Curriculum: Individualized Learning Plans
The curriculum for MDUSD TISP is individualized based on the participating teacher's assignment, the specific needs of students, teacher self-assessments, district and site intiatives, guidance from the administrator(s), and feedback from the mentor. The cover page, included at the bottom of this page, is used by all participating teachers to guide their work, with suggested pacing indicated as a guideline for participating teachers and their mentors. The base questions and tasks associated with each linked document vary based upon the year and pathway of the participating teacher, and are further adjusted by the mentor based on the needs of the participating teacher. Professional Goals, the CSTP Self-Assessment, and Cycles of Inquiry are completed by every participating teacher, and reflection on equitable practice is embedded throughout the program for all teachers. Other documents and tasks are selected by the mentor and teacher to best meet the teacher's needs for growth. All teachers participate in observation of best practice through district-wide (or occassionally outisde 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.
Growing as a professional, meeting the learning needs of every student, and feeling greater confidence as a teacher are the main goals of the TISP curriculum. Participating teachers will employ an on-going learning process that follows a cycle of plan, teach, reflect and apply. With the assistance of a 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 their program start each year of participation. The ILP will be 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 based upon the California Standards for the Teaching Profession and Induction Standards.
TISP curriculum is individualized based on the needs of each participating teacher through three inter-related components of the Individual Learning Plan:
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.
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.) Participating teachers 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.
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 students traditionally underserved in MDUSD: African Americans, Foster Youth, and students experiencing homelessness.
