Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP) – Teacher Leader Project
Option
Revised January 2024
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
Sophia Popovich Sophia.popovich@savsd.org General Education 5th
Mentor Email School/District Date
Suzanne Mattson Suzanne.Mattson@savsd.org Savanna School District 2/22/2024
Section 2: CSTP focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use most recent CSTP Assessment. Identify
both teacher and student rating for CSTP 1 and 2. See example.
Emerging, Exploring, Applying, Integrating, Innovating
CSTP Element Initial Rating Description
Using and
adapting
resources,
technologies,
and standards-
T - Engages students in identifying and adapting resources, technologies, and standards-
aligned
aligned instructional materials to extend student understanding and critical thinking
instructional
T- about subject matter.
3.5 materials,
Innovating
including
T - Ensures that students are able to obtain equitable access to a wide range of
adopted
technologies through ongoing links to outside resources and support.
materials, to
make subject
matter
accessible to all
students
Using available
technologies to
assist in
T - Use a wide range of technologies to design, implement, and analyze assessments
assessment, T-
5.6 and provides for an in depth and ongoing communication regarding student learning to
analysis, and Innovating
all audiences.
communication
of student
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How will leading and supporting Staff should learn about a new
a technology-focused technology tool to increase student
professional learning cycle for my engagement, how to successfully
Facilitating the Implementation of Technology for
colleagues increase confidence in implement it into their teaching
Student Engagement
and frequency of technology practices, and feel supported in the
implementation in their teaching professional development cycle
practices? process.
How Project Fits into
Audience for Project Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Assessed
Needs
Since there is frequent demand
for technology support on
campus, there is a great need at
my school to integrate and use
technology to improve student
3rd-6th grade teachers will participate and benefit from learning pragmatically. While our Audience satisfaction will be
attending this professional development cycle. campus has excellent access to assessed using a feedback survey
Nevertheless, all school site staff are welcome to technology (TLC, iPads, classroom during the professional
attend, as they may enjoy learning about a new computers), I have gathered from development cycle and a follow-up
technology tool or find this tool useful in a possible other faculty that they yearn to survey at the conclusion of the
future placement. learn more pragmatic cycle.
apps/tools/resources that they
can efficiently and effectively
implement into their existing
instructional plans.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions:
Identify at least one standard (NBPTS, ISTE C, Teacher Leader Model Standards) that is the special emphasis focus of your project.
Explain how these standards will be incorporated. You may add more than 1 if you wish.
Special Emphasis Focus How Special Emphasis will be Incorporated
This teacher leader project will allow me to plan, provide, and evaluate the
ISTE Coach 4.5 Professional Learning Facilitator:
impact of the technology-focused professional learning cycle I will be
Coaches plan, provide, and evaluate the impact of
facilitating. By focusing my coaching specifically on a technology tool, I can
professional learning for educators and leaders
better support my colleagues’ confidence and implementation of technology
on using technology to advance teaching and
to increase student engagement and learning experiences.
learning.
Inquiry Implementation Plan
Discuss
Analyze Results Results with
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Mentor
Milestone 5
I will present my I will host a follow- I will discuss
I will gather
technology up/troubleshooting I will collect results with
information from my
demonstration to workshop to data via a post- my Mentor to
Identify name and date for colleagues,
upper-grade address challenges demonstration find patterns,
activities. collaborate with my
colleagues (collect colleagues may and workshop reflect on
induction peers, and
feedback within a have faced when survey. I will outcomes, and
plan my technology
2-week implementing the analyze survey brainstorm
demonstration for
implementation new tech and share data and ideas for
professional
window of 3/20- successes as well. feedback. project
development.
4/7). continuation.
2/15-3/18 3/20 4/10 4/15-4/21 4/22
Provide 1-2 sentence I plan to implement this project via a professional development cycle involving a technology
summary of your teacher demonstration, feedback gathering, a follow-up/troubleshooting workshop, and analysis of results
leader project. by survey.
After my initial technology demonstration and within the following two-week implementation
window, I will provide a feedback survey that will touch on the successes and challenges teachers
have faced when implementing the technology tool in their classroom practices. I will then use data
Summarize process for from this survey to guide the content, format, and features of my follow-up/troubleshooting
analyzing effectiveness of workshop to ensure my colleagues feel confident and supported in the professional learning cycle.
leadership role. Next, I will provide a post-survey at the end of the cycle to gauge the effectiveness of the
professional learning cycle in increasing teacher confidence in and frequency of technology
implementation in their instructional practices.
Section 4: Inquiry Research and Exploration
Directions
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement
of what was learned.)
Title: CenterView: Learning Cycles: A Powerful
Tool for Teacher-to-Teacher Professional Learning
Title: Building Better PL: How to Strengthen Teacher Learning
URL:
https://files.eric.ed.gov/fulltext/ED586394.pdf URL: https://annenberg.brown.edu/sites/default/files/rppl-building-better-
pl.pdf
Statement: In this article, the Center for the
Future of Teaching & Learning at WestEd Statement: In this article, the Research Partnership for Professional Learning
discusses the power of teacher-led professional shares its research and insights on designing professional learning for a more
learning when implemented effectively by significant impact. It includes six key design characteristics falling into two
teacher leaders with the support of the domains: the content of PL (what) and PL features and formats (how).
developed Teacher Practice Networks (TPN)
learning cycle framework.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at the
department/school/district level.)
Colleague: Robin Harbeck
Role: 6th Grade General Education Teacher
Colleague: Kim Swanenburg
In addition to her responsibilities as a general Role: 4th Grade General Education Teacher
education teacher, Robin hosted a technology-
based professional development presentation as During the conversation, Kim discussed the process of applying for a grant to
part of a district-wide professional development gain access to IXL as a supplementary tool for students’ academic
day. She highlighted the challenges faced during a advancement and shared experiences using Google Classroom across
tech-related professional development session, academic areas. She has also provided training to colleagues on Google
including limited preparation time and lack of Classroom implementation and shared that providing a clear, explicit
attendee information. During the conversation, demonstration of tools led to her colleagues’ successful program
the importance of respect, kindness, and implementation. Additionally, Kim expressed interest in attending the CUE
audience engagement in creating a positive Conference to learn from vendors of district-approved applications and
presentation experience was emphasized, along explore new ways to engage students with technology effectively. She
with the need for adequate resources and control believes that by attending this conference, she can gather more information
to improve future sessions. She stated she would to share with her school-site colleagues in future professional development
support my endeavors in addressing this opportunities.
leadership role through the professional
development cycle I am hosting.
Section 5: Results and Reflection
Suggestions for Continued
Initial Rating Describe the impact you feel you made on
CSTP Element Growth as an educator and
your own growth as an educator and leader.
leader
Using and
I feel that by hosting a technology-focused
adapting
professional development cycle, I was able to grow
resources,
in my ability to not only use technology (Blooket
technologies,
Platform) but also learn how I could adapt it to To continue this growth, I will
and standards-
various subject matter competencies and different consider other technology
aligned
grade levels. tools I utilize and research new
instructional
technology tools as well that I
3.5 materials, T- Innovating
As I facilitated this cycle, I realized that there were could present to my school-site
including
things that I could do differently, such as exploring colleagues in future tech-
adopted
the accessibility features of the program (Blooket) focused professional
materials, to
before presenting it to my colleagues to ensure development cycles.
make subject
that it was inclusive of all students’ diverse needs
matter
and would be practical for implementation for
accessible to all
their diverse class demographics.
students
I feel that by hosting a technology-focused
professional development cycle, I was able to share To continue this growth, I will
with my colleagues how to effectively and research and collaborate with
Using available confidently use a new technology platform other educators about how
technologies to (Blooket), which I had had success within my own data gathered through the use
assist in teaching practices. of the technology platform
assessment, (Blooket) can be better
5.6 T- Innovating
analysis, and As I facilitated this cycle, I realized that there were analyzed and extended beyond
communication things that I could do differently, such as ensuring individual learning activities
of student that my colleagues understood how to view and (Blooket Games) to students’
learning export the data they had gathered from using the comprehensive learning
platform with their students. I addressed this area throughout units of study,
for growth during my follow-up and trimesters, and grade levels.
troubleshooting workshop.
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
In completing this teacher leadership project, I have
developed various new skills and knowledge, 1. Tech Profession Development
specifically with regard to the ISTE Coach 4.5 Cycle Informational Flyer
I contributed the products I
Professional Learning Facilitator Standard. While I had 2. Tech Talk & Demo: Blooket
generated, as well as my live
previously worked to hone my teaching practices Presentation
demonstrations and workshops, to
concerning CSTP 3.5 and 5.6 in the earlier semesters of 3. Google Form- Tech Talk &
my colleagues in grades 2-6.
the program, I felt that I was able to learn the key Demo Check-In: Blooket
Additionally, one of my colleagues
components of planning and providing a successful 4. Follow-up Workshop: Blooket
who attended my professional
professional learning opportunity for my fellow Presentation
development cycle shared this
educators that highlighted using a technology tool to 5. Google Form- Post Technology
technology tool with fellow
advance student learning. Additionally, with the Focused PD
educators and administrators at the
assistance of my colleagues’ feedback, I developed my Cycle Survey: Blooket
local middle school.
skills in gathering professional learning-related data, 6. Teacher Leadership
applying it to inform my coaching, and evaluating it to Presentation
reflect on the impact of the learning cycle.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the Teacher’s presentation was thorough, key concepts and ideas for the
Candidate, including presentation, notes, viewers were articulate, meaningful for the audience, and applicable
handouts, and other resources. for grade level application
Teacher was professional and able to lead and communicate with
other teachers effectively. Her presentation was easy to understand
Effectiveness of Overall Project
and helped assist others in understanding the content.
The value of the topic was appropriate for the audience. Assistance to
Value of project for audience. teachers was provided along with a follow-up session in order for them
to carry out instruction in their classrooms effectively.
The delivery of this professional development experience was
Overall feedback
great. The audience benefited from a well-paced presentation.
Action Items (some may not be applicable- at least three addressed)
For curriculum design,
lesson planning, N/A
assessment planning
For classroom practice N/A
For teaching English
I can research various accessibility features of the program (Blooket) and create my own adaptive
learners, students with
tools, if needed, to make the program more accessible to students regardless of need. I can present
special needs, and
them to my colleagues to ensure that they are inclusive of all students’ diverse needs and would be
students with other
practical for implementation for their diverse class demographics.
instructional challenges
I can ensure that a targeted outcome of my professional development presentation is that my
colleagues understand how to view and export the data they can gather from using the platform
For future professional
(Blooket) with their students before implementing it in their instructional practices. I can make sure
development
that the targeted outcomes of the professional development presentation I create are thorough and
comprehensive to ensure successful implementation.
I can extend this project to support increased school-wide teacher and student implementation by
For supporting having upper elementary students support students in primary grades with learning how the new
others/department/ technology tool works, using the tools, and modeling proper usage. This could be done by integrating
school/district these technology opportunities into our existing reading buddies’ program (e.g., Kindergarten/Sixth,
Fourth/Second, etc.), which currently serves as an excellent setting for this student collaboration.
Other N/A
Other Notes and Comments
To view all instructional resources and products generated during the ILP process including Google Surveys used for assessment of
audience satisfaction, please visit the following page of my portfolio: https://spopovichportfolio.weebly.com/teacher-leadership-
project.html.
