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
Brittany Enamorado benamorado@omsslo.com Multiple Subject 4th
Mentor Email School/District Date
Old Mission School/Diocese of
Lindsey Pereira Lpereira@omsslo.com 3/5/20 Changed 3/13/20
Monterey
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.

Collaborates with colleagues to

Collaborating
Collaborates with colleagues to expand impact on teacher and
with
colleagues and improve student learning and reflect student learning within grade or
the broader on teaching practice at the classroom department and school and district
professional level. levels.
T-Appl T-Integra
6.3 community to
ying ting
support Interacts with members of the Engages with members of the
teacher and broader professional community to broader professional community to
student access resources that support teacher access resources and a wide range of
learning
effectiveness and student learning supports for teaching the full range
of learners.
Guide students to think critically through
Promoting use of questioning strategies, Supports students to initiate critical
critical posing/solving problems, and reflection T- thinking through independently
T-Appl
thinking on issues in content. Integrati developing questions, posing problems
ying
though ng and reflecting on multiple perspectives.
1.5
inquiry,
S-Appl
problem Students respond to questions and S-Integra Students pose problems and construct
ying
solving, and problems posed by the teacher and begin ting questions of their own to support
reflection to pose and solve problems of their own inquiries into content.
related to the content.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
To obtain knowledge about the
How can we continue to provide possible implementation of a distance
Professional development - Distance
content and skill development without learning plan for K-8 students. Share
Learning K-8.
students physically in school? this information with key stakeholders
and develop an implementation plan.
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
All staff participate, teachers, yard duty,
With school closures imminent we Survey of teachers after the
and administrators. The entire school
need a plan to continue teaching. presentation.
benefits.
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 7
Teacher Leader Model Standards Domain 3 Domain 3 and NBTS 5 will be incorporated because the basis of the project is to work with
a professional learning community that promotes continuous improvement. NBTS 1 is
NBTS Prop 5 - Learning Community incorporated because the changes and improvements that I am hoping to make are
because of the commitment I have for our students. The changes will benefit staff and
NBTS Prop 1 - Committed to students students.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Find resources and Give training to all Review surveys
Identify name and date for Get approval for
develop a curriculum school staff, survey from staff who Meet with mentor
activities. training
for the staff. once completed attended training
3/9/20 3/09/20 - 3/12/20 3/13/20 5/1/20 5/6/20
Provide 1-2 sentence For the teacher leader project I will be finding resources and developing training for all staff at my school
summary of your teacher regarding distance education at our elementary school and middle school. The professional development I will
leader project. give will start with a full PD day and ongoing one on one training with staff who have additional needs.
Summarize process for With school closures imminent, our site needs to have a plan, this will happen in the very near future. I will
analyzing effectiveness of survey the staff after the presentation and ultimately the implementation of the program will let me know if I
leadership role. was an effective leader in developing the distance learning plan that I am.
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.)
Google Resources for Distance Learning
As this was an emergency change to my teacher leader project I did not use scholarly articles to
inform my inquiry focus, but I did conduct research on this topic and I used the resources to the
Google Webinar for Distance Learning right. I used the best practices from both Google and Go Guardian management systems. The first
link is the overall page for Google Covid-19 resources. The second is a link to a Google Webinar
Go Guardian Best Practices for Remote Learning, that I attended before creating my professional development for my school site. The last link is for
March 2020 tips and best practices from Go Guardian, at our school site we use Go Guardian to monitor
students online activity and safety.

Colleagues (​ Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
I have had many discussions with my colleagues
and administration about the need for a better Students are not coming forward and taking ownership of their actions because they think they
discipline system at our school. At this time will get in trouble. The hope is that the students will make a change in their behavior if they are
students are not feeling safe reporting issues for not constantly worried about, “getting in trouble.”
fear of punishment.
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?

Collaborat
ing with
colleagues Collaborates with colleagues to expand
and the impact on teacher and student learning
broader within grade or department and school and To be innovating I think that I need
profession district levels. to conduct my own research and
al T-Appl T-Integr
6.3 create a product from start to finish
communit ying ating
Engages with members of the broader that will help teachers beyond my
y to
professional community to access resources immediate teaching community.
support
teacher and a wide range of supports for teaching
and the full range of learners.
student
learning
Promoting T-Appl Supports students to initiate critical thinking During this pandemic I have made
T-
critical ying through independently developing questions, many steps in moving towards
Integrat
1.5 thinking posing problems and reflecting on multiple innovating. The biggest step that I
ing
though S-Appl perspectives. have made so far is that we are
inquiry, ying really getting into project based
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 problem Students pose problems and construct questions learning lessons which require
solving, S-Integr of their own to support inquiries into content. much more critical thinking for my
and ating students.
reflection
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
NBPTS Propositions 1 and 5. Teachers are Presentation on Distance learning, best The distance learning plan for the K-8
committed to students and their learning. practices list, resources for distance students at the school was developed
Teachers are members of learning learning, and follow up individual training during the day and best practices were
communities. scheduled. shared and implemented.
Mentor Feedback
Directions: T​he Mentor should Identify strengths and areas of improvement in each of the following areas.
Before presentation: Slides are text heavy. Will each attendee get a copy as a handout? If
Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
all attendees have handouts add some text to speaker notes and clean up slides for
resources. presentation. After: changes made to the presentation helped with flow. The handouts for
the attendees were very helpful.
Effectiveness of Candidate in teaching and coaching Content is designed for professionals in the educational field. The presentation assumes
adults. (Refer to Adult Learning Principles in FOTIP
Handbook that the adult learners are motivated to learn and that they have experience with the
[https://www.fotip.org/adult-learning-theory.html]. overall concept.

Value of topic for audience.

The topic is problem-centered and has relevance for the teacher. The school closures will
have a large impact on the adult learner’s work lives.

The presentation started strong, the entry video was funny and got people hooked while
helping them to relax. The tone of the training was serious, but approachable. The speed
Overall delivery by Candidate of the professional of the training was slow for some and fast for others. Brittany did a good job of trying to
development experience, including audience reach all learners. During the training Brittany kept a list of questions so that they did not
engagement, pacing, tone, and response to questions. disrupt instruction too often. Two employees were scheduled for a breakout group where
they could have one on one assistance in setting up their Google Classrooms and using the
Google Suite for everything distance learning!
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.

The training was successful based on the positive implementation of the distance learning program at our school site. Only two days of
instruction were missed while we gave parents time to pick up needed supplies and get their study spaces at home set up. As of May 1st
staff have successfully completed 7 weeks of distance learning. See post meeting survey which displays the attendees feelings of the
training's usefulness. The lowest score given was a 3, or neutral for “​My attendance at this professional development was 
determined by local needs,” and “one for the presenter was knowledgeable and effective.” 

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 Action Items (some may not be applicable)
For curriculum design, lesson
Mapping curriculum to fit into a reduced school day. How to assess beyond a DOK 1 or 2 in an online
planning, assessment
planning environment for primary elementary.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
For classroom practice Measuring effectiveness of teachers in an online classroom.
For teaching English learners,
students with special needs, Develop a plan on reaching students who have varied needs. What does this look like in a distance classroom?
and students with other Do Zoom breakout Zooms give enough space for specialized classes.
instructional challenges
For future professional
development Dive deeper into project based learning and online assessment tools.
For supporting
others/department/ Follow up on effectiveness of distance teaching through teacher and student surveys.
school/district

Other

Other Notes and Comments

Since the training there have been many changes to the plans, it is an ever changing process. As a school we are doing amazing things
with our students and I am impressed by my colleagues, especially the ones who were not confident in their technology skills. We are
focusing on reaching all students not only with curriculum, but also focusing on their social and emotional health.

Include copy of Google Survey Form assessment tool.

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