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
World Language,
Nana Yang Nana.yang@sgv.csarts.net 9-12
Mandarin
Mentor Email School/District Date
Andrea Nelson Andrea.nelson@sgv.csarts.net Duarte, Charter 3/9/2019
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 by designing structured inquires into
T - Guide students to think critically through use of questioning strategies, T–
complex problems.
Promoting critical thinking through inquiry, T – Applying posing/solving problems, and reflection on issues in content. Innovating
1.5 S - Students pose and answer a wide-range of complex
problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to promote S-
questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons. Innovating
understandings based on in depth analysis of content
learning.
T- Engages in reflection individually and with colleagues on the T- Maintains ongoing reflective practice and
relationship between making adjustments in teaching practice and T– action research in supporting student learning
6.1 Reflecting on teaching practice in
T – Applying impact on the full range of learners. Innovating and raising the level of academic achievement
6.1 support of student learning S – Exploring S-
S- Begins to engage in reflection on teaching practice individually S - Engages in and fosters reflection among
and with colleagues that is focused on methods to support the full Innovating colleagues for school wide impact on student
range of learners. learning
T- Sets goals connected to the CSTP that are authentic,
challenging, and based on self- assessment. Aligns personal T-Sets and modifies a broad range of
goals with school and district goals, and focuses on improving professional goals connected to the CSTP to
student learning. Selects and engages in professional improve instructional practice and impact
6.2 Establishing professional goals and development based on needs identified in professional goals. T– student learning within and beyond classroom.
engaging in continuous and purposeful T – Applying Innovating S- Engages in ongoing inquiry into teacher
6.2 S- Sets goals connected to the CSTP that take into account self-
professional growth and development S – Exploring S- practice for professional development.
assessment of teaching practice. Innovating
Contributes to professional organizations, and
Expands knowledge and skills individually and with colleagues development opportunities to extend own
through available professional development. teaching practice.

T- Collaborates with colleagues to improve student learning and

6.3 Collaborating with colleagues and the
broader professional community to
6.3
support teacher and student learning
reflect on teaching practice at the classroom level.
interacts with members of the broader professional community
to access resources that support teacher effectiveness and
student learning.
T – Applying S- Consults with colleagues to consider how best to support
S – Exploring teacher and student learning.
Begins to identify how to access student and teacher resources
in the broader professional community.
T- Facilitates collaboration with colleagues.
Works to ensure the broadest positive impact
possible on instructional practice and student
T–
achievement at school and district levels and
for the profession.
Innovating
S-
Innovating S- Initiates and develops professional learning
opportunities with the broader professional
community focused on student achievement.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Getting feedbacks from experienced CI
How native Chinese teachers can create language teachers to improve my
authentic layered materials to help students teaching and students’ learning and
High class interaction CI &TPRS instruction: Embedded Reading & Movie Talk improve language learning, comprehension Helping and demonstrating TPRS & CI
and proficiency through high interaction classroom tool, teaching strategies,
instructions and practices? classroom procedures for new coming
teachers.
How Project Fits into Professional Goals
Audience for Project How Audience Satisfaction will be
and/or Department/School/District
(Who Participates/Who Benefits) Assessed
Needs
Our department professional goals are
develop the curriculum, share resources
with new teachers and improve our teaching
and students’ learning through My mentor will help me with observation and providing
Comprehensive input classrooms by keep feedbacks and new teachers will conduct feedbacks and
create questions during department meeting. I also will ask
reaching out, update, adjusting better series of questions to make sure my goals that have met and
My mentor and new teachers will participate and new teachers and I will both get benefits from
strategies and technologies into our own new teaching understand my presentation and messages and
this project. knowledge that I am trying to convey
classroom and fit our own language nature.
Therefore, my project will help to
demonstrate new teachers the basic CI
concept, classroom management,
interactions and students’ success in CI
classrooms.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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
I will have my mentor and another teachers as my audiences and I will
ask for professional feedback about my practice and reflect my
teaching to improve students’ learning. I will use as many as I can CI
and TPRS strategies such as embedded reading and Movie talk to meet
1. Teacher use feedback and research to improve their practice my instructional goals as I want to improve students’ comprehension
and positively impact student learning skills. Also, I will gather and utilize my knowledge of TRPS and CI and
2. Teachers call on multiple methods to meet their instructional the nature of Chinese language to create the best fit and practice for
goals. my students. I will assist new teachers for TPRS and CI by
3. Teachers command specialized knowledge of how to convey a demonstrating the lesson and provide them presentation with
subject to students. fundamental tools for teaching comprehension and proficiency.
1. Assists colleagues in accessing and using research in order to Therefore, the goal of this project is to give a min lesson on embedded
select appropriate materials. reading and movie talk to my mentor who teaches Spanish and new
teachers who has no background about CI and followed by a
presentation as a clarification of what they have just experienced
through the lesson. They can find many supporting ideas and
explanation of the min lesson.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

4/8 4/15 4/22 4/25

Identify name and date for activities. Mentor Conversation Presentation Debriefing
to make sure & min with mentor
Analyze and
Department meeting to plan everything before lesson date and other
self-reflect
giving the for my teachers. Self
presentation project reflection.
Provide 1-2 sentence summary of your teacher
leader project.

Summarize process for analyzing effectiveness of

leadership role.

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. Reading is good for students to develop language learning. The more students read,
1. The potential of series books: How narrow reading leads to advanced L2 especially carefully designed and authentic reading materials, the more confident and
proficiency by Nan Yang and Stephen Krashen adept they become. However, it is hard and challenging to get students start to read and
http://www.sdkrashen.com/content/articles/2018_potential_of_series_books.pdf grow the habits of reading. Teachers are struggling because they have difficult times to find
and create comprehensible and compelling reading materials, including native speaking
2. Three teachers' experiences developing and implementing Teaching Proficiency teachers.
through Reading and Storytelling (TPRS) curriculum in their World Language classes 2. TPRS strives to make language learning, fun, engaging, high level of interactions and
by Espinoza, Pedro Luis comprehensible (Davidheiser, 2002; Marsh, 1998). TPRS is used in many world language
classrooms, but Chinese is not one of them. Often times, Chinese teacher candidates are not
well prepared to teach TPRS or CI. The purpose of this study was to examine the experience
of three high school World Language teachers who teach using this particular teaching
methodology (TPRS) with their World Language classes and how they learn to learn in
TPRS and how helpful they feel about colleagues coaching and collaboration as they teach,
create curriculum and materials, how effective of TPRS methods.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Spanish Teacher #1: She has addressed similar leadership role by sharing her
Spanish teacher # 2: she has been teaching Spanish for over 25 years. She
researches and findings with department colleagues. Even though we are
provides visions of our department and take ownership of leading the
teaching different languages, but it was good to see the fundamental ideas and
department and provide feedbacks to teachers.
approaches.
Section 5: Results and Reflection
Suggestions for Moving
CSTP Element Initial Rating Revised Rating Evidence/Rational for Rating
Forward

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4

Promoting critical thinking through
1.5
inquiry, problem solving, and reflection
To move to INNOVATING level: Consider how
to increase complexity of task beyond a single
Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating lesson so that there are continuing
Students answered questions that included all levels of Bloom’s. Students
S – Exploring S - Integrating opportunities for students to engage in inquiry
created their own math problems.
in complex problem. How could you extend
lesson into PBL?

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Contribution to
Key Learnings and New Skills/Knowledge Developed by Teacher Product(s) Generated
Others/Department/School/District

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.

Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult Learning

Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-theory.html].

Value of topic for audience.

Overall delivery by Candidate of the professional development experience, including

audience engagement, 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.

Action Items (some may not be applicable)

For curriculum design, lesson planning,
assessment planning

For classroom practice

For teaching English learners, students with

special needs, and students with other
instructional challenges

For future professional development

For supporting others/department/

school/district

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
Other

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