Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP) – Teacher Leader Project

Op2on
Revised 1.1.19

Direc&ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa?on. Complete orange cells aAer POP Cycle is completed. Cells
will expand as needed. When submiFng completed ILP to instructor, please include copies of all instruc?onal resources, including Google Survey used for assessment of
audience sa?sfac?on.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

jenniferc.saravia@gmail
Jennifer Saravia Language Arts/Math/PE 7-8
.com
Mentor Email School/District Date

rshultz@sdacademy.co
Rob Shultz San Diego Academy/SECC 2-27-20
m
Sec2on 2: CSTP Areas of Inquiry
Direc&ons: Iden?fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini?al Ra?ng. Iden?fy both teacher and student ra?ng for CSTP 1 and 2. See
example.

CST
Element Ini2al Ra2ng Descrip2on Goal Ra2ng Descrip2on
P
T - Guide students to think cri?cally through use of T - Facilitates systema?c opportuni?es for students to apply
ques?oning strategies, posing/solving problems, and cri?cal thinking by designing structured inquires into complex
Promo?ng cri?cal thinking
T – Applying reflec?on on issues in content. T – Innova?ng problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied ques?ons or tasks designed to S - Innova?ng S - Students pose and answer a wide-range of complex ques?ons
solving, and reflec?on
promote comprehension and cri?cal thinking in single lessons and problems, reflect, and communicate understandings based on
or a sequence of lessons. in depth analysis of content learning.

Plans instruction incorporating a

Incorporates differentiated repertoire of strategies specifically
instructional strategies into
Planning meet students’ diverse language and
ongoing planning that addresses
instruction that learning needs and styles to advance
culturally responsive pedagogy,
incorporates learning for all.
students’ diverse language, and
appropriate
4.4 Applying learning needs and styles. Innovating Facilitates opportunities for students
strategies to
meet the to reflect on their learning and the
Uses assessments of students’
learning needs impact of instructional strategies to
learning and language needs to
of all students meet their learning and language
inform planning differentiated needs.
instruction.

Provides opportunities and

support for families to actively
participate in the classroom and
school. Structures a wide range of
opportunities for families to
Working with Communicates to families in ways contribute to the classroom and
families to which show understanding of and school community. Supports a
6.4 support student Integrating respect for cultural norms. Innovating school/district environment in which
learning families take leadership to improve
student learning.

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 1 of 4
 Sec2on 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Ques2on Project Objec2ve(s)

I will identify and share how teachers

How can assessments like MAP
can use assessment results to help drive
Assessments Drive Instruction be used to guide instruction and
instruction and enhance student
enhance student learning?
learning.
How Project Fits into Professional
Audience for Project
Goals and/or Department/School/ How Audience Sa2sfac2on will be Assessed
(Who Par2cipates/Who Benefits)
District Needs

The school is currently in a

transition year where we are
leaving IOWA Testing and
officially adopting MAP as our
official assessment. The
biggest change is that instead of
5 days of continuous testing,
they now complete the testing
over several testing periods and I will be able to assess audience
The audience for this project will include have at least 1 day break in satisfaction through attendee
the other junior high teacher. between each test. The engagement and participation and a
program allows teachers to set survey at the end of the presentation.
goals throughout the year and
see how students progress.
There are 3 testing sessions:
Fall, Winter, and Spring.
Learning how to access the
reports and how to use them to
guide instruction will be very
helpful.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Proposi2ons
Direc&ons: Iden?fy 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: Proposition 3 Teachers are

responsible for managing and monitoring The Teacher Leader Project will provide teachers with ideas on how to use the
student learning. MAP Assessment reports to identify the strengths and weakness of their
students. By identifying these markers, teachers will be able to group students
Teacher Leader Model Standards: according to their needs. This will help to ensure that all students are
Domain V: Promoting the use of appropriately challenged and are able to reach their testing period goal and
assessments and data for school and overall academic success.
district improvement.

Inquiry Implementa2on Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

3/6/20 3/20/20 4/10/20 4/13/20 4/14/20

Iden.fy name and date for
ac.vi.es.
Work on ILP
Complete Teacher Post-
Teacher Project Present Teacher
Submit ILP 1-4 Leader Project Conference
(Gather Leader Project
(Finish PowerPoint) with Mentor
information)

Provide 1-2 sentence I will provide teachers with information on how to use assessments to help identify students
summary of your teacher strengths and weaknesses. Once these factors are identified, teacher will learn strategies on how to
leader project. use reports to group students and set learning goals.

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 2 of 4
 Summarize process for By helping teachers access the different types of reports, I will be able to guide them in setting up
analyzing effec.veness of groups that will facilitate differentiated instruction. Teachers will leave the presentation with a list
leadership role. of different leveled groups and goals for each.
Sec2on 4: Inquiry Research and Explora2on
Research/Professional Learning (Iden2fy two ar2cles that have informed inquiry focus. Provide 2tle, URL or cita2on, and statement of what was
learned.)

Campbell, C., Levin, B. Using data to

The article presents the different strategies and practices that can be used to
support educational improvement. Educ
enhance student learning. The strategies were put into practice in three
Asse Eval Acc 21, 47 (2009). https://
different levels of school, district, and provinces.
doi.org/10.1007/s11092-008-9063-x
Paul Black & Dylan Wiliam (1998)
Assessment and Classroom Learning, The article explains how to use assessments to promote student growth. By
Assessment in Education: Principles, sharing the results with the students and including them in the creating goals
Policy & Practice, 5:1, 7-74, DOI: can help lead instruction and yield substantial gains.
10.1080/0969595980050102
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)

The frustration with the IOWA

assessments is that teachers felt the
results were not completely accurate.
Map Testing has addressed some of the issues teachers have shared, however
Students tested everyday for an entire
because it is a new assessment many are not familiar with how to read reports.
week, which means they became
In our junior high department, we would like to include more differentiated
exhausted and many did not perform how
instruction and MAP testing can be a great tool to help us achieve this.
we expected. Also, there was just one
report that students were given and it was
not as easy to group students.
Sec2on 5: Results and Reflec2on
Revis
Ini2al ed
CSTP Element Evidence/Ra2onal for Ra2ng Sugges2ons for Moving Forward
Ra2ng Ra2n
g
T–
Promo?ng cri?cal To move to INNOVATING level: Consider how to
Integra
thinking through Teacher asked ques?ons of analysis and evalua?on. increase complexity of task beyond a single lesson so
T – Applying &ng
1.5 inquiry, problem Students answered ques?ons that included all levels of Bloom’s. Students created that there are con?nuing opportuni?es for students to
S – Exploring S-
solving, and their own math problems. engage in inquiry in complex problem. How could you
Integra
reflec?on extend lesson into PBL?
&ng

N/A:
Presenta.on did not take place due to
COVID-19 closures.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Proposi2ons

Key Learnings and New Skills/Knowledge Contribu2on to Others/Department/School/
Product(s) Generated
Developed by Teacher District

Mentor Feedback
Direc&ons: The Mentor should Iden?fy strengths and areas of improvement in each of the following areas.

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 3 of 4
 Effec.veness of resources designed by Candidate,
including presenta.on, notes, handouts, and other
resources.

Effec.veness of Candidate in teaching and coaching

adults. (Refer to Adult Learning Principles in FOTIP
Handbook [hTps://www.fo.p.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
ques.ons.

Analysis and Summary of Audience Assessment

Direc&ons: 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.

N/A:
Presenta.on did not take place due to COVID-19 closures.

Ac2on Items (some may not be applicable)

For curriculum design,
lesson planning,
assessment planning

I will be u.lizing the reports to create flexible learning groups. Groups will change depending on
For classroom prac.ce
the material being covered.
For teaching English
learners, students with
special needs, and
students with other
instruc.onal challenges

For future professional

development Will be shared with teachers at the beginning of next year before our first MAP tes.ng session.

For suppor.ng others/

department/
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induc?on Program (FOTIP), 2017 Page 4 of 4