Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader Project

Option
Revised 1.1.19
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
Piper Walker pwalker@vistacharterps.org Math/Science 7/8
Mentor Email School/District Date
Kelsey Weston kweston@vistacharterps.org Vista Unified 02.25.19
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies,
critical thinking by designing structured inquires into complex
Promoting critical thinking posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based
lessons.
on in depth analysis of content learning.
Uses extensive knowledge of
Demonstrating Uses broad knowledge of inter- subject matter concepts, current
knowledge of relationships of concepts, academic issues, academic language and
3.1 subject matter Integrating content standards, and academic language Innovating research to make relevant
academic content in ways that ensure clear connections and connections to standards during
standards. relevance to students. instruction and extend student
learning.
Reviewing data,
Reviews and monitors a broad range of
both individually Facilitates collaborative work and
data individually and with colleagues to
and with fosters colleagues ability to identify
5.3 Integrating analyze student thinking and identify Innovating
colleagues, to and address causes for achievement
underlying causes for trends.
monitor student patterns and trends.
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
I will actively attend the CCSA
conference in March 2019 in
How can attending the CCSA
Sacramento and then I will share
CCSA the Vista Way conference sharpen my skill as a
key topics I have learned with my
teacher leader?
colleagues for their professional
development.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
Every 4th Friday our school
facilitates “Unconference” days
where teachers are asked to host
Audience satisfaction will be
their own professional
assessed through a Google Forms
development sessions for other
survey at the end of my
teachers/staff. This teacher
Vista Heritage/Condor Global Academies Teachers Unconference session. Participants
leader project will meet my
will be asked for their honest
professional goals of growing as
feedback and the feedback will be
a teacher leader, and will also
used for my reflection and growth.
meet my school’s needs as I host
my first professional
development session.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions: Identify at least one NBPTS and at least one Teacher Leader Model Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 I will incorporate my special emphasis by first participating as an active
member of my school’s professional learning community. They have
invited me to attend the CCSA conference and I will attend as a
NBPTS Proposition 5: Teachers are members of learning
representative. I will diligently attend sessions, take notes and create a
communities.
presentation based on what I know. This will also demonstrate my
TLMS Domain 1B: Models effective skills in listening,
effective listening skills.
presenting ideas, leading discussions, clarifying,
mediating, and identifying the needs of self and others in
I will then participate as an active member of my school’s PLCs by
order to advance shared goals and professional learning.
presenting my teacher leader presentation based off of the information I
gathered from the CCSA conference in a engaging way which will
demonstrate my ability to present ideas, lead discussions, clarify and
continue to help my colleagues and I advance our learning.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Present
Discuss results
Identify CCSA “plan” to attend information Analyze data
Attend CCSA with mentor,
Identify name and date for the maximum amount of learned from gathered from
activities.
Conference in record
sessions that will help build CCSA in Unconference
Sacramento conversation
presentation. Unconference session(s)
key points.
session(s)
3.12.19 –
3.11.14 4.19.19 4.24.19 4.25.19
3.14.19
Provide 1-2 sentence
I will attend the CCSA conference and then create a dynamic presentation to provide professional
summary of your teacher
leader project. development for my colleagues.
Summarize process for To analyze my effectiveness as a teacher leader who promotes professional development, I will collect data
analyzing effectiveness of from my presentation in the form of a Google survey, I will reflect on my effectiveness alone, and I will
leadership role. reflect with my mentor and ask her to analyze my effectiveness.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
I enjoyed researching and finding this article because it helped inform my
inquiry focus. Reason 5 was “enhance professionalism” and reason 8 was
“expand circle of leadership”. Both of these are great reasons why I should
attend CCSA. These are also both reasons that helped to show me how my
“Top 10 Reasons Teachers Should Attend teacher leadership skills can be sharpened by attending a conference and
Regional/National Conference” by Paula Bourque then leading professional development after.
https://litcoachlady.com/2017/11/11/top-10-reasons-
teachers-should-attend-regional-national-conferences/
This 24 page article has really informed my inquiry focus because it not
“Why Professional Development Matters” by Hayes only helped inform me of why professional development matters, but it
Mizell also helped tell me how to structure my professional development session
I will be designing. For example: “Effective professional development
https://learningforward.org/docs/default- enables educators to develop the knowledge and skills they need to
source/pdf/why_pd_matters_web.pdf address students’ learning challenges. To be effective, professional
development requires thoughtful planning followed by careful
implementation with feedback to ensure it responds to educators’ learning
needs.” I will be using this quote to guide me presentation as I structure
and design it for my colleagues.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Ms. Marchan is in a different position than I am, because she has been at
Elizabeth Marchan – 8th grade social studies
our school for a year longer than I have, yet she is only going to her first
conference at the end of March (it is different from the conference I am
attending). I sought out her feedback on my idea because she is more
experienced and I wanted to know what her plan was after she attends a
different conference. She told me she really likes the idea of me running
my own Unconference PD session after the CCSA conference to share
what I learned. We both notice that our staff attends lots of conferences,
but they are not so good about sharing out about the conference and what
Ms. Sotero – 6th grade math/science
they have learned. She actually was inspired to consider running her own

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Unconference PD based on her conference as well!

Ms. Sotero and I have attended conferences together in the past, so I

wanted to chat with her about my teacher leadership idea of running an
Unconference PD after the CCSA conference. She was enthusiastic about
the idea. She is on the Instructional Leadership Team at our school so she
is very knowledgeable about school leadership at our site. She likes the
idea of me coming back and sharing what I learned at a conference
because, again, we are good about going to conferences but not about
coming back and sharing what we have learned with others staff. Ms.
Sotero has run Unconference PD session s before, so she offered to read
over my draft presentation before to give me feedback if I would like,
which is very kind of her.
Section 5: Results and Reflection
Initial
CSTP Element Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

To move toward the

I believe that I am so close to moving
innovating level in this
into the innovating category. By
element, I would like to
attending the CCSA conference and
Demonstrating incorporate more new
attending a session on math and science,
knowledge of research into my content
I realize that I have a strong knowledge
subject matter knowledge. If I am able to
3.1 Integrating Integrating of my subject matter content standards.
academic better incorporate new
content I demonstrated these content matter
research and connect it to my
standards. standards in my presentation as I made
previous knowledge I will
connections between what I learned and
confidently be able to
my content standards (as a way to apply
describe myself as innovating
teaching techniques in the classroom).
in this element.
I am close to moving to the innovating
To move to the innovating
category for this element, too. I learned
Reviewing level in this area, I would like
a lot of very valuable information at the
data, both to collaboratively review data
CCSA conference. Unfortunately, I did
individually with my colleagues once a
not learn what I expected to learn. I
and with Integrating week. To begin this process I
5.3 Integrating expected to attend sessions that were
colleagues, to will first collect data, and
monitor focused on my content areas. Instead
review it on my own. Then I
student there were not as many of those
will reach out to a fellow
learning sessions and there were quite a lot of
math colleague and propose
sessions on other topics. Hence my
that we review data together.
current rating of still being “integrating”.
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
NBPTS Proposition 5: Teachers are members of learning - “CCSA the Vista Way” - Contributed to professional
communities. presentation for learning communities as a
- I was able to participate in a variety of learning educators at my school representative of Vista
communities at the CCSA conference. In many of site. Heritage Global Academy
the breakout sessions I was asked to participate - Connections and emails at the CCSA conference.
and my feedback/expertise was welcomed and
from other professionals - Taught colleagues about
valued.
for future new teaching techniques
- I was a leader in my own learning community at
my school site for the middle school teachers as I reference/communicatio during presentation.
openly shared and taught my colleagues new n. - Fostered a collaborative
information I learned at CCSA. - Handout to accompany and reflective conversation
TLMS Domain 1B: Models effective skills in listening, “CCSA the Vista Way” among colleagues before
presenting ideas, leading discussions, clarifying, presentation. and after presentation.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 mediating, and identifying the needs of self and others in
order to advance shared goals and professional learning.
- I modeled effective listening skills in listening
during every session I attended at CCSA. I made
sure to model my best listening skills to advance
shared goals and professional learning for
everyone I was in a breakout session with.
- I modeled effective presentation skills,
discussion skills, and clarifying skills when I was
an active participant in the breakout sessions at
CCSA.
- I modeled effective presentation skills, clarifying
skills, and identifying needs skills as I created and
presented the presentation I made based off of
my conference attendance.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
Effectiveness of Candidate in teaching and coaching adults. (Refer to
Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html].
Value of topic for audience.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and response
to questions.
Analysis and Summary of Audience Assessment
Directions: Record assessment data into Assessment Data Table (see end of document). Include copies of assessment tool with submission. Include at least one graph in your summary.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
- Resources linked in - Contributed to science and
“CCSA the Vista Way” to math department with
share with colleagues. resources discovered at
CCSA.
- Contributed to district
wide effort to send
teachers to conferences by
attending conference.
Strengths: Slides were an informative summary of the conference as well
as all the resources shared through Google drive. Very helpful
Areas of Improvement: Handouts if used effectively could add to future
presentations.
Strengths: Piper gave enough information that we felt we had a summary
of the knowledge that was made available at the conference. She even
spotlighted sessions and resources that closely aligned to our school’s
mission. While she did this, she also gave us extra information and time
to allow us to guide our own learning and research the topics through the
shared Google drive that we were individually most interested. She
created a very supportive environment for the audience to ask questions
and for guidance.
Areas of Improvement: In the future presentations, focusing on one
specific problem might make the presentation stronger; however, as this
presentation recapped a week long conference, a broader presentation
was more appropriate.
Strengths: Great job recapping a conference that many other teachers
did not attend. Also shared the plethora of resources that were made
available at the conference that were closely aligned to
Areas of Improvement: This was a valuable topic as Piper was selected as
one of only three teachers from our school to go to this conference. She
was able to filter the information and present to us the most useful tools
in a timely manner. This is no area of improvement for the value of topic
to audience.
Strengths: Presentation was thoughtfully put together and presented
using slides. Pacing and tone were appropriate for topic and audience.
Engaged audience through out presentation and post presentation Q and
A. Piper is very good at making people feel comfortable and bringing a
professional joy to delivering information.
Areas of Improvement: Promote to a larger audience because this
information was effectively presented and very helpful to the audience of
teachers.
Page 4 of 6

How would you rate the
Timestamp Email Address overall presentation?
cbrown@vistacharterps.
3/15/2019 14:29:46 org
kweston@vistacharterps
3/15/2019 14:30:31 .org
emarchan@vistacharter
3/15/2019 14:36:48 ps.org
ehuff@vistacharterps.
3/15/2019 14:42:37 org
ssotero@vistacharterps.
3/15/2019 14:51:45 org
Did you learn something
new that you can
incorporate in your
classroom within the
next two weeks?
5 Yes
5 Yes
5 Yes
5 Yes
5 Yes
What feedback do you
have about the How would you rate Ms. What feedback do you Any additional questions
presentation (G. slides)? Walker as a presenter? have about Ms. Walker?
Good job.
Very efficient and
professional
I loved how informative
and great the
presentation was, and I
appreciate how well Ms.
Walker was prepared.
Thank you for sharing
your knowledge. I look
forward to reviewing the
social emotional
resources in greater
detail.
love the info on self care
and interesting to see
the SEL and Tech matrix
or comments?
Ms. Walker is very
personable and reads Thanks for taking good
5 the room well. notes at CCSA.
Thank you for the
5 Great presentation resources!
Ms. Walker is an
amazing teacher! Our
students love her and
she is an extremely
valuable member of our
5 team. Ms. Walker is just great!
Great slides
presentation. You
communicated your
ideas very clearly.
5 Thanks for sharing. Nothing
5 She is so AMAZING! none

Results as a excel sheet posted above ^

Some results as seen on Google Forms posted below:

LINK to actual survey:

https://forms.gle/hzWC7or8dqiMeGef9

Action Items (some may not be applicable)

Action items for assessment planning learned at CCSA:
For curriculum design, lesson
- Use an IAB as a “pretest” at the beginning of the year in 7th grade math.
planning, assessment
planning - Re-administer “pretest” after teaching, compare data
- SHOW students their growth after administering all IAB’s (the new format is very user friendly)
Action items for classroom practice learned at CCSA:
- Social emotional learning (SEL) is important and necessary to incorporate into the classroom.
- “Look into a pond”: ask students to put heads on desk. Look at floor or close eyes. Imagine seeing
For classroom practice
their reflection in a pond, smile at yourself. How do you feel? Reflect after. (Very effective.)
- Yoga poses are great to regulate emotions, behavior, energy
- Incorporate two yoga poses a week into regular practice.
SPED:
For teaching English learners, - Behavior charts can be effective for middle school.
students with special needs, - Lots of visuals.
and students with other - Offer choice whenever possible.
instructional challenges
ELL:
- Lots of visuals
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 - Word banks at the top of pages
- Quizlets to practice at home with family
For future professional
development
Consider creating a presentation that I could present at a conference within the next year or so.
For supporting
others/department/ N/A
school/district

Other N/A

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6