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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
Marco Gamboa mgamboa@ofy.org Science/Biology 9/10
Mentor Email School/District Date
Options for Youth – Chino
Noelle Fyvie nfyvie@ofy.org 5/7/2019
1/Acton
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 into
questioning strategies, posing/solving problems, and
complex problems.
Promoting critical thinking through inquiry, problem T – Applying reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex
solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons
understandings based on in depth analysis of content
or a sequence of lessons.
learning.

Due to changing schools at the


beginning of the school year, I I hope with the assistance of
was not too familiar with the technology that I can help
Engaging local area. My current school does bridge this gap and not just the
communities in have links to community colleges surrounding community but
6.5 support of the Applying and universities in the area but as Innovating also to expand bringing experts
instructional much extracurricular links as my in from around the community
program previous school. My goal this or even engage with other
semester was to try and establish classrooms with the use of
connections, especially with the technology.
local farms.
I actually feel comfortable
collaborating with my colleagues.
Collaborating with I do this in many ways ranging
I feel that this project idea can
colleagues and the broader from working together and
help expand and broaden
6.3 professional community to Integrating getting feedback with my Innovating
resources for all teachers at my
support teacher and student colleagues and also communicate
school site.
learning with other science teachers
across our charter using Google
Hangouts.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can community involvement
improve student engagement, learning, For teachers and administration to
Community Engagement
and overall understanding of the increase community involvement.
subject matter?
How Project Fits into Professional
Audience for Project How Audience Satisfaction will be
Goals and/or
(Who Participates/Who Benefits) Assessed
Department/School/District Needs
Response from presentation
Increasing community
Teachers and admin and increased outreach to the
involvement.
community into the classroom.
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
The primary focus of my inquiry question is for teachers and my
NBPTS 5.3: Teachers work collaboratively with the community. school to increase community engagement. This will be done in a
variety of ways. My main suggestion is using technology to achieve
TLMS Domain 6(e): this as it is quick and an efficient means to reach to not just the
community but to schools and experts across the state and country.
I will also recommend educational institutions and local businesses
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
Collaborates with families, communities, and colleagues to develop as other potential options for teachers and admin to reach out to
comprehensive strategies to address the diverse educational needs of increase community outreach.
families and the community.

Inquiry Implementation Plan


Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

3/15/19 3/18-4/5 4/8-4/12 4/15/19 4/19/19


Interview with
teacher
regarding
Discuss the
student
Online results with
Identify name and date for activities. reaction
collaboration Classroom my mentor
towards
or guest observation of and possibly
Presentation collaboration
invited to collaboration of make future
and overall
class dates guest modifications
understanding
set based on my
in comparison
results.
to the
previous
school year.
Provide 1-2 sentence summary of your teacher My mentor and I agreed that for my teacher leadership project would be integrate more
leader project. community collaboration not just for myself and colleagues but also the school in general.
My objective is the see an overall increase in community outreach for both the school overall and the
Summarize process for analyzing effectiveness of
leadership role.
each individual classroom. My primary means of analyzing the effective of this role is to see if
increased collaborations and guest speakers are making an impact on student learning.
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.)
Clark, Greg, et al. “Science Educational Outreach Programs That Benefit
Ascd. “Research Link / How the Community Influences Achievement.” How
Students and Scientists.” PLOS ONE, Public Library of Science, Student Progress Monitoring Improves Instruction - Educational Leadership,
journals.plos.org/plosbiology/article?id=10.1371%2Fjournal.pbio.1002368. www.ascd.org/publications/educational-leadership/may04/vol61/num08/-
How-the-Community-Influences-Achievement.aspx.
This article makes a strong case that community outreach is not just
beneficial for K-12 students but also beneficial for scientists and graduate The article makes a strong case on how community involvement can have
students in STEM related fields. Students get to see the relevancy of the major impact on student performance. A study was conducted to see what
subject matter by actually meeting and discussing with someone who is the impact would be of increased community involvement. This was done
working in a science related field. The scientists benefit as well as they in two poor rural schools in West Virginia. The school that was much
involved in the community was viewed by the community in a positive light
improve upon their communication of science to the general population
and overall were much more supportive of the school. As a result,
which in turn gets students interested in STEM related fields.
performance overall increased at the school. The school that did not follow
this route, overall performance was stagnant and changed little.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Our Science instructional coach has made teacher collaboration a priority
I primary force in engaging the community has been our student advisor. She across our charter. He organizes Google Hangouts at least once a month
has made connections with local schools and even helped to organize our first to touch bases with us as well as giving science teachers across the
career fair with great success. Students were able to meet people from local charter an importunity to discuss any issues we may have as well as
schools, businesses, police, and even the military. She has also organized FAFSA sharing different strategies on major assignments and labs. This
workshops for students and offered tours of local community colleges. collaborative time has been helpful, especially with the changes to our
curriculum.
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING level: Consider how
Teacher asked questions of analysis and evaluation.
Promoting critical thinking through inquiry, T – Applying T – Integrating to increase complexity of task beyond a single
1.5 Students answered questions that included all levels of Bloom’s.
problem solving, and reflection S – Exploring S - Integrating lesson so that there are continuing
Students created their own math problems.
opportunities for students to engage in inquiry

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
in complex problem. How could you extend
lesson into PBL?

There are other resources


in my area that I plan to
When I visited the nearby Goat Dairy, I visit and establish
realized what a great resource this relationships with. I
Engaging local was for both Ecology and Carbon ideally wanted to have my
communities in footprint. I feel that my experience at students visit the dairy or
6.5 support of the Applying Integrating the dairy provided a real life example at least have the farmer
instructional of how carbon footprint works as were visit but there was not
program on the topic of local production and enough time. I believe
how choice can make an impact on with this project starting
the environment. at the beginning of year, it
will be far more
comprehensive.
As mentioned above,
starting this program at
Collaborates with
the beginning of the year
families, communities,
My initial rating for community is essential. After getting
and colleagues to
outreach has been rather low for most further feedback from
develop comprehensive
of the program. I made it a priority to staff, they also mentioned
NBPTS 5.3 strategies to address Emerging Applying
change that for my final project and I that they have engineers
the diverse educational
feel that the guest speaker and my in their families which
needs of families and
dairy visit helped improve my rating. would be a great
the community.
additional to Physics or
other STEM related
classes in the future.

With my own feedback


Collaborates with and from staff, I plan to
families, communities, My focus was on collaborating with present my project
and colleagues to communities and I feel that I have findings to our Science
TLSA 6 (e) develop comprehensive Emerging Applying improved in this area by my outreach team in the hope that
strategies to address and my plan to continue this the next they too can bring in the
the diverse educational year. community into their
needs of families and classroom across the
the community. charter.
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
A school program to aid in
My areas of focus were on NBPTS 5.3 and TLMS Domain 6(e). Both of
bringing in professional and
these standards deal with community outreach and I rated myself fairly
Community Outreach Program educational guest to enhance
low on both of them.
the educational experience and
relevancy.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Marco had teachers discuss their strategies which got the audience
involved in the presentation right away. He shared ample resources
and discussed the importance of bringing in outside sources such as
professionals and local businesses that help students make
connections to the academic content and make it more meaningful,
Effectiveness of resources designed by Candidate, including presentation, notes, handouts, and thus, more memorable. The presentation itself was neat and
and other resources. straight to the point, but could have been improved slightly by
adding some photos showing examples of resources that could be
used by teachers. For example, he could have included pictures
from a recent event in which the Physical Science class had a guest
speaker who talked about the science behind the business of
recording music.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
Marco was very effective in coaching the teachers in the group to
share their ideas and thoughts with each other when prompted. He
Effectiveness of Candidate in teaching and coaching adults. (Refer to Adult Learning
Principles in FOTIP Handbook [https://www.fotip.org/adult-learning-theory.html].
had no trouble getting teachers to discuss with the group. His
presentation was very thoughtful and got several teachers
discussing further ideas even after the presentation was concluded.
Our school is smaller with much smaller class sizes than a
traditional school, so having guest speakers and field trips allows
for much more interaction between professionals and students.
Value of topic for audience.
The ideas Marco covered are definitely actionable in our school
sites and could result in more engagement and deeper learning on
the part of the students.
Marco’s delivery of his presentation and ideas was well thought out
and clear. He asked questions as much as he answered questions
Overall delivery by Candidate of the professional development experience, including to get the teachers involved in the discussion and to get them
audience engagement, pacing, tone, and response to questions. excited about integrating his ideas. The only critique is that one of
the teachers felt he talked a bit too fast at times, but overall he
articulated very well and definitely got the audience engaged.
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.
I interviewed several students in order to get feedback from the guest presentation. Overall students responded positively. During the
presentation, I was worried that perhaps the content may have been too technical but to my surprise students were able to take in the content
fairly well. The big surprise was that a younger student (not enrolled in Physical Science) who simply visited to hear the presentation had the
most questions and was completely engaged by the presentation. My visit to the dairy provided some real world context to our carbon footprint
lab. Beef consumption was a big topic of discussion and sharing my experience at the goat dairy provided real world context for the lesson. As
mentioned in my results in my presentation, it still remains to be seen how guest speakers will affect academic performance. As I realized, this
needs to be looked at in the long term in order to see its impact needs to be done by more teachers as well. I feel with a full year and increased
participation I can get a more accurate picture of how community involvement affects academic performance. But, as I researched this topic, it’s
not exactly the easiest to measure which is its biggest drawback in terms of impact. On the other hand, all the research has shown that guest
speakers and community involvement give further meaning and purpose to a lesson and in my opinion that is a success.
Action Items (some may not be applicable)
Guest speakers or virtual tours can be a great way to enhance a lesson. With proper planning, you can
For curriculum design, lesson planning, even collaborate with classrooms across the country and world. Some of the collaborations I saw were
assessment planning many foreign language teachers looking to collaborate with Spanish or French speaking classroom in
order to practice casual speaking.
I feel that my project has a direct impact on classroom practice. It adds a unique learning experience
which enriches the lesson and shows a direct correlation between the learning standard and real world
For classroom practice
application. My guest speaker was able to demonstrate how waves and magnetism are used in audio
engineering and recording.
For teaching English learners, students with
Guest and virtual speakers can offer many resources to SPED and EL students. For students who deal
special needs, and students with other
instructional challenges with anxiety, web conferencing and virtual field trips can offer a similar experience of a field trip.
I plan to pitch my project at our next charter wide PD. I feel that other teachers will benefit from this
For future professional development as it is a great way to show relevancy and enhance a lesson or standard. Teachers need to be utilize
every tool at their disposal and this project has made me realize how many options are around us.
CILC.org offers programs for schools. They offer packages for schools that allows for virtual meetings
For supporting others/department/
school/district
with professors in specific fields as well as offering virtual fieldtrips. This is a great alternative for
schools that may not have the resources for frequent field trips.

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5

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