Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(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
Rebecca Alder ralder@fjuhsd.org World Language - French 9-12
Mentor Email School/District Date
Sergey Artemyev sartemyev@fjuhsd.org La Habra High School/FJUHSD 3/9/19
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 critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

Sets and modifies a broad range of

Establishing professional goals connected to the CSTP
Sets and modifies authentic goals
professional to improve instructional practice and
connected to the CSTP that are intellectually
goals and impact student learning within and
challenging and based on self-assessment
engaging in beyond the classroom.
Integra and feedback from a variety of sources. Innovati
6.2 continuous and Engages in ongoing inquiry into teacher
ting Engages in and contributes to professional ng
purposeful practice for professional development.
development targeted on student
professional Contributes to professional organizations,
achievement. Pursues a variety of additional
growth and and development opportunities to extend
opportunities to learn professionally
development own teaching practice.

Facilitates collaboration with colleagues.

Collaborates with colleagues to expand
Collaborating Works to ensure the broadest positive
impact on teacher and student learning
with colleagues impact possible on instructional practice
within grade or department and school and
and the broader and student achievement at school and
district levels.
professional Integra Innovati district levels and for the profession.
6.3
community to ting ng Initiates and develops professional
Engages with members of the broader
support teacher learning opportunities with the broader
professional community to access resources
and student professional community focused on
and a wide range of supports for teaching
learning student achievement.
the full range of learners.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
-To effectively lead an engaging
professional development presentation
How will teachers benefit from -To demonstrate new strategies for the
How to add more Comprehensible Input to
professional development in teaching World Language classroom
the classroom in 20 minutes or less
strategies​? -To instigate the use of some or all of
these strategies in all World Language
classrooms on campus
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
Project will allow me to grow as a
Google Form survey at end of
professional leader by leading a
La Habra High School World Language presentation, follow-up one week after
development session, as well as
Teachers discussing whether or not strategies were
providing innovative ideas for the World
implemented and why
Language department
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
NBPTS 4.2: Teachers Use Feedback and
Research to Improve Their Practice and
By doing this presentation for my department, I will be serving as a content facilitator for
Positively Impact Student Learning
my colleagues and encouraging them to reflect on their current teaching strategies and
consider implementing something new.
Teacher Leader Model Standard 4c:
I will also be incorporating samples of student assessment data to show that I have
Supports colleagues’ individual and
feedback that supports the positive impact the strategies I present have on student
collective reflection and professional growth
learning.
by serving in roles such as mentor, coach,
and content facilitator.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Collect samples of
student work Review feedback
from Level 1 from Google
Plan short demo Discuss results and
Identify name and date for students and Forms, review
activity and prepare Give presentation where to go from
activities. record a sample information from
handouts here
card talk, OWI, follow-up
and write and questions
discuss
April 1-5 by April 12 April 19 April 20 and 29 April 30
I will lead a professional development session on our scheduled April 19th staff development day that is aimed
Provide 1-2 sentence
summary of your teacher
at the World Language department. I will give a presentation on methods to incorporate more Comprehensible
leader project. Input in the classroom, providing video clips, instructional guides, samples of student work, and giving a small
demonstration.
Summarize process for Afterwards, I will have my colleagues assess my presentation with a Google Form, and follow up with them
analyzing effectiveness of about whether or not they have implemented any of the activities mentioned or demonstrated in my
leadership role. presentation.
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.)
Brenda R. Beatty (2000) Teachers leading their
own professional growth: self-directed
reflection and collaboration and changes in
perception of self and work in secondary school Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional
teachers, Journal of In-Service Education, 26:1, Development (research brief). Palo Alto, CA: Learning Policy Institute.
73-97, DOI: 10.1080/13674580000200102 https://learningpolicyinstitute.org/product/effective-teacher-professional-development-brief
https://www.tandfonline.com/doi/pdf/10.1080
/13674580000200102?needAccess=true This article explores what makes professional development for teachers effective. The researchers
found that professional development is most effective when it is content focused, incorporates
This article found that when teachers are given active learning utilizing adult learning theory, supports collaboration, typically in job-embedded
the opportunity to lead their own professional contexts, uses models and modeling of effective practice, provides coaching and expert support,
growth, they become more intrinsically offers opportunities for feedback and reflection, and is of sustained duration.
motivated and have a higher sense of
self-worth. They feel listened to and like they
are catalysts for change.
Colleagues ​(Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my French teacher colleagues at another
school site has helped bring a published CI
Another colleague has presented during a similar professional development series, demonstrating
presenter to the area and encouraged her
how to use a website designed to increase fluency in writing.
colleagues to attend the 2-day seminar she
helped plan.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level:​ Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Establishing
Teacher clearly has been doing ongoing research in Keep a curious and open mind.
professiona
Integra Innovati the study of language acquisition and has been not Continue learning all you can about
6.2 l goals and
ting ng only modifying her own teaching to reflect that language acquisition and consider
engaging in
research, but is sharing it with colleagues and attending conferences over the
continuous
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 and encouraging them to try it as well as she becomes a summer. We’d love it if you would
purposeful leader in professional development. bring back more ideas for next year.
professiona
l growth
and
developme
nt
Collaborati
ng with Teacher shared effective teaching strategies with
colleagues colleagues that she has learned through her Next year, as she steps into her role
and the interactions with the broader professional as co-department chair, I would
broader community. She does all of this to support her recommend that the teacher spend
professiona Integra Innovati colleagues and student learning. She also invited more time with the department
6.3
l ting ng teachers to visit her classroom to observe or reach discussing these and other
community out via email or phone call if they have any strategies. Perhaps one department
to support questions or want to see more, which was a meeting per month could be an
teacher and wonderful extension that shows her dedication optional workshop.
student goes beyond the presentation.
learning

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
Teacher has a plethora of Comprehensible Teacher created a fabulous presentation
Input strategies in her tool box. She has also that was engaging on many levels, and Teacher provided colleagues in her
learned how to have great presence as a handouts for colleagues to take with them department with valuable teaching
leader and how to be taken seriously by to reference as they apply the strategies strategies based on research.
colleagues. presented.
Mentor Feedback
Directions: T​he Mentor should Identify strengths and areas of improvement in each of the following areas.
Everything was very clear and easy to understand. I know I personally wish you had been
Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
given more time to present because I would have liked to hear more. The handout with
resources. more activities was nice, and I would like you to explain or demonstrate some of them as
well.
Candidate was highly effective. She included pictures, video, and a real-life demonstration
Effectiveness of Candidate in teaching and coaching in addition to the text on the slides. Her presentation appealed to all learning styles. She
adults. (Refer to Adult Learning Principles in FOTIP checked for audience interest and understanding, and answered questions professionally.
Handbook She also encouraged her colleagues to start incorporating these strategies slowly, and told
[https://www.fotip.org/adult-learning-theory.html].
them how they can be applied to units or lessons they are already doing with their current
teaching style.
Topic was incredibly valuable to the audience, as we are all language teachers and it was
Value of topic for audience. about strategies for teaching foreign language. Hopefully it has inspired and re-energized
some of our colleagues

Overall delivery by Candidate of the professional Candidate was confident, had great presence, and delivered her presentation well. It was
development experience, including audience very engaging. As stated before, I wish she had more than only 15 minutes to work with
engagement, pacing, tone, and response to questions. because it seemed that she could have easily gone for 20-25.
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.

6 colleagues responded to the Google Form. Of the 6, 3 had already done an activity similar to Card Talk. The rest had not done an
activity like any of the ones described. When asked how effective they believed the activities to be based on the presentation (scale 1-5),
teachers rated each activity either a 4 or a 5 out of 5. On a scale of 5 for how confident they felt that they could do the activities in class
based on the information given in the presentation, all teachers but one rated every activity a 5 (the other rated every activity a 4). The
graph below shows which activities teachers tried. Write and Discuss had mixed reviews, with two teachers saying their students enjoyed
it and it was a good recap and 2 saying their students found it boring and did not like it. All teachers who did movie talk said it was an

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
engaging lesson.

Action Items (some may not be applicable)

For curriculum design, lesson
Consider how assessments change with this form of teaching. You mentioned your assessments look different
planning, assessment
planning and I think we would all like to see that.

For classroom practice Refine the activities and give teachers ideas for how to make them even more effective.
For teaching English learners,
students with special needs,
and students with other Think of ways these activities may need to be differentiated and how you could do that
instructional challenges
For future professional Consider leading more world language professional development both onsite and for the district. Attend more
development trainings on this teaching method!
For supporting
Embrace your new role as co-department chair :) Collaborate with your co-chair and learn as much as you can
others/department/
school/district for each other as you advocate for your program and our department

Other

Other Notes and Comments

It has been a pleasure being your mentor

Link to Google Form survey

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4