What is the ILP?

The ILP, or Individualized Learning Plan, is developed by the candidate with assistance from the mentor.  The ILP guides the candidate through a cycle of inquiry during each semester within the Induction Program by allowing candidates to show growth in the mastery of the California Standards for the Teaching Profession (CSTP).  The cycle of inquiry process is embedded in the ILP.  The ILP is a living document that can be edited at any point during the semester.  It is submitted in Google Classroom and reviewed multiple times by the mentor and Induction Specialist during the semester.  Utilizing the FUSD Teacher Induction ILP process helps candidates grow professionally within their own classroom context to build knowledge and engaging, research-based instructional practices from the start of their career.  Establishing strong professional habits such as collaboration, seeking out help from district coaches, goal-setting, data-driven decision-making, and ongoing reflection helps candidates throughout their teaching journey.  The ILP is not intended to be used for evaluation for employment purposes.

What are the Steps Involved in Completing the ILP? 

The ILP should be completed by the candidate with input and guidance from the mentor.  Samples of recent ILPs can be found here.  Broadly, the process to complete the ILP should be as follows:

• Within the first 60 days of enrollment in the program, candidates and mentors will review the teacher’s IDP (Induction Development Plan) from their credential program, all 38 CSTP elements, and site and district initiatives.  Candidates and mentors will work together to collaboratively assess the candidate’s current level of development as Emerging, Exploring, Applying, Integrating, or Innovating in relation to each of the 38 CSTP elements.

• They will then determine one CSTP element to focus on within the ILP.  This will form the basis for their goal statement or essential question.

• Candidates work with mentors to create a SMART Goal as it pertains to their goal statement or essential question.  The goal should be specific, measurable, achievable, relevant, and time-bound. 

• Candidates will work with their mentor to find two action plan items that will help them achieve their goal.  This could include district-offered professional learning opportunities, observing another teacher, webinars, research, etc.  The action plan items should provide candidates new teaching strategies to implement in the classroom that will help them meet their stated goal.

• Candidates will select one focus student to use as a lens to monitor the efficacy of the new teaching strategies that will be implemented from the action plan items.  

• After mentors have checked the ILP, the ILP draft will be submitted in Google Classroom for the Induction Specialist to review and provide feedback.  

• Candidates will implement the new teaching strategies over a period of six weeks or more.  They will collect student evidence from both the whole class and the focus student during those six weeks.

• With their mentors, candidates will analyze student evidence or assessment data and reflect on their professional learning.  They will link pertinent evidence into the ILP document.

• Candidates will note their mentor’s observation dates and link their notes as well as the Induction Specialist’s notes (if applicable)  into the ILP.  

• After mentors have checked the Final ILP, Candidates will submit it in Google Classroom for the Induction Specialist to approve.

How many ILPs do I need to complete?

Candidates are required to complete four total cycles of inquiry during the two-year Induction program.  Since each ILP is unique to a specific goal, candidates will complete four total ILP documents.  One ILP is completed per semester.