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
Michael Choi Mchoi88@gmail.com Multiple Subject 4th
Mentor Email School/District Date
Lisa Mote Lisa.mote@orangecountyclassicalacademy.org OCCA/OCBE 2/29/24
Section 2: CSTP focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use 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
T–
thinking
1.5 Integratin
through T - Supports students to initiate critical thinking through independently developing questions,
EXAMPL g
inquiry, posing problems and reflecting on multiple perspectives
E S–
problem
Applying
solving, and S - Students respond to questions and problems posed by the teacher and begin to pose and
reflection solve problems of their own related to the content
Connecting
T– T – Integrates connections from subject matter to meaningful, real-life contexts, including
subject
Applying those specific to students’ family and community
matter to
1.3 S–
meaningful,
Integratin S – Students actively engage in making and using real-life connections to subject matter to
real-life
g extend their understanding
contexts
Creating and T – Integrates rigor throughout the learning environment that values accuracy, analysis, and
maintaining T– critical thinking. Integrates strategic scaffolds and technologies throughout instruction that
effective Applying support the full range of learners in meeting high expectations for achievement.
2.4
environments S–
for student Applying S – Students engage in a variety of differentiated supports and challenges in ways that
learning promote their accuracy, analysis, and problem solving in learning.
3.2 Apply T– T – Adapts instruction in response to knowledge of student development and proficiencies to
knowledge of Integratin meet students' diverse learning needs. Ensures understanding of subject matter including
student g related academic language.
development S–
and Applying
S – Provides explicit teaching of essential vocabulary, idioms, key words with multiple
proficiencies
meanings, and academic language in ways that engage students in accessing subject matter
to ensure
text or learning activities.
student
understandin
g of subject
 matter
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Have teachers share strategies,
How can teachers support
Teacher Pow Wow experience, and resources with
each other in the classroom?
other teachers.
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
Participant – Teachers As a starter school, we are in
Assess teacher implementation and
constant need of support for
effectiveness
Benefits – Teachers & Students all teachers
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

Teacher Leader Model Standards

We will be meeting periodically to collaborate and update each other
Domain 1 – Fostering a collaborative culture to support
on how things are going.
educator development and student learning

Inquiry Implementation Plan

Analyze Discuss Results
Mileston
Milestone 1 Milestone 2 Results with Mentor
e3
Milestone 4 Milestone 5
Identify name and date 3/26/24 4/12/24 4/26/24 5/3/24 5/9/24
for activities. Update
Share
on
Needs assessment resources/strategie How did it go? Was it effective?
strategie
s
s
Provide 1-2 sentence I will be leading a small group of teachers to come up with questions and think of different ways they would
summary of your teacher like support. Teachers will then share any strategies/resources they may have with other teachers and coach
leader project. them through it.
Summarize process for
I will be monitoring my role in the activities and assess whether I was helpful in getting teachers to
analyzing effectiveness of
collaborate with each other. If teachers find it effective, then we will continue to do this 1-2 times a year.
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.)
5 Effective Ways to Support Teacher Collaboration 5 Benefits of Teacher Collaboration in Education With Examples on
How to Promote It
https://www.edutopia.org/article/5-effective-ways-support-
teacher-collaboration/ https://blog.alludolearning.com/benefits-of-teacher-collaboration

- One of the major focuses in this article is about being - This blog discusses the importance of collaboration in schools
intentional with the time spent on collaborating with and how it can lead to school improvements, better
other teachers. It should not be aimless or with no relationships and emotional support, the use of technology,
guidance. and encourages teachers to play to their strengths and learn
 from each other.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
2. A fifth-grade teacher has mentioned that he has taken up the
1. The third-grade teacher has shared how the admin look
lead teacher role to help facilitate collaborative work
to help support teachers yet but most of the professional
amongst the teachers. He feels like it is going well but agrees
development days are consumed by curriculum. Though
that it could lean more towards teachers supporting each
we do have lead teachers for different departments, it
other in certain areas. There are two needs assessments
seems to be more about relaying information than
throughout the year but having it more consistent
sharing ideas with each other.
throughout the year would be more helpful.
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
thinking conference I was able to…. it. At the conference, I
through T – Integrating attended a session that gave
1.5
inquiry, S – Applying As I spoke about my strategies, I me good ideas to….
problem realized that there were things I can I want to conduct a PD for my
solving, and do differently such as… grade level team based on
reflection this project

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated Others/Department/School/Distric
t
NBPTS Core Proposition 1 – Teachers are members of learning
communities. 1. Catalog of teaching
- I have learned to utilize the resources and community strategies
around me to learn about myself as a teacher and how I 2. Data slides based on
Adopted schoolwide TK-5
can improve in different areas like curriculum planning, needs assessment
classroom management and intervention strategies. 3. Outlines for different
- I have also learned how to communicate with different sessions
teachers to create a positive environment.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Michael was able to create a professional and well thought-out
presentation for the leadership project. He effectively incorporated
Effectiveness of resources designed by the Candidate, including
data from the needs assessment to achieve the goals set with the
presentation, notes, handouts, and other resources.
“Pow-Wow.” Michael was prepared for each session and was able to
lead the discussions and
Teachers were actively engaged throughout the sessions and have
shared about different strategies that were implemented in the
classrooms. Most of the teachers shared how they appreciated
Effectiveness of Overall Project
having a community to share strategies that are applicable to the
classrooms in our school and our students. Teachers have mentioned
they would like to continue this in the future.
 The teachers found it to be valuable for themselves and their
students. There was measurable value as the feedback from many
Value of project for audience.
teachers were positive. Furthermore, teachers were able to expand
their repertoire of teaching strategies.
Though there are some things that could be polished or more thought
out, Michael did a wonderful job in bringing teachers together for the
sake of growing as teachers. The goal was very clear and he was able
Overall feedback
to achieve the goal set in the leadership project. I have no doubts
that Michael has demonstrated the qualities of a teacher leader and
will continue to improve in this area.
Action Items (some may not be applicable)
For curriculum design, The new teacher will continue to interact with other teachers and work closely with the education specialist,
lesson planning, admin, and grade level partner to continue to grow in designing curriculum, lesson planning, and
assessment planning assessment planning. Eventually, he will be able to coach others in these areas.
Now that strategies have been shared, the next goal is to track data and monitor the progress of the
For classroom practice
strategies that have been implemented in the classroom.
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional The next goal would be to develop and plan for a professional develop beyond the “Pow-Wow” and learn
development more about other needs the students, teachers, and school.
For supporting
Next, I will continue to support teachers in my school and look for ways to incorporate teachers from the
others/department/
district.
school/district
Other
Other Notes and Comments