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
Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12
Mentor Email School/District Date
Troy High School/Fullerton
Lisa Kuster lkuster@fjuhsd.org Joint Union High School 2/28/19
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into
strategies, posing/solving problems, and reflection on issues in T–
complex problems.
Promoting critical thinking through inquiry, T – Applying content. Innovating
1.5 S - Students pose and answer a wide-range of complex
problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to S-
questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or Innovating
understandings based on in depth analysis of content
a sequence of lessons.
learning.

T- Sets and modifies authentic

T- Sets goals connected to the goals connected to the CSTP
CSTP that are authentic, that are intellectually
challenging, and based on self- challenging and based on self-
Establishing professional
assessment. Aligns personal goals assessment and feedback from a
goals and engaging in
with school and district goals and variety of resources. Engages in
continuous and T- Applying
T-
6.2 S- NA focuses on improving student Integrating and contributes to professional
purposeful professional S- NA
learning. Selects and engages in development targeted on
growth and
professional development based student achievement. Pursues a
development.
on needs identified in professional variety of additional
goals. opportunities to learn
S- No student description given. professionally.
S- No student description given.
T- Facilitates collaboration with
colleagues. Works to ensure the
T- Collaborates with colleagues to
broadest positive impact
expand impact on teacher and
possible on instructional
Collaborating with student learning within grade or
practice and student
colleagues and the department and school and district
achievement at school and
broader professional T- Integrating levels. Engages with members of T-
6.3 S- NA
Innovating district levels and for the
community to support the broader professional S- NA
profession. Initiates and
teacher and student community to access resources
develops professional learning
learning. and a wide range of supports for
opportunities with the broader
teaching the full range of learners.
professional community focused
S- No student description given.
on student achievement.
S- No student description given.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Gather data and utilize it as
evidence to demonstrate to my
colleagues why implementing
How will utilizing the ALEKS
Aleks helps students master
web-based educational
their mathematical skills and
software, improve student
Aleks: The Benefits of Incorporating Technology Learning Systems ultimately receive better
learning at or above 70%
grades.
accuracy, as shown by their
chapter assessment?
Using technology in the
classroom effectively is also a
long-term objective as my
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 school site moves to a more
one-to-one setting. We have
adopted Chromebooks 2 years
ago and have used them
throughout our lessons to
facilitate student learning.
How Project Fits into Professional
Audience for Project How Audience Satisfaction will be
Goals and/or
(Who Participates/Who Benefits) Assessed
Department/School/District Needs
This project will give me a
platform to share valuable
data to my colleagues
regarding student
performance and
achievement. We gather
data constantly at my
school site to help us
Audience satisfaction will be
The audience that will participate in my presentation will be the pinpoint any areas of
assessed by having the
entire math department at my school site. Many of them have concern or demonstrate our
participants complete a Google
already expressed interest in learning about Aleks. My colleagues students’ growth
survey. This survey will
will benefit from this presentation because they will be shown throughout their high school
measure the overall
data from myself and teachers around the world on the years. This project will also
effectiveness and usefulness of
advantages of implementing Aleks in their classroom. help me exercise my
my teacher leader project.
teacher-leader skills while
presenting to my colleagues.
Domain 2 and Domain 3 of
the Teacher Leader Model
Standards and Qualities is
accomplished during the
creation and completion of
this project.
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
Domain 2: Data on the benefits of incorporating Aleks in the
Domain 2: Accesses and Uses Research to Improve Practice and
classroom will be gathered and shared with my colleagues. I will
Student Learning.
be providing results and research to improve student learning in
mathematics. My goal is for this data to assist my colleagues in
a) Assists colleagues in accessing and using research in order to
creating strategies to help their students strengthen their math
select appropriate strategies to improve student learning.
skills and to improve their conceptual thinking skills.

Domain 3: We have been moving towards a more technology-

Domain 3: Promotes Professional Learning for Continuous
based approach at my school site. Incorporating useful
Improvement.
technological tools to help improve student learning is important
to us. Therefore, I plan on this project being a successful
d) Identifies and uses appropriate technologies to promote
collaborative effort that serves as an effective professional
collaborative and differentiated professional learning.
development day.

Proposition 3: Every student learns differently. Educators must

Proposition 3: Teachers are responsible for managing and
utilize multiple strategies to teach their classes until they find an
monitoring student learning.
effective one that strengthens students’ mathematical skills and
helps their conceptual skills improve. I believe Aleks can be a
1) Teachers call on multiple methods to meet their instructional
valuable tool that will help differentiate instruction.
goals.
Inquiry Implementation Plan
Discuss Results
Analyze Results
Identify name and date for activities. Milestone 1 Milestone 2 Milestone 3
Milestone 4
with Mentor
Milestone 5

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Presentation
Student Student
Day
Data Gathering Assessment Assessment Debriefing
(W/Culminating
(W/O Aleks) (W/ Aleks)
Activity & Data)
2/25-3/18 3/20 3/22 4/2 4/3
I will gather data and research to demonstrate to my math department colleagues the benefits
Provide 1-2 sentence summary of your of incorporating the web-based educational software, Aleks, into their lesson plans. I will be
teacher leader project. presenting my findings with my colleagues in hopes that it motivates them to begin using the
program in their classrooms.
Public speaking is a skill that has steadily become second-nature to me. I know to make eye
Summarize process for analyzing contact and to be clear during my explanations. I will use the Google survey to gauge how well
effectiveness of leadership role. my presentation went. I will ask my colleagues to rate my presentation in terms of helpfulness
and 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.)

“What Factors Facilitate Teacher Skill, Teacher Morale, and “Teacher Value Beliefs Associated with Using Technology:
Perceived Student Learning in Technology-Using Addressing Professional and Student Needs.” Computers &
Classrooms?” Computers & Education, Pergamon, 29 Oct. 2002, Education, Pergamon, 14 June 2010,

www.sciencedirect.com/science/article/pii/S0360131502000751. www.sciencedirect.com/science/article/pii/S0360131510001612.

This article gives a quantitative study investigating the impact of
seven factors related to school technology. These seven factors
are planning, leadership, curriculum alignment, professional
development, technology use, teacher openness to change, and
teacher non-school computer use. Getting acquainted with
technology takes time and should be handled carefully before
implementing into the lesson plans.
This article goes on to explain how research indicates that when
technology uses are valuable, they are more likely to incorporate
those uses into their practices. This is precisely my thought
process behind implementing ALEKS into my lesson plans and
sharing my findings with my colleagues. I firmly believe that it is a
helpful tool for students in helping them master the concepts we
learn about.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Grade Level: 9-12
Grade Level: 9-12 Subject: History
Subject: Mathematics
My colleague teaches AP US History and is responsible to report
My mentor has served as the Algebra 1 representative at my
his students test scores back to his department. He creates an
school site before. She has also been piloting new mathematical
Excel spreadsheet to write down his findings and presents them
material this year and reporting her findings back to us during
during their department meetings. Even though he is merely
professional development days. She knows how to communicate
reporting the test scores and data he found, it is similar to what I
well with her colleagues and share valuable information with us.
will accomplish during this teacher leader project because I will be
This is similar to what I will accomplish during this teacher leader
speaking in front of my colleagues and sharing my information on
project.
Aleks.

Section 5: Results and Reflection

Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how
to increase complexity of task beyond a single
Teacher asked questions of analysis and evaluation.
Promoting critical thinking through T – Applying T – Integrating lesson so that there are continuing opportunities
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem solving, and reflection S – Exploring S - Integrating for students to engage in inquiry in complex
Students created their own math problems.
problem. How could you extend lesson into
PBL?

Teacher created a well-thought-out To move to INNOVATING

Establishing presentation establishing goals for level: Consider collecting
professional goals himself and the rest of the data/feedback from
and engaging in mathematics department. The goals colleagues by creating a
T- Applying T- Integrating
6.2 continuous and S- NA S- NA were not meant to be Google survey and
purposeful instantaneous, rather something to organizing it better. The
professional growth work on long-term. Mastering responses will be in one
and development. technology literacy and location, as opposed to
incorporating effective educational receiving multiple emails
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 software will allow educators to and having to gather the
adapt to change. Colleagues data one at a time. I
practiced creating their own ALEKS believe long-term
activity to assign to their own planning is a crucial
students. They then reported back decision in order to
their findings via email. measure our growth as
professionals while
incorporating the ALEKS
program.
To move to INNOVATING
level: Consider being
more vocal within the
department and
Teacher presented the information
demonstrating more
in a professional and informative
Collaborating with leadership qualities.
manner. Collaborating with
colleagues and the Truthfully, if it wasn’t for
colleagues within the department
broader professional this assigned project, I
6.3 may lead to networking in a broader
community to T- Integrating T- Integrating probably wouldn’t have
S- NA S- NA professional setting. Teachers in my
support teacher and had the opportunity or
department may refer me to present
student learning. the confidence to stand in
the information at the district or at
front of my colleagues and
other educational events.
share with them my
findings on ALEKS. This is
definitely an area of
growth for me.
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/District
I was able to share this
• Gathering and accessing data from research to help
information with my colleagues
improve practice and student learning within my
in the math department. I will
department.
ALEKS web-based learning see if this presentation leads to
• Promoting professional learning for continuous
educational software other opportunities to share my
improvement.
project with the rest of the
• Using the information that was presented to manage
district or at other educational
and monitor student learning.
events.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The NT did an excellent job providing resources for his
presentation. He used Google Slides to present the presentation
and also provided printed presentation notes for his colleagues to
Effectiveness of resources designed by Candidate, including presentation, notes, write on. The NT provided data to support his findings. He also
handouts, and other resources. went to detail on how Aleks could be used at all levels of
mathematics. The NT included what the Aleks reports would look
like and how to interpret them. I did not see any areas needed for
improvement.
The NT took his time going over the slides and answering any
questions that his colleagues had. He described ways that each
teacher could use Aleks in their class. The NT was patent and
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult
made sure that his colleagues felt satisfied with the presentation
Learning Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-
theory.html]. and explained items more deeply if needed. I wish that each
teacher would have been able to use the technology for
themselves but since we don’t all have a license, which was not
possible.
This topic is very valuable to teachers. It seems that we have been
trying to answer this question for the past 10 years. How can
Value of topic for audience. teachers use technology as a tool to assess student learning and
increase student achievement? Aleks is one way teachers can
achieve this.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 The NT made good eye contact and used a loud projecting voice
during the presentation. He took time to pause and answer
Overall delivery by Candidate of the professional development experience,
including audience engagement, pacing, tone, and response to questions.
questions during the slides. The NT asked how we thought we
could use Aleks and provided additional ways to incorporate it
into our classrooms.
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.

The end slide of my presentation had my colleagues create a worksheet/homework assignment/small quiz on ALEKS and assign it to
their classes. There was no Google survey or questionnaire attached to my presentation (which in retrospect would have been
extremely helpful to collect data) but instead I had my colleagues attempt this assignment and report back with their findings. They
responded back with emails or text messages explaining how it had gone for them after assigning the ALEKS activity. I will attach a
paraphrased response from a fellow Algebra 1 teacher and the impact ALEKS had in her classroom. The overall consensus of my
colleagues was that the program is an excellent tool to have students practice fundamental mathematics at their own pace while
continuing to learn new lessons on a daily basis.

Action Items (some may not be applicable)

For curriculum design, lesson planning,
assessment planning
For classroom practice
For teaching English learners, students with
special needs, and students with other
instructional challenges
For future professional development
For supporting others/department/
school/district
ALEKS creates a unique learning plan for every student while simultaneously practicing the
material that the teacher presents. The teacher is allowed the opportunity to utilize ALEKS to
plan assessments and to serve as a review resource to master a variety of topics in
mathematics.
ALEKS is an effective program to have students use during class to practice the mathematics
topics they are on. I personally shared with my colleagues how I use ALEKS in my classroom,
mainly the three main reasons why I do it. Those reasons are; skills mastery, homework
assignments, quiz/test review.
ALEKS works at each students’ pace and includes worked out solutions as well so students can
understand what is being asked of them to do. I have many English learners and students with
special needs in my Algebra Foundations 2 class, and they have demonstrated growth when it
comes to their mathematical skills.
I was suggested by some of my colleagues to save my presentation and perhaps present it again
for a larger audience; perhaps for the entire math and computer science departments. ALEKS
could be an effective tool to adopt across the district for all math and computer science
teachers.
Becoming the math coach next year would give me a platform to easily share my findings with
the rest of the math department and other math departments throughout the district. This
would be an effective way to suggest ALEKS and to further network and grow as professionals.

Other NA

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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