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
Elaina Katz Elaina.katz@gmail.com Multiple Subjects First Grade
Mentor Email School/District Date
Heritage Oak Private
Jeremy Nelson Jeremy.nelson@heritageoak.org 5-5-19
Education
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex questions and

solving, and reflection
S – Exploring S - Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
S - Innovating
problems, reflect, and communicate understandings based on in
depth analysis of content learning.
T- Supports students to initiate critical thinking
T- Guide students to think critically through use of
through independently developing questions,
Promoting critical questioning strategies, posing/solving problems, and
posing problems and reflecting on multiple
thinking though reflection on issues in content.
T-Applying T-Integrating perspectives.
1.5 inquiry, problem
S-Applying

S-Integrating
solving, and S- Students respond to questions and problems
S- Students pose problems and construct
reflection posed by the teacher and begin to pose and solve
questions of their own to support inquiries into
problems of their own related to the content.
content.
Sets and modifies a broad range of professional
Sets and modifies authentic goals connected to the goals connected to the CSTP to improve
Establishing CSTP that are intellectually challenging and based on instructional practice and impact student
professional goals self-assessment and feedback from a variety of learning within and beyond the classroom.
and engaging in sources.
6.2 continuous and Integrating Innovating Engages in ongoing inquiry into teacher
purposeful Engages in and contributes to professional practice for professional development.
professional growth development targeted on student achievement.
and development Pursues a variety of additional opportunities to learn Contributes to professional organizations, and
professionally. development opportunities to extend own
teaching practice.
Facilitates collaboration with colleagues.
Collaborating with
Collaborates with colleagues to expand impact on
colleagues and the Works to ensure the broadest positive impact
teacher and student learning within grade or
broader possible on instructional practice and student
department and school and district levels.
professional achievement at school and district levels and
6.3 community to
Integrating Innovating
for the profession.
Engages with members of the broader professional
support teacher and
community to access resources and a wide range of
student learning Initiates and develops professional learning
supports for teaching the full range of learners.
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)
-Seek out professional development
opportunities (workshops, seminars, webinars,
How will the use of professional development research, etc.) related to close reading and put
opportunities help lead my colleagues in together a presentation about what I have
Professional Development to Promote Close Reading incorporating the use of close reading into their learned and how close reading can be used at
reading instruction? our school.
-Use professional development opportunities
to promote close reading in the classrooms of
the elementary teachers at my school.
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
Close reading is something our school is working
hard on bringing into the elementary school
The audience for my presentation will be the elementary classrooms, as we are introducing a new language I would ask my colleagues to complete a survey
teaching staff at my school, as well as my director who is arts curriculum. My elementary director would like about my presentation to find out if the
the elementary academic director (grades JK-5). for as many of the elementary teacher as possible to information that I presented to them was
be well versed in close reading so that we are able to beneficial.
effectively incorporate it into our teaching.

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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Special Emphasis Focus How Special Emphasis will be Incorporated
-NBPTS: Proposition 2: Teachers know the -This teacher leadership project will allow me to work on using professional development resources to
be able to better teach my students reading comprehension strategies through close reading. It will
subjects they teach and how to teach those
allow me to appreciate how close reading can be effective for my students and it will give me some
subjects to students. specialized knowledge of how to convey close reading to my students. The additional knowledge that I
will gain from this project, will help me to better my teaching practice when it comes to reading.
-Teacher Leader Model Standard: Domain 3:
- This teacher leadership project will allow me to collaborate with my colleagues and directors to offer
Promoting Professional Learning for Continuous
professional learning that will contribute to improved student learning. It will allow me to help my
Improvement colleagues learn more about a teaching practice that aligns with our standards and that my school
would like to have incorporated into our reading instruction. My presentation will also use different
techniques to reach the diverse needs of my colleagues to whom I am presenting.

Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Conduct Research and Finalize Presentation, Lead Presentation on Analyze Results from Discuss Results with
Identify name and date for Prepare Presentation and Materials, Activity, and Close Reading to my my Presentation my Mentor
activities. Supporting Documents Survey Colleagues Survey
th th th th th th th
February 27 -March 17 March 17 -April 9 April 17 April 18 April 29

For my teacher leadership project, I will find some professional development opportunities related to close reading and gather all that I
Provide 1-2 sentence
learn to present the information to the rest of the elementary teachers at my school at a staff meeting. This would allow me to share
summary of your teacher
with my colleagues some new reading techniques and help lead them in incorporating close reading into their classrooms. The product
leader project.
that would result would be a presentation to other staff members in which I would have them participate in a close reading activity.
Summarize process for In order to analyze the effectiveness of my leadership role, I would ask my colleagues to complete a survey about my presentation to
analyzing effectiveness of find out if the information that I presented to them was beneficial. I will ask them to give feedback about the information that was
leadership role. presented about close reading and the way in which it was presented.
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.)
Improved Professional Development Through Teacher Why Professional Development Matters
Leadership Mizell, Hayes. Why Professional Development Matters. Leaning Forward, 2010, Learning Forward,
Hickey, Wesley D., and Sandra Harris. “Improved learningforward.org.
Professional Development Through Teacher Leadership.”
The Rural Educator, vol. 26, no. 2, 2005, pp. 12–16. This article examines what professional development is and its purpose in bettering districts, schools,
and individual teachers. Research has shown that teaching quality and school leadership are the most
This article examines the need to provide leadership
important factors in raising student achievement and for teachers and school leaders to be as effective
opportunities for teachers within school settings in order to
as possible, they need to continually expand their knowledge and skills through professional
increase professional collaboration and community. In this
development. This article also states that the ongoing development of teachers creates a culture of
article, the researchers did a study on one district’s
learning throughout the school and supports educators’ efforts to engage students in learning.
professional development model to determine its potential
in developing teacher leaders. What was discovered was
that there was an overall positive experience for teachers,
as well as an increase in collaboration, when the district
utilized their exemplary teachers to develop other teachers
through formal presentations that were traditionally taught
by non-district experts. In addition, it was discovered that
teacher presenters believed their participation in staff
development increased faculty effectiveness and increased
the perception of the teacher presenters as leaders within
the district.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Taylor Miller: First Grade-Multiple Subjects Carly Franco: First Grade-Multiple Subjects
She feels that, as a first year teacher, it is nice that at our She also feels that our school does not offer enough valuable professional development opportunities
school we have a mentor teacher in each grade level. devoted to bettering the teachers’ instruction and practice. She has recently gone to her director to
However, she feels as though our school would benefit from voice her concerns about this. Her director said that the school is working on addressing this issue and
providing teachers with additional professional wants to be able to provide all teachers will more worthwhile professional development opportunities.
development opportunities, especially for newer teachers, In addition, she feels as though we need more time for teacher collaboration across grade levels. She
which teach about ways to improve teaching practice feels that every teacher at our school has so much to offer to one another and has their own, unique
through specific instructional methods. At times, she feels ideas and expertise that would be beneficial to share with others. She mentioned that she has been
that many of our professional development presentations working to share her ideas with her grade level team to continue to promote collaboration within her
are about the test scores, analyzing sets of data, and the own grade level.
end results and not enough about the teaching practices
that go into improving student achievement.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational 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
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

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 Promoting Throughout my presentation on close reading, I helped To move to the Innovating level, I need to
critical and guided my audience in thinking about their own continue to come up with creative and
thinking classes and reading instruction and encouraged them to effective ways to help my colleagues feel
though reflect on what they currently do. This allowed them to comfortable using close reading, as well as
inquiry, think of ways they could better their reading instruction other teaching strategies, in their
problem T-Applying T-Integrating by implementing close reading. classrooms. I will also work on creating
1.5 solving, and S-Applying S-Integrating more opportunities for reflection when it
reflection My audience came up with great responses to the comes to how the implementation of close
questions I asked throughout the presentation and also reading is going in their classrooms.
came up with their own questions and things to think
about moving forward with the implementation of close
reading.
Although I definitely feel as though I have made growth in To move to the Innovating level, I need to
Establishing this area, I do not believe that I have made it to the continue to set professional goals for
professional Innovating level just yet. I did get the opportunity to myself to improve my teaching practice
goals and attend a great webinar on close reading and did a lot of and work to meet those goals so that I
engaging in research on the topic. However, I need to work on making could positively impact student learning
continuous
6.2 Integrating Integrating this an ongoing thing and continue to seek out and attend within and beyond the classroom. I will
and beneficial professional development opportunities. also work on attending additional
purposeful professional development seminars and
professional workshops that would be beneficial to my
growth and students’ learning.
development

I worked hard to collaborate with my colleagues for an I will continue to work on maintaining the
important purpose of growing as educators and becoming Innovating level by initiating additional
more knowledgeable in the area of close reading. During professional development opportunities
Collaborating my presentation, I included a close reading activity using a for both myself and my colleagues. I will
with Disney song, in which I worked to facilitate collaboration continue to research and learn about
colleagues and among my colleagues in attendance. I asked them to work various teaching strategies and be a leader
the broader together to answer the questions at hand. In addition, I by relaying my knowledge to others and
professional
6.3 Integrating Innovating sent out the presentation materials to additional helping them to understand how to use
community to colleagues who were not in attendance to give them the the different strategies to improve student
support opportunity to learn from my research and presentation achievement.
teacher and as well. The purpose of all of this was to help my
student colleagues to improve their students’ learning in the area
learning of reading comprehension and increase student
achievement in this area.

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
I learned that by seeking out professional development I put together a presentation on close reading, along I was able help the kindergarten through
opportunities related to topics that I wish to improve upon, with a close reading activity using a Disney song. I second grade teachers at my school learn more
I am truly able to grow as an educator and lead others to do created a survey to go along with the presentation as about a type of reading instruction (close
the same. Taking the time to become more knowledgeable well. reading) that many of them have not used
about close reading has given me the ability to implement before. Some of the teachers who attended my
close reading into my classroom. I have already starting presentation have already told me that they
incorporating close reading activities into my reading plan on using close reading in the future. One
instruction. I am also able to better be a leader for my of the teachers even mentioned to me that she
colleagues and feel more empowered and comfortable would like to incorporate a close reading
presenting them with information that I feel will be activity using a different Disney song in her
beneficial to our school and our students’ achievement. classroom. She said that it will be similar to the
one I included in my presentation, as she felt it
would be very engaging for her students. I also
sent the presentation out to teachers in other
grade levels, as I felt they would benefit from
the information as well.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The presentation was well thought out and well worded. The PowerPoint presentation was on point and
Effectiveness of resources designed by Candidate, including easy to follow.
presentation, notes, handouts, and other resources.

Miss Katz is highly effective in her teaching and coaching of adults. As a classroom teacher, she
Effectiveness of Candidate in teaching and coaching adults. anticipated questions that would be asked based on her experience in the classroom.
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html].

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 The value for this topic was perfect. Our school is going through a curriculum change for Language Arts.
It will include Close Reading as a portion of how we help facilitate learning in the area of Reading
Value of topic for audience. Comprehension.

Miss Katz was very well rehearsed and was able to articulate answers to each question asked of her. The
Overall delivery by Candidate of the professional pace and tone were strong and appropriate for her co-workers to understand and learn.
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.
After analyzing my presentation survey, I discovered a lot about the effectiveness of my presentation, as well as information about the types of reading instruction my
audience members use in their classrooms. Based on my audience members’ responses in the survey, 40% of my audience members had used close reading at least
once in their classroom before attending my presentation. The teachers who attended my presentation use a variety of strategies for reading instruction. After
attending my presentation, 80% of my audience members fully understood all of the concepts relating to close reading that I went over, based on their responses to the
questions I asked in my survey. When asked if my presentation provided useful information on the topic of close reading, 100% of my audience members responded
yes. In addition, 100% of my audience members think that they will be able to implement close reading into their classrooms after attending my presentation.

Below is a graph that displays the different strategies that my audience members used for reading instruction prior to attending my presentation.

Below are two pie charts that compare the number of teachers who had used close reading in their classrooms prior to my presentation and the number of teachers
who feel they could implement close reading into their classroom after attending my presentation.

Action Items (some may not be applicable)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 For curriculum design, lesson For curriculum design, lesson planning, and assessment planning, I would like to continue working on implementing close reading into
planning, assessment our school’s reading instruction. I think it would be very beneficial for teachers in all of the grade levels at our school to use close
planning reading as a way to improve student achievement in the area of reading comprehension.
In the classroom, I would like to continue working on incorporating a variety of close reading activities into my own classroom, as well
For classroom practice as help my colleagues to incorporate these types of activities into their own classrooms.

For teaching English learners, I would like to continue to do research on and learn about ways to make close reading more effective, beneficial, and engaging for the
students with special needs, English learners, students with special needs, and students with other instructional challenges at our school.
and students with other
instructional challenges
I think it would be beneficial to attend additional workshops and professional development opportunities that focus on close reading,
For future professional
as there is still so much more to learn about this topic. Close reading has been said to be an effective way to improve student
development
achievement in reading comprehension.
For supporting I would like to continue to learn more about close reading, as well as other teaching strategies, so that I can help support other
others/department/ teachers in various grade levels at my school.
school/district
I would like to continue finding new ways to improve student achievement in reading comprehension, as this is one of the areas that
Other could use additional support in my grade level, as well as other grade levels at my school.

Other Notes and Comments

This Teacher Leader Project has truly helped me to feel empowered to lead other teachers in improving student learning.

Include copy of Google Survey Form assessment tool.

Close Reading Presentation Survey

Thank you very much for attending my professional development presentation on close reading. This is a part of my Teacher Leader Project. I appreciate you
taking the time to complete this survey about the presentation and welcome any feedback.

Sincerely,
Miss Katz

* Required
Skip to question 1.

About Yourself
Name *

What grade level do you teach? *

Have you ever used close reading in your classroom? *

Mark only one oval.

§ Yes

§ No

Survey Questions
1. What strategies do you currently use for reading instruction? Please check all that apply. *
Check all that apply.

§ Guided Reading

§ Independent Reading

§ Close Reading

§ Literature Circles or Book Clubs

§ Paired or Partner Reading

§ "Popcorn" or "Round Robin" Reading

§ Whole-Class Reading
2. Close reading is for all students, regardless of reading ability. *
Mark only one oval.

§ False

§ True
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 3. Close reading is... *
Mark only one oval.

§ a substitute for shared, guided, or independent reading.

§ assigned as homework.

§ intentional, structured, and based on preplanning.

§ done with random texts.

4. Which is NOT one of the three components of text complexity? *
Mark only one oval.

§ Quantitative

§ Interest Level

§ Qualitative

§ Reader and Task

5. What is the purpose of the first reading of a text when close reading? *
Mark only one oval.

§ Determine what the text says.

§ Figure out how the text works.

§ Analyze and compare the text.

6. What is the purpose of the second reading of a text when close reading? *
Mark only one oval.

§ Determine what the text says.

§ Figure out how the text works.

§ Analyze and compare the text.

7. What is the purpose of the third reading of a text when close reading? *
Mark only one oval.

§ Determine what the text says.

§ Figure out how the text works.

§ Analyze and compare the text.

8. Did this presentation provide you with useful information on the topic of close reading? *
Mark only one oval.

§ Yes

§ No
9. Do you think you will be able to implement close reading into your classroom after attending this presentation? Explain. *
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

10. Please provide any feedback you have about the presentation on close reading.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

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