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
th
Lawrence Reyes Lreyes@sandi.net Multiple Subject 5 Grade
Mentor Email School/District Date
Leah Allen Lallen@sandi.net Barnard Elementary/SDUSD 03/06/2019
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 critical
Promoting critical T - Guide students to think critically through use of questioning strategies,
thinking by designing structured inquires into complex problems.
thinking through inquiry, T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex questions and
problem solving, and S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
problems, reflect, and communicate understandings based on in depth
reflection comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.
Collaborating
with colleagues Facilitates collaboration with colleagues.
and the broader
professional Collaborates with colleagues to expand impact on Works to ensure the broadest positive impact
community to teacher and student learning within grade or possible on instructional practice and student
6.3 T Integrating
department and school and district levels.
T Innovating
support teacher achievement at school and district levels and
and student for the profession.
learning

Reflecting on
teaching Engages in reflection individually and with Reflects individually and with colleagues on
practice in colleagues on the relationship between making refinements in teaching practice and
6.1 support of T connections among the elements of the CSTP to
adjustments in teaching practice and impact on the
student T Applying full range of learners. Integrating/ positively impact the full range of learners.
learning Innovating

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Create math instruction with a ELA focus to improve student understanding of
Can incorporating English language arts as a focus during math instruction improve
Teacher leadership Project: Incorporating ELA + Math = Success how to articulate their thoughts and explain their processes when applying
student learning outcomes.
their knowledge to the concept they are learning.

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
This project aligns with the goals of my district, school, and department because
we have been collaborating and discussing ways to improve student performance Audience satisfaction will be assessed based on post data collection of
NT, MT, grade level team, site administrator. in math by focusing on their ability to communicate their thought process beyond colleague survey, interview, and follow up interview of trialed lesson and their
showing their work. This project will help start the beginnings of applying an ELA thoughts.
focus to math instruction with the goal of improving student achievement.

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 will be incorporated by working with my grade level team and site administrator to explore the
NBPTS 5:1 Teachers Collaborate with Other Professionals to
option of creating math instruction with a focus on ELA to improve student performance. By collaborating
Improve school effectiveness.
with others, I will successfully be meeting this standard.
TLMD 4C: Supports colleagues individual and collective reflection
I will discuss with my grade level team their thoughts on how their instruction is going in class. We will
and professional growth by serving in roles such as mentor,
discuss the needs of their students, review classroom data, and develop a plan to suit their needs utilizing
coach, and content facilitator.
the instructional approach I have to show them.

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Develop
Analyze results of
Teacher
Identify name and date Delivery PLC presentation to survey, interviews, Discuss results
for activities. Select Topic Leadership
grade level team and post lesson with Mentor.
Project with
results.
Mentor
March 1st March 8th March 15th April 9th April 15

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
Provide 1-2 sentence present our math curriculum with an English Language focus. During our PLC meeting I would
summary of your teacher present to my group of colleagues a structured lesson that focuses student abilities into generating
leader project. clear written responses to my grade level team.
Summarize process for The effectiveness of this process will be determined by colleagues use of the lesson strategy while setting clear
analyzing effectiveness of academic goals during the opening of the lesson to students. Colleagues will gauge student participation and progress
leadership role. towards the academic goal set for the lesson.
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.)
https://www.brookings.edu/research/a-counterintuitive-
approach-to-improving-math-education-focus-on-english-
language-arts-teaching/
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/472/Weaving-
What I learned from this article is the significance that English Math-and-Language-Arts-Literacy.aspx
teachers play in both ELA and math. According to data collected
by the study students with quality math teachers obviously do This article gave me a good understanding of specifically how ELA can help students grow as
better in math but does not impact ELA in any significant way. mathematicians. One struggle many students have is simply communicating their thoughts clearly. By giving
Strong ELA teachers however, increase academic achievement in students the tools in ELA and using them during math instruction helps them to communicate their thinking
ELA but also in math. This article shined a light on the importance so that they can accurately and proficiently describe their thought process along the way.
that strong instruction throughout subjects has an impact and
can help students grow in different subjects even if they are not
being specifically taught that.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleague A: Colleague is Ms. Hopkins one of our 3rd grade
teachers. She was selected to learn more about differentiating Colleague B: Colleague B is my mentor teacher Ms. Allen. My mentor addressed a similar leadership role by
science instruction at our site to address the new NGSS addressing differentiation for her high achieve math students. She developed a plan to not only meet their
standards. She attended professional development training academic needs by creating games, challenges, blended subject matter assignments. She then shared her
provided by our district and was then asked to present her experience with our grade level. We provided feedback on her findings and used her data and input to
findings in a adult teaching setting at a staff PD. She reviewed her adjust our teaching practices.
findings and gave a lesson designed for adult learners.
Section 5: Results and Reflection
Initial
CSTP Element Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Collaborating Moving forward this lesson could

with be built on by having colleagues
colleagues
Teacher developed a professional development try to implement this in their
and the
broader lesson that was presented to adult learners own classrooms and reconvince
T T
6.3 professional during a grade level PD for teachers. Teacher to go over their experiences
community to Integrating Innovating
presented their findings as a way to support about what worked and what did
support
teacher and other teachers in the classroom. not work. This would lead to a
student focus to further refine the
learning. lessons objectives and strategies.
Reflecting on Moving forward it would be best
teaching Teacher discussed with colleagues about the if grade level teams developed a
practice in
6.1 support of difficulties they faced with the subjects addressed series of lessons to present to
T T
student and asked questions to gather further insight. each other to help support
learning Applying Innovating
Teacher provided suggestions and modeled teacher learning and improve
different methods of instruction to colleagues. classroom teaching to better
support students.
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

• Presenting to an audience of adult learners Professional development slide show Lead grade level PD to provide
• Developing cross curriculum lessons presenting ways to improve math colleagues with instructional support for
• Peer mentoring articulation through ELA instruction. their classroom teaching practices.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Strengths
Presentation was organized, and presenter was prepared.
Notes were distributed and aided in better understanding the presentation.
Lesson information was clear and informative.
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources. Weaknesses
Some slides had too much content
Providing more student samples would be helpful
Incorporating video as a visual aid

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.
Based on the principles of Andragogy audience was part of the experiencing process
by trying out the activities. In addition, the audience was also very invested due to our
focus on improving math scores. Were the presentation was lacking in effectiveness
was in the planning of their learning. The audience was able to do but not part of their
own learning progress. In addition, the audience was given not as much opportunity
to problem solve as they were shown content.
The topic was very valuable to us all. Using different content areas to reinforce others
is a key goal to effective teaching practices and demonstrates a higher level of
instructional prowess. As an audience we all benefitted from seeing a different way to
support our students to develop their articulation skills.
Overall great job. Candidate was comfortable and prepared to deliver his
presentation. Audience was engaged and asked questions. The pacing was good with
an adequate amount of time spent on each slide. Responses to peer questions were
informative. For future professional developments candidate should further develop
his presentation to include more detail on assessments.

My overall assessment data was very good. I felt my colleagues were very gracious with me being my first time presenting to a group of adult
learners during our professional development. As a sight we have been focusing on improving math levels by identifying the misconceptions
and gaps that many students have at the fifth-grade level. My colleagues saw the benefit of linking opinion/argumentative writing with math
instruction because of how students learn to defend their positions with evidence in a structured manner. Where my audience’s assessment
suggested that I needed to improve was providing more detail specifically on how to assess student progress. As stated in my presentation
students should be able to apply prior knowledge of developing strong responses and arguments in ELA to their math responses. However,
more in depth explanation was suggested for the future.

Action Items (some may not be applicable)

For curriculum design, For future lessons using ELA to improve math proficiency I will develop a more concrete way to measure student
lesson planning, growth. I will also utilize a variety of resources that I have become more familiar with because of this program such as
assessment planning “Kahoot” to integrate into my lesson to be more visually stimulating for my students.
I will continue to refine my lessons to develop more cross-subject learning. Students learn better when information is
For classroom practice presented not only in a variety of different ways but also shown how their application is used in different ways that
they may have not known or were simply expected to figure out on their own.
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional development I will look for opportunities to attend and present professional development
For future professional
development classes. Throughout the year volunteers are asked to attend trainings and workshops so that they can come back and
train the staff. As a developing learner I can attempt to do these things in the future.
For supporting
others/department/
school/district

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Include copy of Google Survey Form assessment tool.

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