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
Nicole Sullivan ncgsullivan@csuf.edu Social Studies 9-12
Mentor Email School/District Date
Sarah Bremer sbremer@bishopodowd.org Bishop O’Dowd HS 2/28/23
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
T - Guide students to think critically through use of students to apply critical thinking by
Promoting critical
questioning strategies, posing/solving problems, and designing structured inquires into complex
thinking through T–
T – Applying reflection on issues in content. problems.
1.5 inquiry, problem Innovating
S – Exploring S - Students respond to varied questions or tasks S - Students pose and answer a wide-range
solving, and S - Innovating
designed to promote comprehension and critical thinking of complex questions and problems, reflect,
reflection
in single lessons or a sequence of lessons. and communicate understandings based
on in depth analysis of content learning.
Promoting T- Provides opportunities
critical so students think about,
thinking T- Provides routines and classroom T- discuss, or evaluate
1.5 through T- Applying structures and works with small groups Innovating content
inquiry, S- Exploring S- Students work collaboratively and can S- And grading rubrics
problem connect personal experiences Innovating S- Practice answer higher level
solving, and questioning and can engage in
reflection multiple prompts
Creating a
rigorous T- Scaffold for diverse
learning T- Identify expectations at the beginning student needs, consistent
environment of each semester, surveys students and T- daily/weekly planning
T-
with high asks needs and communicates with Innovating S- Clearly know rules,
2.4 Applying/Exploring
expectations S- Applying
counselors about specific students S- expectations, rules,
and S- Signed up for different courses based Innovating procedures and
on the understanding of rigor
appropriate consequences
support for
all students
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How does teaching through the To learn more about Diversity, Equity
and Inclusion
Diversity Toolkit
lens of equity and justice help To begin developing a toolkit for
educators find their voice to be educations to find resources of
more engaged in their teaching? diversity, equity and inclusion.
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
This fits professional goals and/or school needs
because as a school we are a diverse community
If teachers learn about equity and
and it would benefit all members to be better
Educators and students inclusion, evaluate their classrooms
equipped with tools to make the classroom more
thus far and if they use any resources.
equitable and inclusive. It can be an ongoing
resourced to modify and add to over the years.
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
NBPTS 4: Teachers think systematically about Learning more about diversity, equity and inclusion
their practice and learn from experience. Assessing what tools educators might need or not need
TLMS IV: Facilitating Improvements in Conferences, research, discussion and collaboration with colleagues
Instruction and Student Learning
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Present
Continue working of
Brainstorm with toolkit and
Identify name and date for toolkit for Discuss results
Conduct research mentor teacher assess how
activities. department/Possibly with Mentor
and colleagues frequent and
present toolkit
effective it is
Now until April
Now until April 19/20 Now until *April 21 May 2 May 11
19/20
Provide 1-2 sentence
Learn more about equity, inclusion and diversity in the classroom and to improve student learning. Create a
summary of your teacher
leader project. digital toolkit for my department to have access to for resources for their courses, learning and teaching.
Summarize process for
Activities to have colleagues assess DEI in their classroom now, ask what they want to see in regards to DEI,
analyzing effectiveness of
leadership role. present the toolkit and revisit with my department to see how often they have used the resources.
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.)
1) Research that has the best impact on student success in regards to equity
1) Educational Equity: What does it mean? How do we
for student success are funding, teachers curriculum, and discipline
know when we reach it?
policies.
2) A perfect Storm for Leading Equity and Inclusion:
2) Structure- school community, culture- patterns of behaviors for a
Policy Complexities, Varies Learning Needs, and
particular place or groups of people and agency- actions of individual
Cultures that Don’t Support Them
people can all help promote students’ access to learning opportunities
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One colleague revamped the course she taught to be more
One colleague created more Professional Learning Community (PLCs) time for
inclusive to the students she taught
teachers

Section 5: Results and Reflection

Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created their so that there are continuing opportunities for
problem solving, and S – Exploring S - Integrating
own math problems. students to engage in inquiry in complex problem.
reflection
How could you extend lesson into PBL?

Promoting
critical
thinking Continue to learn and
T- T asked questions, participated mindfully to
educate myself and others
through T- Applying Integrating adapt practice for students
1.5 about anti-bias education
inquiry, S- Exploring S- S could identify themselves in school and
and find more voices in
problem Applying community
history.
solving, and
reflection
2.4 Creating a T- T- T participated in and created a insightful Be mindful about diversity
rigorous Applying/Exploring Integrating resource base for colleagues of students and meet them
learning S- Applying S- S felt supported and seen in curriculum. where there are for
environment Applying support.
with high
expectations
and
appropriate
support for
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 all students
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
Toolkit for department and
New insight on anti-bias education and learned more Equity and Justice Toolkit for eventually send it out to other
about the history of education inequality. Check my and department. Foundation resources and departments to add to and
reflect on privileges. continued work on it. created sections for their
subjects.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Presentation was effective as it provided what Nikki wanted to work on. She
Effectiveness of resources designed by Candidate, including presentation, gave a number of resources teachers could use at the beginning of a
notes, handouts, and other resources. semester or school year as well as activities to build community throughout
the school year.
Nikki was effective as she was mindful of the topic. As a school community,
Effectiveness of Candidate in teaching and coaching adults. (Refer to
we are often given a number of resources without explanation and told to
Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. just use it. Nikki works well with other peers and made the presentation easy
to follow and use.

Value of topic for audience. The topic is invaluable to our community and today’s society.

Overall delivery by Candidate of the professional development

Nikki has presented to her peers before. She is an effective presenter and
experience, including audience engagement, pacing, tone, and response
to questions. allows others to follow along, ask questions and come to her as a resource.

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.

-10 department members attended

-Nikki presented her presentation
-She stopped at each resource, explained it, asked if others have used the resource before.
-If they had, asked to share what worked well and what challenges could arise
- If they hadn’t, demoed the resource
-Walked around, answered questions
-Asked colleagues what other types of DEI resources they would like to see in the future.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
planning

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

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
Form- https://forms.gle/oUxxCvzUZdHxBtQ9A

Include copy of Google Survey Form assessment tool.

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