Developing A Individual Learning Plan
In the TIP Online Teacher Induction Program, Individual Learning Plans (ILPs) are collaboratively developed and implemented across all four semesters of the program, starting with the first semester, by the New Teacher and Mentor, with input from the employer regarding the candidate’s job assignment, and guidance from program course instructors. Each semester, New Teachers design, implement, evaluate, and update ILPs. Revised plans may identify new goals for professional growth as well as revisit goals from a previous semester. The ILP requires New Teachers to identify professional growth goals and measurable outcomes, describe how they will work to meet those goals, and plans for evaluating data to reflect on progress. The New Teacher's specific teaching assignment provides the primary context for overall ILP development. In addition, some course assignments include additional goals; and the New Teacher and Mentor may add additional goals based on the candidate’s professional interests. The ultimate goal of the ILP process is to identify professional learning and support opportunities so that each New Teacher may refine effective teaching practices for all students through focused cycles of inquiry.
The Individualized Learning Plan (ILP) addresses the California Standards for the Teaching Profession and provides a road map for New Teachers' induction program activities. It also serves as an important guide for the mentor in providing support.
In the Teacher Induction Program, ILPs are collaboratively developed and implemented across the program by the New Teacher and Mentor, with input from the administrator regarding the candidate’s job assignment, and guidance from program course instructors.
Each semester, New Teachers design, implement, evaluate, and update ILPs. Revised plans may identify new goals for professional growth as well as revisit goals from a previous semester.
The ILP requires New Teachers to identify professional growth goals and measurable outcomes, describe how they will work to meet those goals, and plans for evaluating data to reflect on progress.
The New Teacher's specific teaching assignment provides the primary context for overall ILP development. In addition, some course assignments include additional goals; and the New Teacher and Mentor may add additional goals based on the candidate’s professional interests.
The ultimate goal of the ILP process is to identify professional learning and support opportunities so that each New Teacher may refine effective teaching practices for all students through focused cycles of inquiry.