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
Amanda Hefner ahefner@bousd.us English 9, 11
Mentor Email School/District Date
Brea Olinda High School
Laurel Batchelor lbatchelor@bousd.us 2/27/19
Brea Olinda Unified School District
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 - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.

T – Sets and modifies a broad range of

T – Sets and modifies authentic goals
professional goals connected to the
Establishing connected to the CSTP that are
CSTP to improve instructional practice
professional intellectually challenging and based on
and impact student learning within
goals and self-assessment and feedback from a
and beyond the classroom; Engages in
engaging in T– variety of sources; Engages in and T–
6.2 ongoing inquiry into teacher practice
continuous and Integrating contributes to professional Innovating
for professional development;
purposeful development targeted on student
Contributes to professional
growth and achievement. Pursues a variety of
organizations and development
development. additional opportunities to learn
opportunities to extend own teaching
professionally.
practice.
T – Facilitates collaboration with
Collaborating T – Collaborates with colleagues to colleagues; Works to ensure the
with colleagues expand impact on teacher and student broadest positive impact possible on
and the broader learning within grade or department instructional practice and student
professional T– and school and district levels; Engages T– achievement at school and district
6.3
community to Integrating with members of the broader Innovating levels and for the profession; Initiates
support teacher professional community to access and develops professional learning
and student resources and a wide range of supports opportunities with the broader
learning. for teaching the full range of learners. professional community focused on
student achievement.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can creating a common instructional This project will provide a vertical alignment
writing unit affect all advanced student learners for my department in regards to common
Building a Common Argumentative Essay Curriculum Guide
better understand how to write an argumentative writing instruction specifically
argumentative essay? for Honors/AP level courses.
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
This project fits into my professional goals
because I will lead my department through a Brief electronic survey completed by
ELA Department Colleagues, including my Department Chair guide to this updated writing instruction colleagues using both scale response and
curriculum which is much needed after our qualitative fill-in-the-blank (Google Form).
recent textbook adoption.
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
NBPTS:
NBPTS:
Teacher Proposition 2: Teachers know the subjects
I will incorporate this special emphasis by guiding my colleagues through my
they teach and how to teach those subjects to
curriculum guide while ensuring that there are multiple pathways to knowledge
students.
and specifying that these resources are open to modification and adaptation for
TEACHER LEADER MODEL STANDARDS:
different grade levels.
Domain 4: Facilitates Improvements in Instruction
TEACHER LEADER MODEL STANDARDS:
and Student Learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 c) Supports colleagues’ individual and collective I will incorporate this special emphasis by creating an updated curriculum guide
reflection and professional growth by serving in designed for vertical alignment at the Honors/AP level that is meant to be
roles such as content facilitator. modified and adapted for individual teacher use while still keeping core learning
objectives intact.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Research, write ILP and Discuss results
prepare for approval. with my Mentor
Research Create a full unit Create an engaging Analyze my Teacher,
argumentative essay plan and pacing presentation that I results and specifically how
Identify name and date for curriculum guide and put will give to my review effective my
activities. commonalities, gather together a colleagues to electronic presentation was
materials appropriate cohesive unit of showcase this unit survey feedback in conveying this
for AP level curriculum materials. during PLC. from colleagues. vertical
but can still be modified alignment to my
for other learners. colleagues.
(3/3-10/19) (3/11-25/19) (3/27/19) (3/29/19) (4/3/19)
My teacher leader project will consist of a guided presentation and updated curriculum guide given to my
Provide 1-2 sentence ELA colleagues about the necessity of a vertical alignment of our department’s approach to teaching
summary of your teacher argumentative writing at the Honors/AP level. My goal is for this presentation and electronically shared
leader project. curriculum guide to streamline our department’s approach to teaching writing and establish common goals
and writing expectations that is needed with our recent textbook adoption.
I will give my colleagues a brief electronic survey after my presentation to analyze the effectiveness of my
Summarize process for
leadership experience. Potentially, I will also receive feedback from my colleagues is they have successful
analyzing effectiveness of
leadership role. implemented their resources into their own classrooms, modifying and adapting for their specific grade
levels.
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.)
Strategies for Teaching Argumentative Writing by
From this article I learned that it is important for students to adequately understand
Andrea Marshbank
the common moves of argumentative writing so they can incorporate them into their
https://www.edutopia.org/article/strategies-teaching-
own argument development to write effectively.
argument-writing
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
This article has informed by inquiry focus by conveying the importance of having a
A Step-by-Step Plan for Teaching Argumentative
series of smaller, informal, formative activities leading up to a summative
Writing by Jennifer Gonzales
argumentative writing assignment so that students have ample opportunities to hone
https://www.cultofpedagogy.com/persuasive-writing/
their writing skills before being asked to perform a writing task.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created continuing opportunities for students to engage in inquiry
problem solving, and S – Exploring S - Integrating
their own math problems. in complex problem. How could you extend lesson into
reflection
PBL?

Establishing
professional
Encourage other teachers in my
goals and
Teacher articulated a need for common department to update and re-
engaging in
T– T– curriculum goals throughout the ELA articulate other essential skills
6.2 continuous
Integrating Innovating department through an updated for all grade levels (ex/
and
argumentative writing unit. expository writing). Collaborate
purposeful
on these curriculum updates.
growth and
development.
Collaborating Work with teachers of different
Teacher shared electronic resources in a
with T– T– grade levels in adapting and co-
6.3 shared PLC Google Drive folder for colleagues
colleagues Integrating Innovating creating materials to reach all
to use and adapt for their teaching practices.
and the students (including SSNs and
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 broader ELLs) in successfully learning
professional argumentative writing skills.
community
to support
teacher and
student
learning.

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
• Presentation on an updated • Encouraging collaboration
• Key Learning: Sharing materials beyond Argumentative Writing and utilizing shared resources
just grade level teams with the intention Curriculum Unit (showcasing for a common set of unit
of bringing a common set of skills to all how to break down writing goals and skills for all ELA
grade levels of high school ELA is structure, encourage multiple colleagues for argumentative
necessary for students to build upon prior pathways to knowledge, writing.
knowledge effectively. project- and peer-based • Emphasizing the need to
• New Skill: Presenting a curriculum unit to critical thinking and build upon a common
colleagues to promote discussion and communication skills, and department-wide adopted
understanding of why articulation of effective writing skills). skill set so students are
common goals and skill sets (like • Electronic Argumentative prepared for coursework,
argumentative writing) is important. Writing materials in shared State Testing tasks, and AP
Google Drive Folder. level exams.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Strengths: Power Point and delivery were excellent. The presentation was
logical, specific, and pertinent. The Argumentative Essay is appropriate in every
classroom, part of CA State Standards, appears on the CAASPP and AP exams.
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
Students must be prepared to write in this style in college as well. This is
information that all teachers need.
Weaknesses: If there had been more time, examples of gamification and other
project-based learning opportunities could be shared.
Strengths: Amanda’s professional delivery included clearly stated goals,
timelines, specific content information, and activities. Some presenters talk
“down” to an audience – this is not the case with Amanda. She treats everyone
Effectiveness of Candidate in teaching and coaching adults.
with respect and geniality. This is her stance with adults AND with her students.
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. Her easy-going confident stage presence encourages participation and queries.
Weaknesses: There wasn’t enough time for small group discussion or pair/share
of ideas on argumentative writing strategies, but this could be implemented in
the future.
Strengths: Amanda shared the presentation with the English Department in
Google Drive, so that everyone can utilize the material. Most importantly, it is
applicable to every level of English 9-12, both College Prep and Honors classes.
Value of topic for audience.
Weaknesses: Some teachers assign very few essays, so they were a bit reticent
at first, but then realized that these materials can be used in everything from
class discussions to short answers.
Strengths: Excellent subject choice. Amanda answered all questions, clarified
with classroom examples, proficiently engaged her audience, and clearly
Overall delivery by Candidate of the professional development
presented all ideas.
experience, including audience engagement, pacing, tone, and
response to questions. Weaknesses: It would have been great if Amanda had more time for the
presentation, but she was under time constraints that were not under her
control.
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.

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 I used an electronic Google Form survey to record audience satisfaction and assessment of my Teacher Leadership Project
Presentation on the value of an updated Argumentative Writing Curriculum. I have included screenshots of the graph data (how
clearly the purpose of the presentation was articulated and how relevant the information I presented was to my audience’s teaching
practice) and the qualitative data (my audience’s key takeaways and overall feedback for the presentation).

Clarity of Purpose Data:

Relevance to Teaching Practice Data:

Key Take Away Feedback Data:

Overall Feedback Data:

Action Items (some may not be applicable)

For curriculum design, lesson
Encourage colleagues to use and adapt my curriculum materials in their lesson plans and teaching practice,
planning, assessment
planning offer to co-teach and further explain how to utilize materials as needed during PLC time.
Continue to modify updated curriculum to meet student needs and goals (ex/ AP Lang exam is scheduled to
For classroom practice
change formats next year, so modifications may be necessary).

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 For teaching English learners, Collaborating on scaffolding such as graphic organizers and academic vocabulary breakdown to further
students with special needs, simplify the argumentative writing process for SSNs and ELLs (ex/ using graphic organizers and sentence
and students with other frames to assist students in understanding how to organize their position and address the
instructional challenges
counterargument effectively).
Continue to find teacher leadership opportunities, especially in regards to curriculum development such as
For future professional novel/major work selection, reading comprehension checks, discussion-based and collaborative practices,
development and writing instruction processes. Additionally, collaborate with colleagues to continue to update other
outdated resources and materials and incorporate technology and project-based learning opportunities.
For supporting Collaborate with the History Department (at both the college prep and AP/Honors level) to articulate
others/department/ common writing skills, instructional goals, and practices to further encourage common writing strategies in
school/district all humanities courses.
Continuing to facilitate and collaborate with colleagues on curriculum updates to incorporate technology
Other
whenever possible and trying new instructional practices to further my teaching practice.
Other Notes and Comments

I have included a copy of my Google Form electronic survey for future reference.

Include copy of Google Survey Form assessment tool.

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