow educators, treating them with
Handbook respect and equity
[https://www.fotip.org/adult-learning-theory.html].

This topic is very relevant to faculty and is one that not all teachers exhibit strength in.
Value of topic for audience.
Teachers should revisit this presentation as a reference and use the shared resource.

Overall delivery by Candidate of the professional

Presentation was professional and engaging, and contained built-in opportunities for
development experience, including audience
engagement, pacing, tone, and response to questions. collaboration between teachers. Pacing was somewhat rushed given time constraint.

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.
Teachers that filled out the Google form exit ticket indicated that the presentation was engaging, that they found the presentation content
useful, and that they would engage with the shared collaborative community information resource. One also indicated that there could be
hurdles while dealing with the administration when including community members and/or activities.

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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment Implement two or three of these strategies in the next school year to test and show their effectiveness
planning

For teaching English learners,

students with special needs, Ensure that collaborative efforts have native Spanish speaker or have a translator present when engaging in
and students with other community activities with classes
instructional challenges
For future professional
development
Revisit the presentation with examples of how collaboration has been achieved within the last school year
For supporting
Follow up with colleagues within the Electives department on the collaborative resource Slide document to
others/department/
school/district ensure both engagement as well as fully build out the resource

Other Notes and Comments

Link to Google Survey Form given at end of presentation: https://forms.gle/tivfn1wvn4zSWToo8

Include copy of Google Survey Form assessment to ol.

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