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
Jennifer Lecheler Jennifer.lecheler@hfsj.org Writing 6,7,8 – Focus on 6
Mentor Email School/District Date
Charlynn Koss Charlynn.koss@hfsj.org Holy Family San Jose March 6, 2020
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 by
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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 problems,
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of reflect, and communicate understandings based on in depth analysis of content
lessons. learning.
T- Anticipates and plans for a wide range of adaptations to lessons based on in depth
analysis of individual student needs.
4.5 Adapting instructional plans
and curricular materials to meet T- Makes ongoing adjustments to instructional plans and uses a variety of
4.5 T- Integrating T- Innovation Engages with students to identify types of adjustments in instruction that best meet their
the assessed learning needs of all materials as the instructional needs a rises to support student learning.
learning goals.
students.

T- Refines the flexible use of an extensive repertoire of strategies, resources, and

Using a variety of instructional
strategies, resources, and
1.4
technologies to meet students’
diverse learning needs
T- Creates, adapts, and integrates a broad range of strategies, resources, and
T- Integrating technologies into instruction designed to meet students’ diverse learning needs.
S- Integrating S- Students actively engage in instruction and make use of a variety of targeted
strategies, resources, and technologies to meet their individual students needs.
technologies to meet students’ diverse learning needs.
T- Innovating
S- Innovating
S- Students take responsibilities for using a wide range of strategies, resources, and
technologies that successfully advance their learning.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
How can we improve the articulation of writing instruction across Teachers will incorporate writing conferences into writing instruction
One-on-One Research Based Writing Instruction
grade levels? to better meet the individual needs of their students.
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
Individual Goal: Be a leader in writing curriculum at the school.
All writing teachers from our school will work on this project together, so
School Goal: Identified WCEA goal from previous accreditation
it will benefit all students at the school and their individual writing Assessment of presentation through GoogleForms
visit- improve articulation of writing curriculum for students in
needs.
grades K-8.
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 1- Teachers recognize individual differences
in their students and adjust their practice accordingly.
TLMS 2a- Assists colleagues in accessing and using
research in order to select appropriate strategies to
improve student learning.
A preunit writing assessment and prereading of student individual writing will help me identify the areas of
support each student needs in their writing for their nonfiction writing about what they read. This will help me
build an individual plan for them as to how to best improve their writing abilities. Researching different
methods and presenting and reflecting on them with my colleagues will help us identify the best practices to
incorporate into the writing curriculum at the school.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Teacher
Identify name and date for Pre-survey Research and Create Reflection and
Present to Colleagues Implementation/Summary
activities. Colleagues Presentation analysis of data
Meeting
3/15/2020 3/22 3/29 3/31-5/1 5/4
My project is to lead the writing teachers at my school to incorporate more one-on-one instruction into their writing curriculum. The
Provide 1-2 sentence first step in this process is to survey what the teachers are currently doing in their classrooms and where they see their students
summary of your teacher succeeding and struggling. After researching and using some strategies in my own classroom, I will present to the writing teachers all
leader project. the information/research/reasoning for why more one-on-one instruction should be used in all writing classrooms. Teachers will then
implement this strategy in their own classrooms and observe the impact on their students.
Summarize process for A GoogleForms questionnaire will be used in order to get feedback from the rest of the faculty on the effectiveness of the strategies
analyzing effectiveness of presented during my project as well as the overall design and implementation of my presentation itself. Informal interviews could also
leadership role. serve as a good way to discuss my presentation. My mentor teacher will observe the presentation and also provide feedback.
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.)
Zumbrunn, Sharon, and Keegan Krause. “Conversations with Leaders: Conversations with Leaders- Principles of Effective Writing Instruction – This article focused on the different strategies teachers in the writing
Principles of Effective Writing Instruction.” The Reading community have found effective for writing instruction. “Effective writing instruction includes more than just daily practice. It focuses on individual
Teacher, vol. 65, no. 5, 2012, pp. 346–353. EBSCO Host, student needs and provides instruction to help students meet their goals.” (Zumbrunn, Krause 350).
doi:10.1002/trtr.01053.
The Interaction of Theory, Philosophy, and Practice in ESL Writing Conferences – This article focuses on effective teaching practices for improving
the writing of ESL students. It examines how 1-to-1 conferences have positively impacted the outcome and progress of writing for EL students. “For
ECKSTEIN, GRANT. “The Interaction of Theory, Philosophy, and example, teachers reported using conferences primarily to discuss student writing or teacher feedback. Additionally, teachers demonstrated a strong
Practice in ESL Writing Conferences.” CATESOL Journal, emphasis on student-centered interaction by addressing students’ questions about their writing, addressing students’ general writing concerns,
vol. 24, no. 1, Jan. 2012, pp. 174 186.  discussing the writing portfolio, and offering praise or encouragement, which allowed teachers to tailor their writing instruction to the individual
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 learner needs.” (Ekstein 178).

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Tina worked to build the consistency of writing instruction in teachers from k-4 at our school. She researched and built a presentation about
utilizing Step Up to Writing in the classrooms. She reported that our colleagues were very open and collaborative when presented with new
information as they all had the best interest of the students in mind. She thinks that creating strategies to build the articulation of student writing
Tina Bowers- Second Grade Teacher- Holy Family School San Jose
across all grade levels at our school is valuable at this time to ensure scaffolded instructional practices and consistency.
Shelly Caron- Fourth Grade Teacher- Holy Family School San Jose
Shelly identified trying individualized writing conferences in her classroom and saw progress in students, but she noted the difficulty to maintain
such a program with a high number or students in the classrooms, and a limited number of resources. This will be an important aspect for me to
address in my own presentation in order to get my colleagues to want to incorporate and adapt this type of instruction into their writing lessons.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through T – Applying Teacher asked questions of analysis and evaluation.
Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s. Students created their
S- continuing opportunities for students to engage in inquiry in
solving, and Exploring own math problems.
Integrating complex problem. How could you extend lesson into PBL?
reflection
4.5 Adapting
instructional plans and Teacher identified the individual writing needs of her students, and Moving forward, the instructor could continue to
curricular materials to
4.5 T- Integrating T- Innovating adjusted their individual lessons and conferences in order to better document student growth in order to better
meet the assessed
learning needs of all meet that students needs. understand the success of this instructional plan.
students.
Using a variety of In the individualized conferences, the teacher utilizes any resources at Moving forward, I can utilize professional
instructional strategies,
resources, and T- Integrating T- Innovating his or her disposal in order to meet the needs of the students; in turn development opportunities to learn more about
1.4
technologies to meet S- Integrating S- Innovating the students get and utilize the materials specifically needed to resources and instructional strategies and
students’ diverse
learning needs develop their skills. technologies available in my field.
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
This project really enabled me to see the impact of identifying the
individual needs of my students and establishing ways that my lessons The real product that I am most proud of for this project is This project really helped my school have better articulation of
can target specific needs. In the case of writing, one of the best ways is all of the individual plans that the other teachers made in skills across the writing curriculum. Through this type of
through a diagnostic, then individualized assessment of skills, followed order to incorporate these conferences into their own instruction we can, as a staff, ensure that the students are
by one-on-one conferences. It was nice to discuss this with the other classrooms. I cannot wait to see how this goes for them meeting the objectives and are really deepening their
teachers art our school and create shared understanding of writing and what their students gain from this type of instruction. understanding of the concepts.
instruction.

Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
Mentor Feedback
The presentation was really well designed and clear. Each slide only had a limited number of words on it, which helped the
people attending stay focused on what Jennifer was presenting. The handouts had great notes- a lot of good extra information
for the people listening to the presentations. The worksheet that had space for them to work was really great because it
reminded people of the questions and gave them space to think. It would have been nice to have some graphics on the
handouts that helped remind people of the presentation, or to put the slide pictures on the notes.
Jennifer was really effective in teaching the other writing teachers the value of the process that she was explaining and
helping them execute this process in their own way. This was especially evident in the other teacher’s motivation to learn.
They all were eager to try something new in the classroom that would help their students succeed. Her presentation was both
action and application oriented.

This is a really valuable topic at our school because one of our accreditation goals was to build the articulation of the writing
expectations and standards across the grade levels. Because we started a new program, and Jennifer has been the leader of
Value of topic for audience. this process, this presentation was a really valuable way for the other teachers at the school to learn more about the
curriculum and how to use it.

Overall delivery by Candidate of the professional The highlight of the presentation was Jennifer’s responsiveness to the audience- both their needs and their questions. She
development experience, including audience was open to what would help the audience best meet the needs of their students and how they learn. The experience was
engagement, pacing, tone, and response to questions. professional, engaging, and valuable to all the people in the audience.

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.

Teachers attending the presentation found the presentation to be helpful to the overall needs of their students. They noted that the presenter was both helpful and knowledgeable, and that
the handouts provided also supported their understanding of the concept. All attendees noted that they agreed or strongly agreed that the material was appropriate for their classrooms and fit
into the time given for the presentation.

Assessment tool link: https://forms.gle/THDeWeiYyCJ2eLqB8

Action Items (some may not be applicable)
For curriculum design, lesson Future lesson plans could identify times when one on one-conference meetings would be taking place. Building it into the lesson plans would be necessary
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 planning, assessment
to implementing it into the classroom. How often should one expect to meet with students like this? (That would be a great administrator question.)
planning
Update- how can this be done in the virtual learning classroom? Now that we are switched into distance learning, what does this look like? Does it
For classroom practice change? Does it stay the same?

For teaching English learners,

students with special needs, This would be a great added extension- how can you best utilize one on one conferences to meet the need of EL students and students with resource
and students with other requirements. It seems like this program would really be great to improve these students understanding.
instructional challenges
Continue to check in with the other teachers regarding the implementation of this process. The next lesson would be to show the other writing teachers
For future professional
how the lessons are structured in the new curriculum which values one on one meeting with students in writing. These are a lot of valuable Professional
development Development opportunities provided by Lucy Calkins that will help grow this at our school.
For supporting
It would be incredible to meet with other middle school teachers in the diocese that utilize this curriculum in the classroom. This would be something to
others/department/ look into in the future.
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 3