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
Erin Wittenberg ewittenberg@calca.connectionsacademy.org Language Arts 2nd Grade
Mentor Email School/District Date
Brandi Atilano batilano@calca.connectionsacademy.org California Connections Academy 2/15/2022
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.
T&S - Follows all state education codes, legal requirements, district and site
policies, contractual agreements, and ethical responsibilities.*

* As follows:
Take responsibility for student academic learning outcomes.
Is aware of own personal values and biases and recognizes ways in which these
values and biases affect the teaching and learning of students. T & S -Maintains a high standard of personal integrity and commitment to
Adheres to legal and ethical obligations in teaching the full ranges of learners, student learning and the profession in all circumstances.
Establishing professional including English learners and students with special needs.
goals and engaging in Reports suspected cases of child abuse and/or neglect as outlined in the Contributes to building professional community and holding peers
T-Applying T – Innovating accountable to norms of respectful treatment and communication.
6.7 continuous and purposeful
S-Applying
California Abuse and Neglect Reporting Act.
S - Innovating
professional growth and Maintains a non-hostile classroom environment and carries out laws and district
development. guidelines for reporting cases of sexual harassment. Contributes to fostering a school culture with a high degree of resilience,
Understands and implements school and district policies and state and federal professional integrity, and ethical conduct.
law in responding to inappropriate or violent student behavior.
Complies with legal and professional obligations to protect the privacy, health,
and safety of students, families, and other school professionals.
Models appropriate behavior for students, colleagues, and the profession.
Acts in accordance with ethical considerations for students.
Maintains professional conduct and integrity in the classroom and school
community.
T&S - Sets and modifies a broad range of professional goals connected to the
CSTP to improve instructional practice and impact student learning within and
T&S - Sets goals connected to the CSTP that are authentic, challenging, and beyond the classroom.
Demonstrating professional based on self- assessment. 10/23/22
T- Applying T – Innovating
6.2 responsibility, integrity, and
S-Integrating
T&S - Engages in and contributes to professional development targeted on
S - Innovating
Engages in ongoing inquiry into teacher practice for professional
ethical conduct. student achievement. Pursues a variety of additional opportunities to learn development.
professionally. 10/23/22
Contributes to professional organizations, and development opportunities to
extend own teaching practice.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
I will be presenting the value of social-emotional
How valuable are diverse texts to students that learning texts highlighting diverse texts. This will
Diverse Texts with Social Emotional Learning engage their prior experiences and start be offered during our Lunch Bunch with all of our
conversations about culture? first-year teachers, with the invitation extended
to teachers outside our lunch bunch meetings.
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
During my second semester in my Master’s
program I discovered that our curriculum was not
culturally inclusive. In addition througout the year I
felt that most of the focus of my LiveLessons were I will prepare a survey to evaluate the participants of
Elemetnary Teachers at my School
skill based. There was not enough emphasis on my PD on how they view the importance of
social-emotional learning. I work on improving both
so I have started doing inclusive social emotional
learning read alouds.
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

While my presentation will be about Social

Emotional Learning there will a great I will be highlighting my own findings after doing an analysis of our curriculum using a
emphasis on the importance of having Culturally Responsive Curriculum Scorecard made by New York University.
diverse books.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Review slides with
Implement PD with Analyze data prior
Identify name and date for
Create Brandi and ask any Meet with Brandi
lunch bunch to meeting with
activities. presentation. questions before to discuss data.
teachers. Brandi.
presentation
4/3/23 4/10/23 4/19/23 4/20/23 4/24/23
Provide 1-2 sentence
My project with be a PD presentation that will focus on social emotional learning and the benefits of the diverse
summary of your teacher
leader project. texts in school.
Summarize process for
The flow of the presentation, the engagement of the participants and the data I gather after the presenation is
analyzing effectiveness of
leadership role. over.
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.)

Landson Billings - What is Critical Race Theory
and What is it Doing in a Nice Field Like
Edcuation
Landson Billings goes over the systemic issues regarding race in every aspec t of society including in
neducation and the imporance of
Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like
education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
https://doi.org/https://doi.org/10.1080/095183998236863

This website goes over how to use the Culturally Responsive Curriculum Scorecard and how to
analyze the results. It also has a way to enter your score of a particular curriculum to a database.

New York University. (2022, May 2). A tool to evaluate curriculum. NYU Steinhardt. Retrieved March
Cultrually Responsive Score Card 3, 2023, from
https://steinhardt.nyu.edu/metrocenter/perspectives/introducing-culturally-responsive-curriculum-s
corecard-tool-evaluate

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 has given resources for I want to expand more on this topic to show the value of both social emotional learning and
social emotional learning. However, we have not diverse texsts. I have been implementing social emotional larning more frequently in my class this
had an offical PD on SEL. There are lesson ideas year in preparation for this project. I did not have the hands on experince last year but I defintilty
in our newsletter. saw a need .
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?

I have seen a disparity in the representation within

Establishing our schools curriculum and want to fix it by
professional goals
and engaging in
showing other teachers that they need to be I want to continue to highlight the
T-Applying T-Integrating
6.7 continuous and
S-Applying S-Inovating considerate of their students prior knowledge, importance of diverse texts and SEL
purposeful
professional growth experiences, culture, and language. The aim was to at my school.
and development.
have our learning community be more engaged and
mindful while selecting texts to read.
I spent a long time working on this professional
Demonstrating
professional
development presentation ensuring that I had Create a list of good SEL books with
T- Applying T-Integrating
6.2 responsibility,
S-Integrating S-Integrating research to pull from to show the value of inclusive diverse characters, expereinces, and
integrity, and ethical
conduct. texts and social emotional learning in the by diverse authors.
classroom.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
How to engage particpants prior to presenting
my PD. I had to consult with my mentor and
we discussed several ways to engage my
particpants eventually we settled on multiple
choice questions about the diveristy of our
curriculum and authors.
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
Professional Development on Social
My mentor, Brandi Atilano
Emotional Learning with Diverse Texts
Mentor Feedback
Erin provided SEL (social and emotional learning) materials that could be adapted for grades
kindergarten to fifth. These materials and other resources were placed in the “Elementary SEL”
folder in Google Drive. She included a book list, resources for reference and a link to the recording of
today’s professional development training. The information was also emailed to teachers that were
unable to attend the live training. It would be helpful if she could submit an “Elementary Weekly
Newsletter Submission” form so teachers can be reminded to review the information and resources
presented in this professional development training, when the newsletter comes out next week. Erin
was able to receive valuable feedback by having each staff member complete survey questions at the
end of her presentation.

Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
[https://www.fotip.org/adult-learning-theory.html].
The elementary teachers are provided with professional development opportunities each month.
Erin spent time researching and collaborating with her mentor in preparation for today’s session. She
started today’s training with a Padlet activity that asked teachers to reflect on their teaching practice
and provided them with an opportunity to share about their experiences in the classroom. Our staff
has been focusing on incorporating SEL activities into our daily LiveLesson sessions and Erin shared
some excellent resources and practical ways for helping in this area. Teachers participated in an
activity where they were asked to answer polls, followed by Erin revealing data and research that
supported the correct answer. Providing a time in breakout rooms, to discuss with peers, would
have been beneficial. The staff left today’s session with a variety of materials and resources to put
into practice what was presented.

Teachers were provided with a time to collaborate, reflect on their teaching and grow in their ability
in implementing SEL techniques both in LiveLesson sessions and in working with students
individually to assist the student with developing their personal social and emotional skill set. Erin
Value of topic for audience.
supplied the staff with references, resources and books on SEL using diverse texts. Research has
shown that students that participate in SEL programs, compared with students who do not, have an
increase in social and emotional skills, positive attitudes, prosocial behaviors and academic
achievement and a decrease in conduct problems and emotional distress.

Overall delivery by Candidate of the professional
development experience, including audience
engagement, pacing, tone, and response to questions.
Erin set a positive tone for today’s training and was able to connect with the staff by utilizing her
webcam throughout the session. She was able to engage them by asking a variety of questions. She
learned more about each of them and how comfortable they were with the topic. The staff
collaborated by utilizing a chat pod, microphones, Padlet activity and poll questions. Providing a
time to discuss with peers on how to implement and apply this knowledge in upcoming LiveLessons
would have been of value. Erin allowed time for staff to ask questions and provided them with
multiple opportunities to participate in today’s training. The learning objective was clear and she
stayed within the thirty minute time allotment. Overall, Erin’s preparations were evident and she led
an excellent professional development session for our elementary team.

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.

Prior to my PD 41.7% of participants state that they explicity teach SEL during their LiveLessons. However, after this PD 66.7% said they will
be teaching SEL during their LiveLessons. Prior to my PD 58.3% of my participants said they sometimes considered the diversity and
representation in children’s books read for SEL. After my PD 58.3% of my participants said they will always consider the diversity and
representation in children’s books. Prior to my PD 58.3% of participants sometimes considered the race or ethnicity of the author’s of
children’s books and after my PD 50% said they will always consider the enticnity and race of the author. On that note the purpose of
pointing out the race and ethnicity of the author was to propel authentic voices with diverse characters and experiences. Overall the PD
survey showed a more acute awareness of the importance of diversity in texts.

Action Items (some may not be applicable)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
For curriculum design, lesson
planning, assessment N/A
planning

For classroom practice I will continue searching for diverse SEL texts. I want to compile a good list and share it with fellow teachers.
For teaching English learners,
students with special needs,
and students with other
N/A
instructional challenges
For future professional
development
I want to elaborate more on the topic of diverse authors and what they can offer our students.
For supporting
others/department/ N/A
school/district

Other N/A

Other Notes and Comments

N/

Include copy of Google Survey Form assessment tool.

Google Survey Form

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