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
Ricca Sarmiento rsarmiento@bishopodowd.org English 11th/12th
Mentor Email School/District Date
Bishop O’Dowd High School
Kate Cunnane kcunnane@bishopodowd.org 3/8/2020
Diocese of Oakland
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.

Connecting T - Develops and systematically uses extensive

learning to T - Integrates broad knowledge of students and information regarding students’ cultural
their communities to inform instruction. backgrounds, prior knowledge, life experiences,
students’ prior
T – Integrating T –Innovating and interests.
1.2 knowledge,
S - Integrating S - Students are actively engaged in curriculum, S - Innovating
backgrounds, life
which relates their prior knowledge, experiences,
experiences, and and interests within and across learning activities. S - Students can articulate the relevance and
interests impact of lessons on their lives and society.
T - Adapts physical and/or environments flexibly
Creating physical to facilitate access to a wide range of resources
or virtual learning T - Maintains physical environments that reflect that engage students in learning. Ensures that
environments that student diversity and provides a broad range of environments enhance learning and reflect
promote student resources, displays, and artifacts that are current diversity within and beyond the classroom.
learning, reflect and integral to instruction.
diversity, and T – Integrating T –Innovating T -Selects from a repertoire of structures for
2.2 encourage S - Integrating
S - Students routinely use a range of resources in
S - Innovating interaction to ensure accelerated learning for the
constructive and learning environments that relate to and enhance full range of students.
productive instruction and reflect their diversity.
interactions Students share in monitoring and assessment of S - Students participate in monitoring and
among students interactions to improve effectiveness and develop a changing the design of learning environments
positive culture for learning. and structures for interactions.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
To have a completely curriculum and core texts
How has diverse representation in children’s literature for the Children’s Literature senior elective and to
The New Children’s Literature
improved over the last 20 or so years? have the plan approved by the English
Department
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
Administrative focus on diversity and equity in the
classroom – This addresses the need for more diverse Whether or not the course is approved
English Department / Students and colleagues benefit representation and encourages students to reflect on Feedback from colleagues
the importance of diverse representation in literature Feedback from department chair
and media
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
NBPTS – I will have to work with other teachers in my department to get a sense of what is already being taught
NBPTS – Prop 5.1 – Teachers collaborate with other at other levels to avoid overlap in curriculum. I will also need to take their suggestions and criticism into
professionals to improve school effectiveness consideration both before and after my presentation.

TLMS – Domains 6.C - Facilitates colleagues’ self-examination
of their own understandings of community culture and
diversity and how they can develop culturally responsive
strategies to enrich the educational experiences of students
and achieve high levels of learning for all students.
TLMS – In my presentation, I plan to address the complete lack of diversity and problematic texts included in the
current Children’s Literature curriculum. I also will use an interpersonal hook to ask my colleagues to think about
literature they grew up with. My hope is this reflection will encourage my colleagues to look at their own
curriculum more critically and honestly, and push them to find and include more diverse representation in their
respective classes.

Inquiry Implementation Plan

Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Identify name and date for
activities.
Feb 24 March 2 March 6 March 16 March 20
Planning and outlining Check in – Fine tune Presentation to Analyze results Discuss results
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 English
with mentor
Department
Provide 1-2 sentence TLP will completely re-do the curriculum of the current Children’s Literature senior elective. In order to have
summary of your teacher these changes can be official, the scope and sequence of the course has to be presented to the English
leader project. Department for approval.
Summarize process for
Asking for feedback on presentation (areas of strength and growth), effectiveness of overall presentation and
analyzing effectiveness of
leadership role. how clearly messages were conveyed
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.)
“The New YA” -
https://www.tolerance.org/magazine/spring-2020/the-
new-ya This article addresses the benefits of including YA literature into curriculum because of the
accessibility of language, which in turn, promotes students’ critical thinking skills.
“Kids Books Still Have a Lack of Diversity”
https://www.huffingtonpost.ca/entry/diversity-kids- This article addresses the push for diverse representation in children’s literature since the
books-statistics_ca_5d0bb0f8e4b0859fc3db38c3
1990s, but shares statistics of where that representation is still lacking.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleague 1 – Spoke with each dept member individually prior to presentation at dept
meeting. She was able to assess what areas of concern all other dept members had and was
able to address them head-on during her presentation for the new course. This was
Colleague 1 – Had to present a completely new effective in making each dept member feel heard and valued in their opinions and possible
course to the department last semester concerns with the new course.

Issue at Dept/School Level – Administration is Issue at Dept/School Level – English dept is split between faculty who have been at the
pushing for a focus on more diverse and culturally school for 15+ years and >5 years. Most of the dept is excited about diversifying curriculum
responsive curriculum from all depts and exploring new ideas and literature options with the help and guidance of other
colleagues and admin, however, some are having a hard time adjusting to changes.
Challenge is to get these colleagues to understand the importance of this need for our
students
Section 5: Results and Reflection
Revised
CSTP Element Initial Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
T – Applying Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their
S – Exploring S- continuing opportunities for students to engage in inquiry in
solving, and own math problems.
Integrating complex problem. How could you extend lesson into PBL?
reflection
Connecting
learning to
students’ - Effective use of interpersonal hook, encouraging dept to reflect
T–
prior on their own experiences and memories with literature growing
T – Integrating Innovating
1.2 knowledge,
S - Integrating S–
up n/a
backgrounds, - New curriculum gives students the ability to share their
Innovating
life experience with literature growing up
experiences,
and interests

Creating
physical or
virtual
learning
environments - Colleagues were on board with the changes to the scope and
that promote sequence
student - Agreement that current course lacks diversity and presents
T–
learning, challenges in students’ ability to connect with curriculum
T – Integrating Innovating
2.2 reflect
S - Integrating S-
- New curriculum gives students the opportunity to explore n/a
diversity, and worldwide experiences and connections with literature
Innovating
encourage - New curriculum brings in not only ethnic and cultural diversity,
constructive but also incorporates LGBTQ+ voices, socioeconomic diversity,
and differences in ability, etc.
productive
interactions
among
students

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Key Learnings and New Skills/Knowledge Contribution to
Product(s) Generated
Developed by Teacher Others/Department/School/District
NBPTS – Prop 5.1 – Teachers collaborate with other
professionals to improve school effectiveness
Adds diversity in texts for overall English dept
TLMS – Domains 6.C - Facilitates colleagues’ self-examination
Fully developed new course scope and sequence Follows administrative push for diversity and equity
of their own understandings of community culture and
in the classroom
diversity and how they can develop culturally responsive
strategies to enrich the educational experiences of students
and achieve high levels of learning for all students.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Candidate’s slide-deck was well organized and straight-forward

Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
First handout included more information about the novels included in the Book of Choice unit, including
publishing dates and award,
Second handout was the article “The New YA” published by Teaching Tolerance – very effective in addressing
questions and skepticism about including Young Adult literature in curriculum

Candidate connected new curriculum to colleagues’ own experiences

Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
Candidate addressed the relevance of the new curriculum as it aligns with administrative goals towards diversity
and equity in class curriculum
Candidate was respectful and answered all questions, even those that presented some pushback

Candidate’s presentation was important for the department to see, as it is a senior-level elective. This means
Value of topic for audience.
majority of English courses can “lead” to this newly restructured course

Presentation was clear and effective; Candidate was efficient with time, but not rushed
Overall delivery by Candidate of the professional
development experience, including audience engagement,
Candidate was prepared to address any concerns or questions prior to the presentation based on fielding
pacing, tone, and response to questions. concerns from dept members prior to 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.
Survey questions:

1. Presenter’s objectives were clear (Scale of strongly disagree to strongly agree)

2. The other of the presentation was helpful and clarified the presenter’s objectives (Scale of strongly disagree to strongly
agree)
3. The presenter’s proposal was student-centered and beneficial to our department plans (Scale of strongly disagree to strongly
agree)
4. The supplemental handouts included relevant information to the presentation (Scale of strongly disagree to strongly agree)
5. The presenter’s proposal is aligned with the goals and values of Bishop O’Dowd High School (Scale of strongly disagree to
strongly agree)
6. Any additional feedback (Free response)
7. Do you approve this class proposal to be included in the English department course catalog beginning in the 2020-2021
school year? (Yes or No)
Action Items (some may not be applicable)
For curriculum design,
lesson planning, Create and develop individual lesson plans for the curriculum
assessment planning

For classroom practice n/a

For teaching English

learners, students with
special needs, and Create and develop differentiated lesson plans for ELL students and students with learning differences
students with other
instructional challenges
For future professional
n/a
development
For supporting
others/department/ n/a
school/district

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

Other Notes and Comments

https://forms.gle/wu2Urc1mXJ9CuWtr9

Include copy of Google Survey Form assessment tool.

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