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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
Anthony Martinez Anthonymartinez54@csu.fullerton.edu Social Studies 6/7
Mentor Email School/District Date
Sierra Vista Middle School- Covina-
Sheila Edwards Sedwards@c-vusd.org 2/29/2020
Valley Unified 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 - Facilitates systematic opportunities
Promoting
for students to apply critical thinking
critical T - Guide students to think critically through use of
by designing structured inquires into
thinking questioning strategies, posing/solving problems, and
complex problems.
through T – Applying reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-
inquiry, S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
range of complex questions and
problem promote comprehension and critical thinking in single lessons
problems, reflect, and communicate
solving, and or a sequence of lessons.
understandings based on in depth
reflection
analysis of content learning.
Entire Staff/ All Content Area Teacher/ All teachers in grades 6-8 This project fits into my professional
goals of increasing my proficiency in
NBPTS proposition 5 and TLMD Google Form/ Survey
Domain 1. The focus of the
professional development relates
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
directly to our schoolwide focus of
Critical Thinking. Costa’s Levels of
Thinking and Questioning relates to
our status as a new AVID school.
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
Summarize process for I will analyze the effectiveness of my leadership role by receiving ongoing and systematic feedback from my mentor teacher and by using an
analyzing effectiveness audience assessment to receive feedback and suggestions of how professional development went and how it could be improved.
of leadership role.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Integrating
Reflects
I led a professional development and served To stay at the innovating
individually
as a leader to facilitate discussion and Level:
and with Innovating
collaboration among staff members on my
colleagues
campus to support our schoolwide focus of I must continue ongoing
Reflecting on on Maintains ongoing reflective practice
critical thinking. reflective practice and action
teaching refinements and action research in supporting
I analyzed the effectiveness of my leadership research to support student
practice in in teaching student learning and raising the level
6.1 role by receiving ongoing and systematic learning and raise the level of
support of practice and of academic achievement.
feedback from my mentor teacher and by using academic achievement.
student connections Engages in and fosters reflection
an audience assessment to receive feedback and I must engage in and foster
learning among the among colleagues for schoolwide
suggestions of how the professional reflection among colleagues for
elements of impact on student learning.
development went and how it could be schoolwide impact on student
the CSTP to
improved. learning.
positively
impact the
full range of
learners
Applying
Sets goals
connected to
the CSTP
that are
authentic, To move to the innovating
challenging, Level:
and based on Integrating
self- I must set and modify a broad
Establishing assessment. Sets and modifies authentic goals range of professional goals
professional Aligns connected to the CSTP that are connected to the CSTP to
goals and personal intellectually challenging and based on I established my own professional goal for the improve instructional
engaging in goals with self-assessment and feedback from a purpose of this teacher leader project. I practice and impact student
continuous school and variety of sources. established a learning objective for all audience learning within and beyond
6.2
and district goals members of my professional development. The the classroom. I must engage
purposeful and focuses Engages in and contributes to goal of the PD relates directly to our school in ongoing inquiry into
professional on professional development targeted on wide focus of critical thinking. teacher practice for
growth and improving student achievement. Pursues a variety professional development. I
development student of additional opportunities to learn must contribute to
learning. professionally. professional organizations,
Selects and and development
engages in opportunities to extend own
professional teaching practice.
development
based on
needs
identified in
professional
goals
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Anthony stressed the value of improving and varying our level of questions
by connecting it to AVID. The AVID program centers around their 5 WICOR
strategies in which the “I” is for inquiry. SVMS is a new AVID school that will
require and encourage the use of these strategies.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
Anthony shines as an educator, peer, and teacher leader. He has quickly
earned the respect of the teachers, administration, students and parents in
our school community. In my years of teaching I have never seen a teacher
step up so quickly to a leadership position. Because it is evident that
Anthony is thoughtful and knowledgeable yet willing to learn from and listen
to others his peers accept him as a leader.
In the overall delivery Anthony would benefit by slowing his pace and rate
of delivery, but as you hear in his video, he already knows this. In real time
when he is speaking before a crowd or our staff this is not an issue. I would
encourage Anthony to be sure to let his audience feel and hear his passion
Overall delivery by Candidate of the professional development experience, even more in the future.
including audience engagement, pacing, tone, and response to questions.
This professional development opportunity will be put to use right away in
light of the recent move to remote learning during the COVID-19 pandemic.
But Anthony and I have discussed that this should be the first of many
screencast learning opportunities. By having a library of recorded,
interactive professional development screencasts teachers can refer back
to them and, maybe even more importantly, when teachers are new to our
school, they can receive individual training on our most important
strategies. This professional development is extremely valuable to Sierra
Vista and will serve as a model for training in the future. I am certain that
Anthony will lead the way in creating this library and in a large percentage
of our future training opportunities. In fact, he already does.
Although I am still receiving feedback and data is still being collected, the success rate is as followed for the Checking-for-understanding prompts apart of the
professional Development Nearpod. (Decisions regarding if each answer was correct or not were made by myself.)
Collaboration Board 1: Costas’ 1st Level of Thinking Collaboration Board 2: Costas’ 2rd Level of Thinking Collaboration Board 2: Costas’ 3rd Level of Thinking
For classroom practice Continue to include Costas’ framework in classroom practice and assist other teachers, as needed.
Other N/A
N/A
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7