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
Megan Donoff miss.donoff@christcm.org Multiple Third
Mentor Email School/District Date
Leah Tornow mrs.tornow@christcm.org Christ Lutheran Costa Mesa 3/1/19
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.

Provides opportunities and support for families to

T- T-
Acknowledges the importance of the family’s role in actively participate in the classroom and school.
Working with Exploring Integrating
student learning. Seeks information about cultural
6.4 families to support
S- norms of families represented in the school. Welcomes Communicates to families in ways which show
student learning S-
Exploring family involvement at classroom/ school events understanding of and respect for cultural norms.
Integrating

Collaborates with colleagues to expand impact on

Collaborating with
colleagues and the
broader professional
6.3
community to
support teacher and
student learning
Project Title
International Relations Connections
Audience for Project
(Who Participates/Who Benefits)
Audience: Teaching Staff K-8
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
Consults with colleagues to consider how best to
T-
support teacher and student learning
Exploring
Begins to identify how to access student and teacher
S-
Exploring
resources in the broader professional community
Section 3: Teacher Leader Inquiry Focus and Planning
Inquiry Question
How can I improve communication and experience
for teachers and international families?
How Project Fits into Professional Goals and/or
Department/School/District Needs
There is a need for better communication on status
of international students at our school. Families
need to be better informed of their progress and
behavior. Administration needs more information
on classroom interactions.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
How Special Emphasis will be Incorporated
teacher and student learning within grade or
T-
department and school and district levels.
Integrating
Interacts with members of the broader professional
S-Applying
community to access resources that support teacher
effectiveness and student learning
Project Objective(s)
To create functional communication systems to
share expectations and progress between teachers,
families, and administration.
How Audience Satisfaction will be Assessed
Use a parent survey for international parents at the
end of student stay. Feedback on classroom
experience/clarity/communication/etc.
Teacher survey/discussion this year.
Google Form at end of presentation. Practice filling
out form and give feedback on international student
form.

NBPTS Proposition 5​: Teachers are Members of
Professional Communities
● Teachers Collaborate with Other
Professionals to Improve School
Effectiveness (A)
● Teachers Work Collaboratively with Families
(A)
● Teachers Work Collaboratively with the
Community (E/E)
Domain 6: Improves Outreach and Collaboration with
Families and Community ​Collaborates with families,
communities, and colleagues to develop
comprehensive strategies to address the diverse
educational needs of families and the community. (E/E)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Teacher Leader Model Standards Domain 6, 7 and NBPTS Core Proposition 5
NBPTS Proposition 5​: During a school professional development meeting, we will discuss
new ways we can improve our International Student Program. Reflecting upon past
experience with International Students will inform the direction of materials and
processes needed.
Domain 6: ​This project will allow for clearer communication and feedback. Our guest
community will have a better understanding of expectations and what their child is
experiencing in the classroom. Creation of communication forms to teacher from parent
will allow parents the opportunity to respond. This could be included on the bottom of
the weekly teacher communication forms to welcome feedback and establish
collaboration opportunities.
Page 1 of 6

Domain 7: Advocates for Student Learning and the
Profession ​(c) Collaborates with colleagues to select
appropriate opportunities to advocate for the rights
and/or needs of students, to secure additional
resources within the building or district that support
student learning, and to communicate effectively with
targeted audiences such as parents and community
members.
Domain 7: ​This project will involve securing additional resources to support the learning of
our enrolled students. Every teacher at our school has experienced the need for better
communication within our international student program. Resources will include coming
up with a survey for the end of the international students’ stay for both student and
parent to complete. Collaborating to gather resources will create a program that is more
professional. There is an important financial component to this international program.
Having a more professional program will ensure we maintain the income to the school as
well as global connections.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Creation of
Resources- Packet Presentation April
Survey; Gathering and Form (Working 15th Modified DIscussion with
Communication
Identify name and date for information from with Elaine to add Monday Meeting Mentor Tuesday
with
activities. Administration and what she has in the April 23; Complete
Administration
fellow educators office; Any teacher Analyze results ILP
guidelines/expectati Monday April 22
ons in the Drive)
02/28/19 3/22/19 4/1/19 4/22/19 4/23
Provide 1-2 sentence My leadership project involves improving our International Student Exchange program by gathering resources
summary of your teacher and creating forms to improve communication between teachers and administration as well as between
leader project. teachers and international students’ family members.
At the end of this ILP, I will give a presentation at one of our Modified Monday Professional Development
Summarize process for Meetings. After this presentation to my colleagues, administration, and office staff, I will send a Google Form
analyzing effectiveness of to survey their reactions. Part of this survey will include feedback on how well I communicated and presented
leadership role. the information. Using feedback from my mentor, office staff, and administration, I will be able to analyze my
effectiveness as a leader.
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.)
“Helping the Foreign Student” A Guide for School Personnel from ​AFS-USA ​written by: Dr. Barbara Y.
“Creating Global Connections through Korean Wills. This article gives helpful tips to educators and administration on hosting exchange students.
Culture” From ​Educator Week​ by Eileen Hynes. It had particularly helpful ideas about creating a buddy system to support the international student.
This article gave information for how educators It had a list of do’s and don’ts and things to be aware of. Some surprising information included
could connect with Korean Culture. Considering sharing that students in other countries are not as encouraged to ask questions openly as American
most of our international students are from students. Knowing this bit of information for example means that we have to express that they are
Korea, this could be a helpful resource for the welcome to ask questions here and that it is okay not to know the answer. Another helpful tip in
shared drive folder I’m creating in this project. this article was that “foreign students are accustomed to certain formalities. Asian students, for
example, do not like to be touched beyond a handshake.”
Ravitch, D. (1991). A Culture in Common. ​ASCD​,
Dec.Jan.​ Retrieved from Additional Research: “Korea Connection: Education students from afar experience life in the U.S.”
http://www.ascd.org/ASCD/pdf/journals/ed_lead HJNews. by Arie Kirk. An article sharing Korean exchange students experience at another school.
/el_199112_ravitch.pdf

Additionally, I plan to conduct research answering the following questions:

● Are there any other schools doing the same international program?
● What companies are used to bring in students to our school?
● How does this process work?
● Is there any paperwork or legal notes on what we are allowed to communicate to foreign families?
● What information do the companies provide our families about coming to our school?
● What information do we currently provide our foreign families?
Interview: Office personnel : April Florio and Elaine Yagerlener. Seek out information from past organizer Lisa Olsen.
Colleagues ​(Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Input from Mentor on Current issue:
Input from colleague: Taylor Kelso (1st grade):
“The international student I received last fall created many problems for my classroom. He had little
The international student program has been a
English skills and exhibited inappropriate behavior in the classroom including spitting on my floor.”
consistent part of our school for many years.
When I discussed this with Miss Kelso, I asked what steps she followed to deal with this behavior.
Although the majority of students are
The first step was talking to him one on one, telling him class rules. The second step was having him
cooperative and positive in our rooms, we have
follow the same behavior clip chart that the other students were using in the room which required
experienced some difficulty with discipline and
time out breaks from other students. Unfortunately the behavior did not improve. When she tried
communication with parents. No structure
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currently exists to help the classroom teacher
provide feedback to the parents or
administration. There is also no structure for
providing feedback to the office regarding
acceptance of students for subsequent years.
Classroom expectations and culture are not
currently being shared with the families before
students enter our classroom​s.
to talk to the mom, she was not sure mom really understood what was going on. (This
communication issue is an example of what we are experiencing with parents.)
After a recommendation from our principal, office staff emailed the agency about behavior
problems. Unfortunately the agency did not respond.
“If I were to get a say, and he wanted to come back next year, I would say no. It was not a healthy or
productive fit for this class.”- Miss Kelso
I’ve been in a similar situation myself. I let the office staff know a student from my class last year
should not return. That information was forgotten and our fourth grade teacher suffered for it
when he returned this year. Part of the reason I chose this leadership project is because we need to
get a handle on our international student program so experiences such as these do not occur. The
school sometimes turns away new students for returning ones when we are at capacity. If the
administration were better informed on teacher experiences, we could improve not just the
international students experience, but the experience our enrolled students have interacting with
them.

Section 5: Results and Reflection

Initial Revised
CSTP Element Evidence/Rationale 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?

I facilitated a collaboration with colleagues on our

Collaborating international visiting student program. The
with colleagues T- handbook I developed will broadly impact our
and the broader
Exploring I’m currently at an innovating level
professional T/S- school at the teacher, office, and administration
6.3 community to Innovating but I can continue to seek out topics
S- level. Additionally, the documents and forms
support teacher that are needed for school growth.
and student Exploring constructed can be put into practice immediately
learning to improve communication.

Through the creation of this handbook and the

To expand within the innovating
implementation of SeeSaw, I have contributed to
level, I will follow up to make sure
Working with the classroom and school community. Families are
T- procedures are carried out to
families to Exploring able to take leadership roles in improving student
T/S- improve communication. A follow
6.4 support
Innovating learning by connecting to their child’s digital
student S- up professional development
portfolio. The communication logs created through
learning Exploring meeting on best practices in
this leadership project also improve family
teaching international visiting
connection between our international visitors and
students.
the school.
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 Proposition 5​: Teachers are Members of Professional

Communities
Teachers Collaborate with Other Professionals to Improve
School Effectiveness (E/E) Resource Folder on Shared School Drive
Domain 6​: Improves Outreach and Collaboration with Documents were created that will
Families and Community (E/E)
which includes the following:
contribute to the improved communication
Domain 7​: Advocates for Student Learning and the Profession - International Visitor Handbook
surrounding internationally visiting
- Communication Forms
Key Learnings and New Skills students. These documents pertain to
- Post Assessment Form
● Interactive Presentation Skills office staff, administration, and teaching
- Exit Survey
● Organizing a Shared Drive Folder personnel.
with valuable information on
international visitor procedures
● Cultural Awareness

Mentor Feedback
Directions: T​he Mentor should Identify strengths and areas of improvement in each of the following areas.
The resource was extremely valuable as it fills a need at our school, and will be used by
Effectiveness of resources designed by Candidate, any teacher who has an international guest in his/her classroom. It provides clarity and
including presentation, notes, handouts, and other uniformity for feedback to international guests’ parents, and the office. Classroom
resources. teachers are better equipped to understand and handle the challenges of this program.
The presentation was data-driven, clear, and engaging.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
Effectiveness of Candidate in teaching and coaching Megan was effective in meeting the needs of adult learners. Her presentation was
adults. (Refer to Adult Learning Principles in FOTIP
Handbook relevant to the needs of the teachers. She focused on problem-solving through
[https://www.fotip.org/adult-learning-theory.html]. supportive, interactive means such as surveying, discussion, and sharing experiences.

The topic is very valuable as it has impacted every staff member, including office and
Value of topic for audience.
admissions staff. There was a need for organization and education around this topic.

The presentation was well-planned and paced to fill the available time. Attendees were
Overall delivery by Candidate of the professional
development experience, including audience
allowed time to discuss and respond, and their questions were appreciated and discussed.
engagement, pacing, tone, and response to questions. Because of the relevancy of the topic, there was engagement throughout 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.
Through the use of a Google form, those present for the presentation answered questions assessing the presentation. The excel
spreadsheet is attached. A snapshot is below:

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment N/A
planning
The use of the teacher handbook for international visitors will improve classroom practice. Teachers:
BEFORE ARRIVAL
❏ Provide a clean work space
❏ Have a set of supplies in an extra pencil box for student to use
❏ Check with Mr. Bouffard for chromebook
❏ Set up a Buddy- Set them up for success by providing the buddy with the new visiting
student’s name. Have them greet the visitor at the door and introduce themselves.
Encourage them to create a welcome card they can give the new student when they arrive.
For classroom practice
It can be overwhelming to have too many helpers or no one to greet you. Having a
designated person helps ease this scary transition into a foreign world.
SUPPLIES
❏ Make extra copies of papers. Best practice is to hang onto old copies of workbooks for future
use. Have one extra workbook for international students to rotate through.
❏ There are some supplies in the office. A few white glue bottles, crayons, colored pencils,
markers, small scissors, etc.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 UPON ARRIVAL
❏ Greet the family and child when they arrive. Help their buddy introduce themselves and
show them where they will be sitting. If they arrive at the classroom together, have the
buddy give the visitor a tour of the classroom while you provide the family with any
information and gently help them transition out of the classroom. Remember, if they
haven’t done this before, this can be a very scary time for them.
❏ Provide the child with a basic schedule of the day or point out where the schedule is posted.
Giving them an idea of what to expect will ease their nerves.
DURING STAY
Encourage student to participate as fully as possible. With the short term visitors, it must be clear
that they are visitors and not academic students. Please have them engage with our own students,
including curriculum and enrichment. However, you do not grade any papers. Do not even written
feedback as this could be seen as a student relationship. They do not need to have a set of
textbooks, lockers, or even uniforms. Since we are an I-20 certified school (allowing us to have
international academic students), we must separate student from visitor. Allow them to take
worksheets home just as our students because their parents want them to experience school. They
do not need to turn in homework, take tests, etc. You can absolutely encourage them to participate
in everything, as that is why they are here.
❏ Communicate any behavioral issues immediately through the behavior sheet. Create a copy
for the principal, family member, and send digitally to office through the google drive for
records
❏ Complete a weekly progress report electronically and provide a paper copy for the family

AFTER STAY
❏ Complete a post assessment of the child’s participation in the program. This will give the
office necessary information to know if the child is a good candidate for returning.
For teaching English learners,
students with special needs,
and students with other N/A
instructional challenges
For future professional
development Research and pursue global citizenship lessons to support international students’ visits to our school.

The international visitor handbook also has action items as follows:

Office Practice

POTENTIAL VISITORS
First Contact: When contacted by a short term visitor, make sure there is room in the class.
Best practice is ​no more than 2 ​international visitors per class. The number of international
For supporting
others/department/ visitors and I-20 students should not exceed 10% of your school body.
school/district
ACCEPTED VISITORS
Within the office:
❏ Email the ​International Visitor Packet​ to the family. This packet has a cover page,
checklist of what they are required to provide to us, and the application. Everything
must be complete and submitted with the registration fees to hold their spot. The
registration fee is non- refundable.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 ❏ Fees: The monthly program fee must be paid prior to the child starting their visit with
us. It is also non-refundable unless otherwise indicated by principal. For all financial
information, you must complete a green slip to bring to Kristi Edison. She will create
an invoice that you can email the visiting family prior to their arrival. You want to
include the amount for the registration fee, international fee, and the monthly
program fee. Also the first and last dates of their visit. Some families will make a
direct wire transfer.
❏ Create a digital file for each family so you know what information has been turned in
and monies paid.
Provide teachers:
❏ Fill out and distribute the information form on the visiting student which will include
student name, grade, birthdate, country of origin, if a returning visitor, length of visit,
allergies, faith if known, Parent/Guardian name, email, if they’re English speaking.
Provide Family:
❏ A list of activities and events during the time they are at CLS so they can participate if
they choose which may include:
❏ School & Performing Arts calendars
❏ Special Events/Days sheet (school hours, pizza lunch, chapel, welcome back
kick off/back to school night, baptismal birthdays, spirit dress day, recycle
drive, java in the plaza, PNO
❏ Cater Tots flyer (They are responsible to work out their own lunches. They
can create their own account and make their own orders.)
❏ SAC Registration form (enrichment packet, depending on the duration/time
of the visit)
❏ Campus Map (with drop off/pick instructions)
❏ Teacher info (teacher email address)
❏ School Website (option to subscribe to school newsletter)
❏ Bible (check to see if they are a returner and have already returned)
❏ SWAG
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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