Garcia Ilp 2020
Garcia Ilp 2020
Garcia Ilp 2020
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 special emphasis will be incorporated because I will be sharing the information I
learned through our greater California Council for the Social Sciences learning
NBPTS: Proposition 5 – Teachers are community with my smaller learning community of department members. We will be
members of learning communities exploring together how we might be able to implement inquiry process projects in our
TLMS: Domain IV - Facilitating improvements classrooms.
in instruction and student learning In teaching a lesson on how to start using inquiry process projects in our classrooms, I
will be facilitating improvements to our instruction and to student learning as they
apply historical thinking skills to issues that they care about.
Inquiry Implementation Plan
Identify name and date for Milestone 1 Milestone 2 Milestone 3 Analyze Results Discuss Results with Mentor
Milestone 4 Milestone 5
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
March 20 March 27 April 3 April 6 - 9 April 10
Complete Google Give presentation. Discuss what
Form Survey. At the end of the Review the worked, what
activities.
Complete lecture Complete presentation, Google Form didn’t, and how
presentation. presentation department Survey the process could
handouts and members take submissions. have been
materials. Google Form survey. improved.
I will be teaching my colleagues about the use of inquiry based questioning to create student led and driven
Provide 1-2 sentence projects in the classroom that enable students to track the historical root causes of issues in their
summary of your teacher community. I will be using the YPAR method, the Mikva Challenge, and NatGeo’s Inquiry Process for
leader project. inspiration, instruction, and materials. These are materials I gathered while attending the California Council
for the Social Sciences 2020 Conference.
Summarize process for
I will analyze the effectiveness of my leadership role by having my colleagues complete a Google Form that
analyzing effectiveness of
leadership role. asks them questions about the presentation and their processing.
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.)
https://www.edutopia.org/blog/top-tips-
highly-effective-pd-vicki-davis
This article is called 8 Top Tips for Highly
Effective PD. Some of the most important
things I learned from this article were that I
https://californiacouncilforthesoci2020.sched.com/
should focus my lesson on something that my
This is the California Council for the Social Sciences 2020 conference overview. This is
colleagues can take and start using in their
where all of the different conference presenters posted their presentations and materials so
classrooms right away. I also learned that it is
that I can report back to my department what was learned. This resource will help to
helpful to empower peer collaboration by
supplement any of the notes I took while attending the conference and help me to get the
giving space for my colleagues to help to
links to all of the official programs our department might want to use.
collectively develop a plan for how we might
want to use inquiry projects in our classrooms
instead of just sharing my current vision.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my colleagues often gives presentations to
the department, as he is currently acting as our
department head. He shares out information
from meetings with admin, facilitates
professional development workshops, etc. In this
leadership role, he sends out agendas ahead of
Another colleague often collaborates with district administrators in order to discuss policy and
time with any a to-do list so that members
the running of special education programs. In his leadership role, he told me that he prepares by
prepare prior to the meeting. Usually, this entails
creating a list of key talking points. He then indicated that he emails the key discussion points to
bringing in sample work or something of that
those who will be in attendance. He also ensures that he concludes meetings me sending out a
sort. When presenting new information, he often
final notice of what was discussed and the decisions that were made. He said that this helps to
has quick print-outs for us with key, summarized
ensure that all members stay focused throughout the limited meeting time.
information. He also brings with him whatever
research he’s gathered that support the methods
we are trying to implement. The agenda, to-do
list, print-outs, and supporting research all help to
make the meetings run smoothly and increase
participant buy-in.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through inquiry, T – Applying 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 their own
problem solving, and S – Exploring S- continuing opportunities for students to engage in inquiry in
math problems.
reflection Integrating complex problem. How could you extend lesson into PBL?
6.2 Establishing T- T- I set clear goals related to the CSTP that were In order to move forward, I
professional Applying Applyi authentic and challenging, but most of the goals should work on taking a deeper
goals and ng were still based on self-assessment instead of look at the direct feedback I
engaging in feedback from a variety of sources. I mostly still receive from colleagues and
continuous select and engage in professional development admin to formulate future goals. I
and based on my identified needs and goals. My role also should find additional ways
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
to volunteer to contribute to
professional development by
purposeful
hosting smaller teaching
professional in contributing to professional development as a
seminars. I should also search out
growth and whole is still pretty small.
additional opportunities to learn
development
professionally via conferences
held throughout the year.
Collaborating
Moving forward, I can take a
with
more active role by helping to
colleagues I collaborated with colleagues at the California
start and facilitate more of these
and the Council for the Social Studies Conference
conversations. I can seek out
broader T- T- regarding the topics I would present when I
broader members of the
6.3 professional Explorin Applyi returned to my team. I presented the new
professional community and
community g ng information to my team and, together, we worked
work on expanding our impact by
to support to brainstorm how we would use the new
collaborating with the middle
teacher and resources and information for the following year.
schools in our district that feed
student
into our high school.
learning
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Contribution to
Product(s) Generated
Developed by Teacher Others/Department/School/District
NBPTS: Proposition 5 – Teachers are
members of learning communities
TLMS: Domain IV - Facilitating improvements
in instruction and student learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
As the Social Science Department continues to develop research skills that spiral up
from the 9th to the 12th grade curriculum, Chelsea’s research and resources have
been essential in rolling out projects and lessons catered to supporting our goals as a
Value of topic for audience.
department. Especially now during our online distance learning, the topic and
resources provided can be implemented immediately to support student learning at
home.
Chelsea was able to seamlessly weave her professional goals with the department and
grade level team goals in our continued planning and development of online
curriculum and long-term team planning for next school year. The adaptability of the
information to various grade levels, student ability, strengths, and growth areas were
an important function of the information provided. This connection allowed valuable
Overall delivery by Candidate of the professional
strategies to support all students. Chelsea’s knowledge, practice, and experience were
development experience, including audience
engagement, pacing, tone, and response to questions. fundamental in the reliability and practicality of the resources to any member of our
team. Chelsea continues to pave the way for the future of our department and grade
level teams to continuously reflect and be responsive to changes in curriculum,
strategies, and best practices. I am hopeful that in the future, Chelsea will have the
opportunity to share these valuable resources with the remainder of the academic
team as we regroup and plan for the upcoming school year.
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.
Here is the link to the Google Survey Form assessment tool. Here is a copy of the responses from the assessment. See below for
graphed responses from the Google Form Survey.
The results of the Google Form assessment were very positive. All participants were able to identify two resources or places they
could go to find information to help them build a student-driven inquiry project. They all were able to begin to formulate how they
might use some of these resources next year or articulate why they would choose not to use some of the resources. All but one shared
their ideas in the survey provided. One of them only shared the idea verbally over Zoom. All were able to contribute to a concluding
discussion over Zoom where they expanded upon their ideas. All participants responded that they were interested in the material
presented, they thought the material was organized, and that they would be using at least some of the resources provided. See graphs
for details.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
Action Items (some may not be applicable)
Determine where the projects might fit into my current content and skill development sequence. Plan out
For curriculum design, lesson end of the year units that are built around the Rose in Concrete and the Root Cause Tree projects.
planning, assessment Determine how I might teach specific knowledge and skills over the course of the year that students might
planning need for completion of the projects. Create rubrics for each of the projects and share them with department
members for feedback and revisions.
None
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6