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
Lydia Rogers rogers@csu.fullerton.edu Multiple Subject 4
Mentor Email School/District Date
Peterann Kay pekay@caliva.org California Virtual Academy February 21, 2024
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
Promoting
critical
thinking T–
1.5 through Integrating T - Supports students to initiate critical thinking through independently developing
EXAMPLE inquiry, S– questions, posing problems and reflecting on multiple perspectives
problem Applying S - Students respond to questions and problems posed by the teacher and begin to
solving, and pose and solve problems of their own related to the content
reflection
Working with T-Supports student learning by staying in contact with families and students
families to outside of the classroom to encourage their active participation.
6.4 support T-Integrating
student Provides resources to encourage parents to guide students in applying lessons to
learning real world scenarios.
Collaborating
with
colleagues
T- Joined a professional online community (TCEA) that provides educational
and the
technology resources and training.
broader
6.3 professional T-Applying
Actively involved in my grade level PLC where we exchange ideas, lesson plans, and
community
other helpful resources.
to support
teacher and
student
learning

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
 Will a learning
coach training series To train learning coaches and
parents on navigating the online
increase
school platform, computer setup for
Coach Training Series parental/learning
the CAASPP, and other essential
coach engagement skills for helping their independent
in their student’s study students.
learning?
How Project Fits into
Professional Goals
Audience for Project How Audience Satisfaction will be
and/or
(Who Participates/Who Benefits) Assessed
Department/School/
District Needs
This project fits two of
my school’s collective
commitments:
“Facilitate meaningful
connections &
partnerships between
Learning coaches will participate in scheduled training students, parents, and Parents will complete a pre
sessions and their students will benefit from their increased all California Virtual
knowledge to help them to appropriately navigate their Academies staff to
and post-assessment at the
lessons and be prepared for state testing. achieve academic training sessions.
goals and foster social
and emotional growth
• Engage in
professional learning
through collaborative
practices”
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
ISTE 3.3.d. Support educators [Learning Coaches]in
using technology to advance learning that meets the I will provide training to learning coaches on how to navigate the
diverse learning, cultural, and social-emotional online school program and introduce them to resources that support
needs of individual students. various learning needs. I will direct them on logging into the CAASPP
site, navigating its features, including online support.
CSTP 6.4 Working with families to support student
learning Learning coaches will participate in a training series addressing ways
to support students in online learning and state testing.

Inquiry Implementation Plan

Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
Send
Identify name and date
invitations Analyze pre
for activities. Complete agenda,
through the Present and and post Discuss outcomes
assessments, and
weekly assess assessment with my mentor.
presentation
newsletter, data
electronic
 flyers, and
Paw Pride
announceme
nts.
March
18-22,31
March 15, 2024 April 8,15,19 Apr 22, 2024 Apr 23, 2024
through April
23rd
Provide 1-2 sentence Parents will be invited to attend a short series of live online training sessions that will address
summary of your teacher how to set up their computers and prepare their students for state testing and student online
leader project. learning activities during the testing period. Morning and afternoon sessions will be offered.
Summarize process for Each session will include a pre and post survey to determine what learning coaches already
analyzing effectiveness know about the topic, if they found the information useful, and rate how they plan to apply the
of leadership role. information when coaching their students.
Section 4: Inquiry Research and Exploration
Directions
Research/Professional Learning (Identify two articles that have .
inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Parent Engagement in Schools, Parent Engagement Parent Engagement in Schools, Parental-Youth Communication
in Schools | DASH | CDC (March 17, 2024). (apa.org) (March 17, 2024).

According to the Center for Disease Control and The American Psychological Association is a proponent of parental
Prevention (CDC). A parent’s engagement in their engagement in education as it is proven to support students’
student’s education is a “promising protective social-emotional behavior and academic outcomes like “school
factor” from harmful behaviors and is also linked to attendance, higher grades, and classroom test scores”.
“higher academic achievement”.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
For next year, another colleague suggests spreading the sessions out
One colleague meets with less engaged learning throughout the school year, having a new topic each month and
coaches/parents 1:1 and walks them through the adding additional sessions during test readiness periods.
student learning site and individual lessons to help
them understand how to navigate the pages and Sessions are currently recorded and can be made available for late
check the completeness of assignments. student enrollees or as a refresher course.

Section 5: Results and Reflection

Describe the impact you feel you Suggestions for Continued
Initial Rating
CSTP Element made on your own growth as an Growth as an educator and
educator and leader. leader
Promoting
I will look into more research
critical
I feel that by presenting at a in this area and try to apply it.
thinking
conference I was able to…. At the conference, I attended
through
T – Integrating a session that gave me good
1.5 inquiry,
S – Applying As I spoke about my strategies, I ideas to….
problem
realized that there were things I can I want to conduct a PD for my
solving,
do differently such as… grade level team based on
and
this project
reflection
ISTE 3.3.d. I will continue to identify ways to
Through this project I learned that
share educational technology
Support E-Exploring other educators, in this case, our
ISTE 3.3.d with our Learning Coaches and
educators A-Applying Learning Coaches, can contribute to our
educators so as to benefit their
[Learning learning community.
student’s.
 Coaches]in It is imperative to acknowledge their One idea is to incorporate topics
using knowledge, skills, and experience and on apps and websites that are
technology to invite them to take an active role in used in the classroom during
to advance student learning. Coaches Connect sessions and to
send video tutorials of myself
learning
By observing the exchange of ideas and walking through the programs.
that meets questions, I witnessed their genuine
the diverse interest in learning how to use the I also have a list of suggested
learning, technology and wanting to be more online tools that require some
cultural, directly involved in their student’s research but I will work through
and success. it for the purpose of integrating
social-emo new online activities.
tional By providing technology training the
needs of Learning Coaches were better able to
individual guide their students through CAASPP
practice sessions and provide the
students.
appropriate level of support on the day
of the test.

I made a lot of growth by recognizing

ways to improve my support of families
as they aid their students and I put
more emphasis on problem solving to
reduce learning barriers. For continued growth, I will
Working prepare my questions and set a
with One situation was causing a student to mental agenda of what I would
families to be chronically absent. I thought I like to accomplish when
support I-Integrating understood the reason but later gained interacting with families.
CSTP 6.4
student I-Integrating a better understanding by improving
learning my listening and asking meaningful I will also create a schedule to
questions. make sure that I make a
connection and check in on their
As a result of our discussion, the progress or needs each month.
Learning Coach developed a plan to
ensure her student attends school,
when she cannot not be with him.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
I developed and
facilitated 3
30-minute workshops,
targeting Learning These trainings can be used by other
Coaches, to educate educators in our school and shared
NBPTS #5-Teachers are members of learning communities.
them on the use of with future families in my
testing technology, classroom.
preparing students to
test, and what to do
on the day of the test.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
 The presentation was concise and clear. Brief explanations and
Effectiveness of resources designed by the
pictures were provided to prompt further questions and reflection
Candidate, including presentation, notes, handouts,
from parents. A next step may include clickable links within the
and other resources.
document so parents can use it as an interactive resource.
The audience was originally focused on parents but soon became a
hybrid of both parents and students. Those who were able to attend
became more concerned with the daily tasks of the class and were
Effectiveness of Overall Project
more likely to reach out for clarifications and questions. It was
successful in building the Learning Coach culture and getting parents
more involved.
Those who were able to attend a live session found immense value in
the interaction between individuals. Lydia’s interaction with the
parents and her creation of space for parents to interact with one
Value of project for audience.
another was a piece that has been missing all year. Once the
interactions took place parents were able to hear the information in
a new way.
This was an excellent way to reach out to the parent community here
at CAVA. We discussed many times about how the information is
there but not always accessed by the parents. Slowing down, taking
Overall feedback the time to talk and interact was a big missing piece of the puzzle. I
can see this growing into a regular series next year. As the parent
base grows more confident and feels more included the student
benefit is endless.
Action Items (some may not be applicable)
For curriculum design,
lesson planning, NA
assessment planning
This particular project was done outside of the classroom and targeted parents. There is
For classroom practice
potential for how this parent interaction will increase support for students in the classroom.
For teaching English
learners, students with Reaching out to families in an educational series would provide the parent with needed
special needs, and resources to use in the home in turn these resources can help those students who may have
students with other special needs.
instructional challenges
There is so much potential to build on for next year. This could be developed into a parent series
For future professional
that could last for the entire school year. Lydia would need to get an idea of the most pressing
development
topics for parents and offer them as the topics of discussion each month.
For supporting
This project can be further developed and possibly used school-wide. Once the topics and
others/department/
presentations were in place each teacher could set up time to interact with their families.
school/district
Other NA
Other Notes and Comments

I’m sure there are more obstacles and insights that can be gained as we continue to work with families. It would be
interesting to launch a year-long parent series to see what can be learned from it. And more importantly how the increased
parent involvement translates to more student support.