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
Erin Beirne ebeirne@sainthedwigparish.org Multiple Subjects First Grade
Mentor Email School/District Date
St. Hedwig School/Diocese of
Sheila Morris smorris@sainthedwigparish.org March 2019
Orange
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 strategies, critical thinking by designing structured inquires into complex
Promoting critical thinking
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating S - Students pose and answer a wide-range of complex
solving, and reflection
comprehension and critical thinking in single lessons or a sequence of lessons. questions and problems, reflect, and communicate
understandings based on in depth analysis of content learning.

Maintains a high standard of

personal integrity and
Maintains a high standard of personal
commitment to student learning
integrity and commitment to student
and the profession in all
learning and the profession in all
circumstances.
circumstances.
Demonstrating
Contributes to building
professional Contributes to building professional
Integrating/ professional community and
6.7 responsibility, community and holding peers accountable Innovating
Innovating holding peers accountable to
integrity, and to norms of respectful treatment and
norms of respectful treatment and
ethical conduct communication.
communication.
Contributes to fostering a school culture
Contributes to fostering a school
with a high degree of resilience,
culture with a high degree of
professional integrity, and ethical conduct.
resilience, professional integrity,
and ethical conduct.
Structures a wide range of
Structures a wide range of opportunities
opportunities for families to
Working with for families to contribute to the classroom
contribute to the classroom and
families to and school community. Supports a
6.4 Innovating Innovating school community. Supports a
support student school/district environment in which
school/district environment in
learning families take leadership to improve
which families take leadership to
student learning.
improve student learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To teach my fellow teachers
about the concept of Growth
How can teaching Growth Mindset to Mindset and how it can be
teachers benefit the learning experience beneficial to use in the
Growth Mindset in the Classroom
of their students, and then translate to classroom, and to eventually
their parents as well? teach the concept of Growth
Mindset to the parents of our
students as well.
Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
The concept of Growth Mindset, and Audience satisfaction will be
My audience for this project will be the fellow learning coping skills is a perfect fit for assessed through a written
teachers and the administration at my school. They the dynamics of students and parents response that I will create for my
will be the participants, and the benefactors of the we currently have at our school. It fits audience members. Before
information being presented. into our professional goals of further leaving, I will ask for them to fill
developing the social and emotional out this short, but informative
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 11
 needs of students, as well as creating a written response, so that my
stronger relationship with the parents feedback is immediate and
of our students. complete. This way, I do not
have to wait for my colleagues to
check their email and respond
electronically.
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 Implementation – I will not only be presenting the information of
Growth Mindset to my colleagues, but working to begin conversation about
NBPTS Standard Focus: Proposition 5 – Teachers
how we can effectively implement this mindset into every classroom at our
are Members of Professional Communities who
school, from TK to 8th grade. We as teachers are constantly talking to one
Collaborate with Other Professionals to Improve
another about the lack of coping skills we see in our students, and how their
School Effectiveness
parents are always trying to save them, but we never talk about how we can, as
educators, work together to change that. By giving this presentation, my hope
is that we can begin having the conversation on how to teach these coping
mechanisms to our students, and share the information behind Growth
Mindset to their parents as well in order to create a school environment
focused on earned success, rather than success that is being handed over
without struggle.

Teacher Leader Model Implementation – By giving this presentation, my goal is

Teacher Leader Model Standard Focus: Domain 1:
to help support educator development and share something new with them.
Fosters a Collaborative Culture to Support Educator
Through sharing Growth Mindset theories with my colleagues, my goal is to also
Development and Student Learning and Models
help the development of student learning as well, especially if any of my fellow
effective skills in listening, presenting ideas, leading
teachers decide to use these concepts within their classroom. Additionally, as I
discussions, clarifying, mediating, and identifying
tend to shy away from presenting and public speaking, I will be practicing my
the needs of self and others in order to advance
abilities to present ideas in meaningful and engaging ways in order to advance
shared goals and professional learning.
professional learning.

Inquiry Implementation Plan

Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Gain Approval from
Provide a Preliminary Present Growth
Administration to Meet with
Growth Mindset Mindset
Perform a Growth Analyze Mentor to
Presentation to my Professional
Identify name and date for Mindset Professional Written Discuss the
Kindergarten through Development
activities. Development Feedback from Written
Second Grade Opportunity to
Presentation to Colleagues Feedback from
Colleagues to Obtain Colleagues and
Colleagues at one of our Colleagues
Initial Feedback Administration
Weekly Faculty Meetings
March 22, 2019 April 1, 2019 April 10, 2019 April 11, 2019 April 17, 2019
(Module 3) (Module 4) (Module 4) (Module 4) (Module 5)
My teacher leader project is going to be a professional development presentation for my colleagues at
Provide 1-2 sentence school that is focused on how we can use Growth Mindset to better help our students develop socially and
summary of your teacher emotionally. I will be using a digital presentation geared towards an adult audience, as well as create an
leader project. experience that allows for the teacher audience to partake in a Growth Mindset lesson that they could
apply to their classroom age level.
In order to analyze the effectiveness of my leadership role in my presentation, I am going to create a paper-
based write-up form that will be given to my audience before they leave the professional development
presentation. I chose this method in particular, instead of a digital survey, in order to obtain real-time,
Summarize process for immediate feedback from my colleagues. If I was to use a digital form of assessment, I know many of my
analyzing effectiveness of colleagues, due to our busy schedules, would accidentally forget to complete the survey and I would not
leadership role. receive feedback from everyone involved. By using the “exit ticket” method, my colleagues do not have to
worry about taking more of their time outside of this meeting to help me out, and can continue on with
their day as soon as the presentation is complete.

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 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.)
Research Every Teacher Should Know: Growth Mindset This article helped to take much of the wordiness out of typical research articles, and
By Bradley Busch present the most important bare bones to its readers. What I liked reading the most
https://www.theguardian.com/teacher- was the breakdown of the concrete positive results of implementing Growth Mindset in
network/2018/jan/04/research-every-teacher-should- the classroom effectively. As it states in the article, Growth Mindset is focused less on
know-growth-mindset what is being taught, and instead focuses on what is being said while different concepts
are being taught. Students responded greatly to how their teacher spoke to them, to
the point that it changed their future learning choices as well. The article also does well
to provide references to other research that has been conducted on Growth Mindset,
which provides the reader with a chance to conduct further research to strengthen their
understanding.
What We Know About Growth Mindset from Scientific
Research While more traditional in its language and formatting, this article does well to compare
By Carissa Romero Growth Mindset concepts with Fixed Mindset, thereby providing concrete examples of
http://mindsetscholarsnetwork.org/wp- what can be said and done in the classroom to switch not only the students’ mindset,
content/uploads/2015/09/What-We-Know-About- but the teacher’s as well. This article also provides statistics demonstrating the
Growth-Mindset.pdf effectiveness of using Growth Mindset language in the classroom, which would come in
handy for convincing parents of its purpose and effectiveness.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
This teacher created a professional development opportunity as well, using the NBPTS
and Teacher Model Standard focuses above to provide a learning experience for all of us
about leveled reading groups. The teacher found a website (Read Works) that greatly
helped her to provide leveled reading for her students. These leveled reading articles all
managed to focus on the same topic, but could be changed from a seventh-grade
reading comprehension level, all the away to a ninth-grade reading comprehension level.
Teacher Best Practices
After using the website a few times in order to have a sense of mastery of it, the teacher
8th Grade Teacher
created a quick digital presentation for all of us, in which she walked us through step by
step how to navigate the website, and how to find relevant reading passages for our age
level’s curriculum. Short, sweet, to the point, and effective, this presentation helped for
me to feel much more comfortable about my ability to share something new to my
colleagues as well.

Mentoring New Teachers
2nd Grade Teacher
CSTP Element
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
This teacher has been a Mentor for new teachers multiple times in her career. She not
only embodies the NBPTS and Teacher Model Standards focused in this ILP, but she
embodies all of the NBPTS and Teacher Model Standards listed. This teacher is a Mentor
for us all, never holding back, never hiding information, and always ready to share her
knowledge to anyone willing to listen. She is knowledgeable, but does not act as if she
knows more than you, and understands how to present information in such a way that it
is applicable to adult learners. By acting as a Mentor to new teachers, she takes on a
leadership role that not everyone is always willing to embark upon, and she does so with
a sense of grace and understanding that is not always seen in even the best of Mentors.
She is my inspiration of how to become a Teacher Leader as I continue my profession,
and I am eagerly waiting for her feedback on my presentation on Growth Mindset in
order to better my practice.
Section 5: Results and Reflection
Revised Suggestions for Moving
Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how to
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
Students answered questions that included all levels of Bloom’s. Students created their so that there are continuing opportunities for
S – Exploring S - Integrating
own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

Teacher created a presentation that directly

applied to today’s educational needs and
specifically applied to the needs of the school Teacher should plan to
Demonstrating
where the teacher is employed. Teacher create a secondary follow-
professional
worked to include teachers of all age groups up presentation for teachers
responsibility, Integrating/
6.7 Innovating within the school, and make information to ensure understanding
integrity, and Innovating
attainable for those various ages. Teacher and provide more
ethical
focused on the topic of Growth Mindset, which opportunity to explore the
conduct
centers on using language to help foster available resources.
students’ resilience, persistence, and willingness
to learn from their mistakes.

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Working with
families to
6.4 support Innovating
student
learning
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by
Teacher
If it was not for this assignment, I honestly never
would have volunteered to lead a professional
development opportunity for my fellow teachers.
Naturally, I am not a very outgoing person unless it
comes to teaching in front of my students. I prefer
to learn from others rather than put myself out
there with the possibility of making a fool out of
myself. However, as a teacher, I know that Growth
Mindset revolves around everyone employing a
mindset of resilience and persistence – not just my
students. So I put myself out there, took a chance,
and found out that first of all, presenting about
something you genuinely believe in helps the public
speaking process. I was so excited to share the
concepts of Growth Mindset that I found myself
being less nervous than I ever thought I would be.
As it turns out, I have a knack for public speaking (or
so I have been told – I still do not fully believe this).
I am lucky enough to be surrounded by extremely
supportive teachers who work to lift each other up,
especially when we have to get up and talk in front
of one another.
I also learned a lot about teaching to an adult
audience. They love hands-on activities, do not
respond well to lectures, and at any opportunity
possible, prefer to have real resources in front of
them to flip through. There is a saying that teachers
are the worst listeners, and this definitely came into
play a few times during the conversation. However,
it was not that my audience was disengaged or
ignoring me, it was more that they were so
intrigued by the concept of Growth Mindset that
they could not keep their talking points and
questions to the assigned slides! This led to yet
another discovery – organic conversation is always
better than a structured presentation for adult
learners. Once I let go of “getting through the
slides,” my audience became even more engaged
and interested in the topic and materials on hand.
Overall, presenting in front of my peers was a much
better and more rewarding experience than I ever
thought it would be. They are even already asking
me to plan another learning session about Growth
Mindset, and our principal is wanting me to create a
presentation night for parents. I have grown
tremendously in both of my Special Emphasis
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
After working time and time again with parents
and students’ families, Teacher created a
presentation that works to help other teachers Teacher should create a
bridge the gap between educator and parent. parent-focused
Growth Mindset focuses on using language to presentation on Growth
Innovating
help both students and their parents build Mindset and set up a parent
resiliency and allow for failure to build success. night in which this
Teacher recognized the need for parents to information can be shared.
learn more about Growth Mindset, so started
with sharing information with the teachers first.
Contribution to
Product(s) Generated
Others/Department/School/District
There were multiple products that were
both generated and purchased to aide in
the success of this project. I created a
All of the teachers who attended
PowerPoint presentation that can, and
this professional development
has been, shared with other teachers
opportunity agreed that it was a
who would like to hold onto the
beneficial contribution to their
information for future reference. Also,
growth as educators. These
handouts, presentation notes, and
teachers were the main
surveys were all generated to help
benefactors of this information,
support the information presented in the
but due to their expanded
project and support my further learning.
knowledge and understanding of
To help flush out the information being
Growth Mindset, their students
presented, I purchased multiple books on
will benefit as well. A few of the
Growth Mindset. Two were teacher
teachers who were there have
manuals, one that explained Growth
been working with students who
Mindset and its positive effect in the
need a lot of emotional and social
classroom, and one that provides month-
support. They told me afterwards
by-month lesson plans for teachers of
that they sometimes struggle with
students of all ages. These two books
finding a balance between
proved to be essential for ensuring
providing support while still
audience understanding of “where to go
teaching resilience and
from here” once the presentation was
perseverance without teacher
through. I already have a list of
help. These teachers were
colleagues who would like to borrow the
planning on implementing Growth
books for reference over the summer
Mindset concepts immediately in
and into the next school year. I also
hopes of helping their students
purchased a series of Growth Mindset-
reach their true potential at the
focused children’s books to share with
end of the year. Likewise, other
my fellow primary school teachers.
teachers said that they planned to
Being able to flip through the pages and
share components of my
learn more help to open up of the minds
presentation with the parents of
of some of the teachers who were
their students during difficult
originally on the fence as to whether or
conversations or conferences.
not they could truly see themselves
Through helping the teachers, this
being able to implement this theory into
presentation also indirectly helped
their classrooms on a regular basis. All of
students, parents, and therefore,
these products, whether generated by
the entire school community as a
me or purchased through other
whole.
resources, were essential in helping the
presentation be as successful as it turned
out to be.
Page 4 of 11
 Standards (NBPTS Proposition 5 and TLS Domain 1),
and it is all in thanks to this assignment. I now see
myself as more of professional, instead of just the
new teacher in town, and I believe it has given me a
meaningful opportunity to share some of my gifts
and talents with my colleagues as well.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Erin had a vast variety of resources to help support and strengthen her
presentation. Her handouts were useful and provided a space in which to write
personal notes for future reference. The PowerPoint presentation was
organized, visually pleasing, and not overly crowded. It was especially helpful
that Erin included a list of resources and websites for further discovery of
Growth Mindset. Additionally, having materials on-site, including all of her
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
books, helped to bring the concept to life, as we were able to experience them
ourselves and work to decide how we would like to use them to implement a
Growth Mindset lesson into our own classrooms. One thing that would be nice,
and that would always be nice in every presentation, would be to have more
time to allow for even more hands-on experiences for audience members. We
learned a lot, but we would all like to learn more about Growth Mindset from
Erin in the future.
Erin clearly worked to be very professional in her presenting. She switched
gears from her first-grade students to adult learners with ease, and definitely
strived to incorporate many of the principles for adult learners. Erin recognized
our self-concept, and recognized that we could direct our own learning, and
stepped back from a lecturer role to that more of a facilitator who guided our
conversations and activities instead of leading them. She utilized active
participation, and encouraged us to collaborate and hold discussions as small
groups and partners on multiple occasions. More than anything, Erin truly
Effectiveness of Candidate in teaching and coaching adults.
worked to provide for all of us a positive and supportive learning environment.
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. She never talked down to us, or made us feel inferior for our Fixed Mindset
pasts. Instead, she responded with care, humor, and a wealth of knowledge
and understanding that would make anyone want to switch from a Fixed to a
Growth Mindset. The main request I would have for Erin is to leave behind the
PowerPoint presentation in the future. While it provides a nice visual and
allows for proper pacing, it at times got in the way of the natural progression in
which the conversations were wanting to go. Once Erin put less of an emphasis
on using the PowerPoint, this aspect of the presentation greatly improved.
Handouts and resources are all we need!
I know for a fact that every educator in attendance for this presentation found
great value in its message. When it was all said and done, we all agreed with
one another that it would be a wonderful presentation to provide for teachers
at the beginning of the year. Additionally, we all think that Erin should go past
just sharing this information with the teachers. The parents at our school need
Value of topic for audience.
to hear about Growth Mindset as well! Erin has been strongly encouraged by
me, our principal, and the other teachers who were in attendance at the
presentation to set her sights on following through in the following years and
expanding her public speaking skills to communicating with the parents and
holding parent nights that are focused on various topics.
As I’ve said before, Erin is extremely professional and gave a wonderfully
engaging presentation to her audience. Everyone was interested, and had a
genuine desire to be present at the meeting. Erin’s tone was welcoming,
encouraging, and positive, which made us all feed into the concept of Growth
Overall delivery by Candidate of the professional development
Mindset even more. In the end we all had positive comments, and pertinent
experience, including audience engagement, pacing, tone, and
response to questions. questions that Erin was able to address thoroughly. More so, she confidently
provided adequate and immediate support and materials to help us further our
knowledge of Growth Mindset. It was wonderful as Erin’s Mentor to watch her
come out of her shell and share her knowledge with her peers. My main hope
is she now continues to present and share her knowledge with others.
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 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 results of my audience assessment were overall very positive. Audience members felt as if they had either expanded upon their
previous knowledge of Growth Mindset, or grew to understand it for the first time. The two main takeaways for audience members
were learning the importance of language in relation to student success, and learning the differences between Fixed and Growth
Mindsets. All teachers who were present left stating they were “very likely” or “likely” to use various concepts of Growth Mindset in
the future, especially after conducting further research. One teacher suggested that allowing for more time would improve the
presentation, while another mentioned using less words on the slides. In regards to what the strengths of the presentation were, the
most common response was my knowledge and passion as a presenter, which is a very high honor. Other compliments included the
use of visuals, examples, and resources to help support my information. All surveys have been placed into this document below for
further viewing. The following are graphs supporting the results of the surveys.

Previous Knowledge

Teachers with Previous Knowledge of Growth Mindset

Teachers with no Previous Knowledge of Growth Mindset

Use of Growth Mindset in the Future

Teachers who are Very Likely to use Growth Mindset Immediately

Teachers who are Very Likely to use Growth Mindset in the Future
Teachers who are Likely to use Growth Mindset in the Future with Further Research
Teachers who are Not Likely to use Growth Mindset
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 Action Items (some may not be applicable)
Thanks to the research that was conducted for this presentation, I do plan to implement Growth Mindset
fully into my classroom for next year. Specifically, I plan to utilize the monthly lessons that are included in
For curriculum design, lesson one of the resources that I shared with my audience members. Knowing this now will assist me in
planning, assessment organizing my curriculum design, lesson planning, and assessment planning for next year ahead of time.
planning Additionally, I will be offering my services to any of the other teachers who would like to implement Growth
Mindset as well so that I can help with any questions they have about their own curriculum design, lesson
planning, and assessment planning.
In my classroom practice, I will continue to utilize the key components of Growth Mindset, which revolve
around the use of language to help students recognize and conquer challenges through strategizing and
persistence. What I will be implementing that is different from what I already do now, as I stated before, is
incorporating the monthly themes and assessments that are included in the resources that I have
For classroom practice
purchased to support my presentation. Instead of just using the language, students will actively gain an
understanding of how that language relates to Growth Mindset, and learn how the brain processes
learning. I will also make myself available to any teacher who has questions or concerns about
implementing Growth Mindset fully into their classroom practice as well.
The most wonderful thing about Growth Mindset is that it is based in the belief that all students, regardless
of ability, language, and personal challenges can and will succeed with the proper support and care.
For teaching English learners, Learning is a process for everyone, and Growth Mindset works to take that process and make it accessible
students with special needs, to learners of all types. Utilizing Growth Mindset will be helpful to all students, including English learners,
and students with other students with special needs, and students with all and any other instructional challenges. I have seen
instructional challenges
aspects of Growth Mindset work wonders on my students this year, and look forward to researching the
theory further so that I can implement it fully and continue to help my students find and access their true
academic potential.
Due to the requests of my audience members and principal, I will be planning on presenting more
professional development opportunities on Growth Mindset to my fellow teachers. The teachers who were
present would like more opportunities to look over and explore the materials that I brought, and the
For future professional
development
teachers who were unable to attend have since heard about the presentation and would like to hear about
if for the first time. Additionally, sing Growth Mindset can be used by both parents and educators alike, I
am planning, with the encouragement of my principal, to plan a possible parents’ information night on the
topic for the next school year.
Through sharing this information with my colleagues, I am supporting their possible growth and further
development, as well as their students. With my plans for conducting future professional development
opportunities on the topic, I am working to create an environment of positivity and encouragement. This
positivity is contagious – if students see and hear their teachers using such language, the hope is they will
For supporting then use the same language when working with others and learning how to be kinder to themselves.
others/department/ Through helping teachers, and then their students, parents are the last realm that needs to be conquered
school/district and helped in order to benefit the school as a whole. My parents’ information night on Growth Mindset
will help with this, but what will really make a difference is all of the teachers who wish to use Growth
Mindset being advocates of the theory themselves. If all goes according to plan, the school will become a
more positive, encouraging, and resilient place, which at this point in time is greatly needed for a multitude
of reasons.
Overall, Growth Mindset is a theory that is applicable and useful for teachers and parents alike. Students
tend to lack perseverance and resiliency when faced with challenges. At least, the students at my school
do. Growth Mindset, with its focus on failure as being a means of learning, helps to take anxiety-ridden
students and give them a chance to breathe. There is nothing like seeing a student who has struggled with
their emotions from the first moment they entered your classroom learn how to identify their emotions
Other and utilize strategies to help them conquer what it is that is bothering them. It is inspiring to see their
resiliency form, resulting in a soaring sense of confidence. Lastly, to see students who once backed away
from challenges now openly accept challenges with open arms and smiling faces is the greatest
achievement of all. I have seen, first hand, how Growth Mindset and its components transform the lives of
my small first grade students. To be in a school environment of Growth Mindset could change so much; it
may take years to get there, but there is no time to start like the present.
Other Notes and Comments

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 Include copy of Google Survey Form assessment tool.

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