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
Mary Yu myu@lcusd.net Science 7th
Mentor Email School/District Date
La Canada High School
Christine Werner cwerner@lcusd.net 7/8, La Canada Unified 03/10/19
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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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 depth
lessons. analysis of content learning.

T- Sets goals connected to CSTP, that T- Sets and modifies authentic goals
Establishing are authentic, challenging, and based connected to the CSTP that are
professional on self-assessment intellectually challenging and based
goals and on self-assessment and feedback from
engaging in T- Aligns personal goals with school and T- a variety of sources
6.2 continuous Applyi district goals, and focuses on Integra
and purposeful ng improving student learning ting Engages in and contributes to
professional professional development targeted on
growth and Selects and engages in professional student achievement. Pursues a
development development based on needs variety of additional opportunities to
identified in professional goals learn professionally.
T- Collaborates with colleagues to T- Collaborates with colleagues to
Collaborating
improve student learning and reflect expand impact on teacher and
with
on teaching practice at the classroom student learning within grade or
colleagues and
level. department and school and district
the broader
T- T- levels.
professional
6.3 Applyi Interacts with members of the Integra
community to
ng broader professional community to ting Engages with members of the broader
support
access resources that support teacher professional community to access
teacher and
effectiveness and student learning. resources and a wide range of
student
supports for teaching the full range of
learning.
learners.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To share what I learned at the
health/science conference with
How can the ideas I gather from
my PLC team.
the health/science conference
To share cross curricular lesson
Focus on Cross Curricular Lessons help to inform cross curricular
ideas as a result of attending
learning and lessons in our core
this conference and using their
subjects?
main topics as the frame of
focus.
Audience for Project How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) Department/School/District Needs
My mentor and PLC team (core I aim to make the content I I will use audience participation
subject teachers). I've been at my teach accessible and relevant to and informal feedback to assess
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 school for almost 2 years and we students. If we are able to come their satisfaction. I will also track
haven't incorporated cross- up with a meaningful cross whether we are able to incorporate
curricular project or lesson. I hope curricular project or lesson to a cross curricular project to tie our
to start incorporating a project incorporate, students will be content areas together.
next year and have it extend to the able to see the connection
rest of the 7th grade class. between our different core
subjects. Our school prides
ourselves in how well we
collaborate with each other; a
cross curricular project is an
extension of that.
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
My NBPTS proposition focus will I will incorporate my chosen NBPTS Proposition #5 and Teacher
be on Proposition 5: Teachers are Leader Model Standard Domain #1 by collaborating openly with my
Members of Professional PLC and participating during the Health and Science Pipeline
Communities. Initiative conference. The conference will allow me to interact and
collaborate with other professionals to bring the best practices to my
The Teacher Leader Model school and classroom. Meeting weekly with my PLC team to share
Standard that will be my primary ideas and ultimately present my findings and cross curricular lesson
focus is Domain #1: Fostering a ideas will allow me to foster a collaborative culture to support
collaborative culture to support educator development and ultimately benefit student learning. My
educator development and hope is that we will be able to incorporate a cross curricular project
student learning. for next year to benefit and drive student learning.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Discuss results
Discuss
with mentor and
presentation Present findings
Attend Health and choose a unit to
Identify name and date for idea and unit and cross Gather feedback
Science Pipeline incorporate the
activities. planning curricular lesson and analyze results
Initiative conference cross curricular
timelines with ideas to PLC
lesson for next
PLC
year
March 13 or 20 April 12 April 17 April 17-19 April 23
Provide 1-2 sentence
My teacher leader project consists of attending a health/science conference to use the information I learn
summary of your teacher
leader project. from it as a framework for sharing cross curricular lesson ideas with my PLC team.
I will analyze my effectiveness in a leadership role by asking for informal feedback from my audience. I will
Summarize process for
also use their participation and input during the presentation to help inform my effectiveness. Additionally,
analyzing effectiveness of
leadership role. I will ultimately be tracking the implementation of a cross curricular project or lesson idea next year as
evidence of my effectiveness in this role.
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.)
An Introduction to Cross-Curricular Learning by
Problems encountered in teaching cross curriculum skills of the science program by Munise
Jonathan Barnes
Seckin and F. Dilek Gozutok
https://www.researchgate.net/publication/27
https://ac.els-cdn.com/S1877042810024328/1-s2.0-S1877042810024328-
4313611_An_Introduction_to_Cross-
main.pdf?_tid=9d6ce12b-5615-42ed-8444-
Curricular_Learning
d597766f1d0e&acdnat=1552278113_e15cbc81d04a395abcae16dc92475831
I read that the benefit of cross curricular
I thought this article was interesting because it highlights the other side of incorporating cross
approaches are that they can be motivating,
curricular instruction. This article points out the additional training and time that teachers feel
enjoyable, and capable of building relevance
they need in order to incorporate cross curricular instruction. Teachers would feel more
and meaning. This approach encourages
comfortable if they had more background when it came to the additional areas of concentration
creativity and students require experiences that
they will be focusing on by incorporating this type of instruction.
will hone their interest and make them ask

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 questions about what they observe around
them.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
At our staff meetings, there is typically a
teacher who is presenting a new technology
tool or app with the rest of the staff. At our
The history/science 8th grade team does one large cross-curricular project each year focusing
most recent meeting, the english teacher and
on inventions. It also incorporates a heavy engineering focus from the students as well. This
technology TOSA on our team introduced us to
project is the only cross-curricular lesson/project that I know of at our school. Although this
‘Clips’ and gave a quick preview of a video she
project is incredibly challenging and rigorous for our students, I hope to give them more
casually filmed at home. I appreciate that
opportunities like it. We definitely have a need for more cross-curricular lessons and projects.
someone is always stepping up to the plate in
order to share something new that they have
learned with our colleagues.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
T– To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying Integrating complexity of task beyond a single lesson so that there are
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their
S – Exploring S- continuing opportunities for students to engage in inquiry in
solving, and reflection own math problems.
Integrating complex problem. How could you extend lesson into PBL?

Establishing
T- Sets and modifies authentic goals
professional
connected to the CSTP that are intellectually
goals and To move to the innovating level:
challenging and based on self-assessment
engaging in Promote more sharing and
and feedback from a variety of sources
continuous T- T- reflective conversations between
6.2 Applying Integrating
and staff members. Plan to present at a
Engages in and contributes to professional conference within the next few
purposeful
development targeted on student years.
professional
achievement. Pursues a variety of additional
growth and
opportunities to learn professionally.
development
Collaborating
with T- Collaborates with colleagues to expand
colleagues impact on teacher and student learning To move to the innovating level:
and the within grade or department and school and Seek out more professional
development opportunities and
broader district levels.
T- T- share the information readily with
6.3 professional Applying Integrating staff. Plan to observe teachers on
community to Engages with members of the broader campus to gain more perspective
support professional community to access resources and exposure to different
teacher and and a wide range of supports for teaching strategies.
student the full range of learners.
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
From the health and science pipeline
The contribution of my project to others
initiative conference I attended, key
at my district include reflective discussion,
takeaways included strategies for Products generated include a
a summary presentation, and open
engagement and ideas for cross-curricular presentation summarizing my findings
dialogue about where we currently stand
activities that can be implemented in my from the health and science pipeline
with cross-curricular lessons and activities.
classroom. With the information I learned, I initiative conference along with notes and
As a result, we are actively working
was able to bring it back to my colleagues handouts for any participant. I was also
towards putting together a project for the
and share the information with them in an able to generate my own versions of the
upcoming school year. We are hopeful the
engaging manner. Skills and knowledge that activities completed during the
project is one that can be implemented
I developed due to this project include conference that have been adapted for
year after year to gauge student
production of a presentation to share my my middle school students.
understanding and tie in their knowledge
findings along with creating notes and
from multiple core classes.
handouts to support the presentation.
Mentor Feedback
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Effectiveness of resources designed by Candidate,

The resources were neat and professionally put together. They summarized the
including presentation, notes, handouts, and other
resources. information well and included many visual aspects to intrigue the audience.

Effectiveness of Candidate in teaching and coaching Mary did a nice job of sharing information from the HASPI conference and included
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
strategies, such as occasional questioning and appropriate wait time, to engage the
theory.html]. audience.
All of the audience members enjoyed hearing about the conference and were able to
brainstorm lesson ideas to tie their subject areas together. Potential topics for projects
Value of topic for audience.
were shared and the presentation played an active role in bringing people together and
encouraging collaborative talk.
Mary had the audience engaged due to her appropriate pacing and tone. She was
Overall delivery by Candidate of the professional
enthusiastic about the topic and adequately prepared to share the information with her
development experience, including audience
engagement, pacing, tone, and response to questions. colleagues. Mary responded well to the audience’s questions and was open to receiving
feedback about areas of improvement.
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.

Audience engagement was gauged firsthand through their participation and questioning during and immediately following the
presentation. Overall, I would say that the audience was decently engaged however I would have liked to incorporate specific
strategies/tools for their own subject areas next time. It would have been more relevant and motivating if there would direct activities
they could incorporate immediately in their classrooms. Instead, we talked through some project ideas and topics where we may
overlap next year towards the end of the presentation. Constructive feedback I received from my audience included bringing in
physical proponents to go along with the activities I’m describing throughout my presentation and possibly offering them an
opportunity to engage in one of the activities, albeit a short one.

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
Moving forward, this conference and experience allowed me to experience the power of cross-curricular
lessons and activities. I will try to work with my colleagues to design more of these projects for our
students. The hope is to try out at least one cross-curricular lesson/project next semester before reflecting
and adjusting to incorporate into our permanent unit plans.
I will try to incorporate the adapted health/science activities in my classroom and determine the next steps
to follow. There will be a lot of trial and error when it comes to seeing the best fit for my students because
the labs are designed with high school students in mind.
N/A
I will continue to attend as many professional development trainings and conferences that are relevant to
my own inquiry focus and the needs of my students. The information I gather will be incorporated in my
classroom and within the next few years, I hope to present at a conference myself.
We have tentative dates set aside for my team to plan out a cross-curricular project, similar to my
presentation topic/focus, for the upcoming semester. I will continue to seek out more information and
strategies to share with my colleagues to promote reflective practices and overall collaboration.

Other N/A
Other Notes and Comments

Overall, I enjoyed the conference I attended very much and liked having the opportunity to share my findings and experience with
colleagues of my choice. Moving forward, it would be ideal to present in larger settings and maybe even at an official conference one
day to share with the larger professional community.

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4