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 the POP Cycle is completed. Cells will expand as needed. When submitting completed ILP to the 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
Amber Mack mack.amber0308@gmail.com Remote Special Education High school
Mentor Email School/District Date
Brenda Donabedian bdonabedian@chancelight.com Del Norte Unified School District 2/20/2024
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use 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
Establishing
professional
goals
and T- Sets and modifies authentic goals connected to the CSTP that are intellectually challenging and
engaging in based on self-assessment and feedback from a variety of sources.
continuous
6.2 and T- Applying T- Engages in and contributes to professional development targeted on student achievement.
purposeful Pursues a variety of additional opportunities to learn professionally.
professional
growth
and
development

Reflecting
on
Reflects individually and with colleagues on refinements in teaching practice and connections among
teaching
6.1 the elements of the CSTP to positively impact the full range of learners.
practice in T- Integrating
support of
student
learning
Establishes short and long-term curriculum plans for subject matter concepts and essential related
academic language and formats that support student learning.
Developing
sequencing
long-
term and
short-term
instructional
4.3 T- Applying
plans to
support
student
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Generate list of contact information
for new virtual sped teachers.

Identify top 3 common issues

amongst the virtual sped teachers
How can incorporating a virtual
within our school district and problem
special education teacher meetup
"Empowering Special Education Teachers: Virtual solve with veteran and new teachers.
improve collaboration and foster
Collaboration for Student Success"
inclusivity in our school's virtual
Identify best practices for case
learning setting?
management virtually and the
resources that are available to us.

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
1. I will send out a survey to see
what topic they would like to
As a virtual special educator, discuss.
creating a virtual teacher 2. I will use a second to gather
Virtual Special Education Teachers within Del Norte
meeting can greatly impact information for the next
School District
collaboration and inclusivity at meeting.
our school. 3. I will also gather data on
when to meet: once a
semester, or every quarter.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions:
CSTP 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development.
Special Emphasis Focus How Special Emphasis will be Incorporated

The meeting will have veteran virtual teachers and new virtual teachers
Assisting new and new to the school virtual special
educators in the various processes of case management
collaborating; sharing skills, tips and valuable information in managing their
caseloads, lesson planning, and delivering successful lessons.
Inquiry Implementation Plan
Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
4/15/24
Follow up: Send
a meeting
summary with
4/5/24 key takeaways,
Set Zoom action items, and
4/1/24- Meet with the district
meeting date 4/12/24 next steps to all
to see if this is possible and to 4/17/24
and time and Conduct the meeting participants.
gather a list of emails of the Meet with mentor
send out event and send out survey Follow up on
other virtual SPEd teachers.
invites via progress and
Identify name and google calendar. provide support
date for activities. as needed to
ensure that
action items are
completed
4/13/24
Document action
4/8/24 items: Record any
4/4/24
create meeting decisions made, action
Send out topic idea surveys & 4/16/24 review 4/19/24
agenda and items assigned, and
elicit at least 2 veteran teachers survey results complete ILP
gather follow-up tasks that
to share what has been project
necessary need to be completed
working well for them.
supplies after the meeting.
Share this information
with all participants
Provide 1-2 The meeting is an opportunity for virtual education specialists to learn about the various ways we teach,
sentence summary understand the resources available for support, and foster a culture of teamwork and understanding among
of your teacher all educators. By ensuring that virtual teachers are well-equipped to support students with diverse learning
leader project. needs, we can create a more inclusive and supportive environment for all students.
Summarize the
This opportunity will allow for not only new teachers, but new virtual teachers and veteran virtual teachers
process for
to collaborate. This will be something new within our district and I feel is necessary because I struggled to
analyzing the
grasp the full duties and role responsibilities starting late in the school year.
effectiveness of
The topic idea survey, and meeting effectiveness survey will help for future meetings.
leadership roles.
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.)
Sharing Good Practice: Strategies to Encourage
Teacher Collaboration
This article was helpful because it discusses what a
Secondary Transition Planning: The Basics Achieve Successful Outcomes and
teacher leader is. It gave focus strategies to guide
Meet Mandates
the conversation like identifying an area of need,
This article discusses the state’s expectations for transition planning. It
discussing possible solutions, getting student
discusses mandates, and examples of work- based learning. It discusses
feedback, continuing all possible trials until
evidence based practices for transition services, levels of participation from
something proves successful, challenge to push for
students in the IEP meetings. I am most excited to share the graphic
further innovation and then meet to share again.
organizers at the end which includes the essential skills and life skills for
This article also gave topic ideas and a 4- step task
employment.
guide, a great idea at the end was to host a year-
end learning party. I think an in-person party is a
great idea.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at the
department/school/district level.)
One of my colleagues has been teaching SPED
virtually for two years. She has stated that she
often tries to find supplemental resources to
Another one of my colleagues, like me, started a few weeks ago as a virtual
address the life skills planning for her LTIS students.
SPED teacher; she mostly teaches at home/ hospital elementary. She has
She directed me to a program within the district
expressed not having clear curriculum guidance also and best practices to
that will post resources once a month. But she
collect and share data with the other in-person teachers.
wishes there was a set standard that guides the
curriculum. She has volunteered to assist me with
any questions I have the best she can.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rationale for Rating
Rating Forward
Promotin To move to the INNOVATING
g critical level: Consider how to
thinking The teacher asked questions of analysis increase the complexity of
T–
through and evaluation. tasks beyond a single lesson so
T – Applying Integrating
1.5 inquiry, Students answered questions that that there are continuing
S – Exploring S-
problem-s included all levels of Bloom’s. Students opportunities for students to
Integrating
olving, created their own math problems. engage in inquiry into complex
and problems. How could you
reflection extend the lesson into PBL?
Establishing
professional
goals
and I sought to solve a problem within the virtual Moving forward, I would like this
engaging in SPEd department for this project. I created the event to occur once/ quarter or
continuous
event, contacted other teachers, led a semester as changes in
6.2 and T- Applying T- Innovating
purposeful discussion, and solved some challenges we employment occur, new
professional faced together like data collection, staff roster, challenges arise and others are
growth and navigating SEIS. solved.
and
development

Reflecting I would like to comprise a Google

on Together educators collaborated to create Drive folder/padlet that is shared
teaching input forms and digital data trackers. Through with the new virtual teachers. A
6.1 T-
practice in T- Integrating this process, we discovered how many variety of resources will be
support of innovation
resources were complied with by others valuable to those new to the
student within the Sped department in the district. district and the virtual sped
learning
department.
In the future, this would be
beneficial to have a running list of
Developing
topics to discuss and have the
sequencing
long- other teachers who have been
term and successful with a particular topic
short-term present during the virtual
instructional T- This project I created a personal timeline for meetings.
4.3 T- Applying
plans to integrating the project as seen above.
support
student
learning
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
As a teacher leader, this project allowed me to
increase communication and collaboration among a ILP project slideshow virtual special education department
new set of coworkers virtually. This has allowed me Meeting feedback form within the school district
to create and
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the
Amber has done a fantastic job. She is creative and devoted throughout the
Candidate, including presentation, notes,
challenges that she faced during this course.
handouts, and other resources.
For the virtual setting, this project was effective. Amber was able to connect
Effectiveness of Overall Project and discuss the glows and grows when it comes to being effective as a
virtual educator to students who are in-person and remote.
The target audience was the special education virtual department. I think
Value of project for audience. this has the potential to include not only the special education teachers, but
also the other service providers like speech, and behaviorist alike.
Overall, Amber has done a fantastic job. I enjoyed being her mentor and
collaborating with her. She is bright, caring, and passionate about the
Overall feedback. students and education. I enjoyed seeing her flourish at Spectrum as she
progressed from a teacher's assistant to a lead teacher. I wish her the best
on this new journey.
Action Items (some may not be applicable)
For curriculum
design, lesson
I am working with the in-class teacher to revise the IEP data trackers and materials for students on my
planning,
caseload.
assessment
planning
For classroom I plan to teach in person during the summer months to ensure I stay current with in-class procedures as a
practice virtual teacher during the traditional school year.
For teaching
English learners,
students with
I am currently studying for the EL added authorization. Earning this certification will help me in the future
special needs, and
with English learners.
students with other
instructional
challenges
For future
I will continue reviewing training materials regarding SEIS and the procedural safeguards (parent rights)
professional
and the SELPA handbook.
development
For supporting
I plan to continue partnering with the transition planning team and other virtual teachers to ensure best
others/department
practices.
/school/district
Other I will submit my application to the CTC to clear my credential!
Other Notes and Comments