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
charlesoes
treicher@
Charles Oestreicher ELA 11
csu.fullert
on.edu
Mentor Email School/District Date
anigro@fu
Dr. Amy Nigro llerton.ed university-based mentor April 29, 2021
u
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use the most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1
and 2. See example.
C
S
Element Initial Rating Description Goal Rating Description
T
P
T - Guide students to think critically
through use of questioning strategies,
T - Facilitates systematic opportunities for students to apply critical thinking
posing/solving problems, and reflection
1 Promoting critical thinking by designing structured inquiries into complex problems.
T – Applying on issues in content. T – Innovating
. through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions S - Innovating
5 solving, and reflection problems, reflect, and communicate understandings based on in depth
or tasks designed to promote
analysis of content learning.
comprehension and critical thinking in
single lessons or a sequence of lessons.
T - Integrates broad
knowledge of students
and their communities
Connecting to inform instruction. T- T - Develops and systematically uses extensive
T-
learning to Innovatin information regarding students’ cultural
Integrat
1 students’ prior S - Students are actively g backgrounds, prior knowledge, life
ing
. knowledge, engaged in curriculum, S- experiences, and interests.
S-
2 backgrounds, life which relates their prior Innovatin
Integrat
experiences, and knowledge, g S - Students can articulate the relevance and
ing
interests experiences, and impact of lessons on their lives and society.
interests within and
across learning
activities.
Plans instruction using a
wide range of strategies
to address learning
styles and meet
students’ assessed
language and learning
needs. Provides Plans instruction incorporating a repertoire of
appropriate support strategies specifically meet students’ diverse
Planning
and challenges for language and learning needs and styles to
instruction that
T- students. advance learning for all.
4 incorporates T-
Integrat
. appropriate Innovatin
ing Integrates results from a Facilitates opportunities for students to reflect
4 strategies to meet g
broad range of on their learning and the impact of
the learning needs
assessments into instructional strategies to meet their learning
of all students
planning to meet and language needs.
students’ diverse
learning and language
needs.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Student-centered techniques for teaching How can teachers Colleagues will be able to teach subject-specific
subject-specific vocabulary to facilitate across subject fields vocabulary using ESL-oriented techniques and
retention and use in authentic contexts. teach vocabulary in methodology that increase retention and
ways that students facilitate use in authentic, real-world contexts.
will retain and be able
to use target language
in authentic,
real-world contexts?

How Project Fits into

Professional Goals
Audience for Project
and/or How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits)
Department/School/Di
strict Needs
Identify and
demonstrate to
colleagues in ELA and
across subject fields Attendees will complete a Google Form
(social sciences, STEM) questionnaire about the seminar content and
Fellow teachers at my school, both in ELA and
techniques and how they perceive the effectiveness and
Social Sciences, Fine Arts, and STEM.
technology to make practicality of the content for their own
lessons more classes.
student-centered,
dynamic, and relevant
to student’s interest.
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 Proposition 2: Teachers know the NBPTS Prop. 2: Seminar will develop skills to teach subject-specific
subjects they teach and how to teach those vocabulary more effectively, increasing retention and absorption.
subjects to students.
TLMS Domains 3 & 4: Seminar will be coordinated and planned in
TLMS conjunction with a professional development program at my school and will
● Domain 3: Promoting professional be attended by colleagues across relevant subject fields: Social Sciences,
learning for continuous STEM, Fine Arts, and P.E.
improvement
● Domain 4: Facilitating
improvements in instruction and
student learning

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
PD seminar for Google Debrief Read questionnaires, Discuss with mentor
colleagues Forms (optional): aggregate and how seminar went,
feedback discussion interpret data what worked, and
questionn with what could be
aire colleagues of improved for next
Identify name and date impact of time
for activities. what they
learned on
teaching
TBD - sometime in Distribute 1-2 weeks Day of and day after TBD: likely the
March/April d same after seminar weekend following
pending school day as seminar the seminar
scheduling and seminar at
approval
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 end of
seminar
I will lead my colleagues across subject fields in a 35-45 minute long seminar demonstrating
Provide 1-2 sentence
theories, techniques, and technologies for teaching subject-specific vocabulary more effectively.
summary of your
teacher leader project. Seminar will include a slideshow, video clips, and leading teachers in ESL-derived activities
designed to teach vocabulary for retention and practical use.
Summarize the process
I will prepare and distribute an anonymous Google Form questionnaire asking colleagues to assess
for analyzing
what they feel they learned from the seminar, and how applicable they think what they learned
effectiveness of
leadership role. will be to their own classes.
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.)
1) Using Visual Materials in Teaching 1) Research supports using visuals to teach vocabulary more effectively;
Vocabulary in English as a Foreign Language student outcomes (measured by performance on a quiz) increased
Classrooms with Young Learners measurably when teachers used visual supplements compared to those
who did not.
2) View of Linking Research and Practice:
Effective Strategies for Teaching Vocabulary 2) ESL techniques for eliciting knowledge have proven through research to
in the ESL Classroom increase retention and students’ ability to apply vocabulary in contexts
outside the ESL classroom.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
David Gallagher has held PD day seminars on incorporating ESL-derived
activities and strategies for eliciting knowledge, particularly warmup and
David Gallagher, Grade 12 English teacher
“exit-ticket” activities.
and ELL coordinator
Our school is WASC accredited and curriculum is designed in conformance
Dr. Stephen Coryelle, Deputy Director of
with CCSSA standard; the student body is virtually 100% ELLs. Dr. Coryelle
Academics
has prioritized increased attention to ELLs and developing practical ways to
address ELL-specific needs.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rationale for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to increase
thinking through T – Applying T – Integrating Students answered questions that included all levels complexity of task beyond a single lesson so that there are
1.5
inquiry, problem S – Exploring S - Integrating of Bloom’s. Students created their own math continuing opportunities for students to engage in inquiry in
solving, and reflection problems. complex problems. How could you extend the lesson into PBL?
T created a presentation for Follow up with colleagues later in the
colleagues across subject fields semester or next academic year to see
on teaching vocabulary to whether they were able to effectively
Connecting facilitate retention and use in incorporate the techniques and
learning to real-world contexts. T used prior strategies in their lessons.
T- T- knowledge of colleagues’
students’
Integrat Innovati backgrounds and pedagogical Poll students anonymously on which
prior
ing ng approaches to craft content of among the demonstrated techniques
1.2 knowledge,
S- S- the presentation to maximize they respond to most and that they feel
backgrounds,
Integrat Integrati engagement and make content are most effective.
life
ing ng accessible and usable for
experiences,
and interests attendees in their own
classrooms.

Planning The content of the presentation Design an assessment tool to measure

instruction on teaching vocabulary was effectiveness of various techniques for
that designed to be relevant to a teaching vocabulary; generate data to
incorporates variety of students based on determine which techniques best
T- T-
appropriate fluency and learning styles. facilitate retention and real-world use.
4.4 Integrat Innovati
strategies to Towards this, the techniques
ing ng
meet the incorporated visuals, sound, live
learning performance, text, and other
needs of all multimodal elements to assist
students comprehension.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 Key Learnings and New Skills/Knowledge Product(s) Generated Contribution to
Developed by Teacher by Teacher Others/Department/School/District by Teacher
● Communicate with and engage Slideshow Taught colleagues techniques for teaching
colleagues effectively within and presentation on vocabulary that can be used in virtually any
outside my subject field methodology subject field and in either in-person or
● Adapt knowledge to share with behind techniques online classes.
colleagues across subject fields for teaching
● Design a presentation to give vocabulary,
colleagues concrete tools and explanation of what
skills that they can use in their the techniques are,
own classrooms and step-by-step
instructions and live
demonstrations on
how to use them.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Charles created a well planned and prepared presentation on
teaching subject-specific vocabulary. He had clear slides including
the objectives and addressed standards. He presented a variety of
Effectiveness of resources designed by Candidate,
techniques to elicit vocabulary through his slide show and handouts.
including presentation, notes, handouts, and other
resources. Charles had well organized material, minimal text on slides, and
presented in a logical order for participants to understand, practice
with and retain material. He included links to multiple resources
where participants could continue their learning.

1. Plan activities where adults can direct their own learning.

Charles provided links to references and resources where
participants could continue learning about strategies to
teach new vocabulary
2. Use active participation and groups for social interaction.
Charles included multiple opportunities for participants to
engage in group work through breakout sessions.
Participants were asked to practice with the new material.
3. Use a variety of teaching and learning methods, including
hands-on learning and service learning.
4. Make the learning relevant to what adults will be doing
when they leave the classroom. The participants in the
Effectiveness of Candidate in teaching and
training are all teachers at an international school in
coaching adults. (Refer to Adult Learning Principles
in FOTIP Handbook Thailand. The material that they learned during the
[https://www.fotip.org/adult-learning-theory.html] training is something that they could implement the
.
following school day. All of the teachers work with
students learning English, and techniques to elicit
vocabulary and check for understanding can be used across
content areas.
5. Focus on problem-solving. Charles presented the
participants with challenges including creating ways to
elicit vocabulary for a specific word, and creating
conceptual check questions.
6. Provide a supportive learning environment, with multiple
resources, breaks, and opportunities to ask questions,
practice, and correct mistakes. Charles interacted with
participants online due to Covid. He provided them with a
slide show and handouts. The participants engaged in

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 conversation and had opportunities to ask questions
throughout the training.

Student-Centered Techniques for Teaching Vocabulary to Facilitate

Retention and Use in Authentic Contexts was valuable to the
participants. Participants recognized the ways to elicit vocabulary
Value of topic for audience.
section as the most helpful and over half of the participants scored
this content as useful to their future teaching practice 8 or higher on
a scale of 1-10.
Overall delivery by Candidate of the professional
development experience, including audience Charles was well prepared, professional and engaging. He provided
engagement, pacing, tone, and response to time for instruction and for participant interactions.
questions.
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.
Five teachers attended my online seminar: three English teachers, one social sciences teacher, and one math
teacher. All I know well and communicate with regularly; the English teachers I communicate and share
resources with daily. All the attendees are either native English speakers or have native-level fluency. Three
attendees are US nationals, one is a UK national, and one is a US-educated Thai national.

At the beginning of the seminar, attendees completed a pre-assessment to gauge their familiarity with the
content of the presentation. Following the seminar, attendees completed a survey to assess their overall
satisfaction with the presentation and identify which parts they found most relevant and applicable to their
own teaching. The survey was administered anonymously to encourage participants to be honest in their
responses.

Data from the pre- and post-assessments are included at the end of the ILP.
Action Items (some may not be applicable)
For curriculum design, Adapt steps of elicitation and concept checking to areas other than vocabulary.
lesson planning, Incorporate techniques in the classroom, try different techniques and see which work
assessment planning best for students, incorporate concept check questions in lesson plans.
Use techniques from the TLP presentation more often; follow steps of elicitation; be
For classroom practice patient and give “wait time” in responses; plan in advance for vocab instruction with
visuals, realia, and other resources.
For teaching English Use visuals whenever possible; use guided questioning to aid retention; give more “wait
learners, students with
time” to students with special needs or instructional challenges.
special needs, and
students with other
instructional challenges
For future professional Follow up with colleagues on how they implemented the techniques from the seminar,
development and how effective they were.
For supporting Share presentation and ideas with other colleagues once school reopens; offer as a 55
others/department/ minute seminar on a designated professional development day; emphasize importance
school/district of elicitation and concept checking across subject fields.

Other

Other Notes and Comments

Responses to the pre- and post-assessment tools were anonymous.
Number of respondents: 5
pre-assessment tool: https://forms.gle/PqedmLTypUdinwZ57
post-presentation survey: https://forms.gle/o4En2ALpenEYKvnG6

Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 New Teacher Email Subject Area Grade Level

Charles Oestreicher charlesoestreicher@csu.fullert Secondary English 11

on.edu
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Q1: Check any of the terms below that you don't recognize. Q1: Of the teaching techniques that were introduced, which one
● eliciting 0 or ones do you think you are most likely to use in the future?
● funds of knowledge 2 Check all that apply.
● collocation 3 ● images 5
● cline 4 ● realia 3
● concept check questions 0 ● antonym or synonym 5
● examples 5
Q2: In your classroom, which of the following have you used before ● mime/performance 3
to teach subject-specific vocabulary? Check all that apply. ● contextualize (story) 4
● images 5 ● comparison 4
● realia 4 ● collocation 3
● antonym or synonym 5 ● cline 3
● examples 5
● mime/performance 4 Q2: On a scale of 1 to 10, how much of the content of the
● contextualize (story) 4 presentation were you already familiar with?
● comparison 5 ● 6/10: 40% (2)
● collocation 1 ● 7/10: 20% (1)
● cline 1 ● 8/10: 20% (1)
● 9/10: 20% (2)
Q3: By your best estimate, how often are you teaching new, ● average: 7.2/10
subject-specific vocabulary?
● very little; once a week at the most for a small part of the Q3: How valuable do you think this presentation will be to your
lesson teaching practice in the future? (scale of 1-10)
○ 0% (0) ● 6/10: 20% (1)
● some; twice a week for several minutes ● 7/10 20% (1)
○ 20% (1) ● 8/10 40 (2)
● regularly; almost every lesson and it is part of the main ● 9/10 20% (1)
activity ● average: 7.6/10
○ 60% (3)
● frequently; it is a significant part throughout every lesson Q4: Which part(s) of the presentation did you find most useful
○ 20% (1) or revelatory?
● ways to elicit vocabulary: 60% (2)
Q4: By your best estimate, how effectively are your students ● "Now you try" activities: 20% (1)
learning new vocabulary that you teach? (scale of 1-10) ● concept check questions: 20% (1)
● 5/10: 40% (2) ● the steps of elicitation: 0% (0)
● 6/10: 20% (1) ● other: 20% (1) “links to resources”
● 7/10: 40% (2)
● average: 6/10 Q5: Which part(s) of the presentation did you find least useful or
revelatory?
● ways to elicit vocabulary: 0% (0)
● "Now you try" activities: 20% (2)
● concept check questions: 20% (1)
● the steps of elicitation: 40% (2)
● other: 0% (0)

Q6: For teachers of subjects other than English: How applicable

do you think the content of the presentation is to your classes?
(scale of 1-10)
● 6/10: 50% (1)
● 8/10: 50% (1)
● average: 7/10

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 Q7: Rate your overall satisfaction with having participated in the
presentation. (scale of 1-10)
● 7/10: 20% (1)
● 8/10: 60% (3)
● 9/10: 20% (1)
● average: 8/10

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7