Professional Documents
Culture Documents
I expect to see this student using the provided I would like to see this student being or vocal in class
This student should be able to
visual aids to assist her in completing her and asking questions when necessary. When asked
participate in the lesson with and
Expected Results work/assessments. Student should be able to the learning intent of the lesson he will be able to
without prompting. Students should
verbalize learning intent of the lesson and the verbalize what he is working towards
show growing understanding and
strategy she is using to solve.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
success in exit tickets as the lesson
builds through the week
Provide 1-2 sentence My lesson plans will be in math where I will be introducing measurement to the nearest fourth, liquid volume, and mass. Students will
summary of your lesson plan. be using strategies to work with each of these skills though curriculum and hands on skills.
Because I want to see over an extended period if clearer and more thought out learning intents will engage and motivate students, I
Summarize process for
will be teaching over a weeks’ time. I will be using my data to see the growth in students as well as their understanding of the
administering and analyzing
strategies taught and how to use them. Post lesson exit tickets will give me data on each individual lesson and the final post
pre- and post-assessments.
assessment will give me the required data for the full duration of the lessons.
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 the Student Does: Teaching for Advanced Learning.
Visible Learning for Teachers: Maximizing Impact on Learning
https://www.tandfonline.com/doi/abs/10.1080/0729436990180105
https://goo.gl/4JVJuf
John Biggs discussed that learning takes a shift when it is clear to both the student
John Hattie writes about visible teaching and visible learning. This speaks of the
and teacher what the objectives are and what the students should be working
idea that visible teaching needs to happen so that students can understand
towards. It is then that the students will experience the need to get there. He
what to do and how to complete the task. When this is clear to a student, a
believes that motivation is not something that we should see as lacking in the
teacher can then see visible learning in the students and know who understands
students but as a product of good teaching.
and has met the learning goal.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Second grade teacher (multiple subject) Third Grade teacher (multiple subject)
The advice I was given was to look at what skills the lesson may not be asking them Many teachers in my district are familiar with John Hattie practices. It was
to do but is a necessary skill to learn the concept. We discussed examples such as something that they provided a training on in years past, but the process is not
multiplication. To multiply they must have number sense and an understanding of required by the district. I was told that taking extra time in planning is key to
addition and subtraction facts. She also advised me to not be afraid to break the visible teaching. It takes premeditated thought to incorporate the skills and
lesson into more than one day or smaller segments for the good of your classroom. questions that you want your students to be thinking about. They also warned
Some skills just take longer to master. She also mentioned getting creative with me that many times the most well throughout lessons have downfalls. Some
learning intentions. Have them repeat them to they partner. Write it on their own years students pick up quickly and others take more time. It is important to cut
whiteboard to have on their desk during a lesson. Anything to get the idea part of yourself some slack your first year of teaching. Take the time to reflect and
their mind frame during the lesson. I found these tips to be very helpful. know what you want to change the following year.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
I will be listening to student conversations, monitoring independent work to
I will be using formative assessment strategies throughout my lessons. catch any misconceptions that I need to address, and meeting one on one with
students when necessary.
Section 5: Results and Reflection
Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direction and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Overall, my findings on this were not as clear as I would have liked them to be. After
going over a practice test with my students they seemed to understand the
AGV:-Pre-assessment percentage:54.4% Post assessment Score: 53.5%
concepts. Throughout the week I gave exit tickets and they were able to prove that
JC-Pre-assessment percentage: 61% Post assessment score:78.5%
they understood the concepts in each lesson. When I gave them the post exam the
SW-Pre-assessment percenatge: 73% Post assessment score: 74%
following day I found that the scores were very low. I went into the online exam and
saw that the formatting of the test was very different from the practice exam I had
My three focus students all had a different finding. Two had some factors
given them the day prior. Reading over the questions, I was very confused about
working against them, because they are usually pulled for intervention during
the formatting of the test. I could understand why the scores were so low. I threw
our math block. They typically miss part of the lesson when they do this. I have
out this test score because i felt it ws not a accurate representation of what they
tried to get the time changed but it is the only slot available for their services.
knew but rather an issue with the formatting of the test.I used their Mid Chapter
there were a few lessons that I kept them in class for. In order to improve this i
Check as a post assessment grad and then gave them another quiz to assess the
would keep the in class instead of going to intervention. They are able to
reslt of the skills that we covered after the mid-chapter check. I was able to use
perform much better when they get the full lesson instead of trying to play
these two scores to assess what thwy learned. I am not very pleased with how the
catch up. It is a difficult time trying to get all their intervention hours in and keep
finding turned out and would have done it differnet if I had another shot at it.
them on top of their lessons.
Overall my classes post assessment score was 78.3% and met my class goal of
75%.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
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.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Creating rigorous Teacher gave students multiple strategies for meeting the
learning learning goal. In this area I think I need to do a better job at examining all
environment with aspects of every exan that was given throughout this unit. I
T-Exploring T-Integrating
2.4 high expectations Teacher encouraged them to use the strategy that they felt made many of them but found that the assessment provided
S-Emerging S-Applying
and appropriate most comfortable with. by the curriculum posed some problems. In order to combat
support for all Teacher fostered a safe learning environment where this I would make my own tests where applicble.
students. studenst felt safe to answer questions or make a mistake.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
Students were able to use strategies taught by completing
varied exit tickets.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
I was able to catch some meiconceptions like some of my students thought
they had to hold the ruler on the very first in o the ruler rather than the very
Formative assessment strategies were incorporated into my lesson my listening to
edge. Other students were not realizing that the ruler was broken into fourth
student conversations, monitoring independent work to catch any misconceptions
and that they could use what they learned in fractions to relate it to this
that I need to address, and meeting one on one with students when necessary.
lesson. When i cleared up thes misconceptions they had a better
understanding of the concept.
Action Items
I feel I need to make it a point to go over the entire math curriculum and specifically and look at the way
the tests relate to the chapter lessons. Being new with the curriculum has proven to cause some problems
For curriculum design, lesson
regarding tests that dont line up to the student lessons. I have made marks on many of the lessons in my
planning, assessment
planning teachers edition but would like to send some time this summer taking another look now that I have become
more familiar with my grade level and the common core standards. This will help next year to smooth out
the problem areas I had this year.
For teaching English learners, Continuing to find innovative ways to scaffold their learning in order to help them access the learning goals.
students with special needs,
and students with other
Also, spending an intentional time to differentiate and add aspects of the lesson that will help these
instructional challenges students along to success.
I will be continuing to work thrugh Formative Assessment practices this summer as well as continue to work
For future professional
development
as a staff next year to better understand the uses of formative assessment as well as how it differs from
summative assessments. I specifially want to look into the best methods for using and analyzing data.
For future inquiry/ILP
Other
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Miss Valerie Carrillo vcarrillo@ljsd.org Mathematics Third Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5