Individualized Learning Plan

2018-19
The ILP is designed to guide candidate growth and will support recommendation for your clear credential.
Share permissions for this document must be set to “Anyone with the link can view.”

Name: Julie Lansing Employing Agency: Hemet Unified School District

Candidate & Coach Meetings

Which day and time will you regularly Wednesday @ 8:40 am-9:20 am
meet with your coach?

Colloquium Date: May 13, 2019 at 4:00pm

My Induction Transition Plan

Consider your TPE developmental levels upon completing your preliminary credential.

If you have an Induction Transition Plan from your teacher preparation program, submit the link below.

Submit here

If you do not have an Induction Transition Plan, use the space below to summarize your strengths and areas of growth identified
in your teacher preparation program or your last teaching experience.
Areas of Strengths Areas of Growth

● Math concept development

● Building relationships with students ● Time management with Benchmark
● Student engagement

CSTP Self-Assessment

© 2018 Center for Teacher Innovation

The California Standards for the Teaching Profession (CSTP) are intended to provide common language and a vision of the scope
and complexity of the profession. Use the Continuum of Teaching Practice (pgs. 7-9) to determine your developmental levels
for each of the six CSTPs. Please click on the links below to access the assessments. Your results will be emailed to you.
Initial CSTP Self- Final CSTP Self-
Assessment Assessment
*Link available in Spring
2019

https://www.proprofs.com
/quiz-
school/myresult_report.ph
p?rid=93538343&title=initi
al-cstp-selfassessment-
draft&ref_id=personality&s
hr_id=2762443d890d89b32
5bec43748fdfb85
https://www.proprofs.com
/quiz-
school/myresult_report.ph
p?rid=107735488&title=20
1819-final-cstp-
selfassessmentvt&ref_id=p
ersonality&shr_id=60d2d3b
2ddeb004abac1924d58f9f3
fc

My Professional Growth Goal

After reflecting on your Induction Transition Plan and CSTP Self-Assessment outcomes, create a long-term professional growth
goal. Consider the following elements when setting your goal:
● Induction Transition Plan ● Personal interests
● Teacher Performance Assessments (TPA) ● Input from your site administrator
● CSTP Self-Assessment ● Input from reflective coach
● Strengths and opportunities for growth ● Site and district initiatives
Within each focused cycle of inquiry, you will have planned opportunities to set short-term goals that may connect back to and
support this overarching, long-term goal. You may modify this goal throughout the program year as needed.
My goal is to increase student engagement and support
all students in learning

My Personalized Timeline
Choose Your Own Path

In the space below... Did an

1. List the title of each selected inquiry. observation
Start Completion take place?
2. Plan for your coach to observe you 3 required:
Date Date
3 times throughout the program year. 2 Face-to-Face
1 Choice

Complete Inquiries 1 & 2 by winter break.

My ILP Timeline © 2018 Center for Teacher

Innovation
Intro & ILP *Prerequisite to all inquiry cycles NA

Creating and maintaining effective 9/17/18 Yes

My Inquiry Organizer 1 10/13/18
environments for students learning

Using a variety of instructional strategies to 10/15/18 Yes

My Inquiry Organizer 2 11/10/18
meet the needs of all students

Complete Inquiries 3 & 4 by spring break.

Using video recordings of my lessons to 11/14/18 Yes

My Inquiry Organizer 3 12/21/18
observe and reflect on improving teaching
strategies.

Planning Instruction and designing learning 01/09/19 yes

My Inquiry Organizer 4 02/15/19
experiences for all students

Complete Inquiry Cycle 5 and Digital Reflection by Colloquium 2019.

Developing as a Professional Educator 02/19/19 No

My Inquiry Organizer 5 4/10/19

Digital Reflection Hyperlink to Digital Reflection

Additional CTC Statutory Regularly review your CTI eConnect Candidate Summary Report. If any additional CTC
statutory requirements are required for your clear credential, they will appear in the
Requirements Credential Profile Section.

Inquiry Organizer

There is no requirement of length or brevity for this planning tool.

It is intended to organize your thinking to support a successful inquiry.

Inquiry 1 - Selected Inquiry Focus Positive Learning Elements

CSTP Driving Question

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Click here for additional support in crafting an effective driving question.
What is your current level?

My ILP Timeline © 2018 Center for Teacher

Innovation
2.6 Employing classroom routines,
procedures, norms, and supports
for positive behavior to ensure a
climate in which all students can
learn.
Level 2 Exploring
Where am I now?
In regards to your chosen CSTP and
self-selected inquiry focus, where
are you now? Describe your current
reality.
My students are still struggling with
being active listeners when I am
instructing them. Some students
are easily distracted, not actively
engaged in the lesson, and not
looking at me when I am speaking.
My ILP Timeline
Innovation
How can I effectively engage learners in the lessons taught in order to
increase student achievement?
Where am I going?
In regards to your chosen CSTP
and self-selected inquiry focus,
what would you like your
reality to be?
I would like for my students to
track the speaker to show that
they are engaged in learning
and listening. Contributing to
the lessons with each other,
myself, and the lesson.
Evidence
How do I close the Gap?
How can I close the gap between my
reality and ideal?
● What specific action will you take?
● Which strategy, resource, or tool
will you implement to make a
positive change in practice?
● How will you measure outcomes?
● How will you know if your change in
practice is effective?
● I will implement the SLANT Commented [1]: Hi Julie. How are things going with
strategy (model, practice, your implementation of slant, the timer....etc?
reinforce) Commented [2]: I am still working on reminding them
● I will use the timer to check of SLANT, the timer is becoming better. LAst week they
did not earn any extra recess, This week we still have
times I have to stop talking 27:23, started at 40 for the week. Most students are
● I will use SLANT anchor chart and quick to quiet down when I pull out my phone, some of
the boys are still working on getting there quicker.
continually refer to it when I am
Commented [3]: Hi Pam,
teaching
● Tally the number of times I have Here is my response from the Google doc
to tell students to SLANT and I am still working on reminding them of SLANT, the
timer is becoming
keep track daily for 1-2 weeksbetter. LAst week they did not earn any extra recess,
● Record the time that is lost from This week we still
have 27:23, started at 40 for the week. Most students
talking with the timer and keep are quick to quiet
track daily for 1-2 weeks down when I pull out my phone, some of the boys are
● I will know that it is effective still working on
getting there quicker. =)
because the SLANT will become
routine and I will have to remind Thanks!
Julie
students less often to SLANT
● I will know that it is effective ifCommented [4]: I am glad to hear that you are truly
implementing the strategies and that some kiddos are
my students are contributing and really responding to it. Keep it going! See you soon.
engaged in the lesson.
© 2018 Center for Teacher
 Evidence of Application
Evidence to be completed after you implement your
plan.
Submit one type of evidence that demonstrates
growth and development in your self-selected focus
area. Evidence may include video, images, student
work samples, performance data, student interviews,
etc. Submit evidence below.
Evidence of Observation
*If applicable for this inquiry cycle
3 observations are required throughout the year:
2 Face-to-Face observations: Types of Evidence
1 Choose Your Own Observation: Types of Evidence
If you completed an observation during this inquiry
cycle, submit evidence below.

https://drive.google.com/open?id=1d1HSBudlsP3VTf Observation feedback notes from Pam on

LIpY9QOkP2icgTiS9j 09/27/18:
t-raise your hand if you can tell me what armpit
or squid asked? -s-austin...told him hi and im
sorry. S- what was his real name t- its on
page 26 find it. - asks questions- 8:11 s-
answering them. T- walking around. T- you can
look for the answers in the text….we are going
to find them in there. You can start copying
them down. S- starting to copy answers onto
graphic organizer.Hunter..what page is that on. (
can you write two of the questions and then
have them write 2?) (Graphic organizer- some
are still writing questions when you are talking
about the answer….many kiddos are not on
task…..how could you increase engagement
with this type of task?) Activity is great….finding
answers and giving text evidence…..)

Reflection

Reflection is to be completed after you implement your plan.

Your reflection can be verbal, audio/video, or written.
● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your coach.

Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next steps
and how this inquiry helped you make progress towards meeting your long-term professional growth goal(s).

My ILP Timeline © 2018 Center for Teacher

Innovation
 For this reflection on inquiry 1, I worked on creating and maintaining effective environments for student
learning. I used classroom routines, procedures, and supports to create a positive behavior in which all students
can learn. I was using SLANT (Sit up straight, listen carefully, ask and answer questions, nod your head, and track
the speaker) in the classroom to help the students become more engaged in the lessons to increase their
achievement. We as a class focused on becoming active listeners to each other and the teacher. Most of the
students were tracking the speaker, either myself or another student.
The impact of using the SLANT in the classroom has helped the students remember what they are supposed to
be doing when someone is speaking. I also used a timer for two weeks to see how quickly the class could quiet
down and be in SLANT position. The first week it took longer for the student to be in SLANT position and ready
to learn and be in an effective learning environment. During the second week of using SLANT and the timer, the
students were much quicker in getting ready and not needing to be reminded so often.
The outcome of using SLANT has helped some of the students that needed more reminders to be able to get
into SLANT position quicker and ready to become engaged in the lesson. The outcome of the SLANT procedure
becoming more of a routine has made the class run smoother and we are wasting less time getting ready for
learning. The students can be effectively engaged much quicker in the lesson.
The next steps for this lesson will be for myself to continue to employ SLANT reminders with the class. The
students will continue to learn and track speakers during lessons. We will continue with SLANT as part of our
classroom routine. The next steps that I have taken in my classroom is to have the students work in table groups
so they are working as a team to be in SLANT position the fastest. This inquiry has helped me make progress
towards meeting my long-term professional growth goals by learning how to create and maintain an effective
environment for student learning. By employing the routines and procedures, it has helped my classroom run
smoother and the students are engaged quicker in our lessons.

My ILP Timeline © 2018 Center for Teacher

Innovation
 Inquiry Organizer

There is no requirement of length or brevity for this planning tool.

It is intended to organize your thinking to support a successful inquiry.

Inquiry 2 - Selected Inquiry Focus Variety of instructional strategies

CSTP Driving Question

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Click here for additional support in crafting an effective driving question.
What is your current level?

1.4 Using a variety of instructional
strategies resources, and
technologies to meet students’
diverse needs
Level 1- Emerging
How can I effectively engage learners while using a variety of
instructional strategies to meet the students’ diverse needs?
Will I see evidence of increased student achievement in ELA after
developing and continuing small group instruction?

Where am I now? Where am I going? How do I close the Gap?

In regards to your chosen CSTP and
self-selected inquiry focus, where
are you now? Describe your current
reality.
In regards to your chosen CSTP
and self-selected inquiry focus,
what would you like your
reality to be?
How can I close the gap between my
reality and ideal?
● What specific action will you take?
● Which strategy, resource, or tool
will you implement to make a
positive change in practice?
● How will you measure outcomes?
● How will you know if your change in
practice is effective?

My students are still struggling with
the instructional strategies when I
am instructing them. They are
having a difficult time
understanding the concepts we are
learning.
I would like to use the small
groups as a way to meet the
diverse needs of all my
students. I would like to
complete small groups two to
three times a week. I want the
students to be working at their
level so they are actively
engaged in the lessons.
● I will purposefully plan for and
implement small groups at least
2-3 times a week
● I will meet with each student at
least once per week
● I will measure the outcome of
instructional strategies by
checking comprehension and
knowledge of the students

My ILP Timeline © 2018 Center for Teacher

Innovation

Evidence
Evidence of Application
Evidence to be completed after you implement your
plan.
Submit one type of evidence that demonstrates
growth and development in your self-selected focus
area. Evidence may include video, images, student
work samples, performance data, student interviews,
etc. Submit evidence below.
https://drive.google.com/drive/folders/1-
0FJhf0wr2Wa65LCma5tPAVZktj7s4Xc?usp=sharing
Reflection
Reflection is to be completed after you implement your plan.
Your reflection can be verbal, audio/video, or written.
My ILP Timeline
Innovation
through questions and answers
given by the students.
● I will know if the change in
practice is effective when the
students are engaged in the
small groups and
comprehending the lessons.
Evidence of Observation
*If applicable for this inquiry cycle
3 observations are required throughout the year:
2 Face-to-Face observations: Types of Evidence
1 Choose Your Own Observation: Types of Evidence
If you completed an observation during this inquiry
cycle, submit evidence below.
Observation from Pam:
For this observation, I watched Pam teach a
Benchmark lesson to my class. I was able to see
many things that I can implement into my lessons
daily. I learned that you do not have to complete
everything in the lesson to be effective. By just doing
one part of the lesson really well the students are
able to learn more especially when the students
collaborate with each other. The students learn so
much from their peers. Here are the notes from my
observation.
https://drive.google.com/drive/folders/1LRkZi1GyF
M8f9_V2RkycM1VpTQe7zdsM?usp=sharing
© 2018 Center for Teacher
 ● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your
coach.

Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next
steps and how this inquiry helped you make progress towards meeting your long-term professional growth
goal(s).

After this implementation, I have observed that my students do much better in a small reading group. They
are able to concentrate more and be more engaged in the information that is being read. The students are
able to comprehend the information and find out more about something that interests them. The students
have more of an interaction with their peers and they are able to learn more from the questions they ask
each other and then explaining to their peers how or where they got the answers. Also by having the
students reading at their reading level, they are more confident readers. I have noticed that their reading
comprehension scores have gone up on AR tests and even some of the Benchmark questions they are able Commented [5]: Do you have any data for this....like a
to read and understand what is being asked of them. My hope is that the impact of the small reading groups few kids scores at the start of the year vs. now?

will continue to grow so the students are all able to reach close to grade level by the end of the year. My Commented [6]: Many of the students are doing more
AR test, I do have scores from the beginning of the
next steps will be to continue with the small groups and to try to have them daily if possible, Wednesday will year to now on how often they are taking tests and the
be hard to accomplish, so my goal would be for four days a week. This process of having small groups will scores that they are getting
help me towards meeting my long-term professional growth goals, by having the students be successful in Commented [7]: That’s good. It can be used for
their reading skills so they can comprehend the questions that are being asked of them in all areas of study. grades or conferences.
Commented [8]: That is a great goal to set. Your
students will benefit. Be mindful of what the other kids

Inquiry Organizer are doing during the small group time. This may end
up being your next inquiry in cycle three. Classroom
management in this set up will need to be tight. I am
excited for you.

There is no requirement of length or brevity for this planning tool.

It is intended to organize your thinking to support a successful inquiry.

Inquiry 3 - Selected Inquiry Focus Self-recording and self- reflecting

CSTP Driving Question

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Click here for additional support in crafting an effective driving question.
What is your current level?

Example: 6.1 Developing as a Will self-recording and self-reflecting on a lesson, receiving a coaches
Professional Teacher- Reflecting on input/feedback on the reflection, lead to an Actionable Next Step
teaching practice in support of (transfer) that improves a Candidate’s Teaching Practice?
student learning
Example level 1 emerging
My ILP Timeline © 2018 Center for Teacher
Innovation
 Where am I now?
In regards to your chosen CSTP and
self-selected inquiry focus, where
are you now? Describe your current
reality.
I currently reflect on how lessons
currently go, but I have not
videoed myself to reflect further in
the information to help myself
improve my teaching. I am
emerging in this area since I am
just beginning.
My ILP Timeline
Innovation
Where am I going?
In regards to your chosen CSTP
and self-selected inquiry focus,
what would you like your
reality to be?
I would like to use the video
recording to really reflect on
my teaching skills and how to
use that information to better
myself in the areas I am
focusing on. Possibly small
group, math lesson, or
Benchmark lesson. I want to be
able to see what all the
students are doing during the
lesson as well as how I am
teaching the lesson.
Evidence
How do I close the Gap?
How can I close the gap between my
reality and ideal?
● What specific action will you take?
● Which strategy, resource, or tool
will you implement to make a
positive change in practice?
● How will you measure outcomes?
● How will you know if your change in
practice is effective?
● I will video record myself for at
least 10 minutes each week, two
lessons for Benchmark, one for
Eureka, and one for small
groups. I will try to do more if
possible
● I will be recording myself from
the back of the room, or have
someone else record me
teaching.
● I will use the video to implement
the changes in my lesson to
create a positive practice in my
class.
● I will measure my outcomes by
finding information that I can use
to change or adjust my lessons
to have a better impact for my
students.
● I will know if the change in my
practice effective when I can
effectively implement positiveCommented [9]: Seeing you partner share and use
changes in the lessons after I more proximity. How has watching yourself improved
your practice and what changes if any do you see this
have watched the video of impacting student performance?
myself teaching. I will look forCommented [10]: After watching myself teach, I have
ways to continue to engage my noticed that by moving around more the students are
students and how to connect the more likely to be on task. I think this has improved my
teaching practice by letting me see more of where I
lessons better to the students.need to work and focus. By partner sharing, I have
seen more students be involved in their learning and
not just waiting for someone to answer the questions
for them.
© 2018 Center for Teacher
 Evidence of Application
Evidence to be completed after you implement your
plan.
Submit one type of evidence that demonstrates
growth and development in your self-selected focus
area. Evidence may include video, images, student
work samples, performance data, student interviews,
etc. Submit evidence below.
Evidence of Observation
*If applicable for this inquiry cycle
3 observations are required throughout the year:
2 Face-to-Face observations: Types of Evidence
1 Choose Your Own Observation: Types of Evidence
If you completed an observation during this inquiry
cycle, submit evidence below.

https://drive.google.com/drive/folders/1- https://docs.google.com/document/d/1jKzEeVdxCgS
8RTSv74m48nat3tikLrqrgrGY7vN6Hr?usp=sharing psyGmlPwDxBhKvW6zVVXhTEvcSdqnWVI/edit?usp=
sharing

Reflection

Reflection is to be completed after you implement your plan.

Your reflection can be verbal, audio/video, or written.
● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your
coach.

Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next
steps and how this inquiry helped you make progress towards meeting your long-term professional growth
goal(s).

For this inquiry, I used video recording to be able to observe myself teaching and reflect on the lesson and
myself as a teacher. For this inquiry I was able to see where I needed to work more on and what skills
were working for me in the classroom and for my students. The outcomes for myself were great, I was
able to see that I need to be walking around the classroom all the time and having the students partner or
group sharing their information or ideas. The students learn so much from sharing information with each
other. The impact of this lesson was a positive one in that I am able to learn from the videos and that can
help my teaching and also my students become better learners. The next steps that I plan to take are to Commented [11]: I am glad that you are going to
continue to record myself once or twice a month to see what else I can use to improve my teaching. It is a continue this practice.

great way for me to be able to check my teaching strategies and how well my lessons are working, to see
if there are things that can be adjusted for the next lesson. This inquiry has helped me make progress
towards meeting my long term professional growth goals, by letting me see what areas I need to work in
My ILP Timeline © 2018 Center for Teacher
Innovation
to increase my teaching skills. The video recording has helped me refine some of my teaching skills and
has helped the students get to collaborate more with each other and in turn learn more.

Inquiry Organizer

There is no requirement of length or brevity for this planning tool.

It is intended to organize your thinking to support a successful inquiry.

Inquiry 4 - Selected Inquiry Focus Planning instruction and designing learning experiences for all students

CSTP Driving Question

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Click here for additional support in crafting an effective driving question.
What is your current level?

4.4 Planning instruction that

What are some resources to help me build lesson plans that provide
incorporates appropriate strategies
to meet the learning needs of all access to all students?
students.

Where am I now? Where am I going? How do I close the Gap?

In regards to your chosen CSTP and
self-selected inquiry focus, where
are you now? Describe your current
reality.
In regards to your chosen CSTP
and self-selected inquiry focus,
what would you like your
reality to be?
How can I close the gap between my
reality and ideal?
● What specific action will you take?
● Which strategy, resource, or tool
will you implement to make a
positive change in practice?
● How will you measure outcomes?

My ILP Timeline © 2018 Center for Teacher

Innovation
 ● How will you know if your change in
practice is effective?

When teaching Benchmark Advance I would like to plan my lessons I will plan my Benchmark mini lessonsCommented
to [12]: Thank you for having this filled in
whole group mini lessons, I am to include scaffolds and intentionally include the Integrated and completed up to this point!
teaching the same for all students. supports for my English Language Development scaffolds.
language learners

Evidence

Evidence of Application Evidence of Observation

*If applicable for this inquiry cycle
Evidence to be completed after you implement your 3 observations are required throughout the year:
plan. 2 Face-to-Face observations: Types of Evidence
1 Choose Your Own Observation: Types of Evidence
Submit one type of evidence that demonstrates
growth and development in your self-selected focus
If you completed an observation during this inquiry
area. Evidence may include video, images, student
cycle, submit evidence below.
work samples, performance data, student interviews,
etc. Submit evidence below.

https://drive.google.com/file/d/14b75XwJklw7GUTS https://docs.google.com/document/d/1jKzEeVdxCgS
Cj8NhrHHX20Tdbuw4/view?usp=sharing psyGmlPwDxBhKvW6zVVXhTEvcSdqnWVI/edit?usp=
sharing

Reflection

Reflection is to be completed after you implement your plan.

Your reflection can be verbal, audio/video, or written.
● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your
coach.

My ILP Timeline © 2018 Center for Teacher

Innovation
Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next
steps and how this inquiry helped you make progress towards meeting your long-term professional growth
goal(s).

https://docs.google.com/document/d/1jKzEeVdxCgSpsyGmlPwDxBhKvW6zVVXhTEvcSdqnWVI/edit?usp=sha
ring

Inquiry Organizer

There is no requirement of length or brevity for this planning tool.

It is intended to organize your thinking to support a successful inquiry.

Inquiry 5 - Selected Inquiry Focus Developing as a Professional Educator

CSTP Driving Question

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Click here for additional support in crafting an effective driving question.
What is your current level?

6.6 Managing professional
responsibilities to maintain
motivation and commitment to all
students
How can I balance my home life and school life? How can I have time to
plan for school, take my kids to their activities, and find time to relax and
sleep. Commented [13]: Sleep and your kiddos need to be a
priority for sure. How are you doing with finding a
balance?

Where am I now? Where am I going? How do I close the Gap?

In regards to your chosen CSTP and
self-selected inquiry focus, where
are you now? Describe your current
reality.
In regards to your chosen CSTP
and self-selected inquiry focus,
what would you like your
reality to be?
How can I close the gap between my
reality and ideal?
● What specific action will you take?
● Which strategy, resource, or tool
will you implement to make a
positive change in practice?
● How will you measure outcomes?
● How will you know if your change in
practice is effective?

My ILP Timeline © 2018 Center for Teacher

Innovation
 Right now I am struggling to
balance school and personal life. I
feel that I can not give a hundred to
both aspects.
I would like to not be stressed
all the time, I would like to be
able to enjoy my time with
family and not worry about
what lessons I need to plan for.
I would also like to be able to
have my lesson plans done in a
reasonable time so my
students are taken care of.
I will work to leave work at an
appropriate time so I have time to
spend with my family. I will also work
hard to make sure I am utilizing my prep
time to the fullest, without too many
distractions. I will try to set a timer toCommented [14]: This is a tough one to avoid
help me leave the classroom at a certain sometimes. Think of an "out" that you can have handy
so you can remove yourself from the "time suckers"
time. I will keep track of how many that intrude into our prep time. (ie..."I'd love to keep
times I leave school on time and how talking but I need to get some things before I head out."
often I can find 30 minutes to focus on
myself. I would also like to incorporate a
healthier lifestyle, with that include
going to sleep earlier. I will know if
these are effective when I can follow
through with each of my goals and I can
realize that balancing work and home
life can be accomplished.

Evidence

Evidence of Application Evidence of Observation

Evidence to be completed after you implement your
plan.
Submit one type of evidence that demonstrates
growth and development in your self-selected focus
area. Evidence may include video, images, student
work samples, performance data, student interviews,
etc. Submit evidence below.
*If applicable for this inquiry cycle
3 observations are required throughout the year:
2 Face-to-Face observations: Types of Evidence
1 Choose Your Own Observation: Types of Evidence
If you completed an observation during this inquiry
cycle, submit evidence below.

https://drive.google.com/drive/folders/1- Enter evidence here.

IfSdHwyKg-v7S2ORtuAnTnoM9PbHtZ5?usp=sharing

Reflection

Reflection is to be completed after you implement your plan.

Your reflection can be verbal, audio/video, or written.

My ILP Timeline © 2018 Center for Teacher

Innovation
 ● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your
coach.

Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next
steps and how this inquiry helped you make progress towards meeting your long-term professional growth
goal(s).

For this cycle, I choose to focus on how to be prepared for my students and also give my time to myself and
my family. To do this I added an alarm to my phone to make sure I was leaving at 4:00 pm everyday. There Commented [15]: It is very difficult to find the balance
were some times when I looked up from the computer or my desk and it was already 5:30, I wasn’t able to between work and home life! I am glad that you are
doing it as a new teacher. The time trackers or timers
give my children the time they deserve. are a great way to keep reminders going.
To make sure that I was still able to give my students the time they deserve also, I set alarms on my phone
for PE, to make myself realize that I only have about 35 minutes to work, so that I am able to leave by 4:00.
This has seemed to work well. I feel more organized in what needs to be accomplished and to let some of
the things that might not be important slide.
I feels that I am still working on achieving a perfect balance, but it has made me more aware of what I need
to focus on and what needs my attention the most.

My ILP Timeline © 2018 Center for Teacher

Innovation