The Individual Learning Plan (The ILP)

The Individual Learning Plan 

 

Candidate’s Name

Participation Year 

Mentor’s Name School/ Assignment:

School Year:

Induction Program Standard 3: The Individualized Learning Plan (ILP) must address the California Standards for the Teaching Profession and provide the roadmap of the candidate’s Induction work during their time in the program along with guidance for the mentor in providing support.  The ILP must be collaboratively developed at the beginning of Induction by the candidate and the mentor, with input from the employer regarding the candidate’s job assignment, and guidance from the program staff. The ILP must include candidate professional growth goals, a description of how the candidate will work to meet those goals, defined and measurable outcomes for the candidate, and planned opportunities to reflect on progress and modify the ILP as needed.  Within the ILP, professional learning and support opportunities must be identified for each candidate to practice and refine effective teaching practices for all students through focused cycles of inquiry.

The ILP is designed solely for the professional growth and development of the candidate and not for evaluation purposes.

Initial Self-Assessment (To be reviewed 60 days after the Candidate Memorandum of Understanding is signed or November 15)

Use the Levels of Teacher Development Across the CSTP to assess your practice on CSTP 1-6.  Self-assess on the focus element per CSTP and the summary table. Highlight the descriptors, date, and include evidence to support your marks.  (*Link to Levels of Teacher Development Across the CSTP here.)
List the focus CSTP/s elements:
Intake Interview

  • Date of Interview
  • Date of Reflection
Reflection on areas of strength and/or areas of growth from the Transition Plan (*Link to the Transition Plan here)
Initial Observation of Mentor

  • Date of Observation
  • Date of Reflection
Reflect on strengths and areas of growth from mentor’s observation notes.

(*Link to mentor’s observation notes.)

Triad Meeting with Principal

  • Date of Meeting #1
  • Date of Reflection
List the site goals:

List the evaluation goals:

Setting Professional Growth Goals Review the data collected to date:  

  • discussion notes from the Intake Interview,  
  • the Transition Plan, 
  • self-assessment on CSTP,
  • Initial  mentor observation, 
  • discussion notes from Triad Meeting #1.  

With your mentor, identify your professional growth goal. Craft a wondering “inquiry” question for this goal.  Use questions that are not answered by Yes or No.   

Investigation #1 Introduction: Describe the context / reason for the focus of the investigation.
Wondering Statement  
Measurable Outcome

HOW specifically is growth on the professional goal measured?

One simple statement

 

Action Research Reflections: With your mentor, select professional learning activities to assist you in developing skills, knowledge, or expertise regarding your professional growth goals.  Use the table below to document your experiences and new insights. Date every entry to assist you in monitoring your progress. (Add rows as needed.)

Research Activity Impact on Student Learning Impact on Teacher’s Practice Reflections / Modifications
(Source of new knowledge , skills, concepts, related to the Wondering Statement)

Example: PD, Webinar, professional literature, Observation, Video, etc.

(As a result of the research describe what was implemented in the classroom and the students’ response.) (Describe in detail how the research impacted the candidate’s practice.) (Describe in detail what the candidate learned and/or how the candidate demonstrated growth.)

Post Action Research Reflections: Analyze the data you’ve collected and review your reflections above.

In what ways did you meet / not meet your professional growth goal?
In what ways did you meet your evaluation goals?
What is the answer to your Wondering Statement?

In January, revisit the Levels of Teacher Development Across the CSTP

Mid-year self-assessment: 

Use the Levels of Teacher Development Across the CSTP to assess your practice on CSTP 1-6.  Discuss, if any, changes to your professional growth goals. Self-assess on the focus element per CSTP and the summary table.  Highlight the descriptors, date, and include evidence to support the marks. (*Link to Levels of Teacher Development Across the CSTP here.)

List focus CSTP elements:
Triad Meeting with Principal

Date of Meeting #2:

Date of Reflection:

List the site goals:                 

List the evaluation Goals (highlight one):     

                New                    Revised           Continue

Setting Additional Professional Growth Goals Review the data collected to date:  self-assessment on CSTP, mentor observation, and discussion notes from Triad Meeting #2.  With your mentor,  decide whether new professional growth goals must be set or to keep the previous professional growth goals.  IF you decide to continue working on your professional growth goals, Return to Action Research Reflections. 

If you opt to choose new professional growth goals, continue below.  Put N/A if you are continuing with Investigation #1

*** For use only when a 2nd investigation is planned. ***
Investigation #2 Introduction: Describe the context / reason for the focus of the investigation.
“Wondering Statement”

(Inquiry Question)

If applicable, for new professional growth goals or indicate “Continuing Wondering Statement”  
Measurable Outcome

HOW specifically is growth on the professional goal measured? 

(Written in one simple statement.)

If applicable, for new professional growth goals or indicate “Same Measurable Outcome.”

Action Research Reflections: With your mentor, select professional learning activities to assist you in developing skills, knowledge, or expertise regarding your professional growth goals.  Use the table below to document your experiences and new insights. Date every entry to assist you in monitoring your progress. (Add rows as needed.)

Research Activity Impact on Student Learning Impact on Teacher’s Practice Reflections / Modifications
(Source of new knowledge , skills, concepts, related to the Wondering Statement)

Example: PD, Webinar, professional literature, Observation, Video, etc.

(As a result of the research describe what was implemented in the classroom and the students’ response.) (Describe in detail how the research impacted the candidate’s practice.) (Describe in detail what the candidate learned and/or how the candidate demonstrated growth.)

Post Action Research Reflections: Analyze the data you’ve collected and review your reflections above.

In what ways did you meet / not meet your professional growth goal?
In what ways did you meet your evaluation goals?
What is the answer to your Wondering Statement?

End-of-Year Self-assessment:  In preparation for the Colloquium (Triad Meeting #3) use the  Summary of Teaching and Learning  in the Guide to the ILP to as tool for a culminating conversation with your mentor.  Refer to the sources of evidence: self-assessments on the CSTP, student work collected, reflections, notes from the Triad Meetings, that demonstrate how you’ve grown as a professional educator.  

Design a Colloquium Project – a symbol to illustrate your growth. Be creative but keep it to the size of a manila folder.  You’ll share your reflection and project with your table mates at the colloquium.

How has participating in Teacher Induction impacted your professional growth?
How will you apply what you learned in Teacher Induction to your next teaching assignment?
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