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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
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.

Maintains ongoing reflective practice


Reflecting on
and action research in supporting
teaching
Reflects individually and with colleagues on refinements in student learning and raising the level of
practice in
6.1 Integrating teaching practice and connections among the elements of the Innovating academic achievement.
support of
CSTP to positively impact the full range of learners. Engages in and fosters reflection
student
among colleagues for schoolwide
learning.
impact on student learning.

Sets and modifies authentic goals


connected to the CSTP that are
Establishing
Sets goals connected to the CSTP that are authentic, intellectually challenging and based on
professional
challenging, and based on self- assessment. self-assessment and feedback from a
goals and
variety of sources.
engaging in
Aligns personal goals with school and district goals and
6.2 continuous and Applying Integrating
focuses on improving student learning. Engages in and contributes to
purposeful
professional development targeted on
professional
Selects and engages in professional development based on student achievement. Pursues a variety
growth and
needs identified in professional goals of additional opportunities to learn
development
professionally.

Section 3: Teacher Leader Inquiry Focus and Planning


Project Title Inquiry Question Project Objective(s)

I will lead a professional development


What impact will leading the entire
and serve as a leader to facilitate
staff in active collaboration to develop
discussion and collaboration among
Critical Thinking: Costas Levels of Thinking and Questioning trust and collective wisdom have on
staff members on my campus to
student learning and lesson designs
support our schoolwide focus of
schoolwide?
critical thinking.

How Project Fits into Professional


Audience for Project How Audience Satisfaction will be
Goals and/or
(Who Participates/Who Benefits) Assessed
Department/School/District Needs

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

I will incorporate NBPTS: Proposition 5: Teachers are members of professional


communities, by collaboratively working with staff members to improve our
school’s effectiveness. I will lead a professional development that engages staff in
collaborative learning and practice to develop trust, teacher effectiveness, and
increase student learning.

I will incorporate TLMD: Domain 1: Fosters a collaborative culture to support


NBPTS: Proposition 5: Teachers are members of professional
educator development and student learning in a myriad of ways. I will utilize group
communities.
processes to help colleagues work collaboratively to solve problems, make
decisions, manage conflict, and promote meaningful change; I will model effective
TLMD: Domain 1: Fosters a collaborative culture to support educator
skills in listening, presenting ideas, leading discussions, clarifying, mediating, and
development and student learning.
identifying the needs of self and others in order to advance shared goals and
professional learning; I will employ facilitation skills to create trust among
colleagues, develop collective wisdom, build ownership and action that supports
student learning; I will strive to create an inclusive culture where diverse
perspectives are welcomed in addressing challenges; and I will try my best to use
knowledge and understanding of different backgrounds, ethnicities, cultures, and
languages to promote effective interactions among colleagues.

Inquiry Implementation Plan


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

2/27/2020 3/13/2020 3/24 2020 3/31/2020 4/14/2020

Identify name and date Analyze results


Complete
for activities. and reflect on
interactive Discuss my
my teacher
presentation reflection and
Discuss with mentor and finalize idea for Teacher Lead Professional leadership
and receive feedback.
Leadership Project Development project and
professional From my mentor
audience
developmen teacher.
assessment.
t plan.

Provide 1-2 sentence


I will lead a professional development and serve as a leader to facilitate discussion and collaboration among staff members on my campus to
summary of your
support our schoolwide focus of critical thinking.
teacher leader project.

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.

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.)

Donohoo,J., Hattie, J., Eells, R. (2018). The Power of Collective Efficacy.


Birnie, B. (2015). Making the Case for Differentiation. Clearing House, 88 (2),
Educational Leadership, 75 (6), 40-44.
62-65.
This article discussed the importance of collective efficacy in relation to student
This article focuses on common misconceptions when dealing with differentiated
achievement and teacher collaboration. The article provides evidence of the
instruction. The article examines the misconceptions and uses sound research to
benefits that teacher efficacy can have on active collaboration, which directly
disprove the faulty thinking. Along with giving numerous examples of successful
also impacts student achievement. For my teacher inquiry, I will lead a
differentiation strategies, the article emphasizes the importance of differentiated
professional development and serve as a leader to facilitate discussion and
instructions. With an inquiry question focusing on my role as a leader during a
collaboration among staff members on my campus to support our schoolwide
school wide PD, the article supported my planning of a professional development
focus of critical thinking. This article supported my goal of increasing student
for all types of learners.
achievement through active staff collaboration.

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.)

My mentor teacher has filled a similar leadership role at my school for


The status of teacher efficacy and collaboration within my district is beginning to
professional developments that she has led. My mentor has led several
become a norm on every campus. Over the last three years, the district has made
professional developments that engage staff members in active collaboration. My
an effort to increase collaboration within departments and across grade levels.
administration has also led staff collaboration to increase teacher efficacy and
Not only do I have a common prep period with my grade-level, team teacher, but I
support student achievement. I have also led professional developments,
also meet once per week with my department as a whole. I am also apart of the
however the information I have presented has been presented through direct
instructional leadership team that meets 3-4 times per quarter to discuss the
instruction. In previous leadership roles, I have not lead staff in collaborative
school’s progress in meeting goals set by the team and supported by the staff.
activities to support student success.

Section 5: Results and Reflection


Suggestions for Moving
CSTP Element Initial Rating Revised Rating Evidence/Rational for Rating
Forward
To move to INNOVATING
Promoting
level: Consider how to
critical
Teacher asked questions of analysis and increase complexity of task
thinking
T – Applying evaluation. beyond a single lesson so that
through T – Integrating
1.5 S– Students answered questions that included all there are continuing
inquiry, S - Integrating
Exploring levels of Bloom’s. Students created their own opportunities for students to
problem
math problems. engage in inquiry in complex
solving, and
problem. How could you
reflection
extend lesson into PBL?

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

Focus standard 1: NBPTS:


Proposition 5: I lead a professional
development that engaged staff in
collaborative learning and practice to
develop trust, teacher effectiveness,
and increase student learning.

Focus standard 2: TLMD: Domain The professional development focuses


1: I utilized group processes to help on Costas’ levels of thinking and
Focus standard 1: NBPTS: Proposition 5: I gained new skills as a Teacher who
colleagues work collaboratively to
is a member of professional communities, by collaboratively working with staff questioning. All departments benefit
solve problems, make decisions,
members to improve our school’s effectiveness. from this training because critical
manage conflict, and promote
thinking is a school wide focus. Costas’
meaningful change; I modeled
Focus standard 2: TLMD: Domain 1: I gained new skills in fostering a framework is also an AVID practice, and
effective skills in presenting ideas,
collaborative culture to support educator development and student learning in a as an AVID school, the training will
leading discussions, clarifying,
myriad of ways. benefit the school, as a whole.
mediating, and identifying the needs of
self and others in order to advance
shared goals and professional learning;
I employed facilitation skills to create
trust among colleagues, develop
collective wisdom, build ownership
and action that supports student
learning.

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

Excellent resources provided. Anthony took into consideration


the varying levels of expertise within our staff and provided each level with
Effectiveness of resources designed by Candidate, including presentation, notes,
something valuable. Some teachers resist new or different ideas and
handouts, and other resources.
philosophies. By incorporating Blooms, Costas and Webb most, if not all,
teachers should feel included and less resistant.

Anthony intuitively understands that teachers have a strong Self Concept


and naturally feel they are capable of directing their own learning. This
creates a challenge. The level of Experience in our staff varies, and as
mentioned above, Anthony built in resources for all levels. Overall our staff
was Ready and Motivated to learn as the inclusion of varied and higher-
level questions was voted as a priority by both the leadership team and
staff.  Peer walk throughs will be taking place where the quality and level of
questions will be observed.  Our staff has the intrinsic desire to be the best
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult
teachers they can be. The true strength of Anthony’s Professional
Learning Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-
Development was the way he Applied it and that it was Action Oriented. 
theory.html]. The real time presentation included pair share, small group discussions,
and teacher opportunities to share and explain their examples. His
Nearpod/screen capture presentation will be used in the future for remote
PD and for new hires or transfer teachers. The format allows teachers the
opportunity to immediately apply the new or revisited information that is
being presented. The professional tone of the presentation and the
presenter illustrate the importance of developing strong questions that build
in rigor.

Inquiry based instruction is an important method of building critical thinking,


which is a core value at SVMS. Our school website states, “Our academic
focus is CRITICAL THINKING, our school-wide strategies include the
implementation of Thinking Maps and a variety of levels of Depth of
Knowledge questioning, activities, and assessments.”

Inquiry based learning, with high level questions generated by both


Value of topic for audience.
students and teachers, will lead to curiosity and higher interest, thus
learning. 

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.

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.

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

Success Rate: 100% Success Rate: 90% Success Rate: 80%

Action Items (some may not be applicable)


For curriculum design,
lesson planning, Continue to include Costas’ framework in curriculum design and assist other teachers, as needed.
assessment planning

For classroom practice Continue to include Costas’ framework in classroom practice and assist other teachers, as needed.

For teaching English


learners, students with
special needs, and When using Costas’ levels of questioning, include sentence stems and additional resources to provide equitable access for all students.
students with other
instructional challenges
For future professional
Follow up the PD with additional trainings to provide opportunities for staff practice and questions.
development
For supporting
others/department/ Follow up the PD with additional trainings to provide opportunities for staff practice and questions.
school/district

Other N/A

Other Notes and Comments

N/A

Include copy of Google Survey Form assessment tool.

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

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