Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader

Project Option
Revised January 2024
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
JSundlof@caliva.or
Jill Sundlof Science 9-12
g
Mentor Email School/District Date
MBerning@caliva.
Manon Berning California Virtual Academies 2/23/24
org
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use most recent CSTP Assessment. Identify both teacher and
student rating for CSTP 1 and 2. See example.
Emerging, Exploring, Applying, Integrating, Innovating

Rating Description
CSTP Element Initial
Involve all students in
Models and scaffolds student self-assessment and goal setting processes
self-assessment, goal
5.5 Applying for learning content and academic language development. Guides students
setting, and monitoring
to monitor and reflect on progress on a regular basis.
progress
Establish professional
Sets goals connected to the CSTP that are authentic, challenging, and
goals and engaging in
based on self- assessment. Aligns personal goals with school and district
6.2 continuous and Applying
goals, and focuses on improving student learning. Selects and engages in
purposeful professional
professional development based on needs identified in professional goals.
growth and development
Collaborate with
colleagues and the Collaborates with colleagues to expand impact on teacher and student
broader professional learning within grade or department and school and district levels. Engages
6.3 Integrating
community to support with members of the broader professional community to access resources
teacher and student and a wide range of supports for teaching the full range of learners.
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Promoting a Schoolwide Culture of Self-Directed What are some feasible and Teachers will participate in a
Learning Skills for Virtual Students flexible strategies that virtual Promising Practices workshop
teachers can adopt to help featuring strategies and
promote a schoolwide culture resources for virtual self-
of self-directed learning? directed learning. Teachers will
select one or more classroom
resources to adapt for their
own teaching practice.
Teachers will collaborate in
small groups to modify,
improve, or extend the
resources.
 How Project Fits into
Audience for Project Professional Goals and/or
(Who Participates/Who Benefits) Department/School/District
Needs
CAVA’s virtual setting mandates
a unique requirement for self-
directed learning skills among
Participants of the CAVA Promising Practices PD, including its students. There is a need for
virtual high school teachers, instructional coaches, a schoolwide culture of self-
curriculum specialists, and administrators. directed learning that can be
promoted by teachers and
faculty.
How Audience Satisfaction will
be Assessed
A post-survey will be delivered
at the end of the workshop.
Questions will ask participants
to rate their satisfaction with
the workshop and share if or
how they plan to adopt some of
the self-directed learning
resources.

Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions:
Identify at least one standard (NBPTS, ISTE C, Teacher Leader Model Standards) that is the special emphasis focus of your project. Explain how these
standards will be incorporated. You may add more than 1 if you wish

Special Emphasis Focus How Special Emphasis will be Incorporated

Teachers will be introduced to a variety of classroom ready virtual
resources that help to promote a schoolwide culture of self-directed
ISTE 2.6.a. Foster Student Ownership of Learning -
learning in all classes. Resources can be used in individual, small
Foster a culture where students take ownership of their
group, and whole group instruction. Teachers will explore
learning goals and outcomes in both independent and
strategies for implementing the self-directed learning cycle in both
group settings.
homeroom and content class settings.

Inquiry Implementation Plan

Analyze and
Discuss
Milestone 1 Milestone 2 Milestone 3 Milestone 4 Results with
Mentor
Milestone 5
Analyze and
Practice Run
Discuss
Create workshop workshop Deliver
Curate resources Results of
presentation including links, workshop at
for self-directed the
Identify name and date for slides and full breakout Promising
learning - Due workshop
activities. resource PDF - rooms, and Practices PD
3/15 (post-survey)
Due 3/22 discussion - 4/12
with Mentor
questions - 4/05
- Due 4/19
Gather
information to
present on self- Set up breakout
directed learning rooms - Due 3/22
pedagogy - Due
3/15
Provide 1-2 sentence summary of
your teacher leader project. I will be leading a workshop on strategies and resources for promoting self-directed
learning skills with our virtual students. Teachers will learn about different self-directed
skills and review the self-directed learning cycle. Teachers will review the self-directed
learning cycle and be introduced to a menu of classroom ready resources. Each teacher
will select a resource to explore further by moving themselves into a breakout room. In
 each room, teachers will customize and adapt the resource to use in their own class.
Discussion questions will be included in each room to promote collaboration towards
modifying, improving, or extending the resources.

A post-survey will be delivered at the end of the workshop. Participants will rate their
satisfaction with the workshop, and their interest in promoting self-directed learning
Summarize process for analyzing
skills across the school. I will also ask for feedback on the workshop resources, and ask
effectiveness of leadership role.
how teachers plan to use or modify the resources.

Section 4: Inquiry Research and Exploration

Directions
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was
learned.)

Strategies for Self-Directed Learning: Teaching Methodologies

What is Self-Regulated Learning?
https://www.evelynlearning.com/best-practices-of-self-directed-
https://serc.carleton.edu/sage2yc/self_regulated/
learning/
what.html
The self-regulated learning cycle includes (1) Planning
Teachers can promote self-directed learning in their curriculum by
and setting goals, (2) Using strategies and monitoring
crafting lesson plans with open-ended questions to foster critical
progress, (3) Reflecting on performance to inform future
thinking. In virtual school, use of technology and skills becomes
goal setting. I will be using this framework when
critical in helping students stay organized and manage their
delivering a variety of strategies and resources to
learning experiences. Teachers can deliver and promote skills in
teachers. Each of the resources we will be exploring can
note-taking, participation, progress monitoring, and asking for help
fit into one or more of these stages of the self-regulated
from the teachers. SMART goals are an effective way to involve
learning cycle. Teachers serve as coaches and facilitators
students in the goal setting and progress monitoring process. I will
in the cycle, encouraging students to take ownership
continue to explore a variety of methods that can be used by
over their learning management.
virtual teachers and their students for employing these self-
directed learning strategies.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Recording - Teacher Modeled Self-Rating for Differentiation
CAVA Homeroom Workbook - Student Sample
My Instructional Coach and program mentor Manon Berning sent
This Google spreadsheet was delivered to all high school me a variety of resources on self-directed learning. I was most
students through their homeroom class. Students fill out impressed by a recording she sent me of a CAVA middle school
different pages in the workbook that are all focused on math teacher ( I did not get her name). This teacher set up a virtual
self-directed learning skills. Students fill out their class, class activity asking students to rate their understanding of
schedule, teacher contact information, weekly grades, different concepts in a math topic. From their rating score, they
and list out their overdues. Students write weekly and would select a corresponding practice activity that was
quarterly SMART goals that include planning and differentiated for their learning level. This strategy directly involves
reflection. Although this assigned homeroom tool is very students in thinking about their own learning and practicing at a
comprehensive to the self-directed learning cycle, many level that is developmentally appropriate to them. It also poses the
students have expressed resistance to filling it out on a opportunity for students to challenge themselves and further their
regular basis. It could be because it is a new resource understanding, or to recognize when they should dial back to
and a new skill, so there is an adjustment period. working on more basic concepts and levels of thinking before
Students have difficulty navigating the spreadsheet moving on. I would like to try using this simple 3-tiered framework
pages, and are reluctant to retrieve the link to their with my students to help them set goals, monitor their progress,
workbook through Google Drive or in their browser and engage in class activities that are appropriate to them by their
history. I am interested in trying to improve the choosing.
implementation of this resource. Currently, I have
created alternate assignments (such as a survey and
worksheets) that align with the objectives of the
spreadsheet workbook , but students are more willing to
complete the alternative formats. I have spoken with
other teachers on my team who have mixed reviews
about the workbook. Most of the teachers are still using
it, but experiencing resistance from their students. Many
are inventing and sharing new strategies for meeting the
objectives of the workbook, such as individual check-ins,
surveys, and scheduled small group work to engage
students.

Section 5: Results and Reflection

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

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Contribution to
Key Learnings and New Skills/Knowledge Developed by
Product(s) Generated Others/Department/School/Di
Teacher
strict

Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the Candidate,
including presentation, notes, handouts, and other
resources.

Effectiveness of Overall Project

Value of project for audience.

Overall feedback.

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