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
Miller, Kaitlyn kmiller@discoveryprep.org World History 10th
Mentor Email School/District Date
Discovery Charter Preparatory
Flores, Fabian fflores@discoveryprep.org 3/3/2023
High School
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
T - Guide students to think critically through use of
apply critical thinking by designing structured inquires
Promoting critical T– questioning strategies, posing/solving problems, and T–
into complex problems.
thinking through Applying reflection on issues in content. Innovating
1.5 S - Students pose and answer a wide-range of
inquiry, problem S– S - Students respond to varied questions or tasks S-
complex questions and problems, reflect, and
solving, and reflection Exploring designed to promote comprehension and critical Innovating
communicate understandings based on in depth
thinking in single lessons or a sequence of lessons.
analysis of content learning.
Use knowledge of
T- Innovating- Plans differentiated
student’s academic T- Applying- Plans differentiated instruction
readiness, language instruction that provides systematic
based on knowledge of student’s academic T-
proficiency, cultural Innovating opportunities for supporting and
4.1 background, and
T- Applying language, diverse cultural background, and extending student learning based on
individual individual cognitive, social, and physical comprehensive information on students.
development to plan development to meet their individual needs.
instruction
T- Innovating- Infuses assessments
strategically and systematically
Collect and T- Applying- Collects a variety of formal and throughout instruction to collect ongoing
analyze informal assessment data on student learning. assessment data appropriate for the range
T- of learner needs.
assessment data T- Applying   Innovating
5.2 Uses analysis of a variety of data to inform
from variety of
sources to inform planning and differentiation of instruction. Uses results of ongoing data analysis to plan
instruction and differentiate instruction for maximum
academic success.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
To help fellow educators access and
How to create Nearpod lessons/activities
Using Nearpod to best benefit your students create engaging lessons that are
that best reach every learner and
and lessons geared toward differentiation using the
improve instruction.
educational tool Nearpod.
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
This can help all teachers differentiate
Participants are fellow teachers on staff, from lessons and content for students. This
all grades and subjects. This will include about educational tool also provides data Survey after presentation and again
15 teachers. from assessments and other activities after teacher implementation of
on each student who participates. Nearpod into their lessons.

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: Proposition 2 will be incorporated by introducing the tools that are within
subjects they teach and how to teach the educational technology site, Nearpod. It is important to show teachers the best
those subjects to students. uses of this tool for their classroom instructions and the many benefits for
differentiation it provides.
TLM: Domain 4. Facilitating
Improvements in Instruction and Student TLM: Domain 4 will be incorporated by my project during a dedicated professional
Learning. development session the facilitates teacher improvements on instructional tools that
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 meet student needs and overall student learning.
Inquiry Implementation Plan
Discuss Results
Analyze Results
Milestone 1 Milestone 2 Milestone 3 with Mentor
Milestone 4
Milestone 5
Identify name and Collaborate with
date for activities. Present Discuss with
Admin Create Presentation Analyze Results
Presentation Mentor

Done by 3/10 Done by 4/18 Done by 4/19 Done by 4/25 Done by 4/27
Provide 1-2 sentence
summary of your Help teachers incorporate the technologies and tools provided by Nearpod into classroom instruction to
teacher leader project. best differentiate for students learning.

Summarize process for

analyzing effectiveness The results of teacher involvement will help raise student performances and overall engagement in their
of leadership role. 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.)
Article 1:
https://www.edutopia.org/article/inquiry-based- Article 1: This inquiry-based article explains the best practices in implementing Inquiry
tasks-social-studies/ based lessons into the classroom. It focuses mostly on Social Science, but these can be
incorporated into any subject.

Article 2:
https://files.eric.ed.gov/fulltext/ED491498.pdf Article 2: This article highlighted how to best implement inquiry-based learning and create
collaborative lessons for students.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Ms. Marquez: She has tried a number of different activities in order to help differentiate
lessons for students. She is also a advocate for bringing new technologies and practices into
our classrooms.
Ms. Marquez- English
Mr. Arteaga- English
Mr. Arteaga- Much like Ms. Marquez, he incorporates a number of different practices that
are aimed at helping students grow academically.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting T– To move to INNOVATING level: Consider
critical thinking T– Integratin how to increase complexity of task beyond a
Teacher asked questions of analysis and evaluation.
through inquiry, Applying g single lesson so that there are continuing
1.5 Students answered questions that included all levels of Bloom’s.
problem S– S- opportunities for students to engage in
Students created their own math problems.
solving, and Exploring Integratin inquiry in complex problem. How could you
reflection g extend lesson into PBL?
Using available
technologies to
Different technologies are designed and implemented into To move to innovating level, I will consider
assist in
lessons, that foster informal assessment results. This setting broader goals professionally, attend
assessment,
5.6 Integrating Integrating provides an in-depth ability to check for student specified professional development
analysis, and
understanding and communicate regarding student opportunities, and explore technologies
communication
learning. that will help in collecting student data.
of student
learning
Using a variety
This tool supports individual students learning needs and
of instructional
aids in differentiation for students. Includes graphic
strategies, To move to innovating level, I will consider
organizers, visual aids, differentiated readings, and points
resources, and implementing interventions to help
1.4 Integrating Integrating to check for understanding.
technologies to identify points of struggle for students and
meet students’ best help in their learning goals.
Students engage in self-directed learning opportunities and
diverse
are encouraged to take ownership of their learning.
learning needs
1.5 Promoting Integrating Integrating I prompt students to ask questions and evaluate evidence. To move to innovating level, I will consider
critical thinking This is facilitated through multiple modalities, resources, best ways to support student learning and
through organizers, and more. their ability to achieve higher level thinking
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 inquiry,
problem Student responses address beyond basic inquiry, exploring
and inquiries in historical settings.
solving, and higher level thinking in order to evaluate and analyze
reflection historical concepts and perspectives.
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
Google Slides presentation explaining what
Using technology to support student learning and Nearpod has to offer and how to get started
assess student achievement and enhance overall in using it for your classroom. Schools contribution was with admin
engagement of the lesson
approval and purchase of Nearpod,
Step by step guide on how to create lessons. allowing for full access to their library
Provide new professional development for an
and activity opportunities.
educational technology platform to help my schools
staff as a whole. Survey to staff on their thoughts on the
professional development.

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

Effectiveness of resources designed by Candidate,

including presentation, notes, handouts, and other Great design and presentation to staff, including examples.
resources.

Effectiveness of Candidate in teaching and coaching Presentation enabled adult learners to access the material during and after the
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
presentation. Clear narrative was provided, and adult learner questions were
theory.html]. effectively answered.

High value of topic for the audience, teachers of all classes will be able to utilize this
Value of topic for audience.
tool and create engaging lessons for students.

Overall delivery by Candidate of the professional High proficiency levels of development and engagement. Candidate should be
development experience, including audience applauded for the amount of clarity and creativity put into the design and delivery of
engagement, pacing, tone, and response to questions. the presentation.
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.
A majority of teachers found the presentation to be clearly delivered and useful to their overall understanding of how to use Nearpod
in their classrooms. 87% of teachers that were surveyed found the information presented was clear and concise, 73% felt the
information was useful for their classrooms, and 80% stated they would likely use Nearpod in their classroom in the future.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
Activities engage students and utilize visual and auditory learning, as well as higher level questioning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 components in a fun and engaging manner. Nearpod allows for differentiation and implementation of
planning
multiple modalities in activities.

For classroom practice Using Nearpod in a classroom setting and implementing differentiation within one lessons.
For teaching English learners,
students with special needs, Explore using subtitles and captions in videos, translations for articles included, and group discussion
and students with other boards.
instructional challenges
For future professional
development
N/A
For supporting
We want to continue to share information as a staff and encourage each other to share students data in
others/department/
school/district order to help every student.

Other N/A
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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