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
Multiple Subject-General
Elizabeth Schutz betsy.schutz@gmail.com Kindergarten
Education
Mentor Email School/District Date
Mission Viejo Christian Preschool and
Peggy Aungst peggy.aungst@svusd.org Kindergarten March 1, 2019
Private
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
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying

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
S - Innovating
problems, reflect, and communicate understandings based on in depth
analysis of content learning.
sequence of lessons.

Collaborates with colleagues to

Collaborating Facilitates collaboration with colleagues.
expand impact on teacher and
with Works to ensure the broadest positive
student learning within grade or
colleagues and impact possible on instructional practice
department and school and district
the broader and student achievement at school and
levels.
professional district levels and for the profession.
6.3 Integrating Engages with members of the Innovating
community to Initiates and develops professional
broader professional community to
support learning opportunities with the broader
access resources and a wide range
teacher and professional community focused on
of supports for teaching the full
student student achievement.
range of learners.
learning.

Provides opportunities and support Structures a wide range of opportunities
Working with
for families to actively participate in for families to contribute to the
families to
the classroom and school. classroom and school community.
6.4 support Integrating Innovating
Communicates to families in ways Supports a school/district environment
student
which show understanding of and in which families take leadership to
learning.
respect for cultural norms. improve student learning.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
This project will:
• Show colleagues aspects of Class Dojo and
how to incorporate them into their
How can we communicate effectively with
classrooms.
Online Communication Tool our parent population regarding student
• Show colleagues the importance of having
behavior, events, and emergencies?
an online communication tool to
communicate with families regarding
student behavior, events, and emergencies.
How Project Fits into Professional Goals
Audience for Project
and/or Department/School/District How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits)
Needs
This fits into professional goals because
this is a way for me to a leader at my
school. My school has a need of finding a
way for us to contact parents effectively.
Teachers and office staff will participate in the project. We recently had a power outage for a few
Audience satisfaction will be assessed with a
Teachers, office staff, and parents/guardians will benefit from hours at the school and I was the only one
survey.
the outcome of the project. able to contact parents in my class
because I have implemented Class Dojo.
This project will solve a need my school
has for online communcation with our
parents.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 NBPTS Proposition 5.1: Teachers collaborate with NBPTS Proposition 5.1 will be incorporated through the presentation. Having a
other professionals to improve school way to communicate with our families is a need my school has to make it more
effectiveness. effective. Through my presentation, I am working to fix a need that my school
has.
Teacher Leader Model Domain 6a: Uses knowledge
and understanding of the different backgrounds, Teacher Leader Model Domain 6a will be used through the incorporation of
ethnicities, cultures, and languages in the school Class Dojo. Through Class Dojo my school can have more effective interactions
community to promote effective interactions with families that attend our school. Families can use Class Dojo regardless of
among colleagues, families, and the larger language or cultural barriers and my modeling this to my colleagues will be
community. showing my knowledge of this domain.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5
Staff Meeting
Identify name and date for Research Class Dojo Complete Go Over Discuss Results with
and Online
activities. Capabilities & Tools PowerPoint Survey Mentor
Survey
March 15 April 19 April 22 April 23 April 24
Provide 1-2 sentence My plan for my Teacher Leader Project is to do a presentation on Class Dojo to my colleagues to show
summary of your teacher them the benefits of using it in each of our classrooms for student behavior, reminders for upcoming
leader project. events, and emergencies.
Summarize process for My colleagues will be shown a presentation and then take a survey afterward to show effectiveness of
analyzing effectiveness of leadership. Also, I have not done a presentation in front of all my colleagues before, and I believe that
leadership role. doing this will show my leadership as an educator.
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.)
What's the story? Exploring parent-teacher
communication through ePortfolios
Higgins, Amanda, and Sue Cherrington. “What’s the Story? The Changing Nature of Parent–Teacher Communication: Mode Selection in the
Exploring Parent--Teacher Communication through Smartphone Era
EPortfolios.” Australasian Journal of Early Childhood, vol. Blair Christopher Thompson, Joseph P. Mazer & Elizabeth Flood Grady (2015) The Changing
42, no. 4, Dec. 2017, pp. 13–21. EBSCOhost, Nature of Parent–Teacher Communication: Mode Selection in the Smartphone
doi:10.23965/AJEC.42.4.02. Era, Communication Education, 64:2, 187-207, DOI: 10.1080/03634523.2015.1014382
This article looks at e-portfolios as a way for parents and This article shows how parent-teacher communication has evolved due to smart phones.
teachers to communicate. The study showed that when The study showed that parents prefer using online methods to communicate, such as e-
parents commented on teacher stories or added to their mail. The study suggests that through smart phones and educating parents on
own students’ portfolio, that it helped give parents a technology, that communication can be more effective for parents in the classroom.
wider understanding of their students learning and
experiences.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Marwa Thabet
She recognizes the need for online communication for
schools, however she also recognizes that it first starts Nicole Wilcoxen
with teachers. If a teacher is not willing to put in the time Her school adopted Class Dojo about three years ago and they have received great
and effort, online communication won’t really happen. feedback from parents about it. The ease of it is something that teachers enjoy, so I
She recommends including time management strategies should be sure to include that into my presentation. They use it to post updates and
in the presentation so that teachers won’t feel pictures throughout the day.
overwhelmed with having another thing to do in their
classroom.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and reflection created their own math problems.
complex problem. How could you extend lesson into PBL?

Collaborating To continue to improve I can keep

Teacher met with colleagues to create a
with helping my colleagues with this
learning opportunity to help student
colleagues and topic of online communication. I can
achievement. Teacher encouraged
6.3 the broader Integrating Innovating also help my colleagues when they
colleagues and administration to expand
professional have questions or help give them
their communication with families in
community to ideas of ways to best help our
ways that include technology.
support students achieve.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 teacher and
student
learning.
To continue to improve I can find
Working with
other ways to help families
families to Teacher met with colleagues and school
contribute to the classroom. One
6.4 support Integrating Innovating to find a better way to include families in
way may be through asking parents
student student learning through Class Dojo.
to volunteer for the school or the
learning.
classroom.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District

NBPTS Proposition 5.1: Teachers collaborate with
other professionals to improve school effectiveness.
- I collaborated with teachers on utilizing a
technology tool to communicate with parents
regarding students, events, and potential
emergencies.
-Met with teachers for a whole staff meeting to
help improve ways that our school can PowerPoint presentation, Google
communicate with families. survey, and willing to meet one-on- Creating a uniform way of communication
one or whole group with staff at a between administration, staff, and
Teacher Leader Model Domain 6a: Uses knowledge later date to help with parents.
and understanding of the different backgrounds, implementing of Class Dojo.
ethnicities, cultures, and languages in the school
community to promote effective interactions
among colleagues, families, and the larger
community.
-I met with teachers to find a way to improve our
interactions with families at our school through
Class Dojo.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Ms. Schutz created an engaging, effective professional development power
Effectiveness of resources designed by Candidate, including point presentation for her teacher leader project with follow up staff
presentation, notes, handouts, and other resources. development planned.

Ms. Schutz effectively shared the rationale for using Class Dojo in all classrooms
Effectiveness of Candidate in teaching and coaching adults.
at Mission Viejo Christian School. She shared personal success with the app in
(Refer to Adult Learning Principles in FOTIP Handbook
[https://www.fotip.org/adult-learning-theory.html]. her classroom. Ms. Schutz encouraged all teachers to implement this program.

Immediate Parent/School communication is important to parents. Emergency
communication tools are necessary in the world we live in for all stake holders
Value of topic for audience.
to feel safe in a school environment.

Overall delivery by Candidate of the professional development Ms. Schutz kept her colleagues engaged at all times with partner conversations
experience, including audience engagement, pacing, tone, and and opportunities for staff to ask questions
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6

The feedback from the survey was mostly positive. The majority of
teachers said they would likely use Class Dojo as communication tool
for their classroom in some aspect. Eight out of thirteen teachers said
they were ready to get started, while 5 teachers said they would likely
need more support.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment planning
N/A

In my classroom I will continue to use Class Dojo on a regular basis. I will use it for classroom behavior,
For classroom practice both positive and negative. I will also use it to update parents on events and fun things going on in the
classroom. I will post pictures from field trips and activities that my students participate in.
For teaching English learners, Class Dojo doesn’t necessarily help with my EL students regarding teaching but it does help me when it
students with special needs, comes to staying in contact with their parents. Through Class Dojo, my student’s parents can translate my
and students with other messages and stories to their home language. This will better help me to contact them regarding student
instructional challenges
learning, assessments, and behavior.
My principal and I are planning on meeting before the end of the year to plan a time during the summer
where all teachers can get together before the Fall Semester to get on the same page with using Class
For future professional
development
Dojo. I will be helping staff and administration download the application and get familiar in how they can
utilize it for their classroom. By doing this, I will continue to develop as a Teacher Leader at my school and
the staff will know that they can come to me for support in using Class Dojo.
At a future date, my colleagues and I will get together so that I can further explain different aspects of Class
For supporting Dojo. We will meet, download the app, and then get the same page school-wide on how we will use it. One
others/department/ thing we talked about in the presentation was how we could make each grade level have the same
school/district behaviors to focus on. Discussing that and creating a flow between grade levels is something that will
happen before we start the new school year.
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 Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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