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
norely.nava@csu.fullerton
Norely Nava Multiple Subject K/1 combo
.edu
Mentor Email School/District Date
Kristia Lengyel klleahu@fullerton.edu ISSAC Charter School 2/20/24
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use the 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
through T– T - Supports students to initiate critical thinking through independently developing
1.5 questions, posing problems and reflecting on multiple perspectives
inquiry, Integrating
problem S - Students respond to questions and problems posed by the teacher and begin to pose
solving, and and solve problems of their own related to the content
reflection
Organize
curriculum to
facilitate T- Support students access to the curriculum by providing opportunities to see and use academic
student T- Applying vocabulary through visuals.
3.3
understandin S- Students will practice academic vocabulary and comprehension of content through repetition,
g of the think pair and share opportunities, and visuals.
subject
matter.
Use and adapt
resources,
technologies,
and standards
aligned T- Provides students with easy access to academic vocabulary and visuals by adapting content to an
instructional engaging anchor chart students could reference, while providing videos, writing and reading
materials, practice through additional resources.
3.5 T- Applying
including S-Students will reference anchor chart when recalling important information using visuals and
adopted academic vocabulary. Students will have different ways to reflect their understanding through the
materials, to additional provide materials.
make subject
matter
accessible to
all students.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can attending reading
Gather resources and strategies that
workshops/webinars support my
Reading Support Learning can be applied in the classroom to
school in obtaining strategies to
support student reading.
improve student reading.
How Project Fits into
Audience for Project Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Assessed
Needs
Teachers in grade level will be
My school is working to improve
presented with slides that include
students' reading across all
resources and strategies to promote
grades. Additionally, teaching in
reading. Teachers can share what
K-1 teachers the lower grades, supporting
resources they need and will likely
students from an early age can
implement in their class. As follow up,
benefit them as they reach higher
students can share how their students
grades.
are responding to the strategies.
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
2.4 Collaborator I will gain knowledge to collaborate with my colleagues and share
strategies/ ideas that can improve student reading practices. I will research
Educators dedicate time to collaborate with both
training that supports an area of focus in my school.
colleagues and students to improve practice,
discover and share resources and ideas, and solve
problems.

4.3 Collaborator
Coaches establish productive relationships with
educators to improve instructional practice and
learning outcomes.
I will share resources and ideas to support student reading which is a focus
in my school. I will collaborate and model the instructional practices gained
from training to support student learning outcomes.

4.4 Learning Designer
Coaches model and support educators to
design learning experiences and environments
that meet the needs and interests of all
students.
I will create a resource in which I share models and strategies that can be
implemented in the classroom. This simplified resource will include the
specific strategies on how to implement into instruction including hand
motion visuals. Additionally, it will include videos that promote phonemic
awareness that can easily be imputed in a weekly instruction.

Inquiry Implementation Plan

 Discuss
Analyze Results Results with
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Mentor
Milestone 5
Identify name and Present Discuss results
date for activities. Emerging Reader Discuss what
Emerging Reader Workshop strategies and of strategies and
Workshop resources and
Pt 1 resources to complete
Pt. 2 debrief
teachers feedback
March 19, 2024 March 20, 2024 April 15 April 15 April 19
Provide 1-2 sentence
summary of your I will be attending two workshops to support emerging readers and share findings with the team. These
teacher leader strategies can better support our students and can be discussed as to how to implement them effectively.
project.
Summarize process
for analyzing I will be connecting with colleagues to discuss what strategies they found beneficial to use in their
effectiveness of classroom. Additionally, we can also consider how students responded to these strategies.
leadership role.
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.)
This article breaks down the science of reading into
5 components that are easy to understand and
apply in the classroom. The article suggests the
importance of building phonemic awareness, which https://www.gcu.edu/blog/teaching-school-administration/teaching-tuesd
is aligned with what is expected in my grade K/1. ay-using-science-reading-everyday-classroom
This includes activities students can complete in the
classroom. Additionally, the article mentions
vocabulary, comprehension, and fluency activities
that can be implemented in the classroom. With
additional information that I will obtain from the
training, I will be able to further apply the science of
reading strategies to support students across the
various areas stated above.

This article suggests that reading is not a natural

practice as is listening and speaking and must be https://www.readingrockets.org/classroom/evidence-based-instruction/sci
taught methodically. Decoding and linguistic ence-reading
comprehension is the product of reading
comprehension.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
In the past, my school has focused on implementing
A colleague has addressed writing opportunities in the classroom and
GLAD strategies to promote academic vocabulary,
differentiating opportunities to meet the needs of students. After discussion
engagement, and comprehension. This has been
and planning was able to present an idea of how to structure her
extremely beneficial in gaining strategies to create
classroom, address and support the needs of her students. This enables
engaging vocabulary building opportunities for
opportunities to academically support or challenge her students.
students.
Section 5: Results and Reflection
 Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
Promoting To move to INNOVATING level:
critical Consider how to increase
thinking Teacher asked questions of analysis and complexity of task beyond a
T–
through evaluation. single lesson so that there are
T – Applying Integrating
1.5 inquiry, Students answered questions that continuing opportunities for
S – Exploring S-
problem included all levels of Bloom’s. Students students to engage in inquiry
Integrating
solving, created their own math problems. in complex problem. How
and could you extend lesson into
reflection PBL?
Organize
curriculum to
facilitate Students use hand motions to
Support students access to the curriculum by support phonemic awareness.
student T- Applying
3.3 T- Innovating providing opportunities to see and use Visuals are provided to support
understandin academic vocabulary through visuals. reading and writing academic
g of the vocabulary.
subject
matter.
Use and adapt
resources, Adapt resources to support
technologies, instruction. I implemented a new
and standards modality in which students are
aligned T- Provides students with easy access to divided to work on writing and
instructional academic vocabulary and visuals by adapting phonics in groups that have
materials, content to an engaging anchor chart students access to their needs. One group
3.5 T- Applying T- Innovating
including could reference, while providing videos, works on independent writing
adopted writing and reading practice through with guidance from an
materials, to additional resources. instructional aide. The other
make subject groups work on phonics(with
matter visuals) or writing with phonemic
accessible to strategies.
all students.
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
I attended a training/webinar discussing the science
of reading. I gathered organized strategies,
resources, and valuable ideas to implement in
classrooms. These strategies are geared to PK-1 I created a Google Slides resource
grade students, but can be used for struggling in which I organized all
students as well. I gained valuable strategies for strategies, links, pdfs, etc. The presentation was shared with
instruction and a reliable resource I, as well as other Teachers can easily access and colleagues and admin, including
teachers, can resort to. The knowledge I developed find what they may need using access to add more resources in the
was first to focus on an area I wanted to improve on the table on contents. I found future.
and support my school needs. Afterwards I was able that this resource can be easily
to research resources that would best support my modified in the future as needed.
objective. Lastly, I gathered all the resources and
organized in an easy to follow format that I can use
and share.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the Pleased to see a variety of resources incorporated in this lesson plan…I
Candidate, including presentation, notes, handouts, specifically like the Google Slides, that can easily be modified in the future.
and other resources. Students will also benefit from the video.

Very effective! Impressed with your coordination of consulting your

Effectiveness of Overall Project
colleagues for input and shared strategies.

Students will benefit from this well planned lesson. Resources are well
Value of project for audience.
researched and thought out and support objectives.

It has been a pleasure working with Norely. She has checked in regularly,
Overall feedback.
asked for specific feedback and ideas in areas she wanted to strengthen.

Action Items (some may not be applicable)

For curriculum When planning the curriculum, I plan to assess where students are at the beginning of the year
design, lesson phonetically. Then I will immediately be implementing the science of reading strategies to support student
planning, phonemic awareness. Students will practice these strategies from the beginning of the year to promote
assessment planning reading and writing.
I will have a whole class phonemic practice using science of reading resources, to expose all students in the
For classroom beginning of the year. I will then split the class into two groups in which one does independent writing. The
practice other group will work with me practicing the science of reading slides, phonemic segmenting, and other
phonemic strategies.
For teaching English
learners, students Exposing these strategies to all students will make it easier as we break up into groups, as they will already
with special needs, be familiar with the resources. Working with a smaller group will allow me to support my EL, special needs,
and students with and instructional challenging students. I will be able to adapt these practices and monitor student progress
other instructional throughout the instruction.
challenges
It was valuable to consider what my students would benefit from as I looked into the focus for this project.
In doing so, I was able to implement the strategies immediately and decide if my students would benefit
For future
from it. Additionally working with my team, we discussed the hand motions that would be beneficial,
professional
however, the worksheets might have to be adapted for the needs of our students. Moving forward, I would
development
consider other areas of focus in my school or areas of instruction I want to improve on for other
professional development.
For supporting
The research and training were beneficial to support an area of focus for Pk-1 students in my school. I think
others/department/
the resources and strategies were valuable to support student learning.
school/district
Other
Other Notes and Comments