IIP # ________
Date: ______________
C-1 Individual Induction Plan
Participating
Teacher
Romeo Juliety
Support
Provider
District/
School
Bill Shakespeare
Grade/
Content
Novel High School
English 9
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do
Induction Program Standards Addressed:
Pedagogy (5)
Universal Access for All Learners (6)
1. Based on findings from the Self-Assessment Reflective Conversation
Record (E-3), determine area(s) of focus.
English Learners (6a)
Special Populations (6b)
2. Develop a focus question for this inquiry.
How can I effectively monitor student learning daily to guide my instruction?
3. Which CSTP element(s) will be addressed?
4. What are the anticipated, measurable outcomes for student learning?
1.6 Monitoring student learning & adjusting instruction while teaching
▪ 80% of students will score 75% or better on the summative exam at the end of
Unit 6 (“The Pearl”)
5.4 Using assessment data to establish learning goals & to plan, differentiate
& modify instruction.
5. Date of
research
ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom
6. Research: Describe resources used: Talked to
7. Application: How new knowledge was
8. Measurable Results: Impact on
colleague; Research on-line; Other
implemented.
teaching/student achievement.
1/31
Talked to PLC team about effective strategies to
check for understanding while reading literature
Tried the “Lit Circle Quiz”
2/3
Observed Mr. Mac Beth use “Group White Board
Quiz”
2/10
Observed Ms. Julie Caesar implement a “Jeopardy
Review Game”
Included the Group White Board Quiz
after discussion on the history of the
author
Used the Jeopardy Game to check for
understanding midway through the unit
2/15
Talked to Mr. Henry Higgins about “Partner
Interviews”
Included Partner Interviews during the
last day of the literature lecture
A challenge for me to set-up the first time,
but students did very well on the quiz (82%
passed with 70% or better)
Excellent diagnostic tool that informed me
that more than half the class did not
understand a key part of the discussion
Effectively informed me of the areas
(categories) that I need to re-emphasize now
Did not find this strategy to be helpful for
the students / not a good diagnostic aide for
me
I now believe that every lesson needs to include a formative assessment component. By pausing to check for understanding, it provides information for the
students regarding areas they still need to focus for learning, it provides me with a diagnostic tool to know if I need to re-teach or reinforce, and it provides an
enjoyable activity for the students that helps reinforce the lesson. Student achievement on this unit showed substantial improvement (80% of students passed
with 75% or better. (Results from previous unit: 72% passed with 75% or better.) I believe the assessment strategies were an effective diagnostic tool for me
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – Pilot Documents / 2009-2010
Inquiry: C-1 Individual Induction Plan
July 1, 2009
Page 1 of 2
REFLECT
REFLECTION/APPLICATION
a. As a result of the Inquiry process, what was the impact on (list specific evidence): Instructional/classroom practices; Student achievement.
PLAN/TEACH
9.
PLAN
I need to use instructional time more effectively and learn more about
incorporating effective progress monitoring assessment in my lessons.
IIP # ________
Date: ______________
and an effective teaching tool for the students. It has also helped me use my instructional time more effectively as I have included this component in my
lesson planning.
b. As part of the Inquiry process was your focus question/area modified? Explain
No, my focus area was not modified. It became evident, as soon as I began my research, that this was an area that I needed to grow in my understanding and
needed practice to implement effectively.
10. Describe how you will apply new learning to future practice?
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – Pilot Documents / 2009-2010
Inquiry: C-1 Individual Induction Plan
July 1, 2009
Page 2 of 2
APPLY
All of my lesson plans will include a formative assessment component. I am very aware now of the need to pause and check for understanding daily before
moving ahead. I am convinced that I have not truly taught the information if my students have not learned it. These assessment tools are my gauge for
student learning, therefore they are also my gauge for effective teaching.