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
Cecilia (Rodriguez) Schmidt Greenworm25@gmail.com Multiple Subjects First-Grade
Mentor Email School/District Date
John Costa djcosta@fullerton.edu K-13 Riverside District 2/26/2020
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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
comprehension and critical thinking in single lessons or a sequence of lessons.
depth analysis of content learning.

Using a variety T - Creates, adapts, and integrates a broad T - Refines the flexible use of
of instructional range of strategies, resources, and extensive repertoire of strategies,
strategies, technologies into instruction designed to resources, and technologies to meet
resources, and T-Integrating meet students’ diverse learning needs. T-Innovating students’ diverse learning needs.
1.4 S-Integrating S-Innovating
technologies to S – Students actively engage in instruction S - Students take responsibilities for
meet students’ and make use of a variety of targeted using a wide range of strategies,
diverse learning strategies, resources, and technologies to resources, and technologies that
needs. meet their individual student needs successfully advance their learning.
Establishing and Establishes and communicates to students Establishes and articulates learning
articulating clear learning goals for content that are goals to students that integrate
4.2 goals for Applying accessible, challenging, and differentiated Integrating content standards with students’
student to address students’ diverse learning strengths, interests, and learning
learning. needs. needs.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Identify three types of struggling
How can different strategies be used to writers and learn different
Support Struggling Writers in Elementary
support struggling writers in elementary? strategies that can be used to help
struggling writers succeed.
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
Grade school’s professional goals are to
share resources, experiences, and work
collaboratively on a weekly basis to help
improve teaching skills and help Audience satisfaction will be
improve the academic performance of assessed through their participation
Grade-School teachers.
students. Therefore, my project will be during the PD presentation and
beneficial as it will help teachers post-presentation evaluation.
develop a deeper understanding on how
to best support struggling writers
succeed.
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
1. This standard will be incorporated into the presentation as a teacher
1. Teacher Leader Model Standards professional development opportunity that will allow colleagues to reflect
(Domain 3)-Promoting Professional and grow on their personal teaching practices. Teachers will learn the
Learning for Continuous Improvement significance of implementing effective strategies to support struggling
student writers in elementary.
2. NBPTS (Proposition 3)- Teachers are 2. Teachers will learn to identify three types of struggling writers, and will
responsible for managing and also learn that with a little scaffolding and support, strategies can be
monitoring student learning implement into their writing instruction to help support struggling student
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 writers.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Gather data, and
Begin research on Present
begin organizing Complete Teacher Post-Conference
Identify name and date for topic, and submit ILP Teacher Leader
activities. Teacher Leader Leader Project with Mentor
1-4 Project
Project.
February 28-March
February 24, 2019 March 20, 2020 April 3, 2020 April 8, 2020
19, 2020
Provide 1-2 sentence
The teacher leader project will help educators examine their writing instruction and consider various
summary of your teacher
leader project. options to help struggling student writers feel confident in their writing skills.
Summarize process for
After addressing effective strategies to support struggling writers in the classroom, I will have educators
analyzing effectiveness of
leadership role. identify a strategy they plan to put in place, or to identify one that has worked for them.
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. This study focused on improving students’ writing skills in order to improve academic
achievement. The targeted population were third and fifth grade students who had
inconsistent writing instruction between or across grade levels, lacked quality models of
1. Improving Student Writing Skills through the writing at school and at home, had limited background knowledge, and received
Modeling of the Writing Process inconsistent vocabulary and terminology across and between grade levels. Results of the
study indicated an increase in students’ writing skills. Students’ knowledge of writing
Kapka, Dawn. & Oberman, Dina A. (2001).
elements also increased with teacher training on the writing process, parent involvement,
Improving Student Writing Skills through the implementation of a writing program to teach concepts/skills, use of a variety of writing
Modeling of the Writing Process. [Washington, strategies, and peer editing.
D.C.] : Distributed by ERIC Clearinghouse,
https://eric.ed.gov/?id=ED453536
2. The purpose of the study was to see what specific writing strategies foster the
2. Writing Strategies for Struggling Writers development of literacy among students who are struggling writers. The targeted
Keeler, C. (2013). “Writing Strategies for population were two students who were identified as struggling writers. Students were
Struggling Writers” Education Masters. Paper taught how to self-monitor and set goals in their writing (in a small group setting) in order to
produce clear writing pieces that make sense. Results from the study indicated that students
246
were more engage in their writing when topics were of interest to them. The study also
demonstrated that students benefited from explicit instruction of strategies along with
teacher modeling, and goal setting. In addition, the study found that in order for students to
use specific writing strategies, teacher modeling and providing explicit instruction were
essential skills to use.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
1. The first-grade teacher works with struggling writers in various ways. She allows
students to have a choice in their writing topic to create an interest in writing. She
also has students complete a heart map, which consists of things that are
important to them. She has students refer to their heart map anytime they have
1. First-Grade Teacher trouble thinking of a topic. She sets small goals with students and holds individual
2. Kindergarten Teacher conferences.
2. The kindergarten teacher works one on one with struggling writers. She dictates
the sentences for them to write down, and offers support for spelling, spacing out
words, capital letters, and punctuation marks. She also encourages the class to
share ideas aloud in order to help students think about what to write.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so that
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created their there are continuing opportunities for students to engage
inquiry, problem S – Exploring S - Integrating
own math problems. in inquiry in complex problem. How could you extend
solving, and reflection
lesson into PBL?
T-Integrating T-Innovating
1.4 Using a S-Integrating S-Integrating
T- Planning for this presentation allowed me to T- I will continue to be a
variety of grow in this area as a teacher leader. I planned teacher leader and share with
instructional on using a variety of instructional strategies such colleagues learned strategies to
strategies, as, cooperative learning, direct instruction, help meet students’ diverse
resources, inquiry-base learning, active learning, and using learning needs.
and technology to present and demonstrate a short
technologie video. S- My goal is to create more
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 project-base learning
opportunities for students so
s to meet
S- Colleagues would have enjoyed the interactive that they have a chance to
students’
activities that would have taken place within develop knowledge and skills
diverse
their groups and would have enjoyed through engaging projects set
learning
participating in whole group discussions. around challenges and
needs.
problems they may face once
in the real world.
Establishing
I feel that I would have met the established goal I will continue to write and set
and
set for the presentation. Learning goals were set measurable learning goals, and
articulating
4.2 Applying Integrating clearly and I would have identified in my will also continue to have a
goals for
presentation various strategies to support the specific action plan for each
student
three types of struggling writers. goal.
learning.

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Key Learnings and New Skills/Knowledge Developed Contribution to
Product(s) Generated
by Teacher Others/Department/School/District
Teachers would have participated in
various interactive activities within their
Learning about different strategies to support
group throughout the presentation
struggling writers was the focus of the Grade-School Colleagues
assessing their understanding of
presentation.
strategies to support each type of
struggling writer presented.
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 resources.
Excellent design, planning and execution by candidate.

Effectiveness of Candidate in teaching and coaching adults.

Candidate prepared for adult learners with a cohesive presentation that adults
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. were able to comprehend and follow with ease.

Value of topic for audience. High value topic for this particular audience. Well devised and done.

Overall delivery by Candidate of the professional

development experience, including audience engagement, Excellent on all accounts.
pacing, tone, and response to 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.

N/A

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment Teachers will analyze strategies learned and will plan on incorporating strategies needed for students.
planning

For classroom practice Teachers will apply strategies learned into their writing lessons, and will share experiences in future PLC.

For teaching English learners, Student writing will be a more engaging process for all when certain strategies are set in place to support
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 students with special needs,
certain types of writers and learners. Using a variety of strategies for writing will give learners an
and students with other
instructional challenges opportunity to achieve the expected learning outcomes.
For future professional A follow up can be made during a future PLC. Teachers can discuss and share the outcomes of strategies
development used to support writers.
For supporting
As a staff, we want to continue to share information with one another during PLC, and encourage teachers
others/department/
school/district to share research base information learned with one another.

Other

Other Notes and Comments

Link to post presentation of survey I would have presented.

https://docs.google.com/forms/d/e/1FAIpQLSdKH4Garxw1gb9RDcU9ssp7cEYhLCAp1nMaKw46IdTJ6vm8eg/viewform?usp=sf_link

Include copy of Google Survey Form assessment tool.

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