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 Aoki naoki@coastlinechristianacademy.com Math th
6 Grade
Mentor Email School/District Date
Lindsay Hubert lhubert@coastlinechristianacademy.com Coastline Christian Academy 2/28/2023
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 by designing structured inquires into
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

4.2
I would like to establish and
Establishing
T- I am working on giving differentiated goals for articulate learning goals to
and
Applying my class since they have a wide range of students that integrate content
4.2 articulating Integrating
S- learning levels. Students know their own goals standards with students’
goals for
Applying and work to meet them. strengths, interests, and learning
student
needs.
learning
Adapting
instructional
plans and I would like to work on engaging
I continue to make adjustments in a lesson as
curricular with students to identify types of
T- needed and I’ve accumulated a variety of
4.5 materials to Innovating adjustments in instruction that
Integrating resources to support learning especially in our
meet the best meet their learning goals.
math unit of fractions.
assessed
learning needs
of all students.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To what degree did colleagues understand how to find qualified candidates for the school
Math Bowl Find candidates for the Math Bowl.
Math Bowl?

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 project fits into my goals and our school’ needs because we needed someone to Audience will be assessed with a “post-assessment” sheet on
4th-6th Grade students head the Math Bowl this year. We also needed to find candidates from our 4 th through what to look out for and fill it out when they have their
6th grade student body, and this allows us to find someone. candidate for the Math Bowl.

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
-NBPT Proposition 5.1: “Teachers
collaborate with other professionals to The NBPT emphasis will be incorporated through my collaborating with my
improve school effectiveness.” colleagues to find contenders for the Math Bowl. This Math Bowl will also be an
Teacher Leader Model Standards: “Promoting the opportunity to represent our school. The Teacher Leader Model Standards
use of assessments and data for school and emphasis will be incorporated through the use of assessment in order to find
students for the Math Bowl.
district improvement.”
Inquiry Implementation Plan
Identify name and date for Analyze Results
Discuss Results with
Milestone 1 Milestone 2 Milestone 3 Mentor
activities. Milestone 4
Milestone 5
March 22 – Presentation April 7 – Teachers do April 14 – April 14 April 27
to colleagues lesson/assessment activities Teachers return
in their classrooms assessments to
me to analyze

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Provide 1-2 sentence The goal for my project is to find students to take to the Math Bowl this year. I will be heading the Math
summary of your teacher Bowl/math club at my school as well as asking teachers to assess students based on specific rubrics to see
leader project. students’ problem-solving skills and general math skills.
Summarize process for
I will assess this through the feedback I receive from my colleagues on how their assessments with their
analyzing effectiveness of
leadership role. students went.
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.)
“Defining, teaching, and assessing problem How do Students’ Mastery and Performance Goals Relate to Math Anxiety?
solving skills” https://www.ejmste.com/article/how-do-students-mastery-andperformance-goals-
https://www.sjsu.edu/people/nikos. relate-to-mathanxiety-4222
mourtos/docs/UICEE%2004%20Mumbai.pdf This article talks about the correlation of student scores in math to math anxiety.
I learned what to look for when looking for students “Research indicates that classroom practices can influence the goals students
with problem-solving skills. Students are motivated, adopt, and that educators should strive to create mastery-oriented classrooms
they define the problem, plan a solution, implement by examining the nature of the tasks they assign students, the authority or
the plan, check the solution, and reflect. degree they involve students in academic decision-making, the types of
evaluation and recognition they utilize, and the classroom climate they create.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
My colleague headed the Spelling Bee this year. She
hosted a school-wide spelling bee and the top
Another teacher had headed the Math Bowl at her previous school. At her school, there
contenders have the opportunity to compete within
was no criteria that teachers were looking for when selecting students to go to the Math
our district. This teacher planned ahead of time when
Bowl. It was more based on who was interested and not looking for specific problem-
the assessments needed to happen and when the
solving ability and math skill.
school spelling bee would be and how it would be
run.
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
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created their own lesson so that there are continuing opportunities
inquiry, problem S – Exploring S - Integrating
math problems. for students to engage in inquiry in complex
solving, and reflection
problem. How could you extend lesson into PBL?

4.2 Next time I will establish

Establishing and articulate
T- T–
and comprehensive short-
Applying Integrating Teacher articulated learning goals from the term and long-term
4.2 articulating
S- S- beginning of the lesson. learning goals for my
goals for
Applying Integrating audience.
student
learning
2.7 Using
instructional Next time I will pace
time to T- T- Participants are involved in a variety of learning instruction to include
2.7
optimize Applying Integrating activities. ongoing assessment of
learning learning.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed Contribution to
Product(s) Generated
by Teacher Others/Department/School/District
I learned how to be more proactive at my school
I led math club and am finding
and how to step into leadership skills. I learned
Candidates for math club. candidates to represent our
how to lead and organize math club and come up
school.
with useful tools to find candidates for math club.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 Candidate gave handouts to 4th, 5th, and 6th grade teachers that helped
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
understand the content she was presenting on. The handouts were helpful and
were used in assessment later on.

Effectiveness of Candidate in teaching and coaching adults.

(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html].

Candidate’s topic was relevant and of value because teachers needed it to choose
Value of topic for audience. their students for the math bowl. This presentation made it easier to fufill that
task.

Overall delivery by Candidate of the professional Candidate’s delivery was effective but could have been smoother in transitions. It
development experience, including audience engagement, is clear she was organized and her tone was engaging. Pacing could have gone
pacing, tone, and response to questions. faster as well.
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.

Overall, the teachers understood the lesson and the task given to them at the end of the presentation which was to find four students
candidates for the math bowl. Teachers were able to participate in the activity that their students were going to do and were given a
checklist of problem-solving strategies to look for in their students.

Action Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning

For classroom practice Teachers need to find candidates in their own classrooms for the math bowl.
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

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 3