Individualized Learning Plans

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23-24 Individual Learning Plan Cover Page — **Individual Learning Plan (ILP)**

The ILP documents goal-setting, professional learning, and progress towards mastery of the California Standards for the Teaching Profession. With the assistance of the assigned TISP mentor and based on self-identified areas of strength and growth, participating teachers will develop professional goals within the context of the Individual Learning Plan (ILP) within the first 60 days of enrollment in the program. Each ILP is designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes. Focused cycles of inquiry will guide individual professional development.

Every aspect of MDUSD TISP is individualized based on the participating teacher's assignment, the specific needs of students, teacher self-assessments, district and site initiatives, guidance from the administrator(s), and feedback from the mentor.

The Individual Learning Plan (ILP) is grounded in the California Standards for the Teaching Profession (CSTP) and is used by all participating teachers to guide their work. The ILP provides a roadmap for participating teachers as they work towards their professional goals, and is adjusted over the course of the year based on their evolving needs. Professional Goals, self-assessment, and Cycles of Inquiry are completed by every participating teacher, and reflection on equitable practice is embedded throughout the program. All teachers participate in observation of best practice through district-wide (or occasionally outside of district) instructional rounds, visits to vetted classrooms at their site, selected segments of recorded instruction, or mentor modeling within the context of the teacher's classroom. Other components are collaboratively selected by the mentor and teacher to best meet the teacher's needs for growth.

The ILP is individualized based on the needs of each participating teacher through 3 inter-related components:

ILP Components

Knowledge and Application of the California Standards for the Teaching Profession

Participating teachers will gain a working knowledge of the California Standards for the Teaching Profession (CSTP). They will self-assess their proficiency within the CSTP Continuums that align with their professional goals both at beginning and end of year along with any other Continuums that are deemed appropriate to support the developed goals. Self-assessment will support participating teachers' progress towards mastery in the CSTP.

Professional Goals

Participating teachers will identify their professional goals in alignment with the California Standards for the Teaching Profession (CSTP) and their evaluation goals. They will engage in focused cycles of inquiry. Student data will be analyzed to determine growth in teaching practice, supporting student achievement, and determining next steps. To further promote growth in the professional goals, data will be gathered and feedback provided through informal and formal observations administered by the assigned TISP mentor. Participating teachers will have ongoing opportunities to work on job-embedded, goal-oriented actions that will enhance their teaching practice and support student progress.

Emphasis on Equity

Participating teachers will consistently reflect on their practice through a lens of equity, considering the individual needs of every student and the intersectionality of race, socio-economic status, gender, sexual-orientation, language, learning style and academic needs. The MDUSD Teacher Induction and Support Program strives to foster the development of anti- racist educators who reflect on the impact of race and identity, both their own and their students’, as a means of developing culturally relevant instruction. Particular emphasis is placed on MDUSD Focus Scholars: Black/African American students, Foster Youth, students experiencing homelessness, students with disabilities and emerging bilingual students.

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