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
Musa Avsar mavsar@magnoliapublicschools.org Biology 10
Mentor Email School/District Date
Omar Polat ofpolat@magnoliapublicschools.org Magnolia Publics Schools 3/9/2019
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 T– thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content.
1.5 through inquiry, problem Innovating S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote
solving, and reflection S - Innovating problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

T- Creates, adapts, and integrates a

1.4 Use a variety broad range of strategies, resources,
T- Utilizes a variety of strategies including
of instructional and technologies into instruction
culturally responsive pedagogy, resources,
strategies, designed to meet students’ diverse
and technologies during ongoing instruction
resources, and T-Applying T-Integrating learning needs.
1.4 S-Applying to meet students’ diverse learning needs. S-Integrating
technologies to S-Students actively engage in
S- Students participate in instruction using
meet students’ instruction and make use of a variety
strategies, resources, and technologies
diverse learning of targeted strategies, resources, and
matched to their learning needs.
needs. technologies to meet their individual
students needs.
Use and adapt
resources,
technologies, T- Selects, adapts, and utilizes appropriate
T-Integrates a wide range of adapted
and standards instructional materials, resources, and
resources, technologies, and
aligned technologies for concept and skill
instructional materials to meet
instructional development in subject matter. Resources
identified student needs and make
materials, T-Applying reflect the diversity of the classroom and T-Integrating
3.5 S-Applying S-Integrating subject matter accessible to students.
including support differentiated learning of subject
S- Assists student with equitable
adopted matter.
access to materials, resources, and
materials, to S- Guides students to use available print,
technologies. Seeks outside resources
make subject electronic, and online subject matter
and support.
matter resources based on individual needs.
accessible to all
students
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can implementing blended Teachers will learn how they can
Blended Learning learning based materials improve implement blended learning to
student’s achievement? improve student achievement.
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
Our school-wide goal is to improve
rigor in the 2018-19 school year.
Teachers will use blended learning as
a differentiation tool to provide
challenging classroom activities to all
Magnolia Science Academy 4 faculty Survey
students depending on their
achievement level.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 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
Effective implementation of blended learning assists the teachers in differentiating
Proposition 3.1: Teachers Call on Multiple
the instruction and deliver quality lessons. By definition, blended learning is a
Methods to Meet Their Instructional Goals
combination of face-to-face and online learning. Considering the facility that my
3.5Teachers Engage Students in the Learning
school is using, the station-rotation model of blended learning is the best fit for our
Process
students. It consists of stations in the classroom where the selected groups of
students rotate. One of the groups works directly with the teacher, while the second
Domain 6d :Develops a shared understanding
group operates in a group setting collaboratively, and the third group includes
among colleagues of the diverse educational
students working on an adaptive learning tool. Based on the time allocated for each
needs of families and the community.
session, groups rotate after the students are directed by the teacher.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for Research Preparation Presentation Survey Analysis Discussion
activities.
3/17/2019 3/24/2019 3/26/2019 4/1/2019 4/4/2019
I will craft a PowerPoint slide show to introduce the blended learning, to show the effectiveness of the
Provide 1-2 sentence
implementation, and to provide the research that supports the efficacy. The targeted audience for this
summary of your teacher
leader project. project is the teachers that are currently teaching in my school. The anticipated timeline for completing this
project is about 2-3 weeks.
Summarize process for 1. I will use teacher self- assessment tool created by American Institutes for Research for analyzing
analyzing effectiveness of effectiveness of the leadership role.
leadership role. 2. I will also get feedback from my mentor.
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.)
The practice of blended learning in K–12 schools has grown immensely over the past several
years as school and district leaders have adopted technology with the goal of personalizing
BLENDED (R)EVOLUTION: How 5 teachers are learning. Yet, the unfolding, of the practice itself—exactly how blended instructional models
modifying the Station Rotation to fit students’ change and evolve to meet the goals of personalization—happens at the micro-level. In
needs numerous classrooms, innovative teachers constantly identify and pursue new ways to adjust,
bend, and break open instructional models to optimize the learning process for their students.

This report explores the development of blended learning from 2008-2015, the evolution of
definitions across blended learning models and effective blended instructional strategies
grounded in case studies. The paper depicts how schools are implementing blended learning,
The Evolution of Online and Face-to-Face increasing student engagement and academic success, and using digital content and curricula
Education from 2008–2015 for data-driven instructional models while empowering youth. The case studies illustrate a
range of blended learning implementations and provide insights for increasing program
effectiveness.

Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)

My school district aims to utilize the latest and most innovative tools to maximize
District Level personalization and customization for a superior academic program that is tailored
School Level for a student’s individual needs by which a passion for learning is created that will be
sustainable for life. My school purchased one-to-one Chromebooks for students. The
school also purchased some web based educational environments such as myON,
Aleks, StudySync, Next Generation Math and etc. Teachers are integrating these tools
into their lessons.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 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 their own
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

1.4 Use a
variety of
I am at integrating level. We set
instructional I came up with the Blended Learning topic to help
a goal implementing station
strategies, my colleagues to utilize the available technologies
rotation model next year. We all
resources, to differentiate teaching. My presentation
agreed on exploring station
and T-Applying T-Integrating focused on the definition of blended learning and
1.4 S-Applying S-Integrating rotation model more in depth. I
technologies different blended learning models. I briefly
will continue researching about
to meet introduced all of the blended learning models,
the station rotation model for
students’ and I asked my colleagues to determine which
effective implementation next
diverse model fits best in our school setting.
year.
learning
needs.
Use and
adapt
resources,
technologies, Recent developments in technology have enabled
and new teaching methods in education. My project
standards focused on improving the use of already adopted I am at integrating level. To
aligned resources in math and ELA classes and possibly move to the next level, I will
instructional T-Applying T-Integrating utilizing new resources for science and history continue researching online
3.5 S-Applying S-Integrating
materials, classes. I think teachers obtained some adaptive learning tools to
including knowledge and encouragement about how to implement them in Science and
adopted integrate online adaptive technologies, such as History classes.
materials, to ALEKS and Study Sync to make them available for
make subject all students.
matter
accessible to
all students.
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
Proposition 3.1: Teachers Call on Multiple
Methods to Meet Their Instructional Goals
3.5Teachers Engage Students in the Learning
I presented my project to all of the
Process
faculty. All of my colleagues seemed
engaged and interested in my
Domain 6d :Develops a shared understanding
presentation. Most of them are eager
among colleagues of the diverse educational • PowerPoint Presentation
to start implementing the station
needs of families and the community. • Google Survey
rotation model. If we manage to
• Handouts
implement the station rotation model
• Interactive collaboration skills
effectively, I am planning to share this
• Collaboration skills
idea with the other schools in the
• Learned how similar schools
district.
implementing blended learning
• Learned how to mitigate resistance to
change.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The PowerPoint designed by Mr. Avsar is very effective. It has its notes, handouts,
and videos. Those are very well-selected and supported with the current research on
Effectiveness of resources designed by Candidate,
the effectiveness and use of blended learning in K-12 schools of the United States.
including presentation, notes, handouts, and other
resources. Additionally, the use of PowerPoint slides is great. Mr. Avsar provided a design
supported with animations where all types of learners in the audience can easily
understand and grasp. The audio-visuals used in the ppt are to the point and they
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 provide very essential information in regards to blended learning types, use, and
effectiveness.

Mr. Avsar prepared a well-designed PowerPoint slide show. His presentation was very effective
Effectiveness of Candidate in teaching and coaching and engaging. I can say that almost everyone in the audience was informed about the blended
adults. (Refer to Adult Learning Principles in FOTIP learning in general and the effectiveness of it. The presentation was very motivational
Handbook [https://www.fotip.org/adult-learning- especially after watching the videos, I heard teachers talking to each other stating that they
theory.html]. would use blended learning in their daily lessons. Also, Mr. Avsar did a great job addressing the
questions that came from the audience during his presentation.
The value of the topic is priceless for the teachers especially who are dealing with
different types of learners in the classrooms on a daily basis. Since one-size-fits-all is
no longer effective especially in K-12 settings, blended learning can provide venues
for students to receive customized and individualized instruction based on their
Value of topic for audience.
unique needs. As a result, a teacher who is teaching this century's students should be
well-equipped with the tools to fulfill the various needs of the learners. Blended
learning can open that door to them and support the schools in closing or reducing
the academic achievement gaps of the students.
Again, Mr. Avsar was very well-prepared for the presentation with all the required
materials and audio-visuals. Since he is an effective teacher with his tone, he used
Overall delivery by Candidate of the professional the same tone in the presentation and had every one engage in the session. His
development experience, including audience pacing was also effective as he started and finished on time with the opportunity to
engagement, pacing, tone, and response to questions. have Q & A session at the end. His presentation was not rushed, so everyone enjoyed
listening to him and watching the videos provided in the PowerPoint. Overall, that
was a great presentation designed and presented by Mr. Avsar.
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.
I created a Google Form Survey and shared it with my colleagues to give me feedback about my presentation. I received responses
from nine colleagues. The outcome is below:

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment
planning
For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For supporting
others/department/
school/district
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
I will research online adaptive learning tool for science and history classes. Teachers will start
implementing the station rotation model.
The model will be consisted of three 20-minute stations: online learning with, small-group instruction with
the teacher, and independent work. I will research online learning tools for science and history classes.
The stations will be adjusted based on the students needs. In the stations, teachers will get to motivate
students, work with them, show them how to do things, why you do them, and build up this positive vibe.
Teachers will continue collaborating, sharing best practices, and modifying the implementation of the
model for better result.
We will share the implementation of the model with the other schools in the district during district-wide
professional development.
Page 4 of 8
 Other Notes and
Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8