Individualized Learning Plan (ILP) Submission Form
Candidate’s Name
Dean’s or Director’s
Name
Candidate Context
Attach Educational & Professional Background (Brief Resumé) to ILP:
(This is a brief resumé that merely highlights your professional background. The purpose is for your panelists to recognize your
accomplishment outside your ILP work. This is not an extensive resumé. This is part of the written ILP and is not evaluated by your
panel.)
Candidate’s Workload:
(Explain your workload. Try to be as specific as possible. If you are a professor, mention the number and types of classes
(preparations) that you have, as well as any lab or clinical work you do. If you are a program coordinator, mention that here.
Librarians and counselors should explain the particular work they are doing and will be expected to do. Describe any other
professional duties that you have as part of your work at Valencia, including your participation in TLA activities.)
Number of Contact Hours (fall, spring, summer)
Number of Preparations (different courses taught or modality)
Other Commitments (e.g., department coordinator, clubs, etc.)
Professional Strengths:
(Describe what you consider to be your strengths as an instructor, counselor or librarian. Describe in broad terms the skills, abilities &
experiences you bring to your position.)
Philosophy of Teaching, Counseling or Librarianship (1-2 pages):
(The professional philosophy describes how you conduct your professional practice and why. It should overtly influence your course
products, such as syllabi, policies, and daily lessons, and it should be unique to you and your field/discipline. More specifically, the
philosophy provides concrete examples reflecting your role (teacher, librarian, or counselor), the role of your students, your
instructional strategies, and your assessment methods. The FLO’s in your ILP should be reflected in the Philosophy statement.)
Revised 5.7.14
Faculty Learning Outcome & Implementation Plan #1: Action Research Project
(Use the Action Research Project Plan Template to design your project.)
Needs Assessment for Faculty Learning Outcome #1 Action Research Project:
Needs are based on what the faculty member wants to learn to improve student learning. Is there a persistent problem or area of
concern in my class/professional setting? What is my concern? Why am I concerned? Is there a teaching method I would like to
explore/incorporate in my practice? Is there a topic in my discipline I would like to teach or present differently? Would I like to
explore alternative methods of assessment? Would I like to have evidence of the effectiveness of something I am currently doing?
Have I seen an action research question that I would like to alter/modify/investigate in my practice?
Faculty Learning Outcome (FLO) and Research Question(s) (RQ):
You can begin by thinking about FLO 1 in general terms, based on your professional needs. As the Y-2 progresses, you will be able to
“fine-tune” your Faculty Learning Outcome Statement into an effective research question for your action research project.
FLO: (A Faculty Learning Outcome, in terms of a tenure candidate's ILP, is a statement of what you should learn and be able to do
to improve student learning during your tenure-track process. FLO statements articulate the major goals that you defined, in
collaboration with your dean. The FLO statement answers “What does the tenure candidate need to learn at this point in the
development of his or her practice?” The FLO should be compatible with division needs.
The FLO statement must be learning-centered, assessable, specific to the individual, and related to the Essential Competencies. It
must also be demonstrable in a product or performance that can be judged according to explicit criteria.
Clearly stated FLO statements should be understandable to colleagues across disciplines. The description of the FLO is expressed in
one sentence. Three Faculty Learning Outcomes are recommended; however, in some cases two are sufficient.)
RQ: (The research question must be included here and should be polished and clearly align with the FLO. You may have more than
one research question. The following prompts can help you identify the question that will be the basis for your Action Research
Project. Answer the questions that are relevant to your project as a way to focus your ideas. Remember, action research questions
are about what you are doing, not what other people are doing.
Is the question appropriate for Action Research? Is it significant and related to improving student learning? How will finding the
answer inform my teaching? Is it under my control (teaching strategies, classroom activities, student assignments)? Is it feasible in
terms of time, effort and available resources? Can I take action based on my results? Is this an area where I am willing to make a
change? Am I willing to make a change based on my results? How might I address the question? Can I clearly state the Research
Question (or hypothesis) that I want to test? Can I clearly state the goal or set the standard to which I want to compare my students'
achievements? )
FLO:
RQ:
Essential Competencies Addressed:
(List the Essential Competencies and Indicators you plan on demonstrating in the ARP. Explain how each Competency will be
addressed in the ARP by identifying the indicator(s) for each Essential Competency listed. See the indicator worksheet.)
Revised 5.7.14
Proposed Research Design Plan:
Conditions: Identify how you will limit or narrow the scope of your ARP.

Course:

Unit or lesson:

Timeline for implementation:
Sources and Insights
Describe the information you have gathered from the four lenses (self, students, colleagues, and experts) for this project. List sources
consulted and provide a summary of primary insights gained from these sources.
Methods and Assessment Plan
Student Learning Outcome Statement (SLO)
Tutorial on how to write a measurable Student Learning Outcome
A Student Learning Outcome states what a student should understand and/or be able to do as a result of what she has learned in a
course, library orientation, counseling session.
Teaching, Counseling, or Librarianship Strategies of Student Learning Outcomes
Describe the methods, strategies, and/or techniques you will use to support student mastery of the student learning outcomes you
identified in your project.
Assessment Strategies of Student Learning Outcomes
Describe the tool(s) you will use to measure/gauge how students perform in relation to the Student Learning Outcome. Describe both
formative (along the way) and summative (at the end) tools and how students will know the criteria by which they will be evaluated.
Action Research Design
Describe the methods you will use to analyze the data you will collect. Consider whether the amount of data collected is reasonable
and manageable. Describe the evidence you will use to judge the value of your innovation/intervention.
Revised 5.7.14
Faculty Learning Outcome Statement (FLO) & Implementation Plan for FLO #2:
(A Faculty Learning Outcome, in terms of a tenure candidate's ILP, is a statement of what you should learn and be able to do to
improve student learning during your tenure-track process. FLO statements articulate the major goals that you defined, in
collaboration with your dean. The FLO statement answers “What does the tenure candidate need to learn at this point in the
development of his or her practice?” The FLO should be compatible with division needs.
The FLO statement must be learning-centered, assessable, specific to the individual, and related to the Essential Competencies. It
must also be demonstrable in a product or performance that can be judged according to explicit criteria. Clearly stated FLO
statements should be understandable to colleagues across disciplines. The description of the FLO is expressed in one sentence. Three
Faculty Learning Outcomes are recommended; however, in some cases two are sufficient.)
Needs Assessment for Faculty Learning Outcome #2:
(Needs are based on what the faculty member wants to learn to improve student learning. Explain in general terms what you would
like to work on during your pre-tenure period that would improve your ability to improve your practice. This might include, but is not
limited to, improving such things as specific teaching strategies, assessment tools, discipline-specific knowledge, obtaining degrees
or certifications, and/or creation of web-based or technology-related tools for students.)
Faculty Learning Outcome Statement # 2:
(FLO statement connected to the Needs Assessment. Explains what the faculty member will be able to do in terms of improving
student learning, as applicable. Addresses no more than one result/trait. Is action-oriented. Action verb identifies desired cognitive
level of faculty thinking. Meaning is clear to all disciplines. Measurable results achieved.)
Essential Competencies Addressed:
(List the Essential Competencies and Indicators you plan on demonstrating in the FLO. Explain how each Competency will be
addressed in the FLO by identifying the indicator(s) for each Essential Competency listed. See the indicator worksheet.)
Conditions:
(Explain how you will limit or narrow the scope of your FLO (i.e., for a course, unit, lesson, etc.). Include course and/or unit and time
line for implementation and completion.)
Products/Evidence of Learning:
(What evidence of learning will you produce to demonstrate achievement in your FLO? Examples: Learning unit(s), Rubric(s),
Lesson/unit plan(s), Conference presentation(s), Valencia presentation(s), Scholarly publication(s), Plan for Action Research Project,
Professional certification(s), Formative and summative assessment instruments, Course design(s).)
Revised 5.7.14
Faculty Learning Outcome Statement (FLO) & Implementation Plan for FLO #3:
(A Faculty Learning Outcome, in terms of a tenure candidate's ILP, is a statement of what you should learn and be able to do to
improve student learning during your tenure-track process. FLO statements articulate the major goals that you defined, in
collaboration with your dean. The FLO statement answers “What does the tenure candidate need to learn at this point in the
development of his or her practice?” The FLO should be compatible with division needs. The FLO statement must be learningcentered, assessable, specific to the individual, and related to the Essential Competencies. It must also be demonstrable in a product
or performance that can be judged according to explicit criteria. Clearly stated FLO statements should be understandable to
colleagues across disciplines. The description of the FLO is expressed in one sentence. Three Faculty Learning Outcomes are
recommended; however, in some cases two are sufficient.)
Needs Assessment for Faculty Learning Outcome #3:
(Needs are based on what the faculty member wants to learn to improve student learning. Explain in general terms what you would
like to work on during your pre-tenure period that would improve your ability to improve your practice. This might include, but is not
limited to, improving such things as specific teaching strategies, assessment tools, discipline-specific knowledge, obtaining degrees
or certifications, and/or creation of web-based or technology-related tools for students.)
Faculty Learning Outcome Statement # 3:
(FLO statement connected to the Needs Assessment. Explains what the faculty member will be able to do in terms of improving
student learning, as applicable. Addresses no more than one result/trait. Is action-oriented. Action verb identifies desired cognitive
level of faculty thinking. Meaning is clear to all disciplines. Measurable results achieved.)
Essential Competencies Addressed:
(List the Essential Competencies and Indicators you plan on demonstrating in the FLO. Explain how each Competency will be
addressed in the FLO by identifying the indicator(s) for each Essential Competency listed. See the indicator worksheet.)
Conditions:
(Explain how you will limit or narrow the scope of your FLO (i.e., for a course, unit, lesson, etc.). Include course and/or unit and time
line for implementation and completion.)
Products/Evidence of Learning:
(What evidence of learning will you produce to demonstrate achievement in your FLO? Examples: Learning unit(s), Rubric(s),
Lesson/unit plan(s), Conference presentation(s), Valencia presentation(s), Scholarly publication(s), Plan for Action Research Project,
Professional certification(s), Formative and summative assessment instruments, Course design(s).)
Revised 5.7.14
Professional Development
Identifying your intended and completed development allows panel members to quickly review the completed work and
to perhaps suggest other offerings that may assist you in your pre-tenure work.
Attach Professional Development Transcripts (seminars, courses completed, etc.)
PART ONE: CORE COURSES
Identify which of the following TLA recommended activities you participated in or plan to participate in.
This section includes courses that provide an overview on the Essential Competencies and courses that will assist you in
developing an ILP, constructing a portfolio, and implementing an action research project.
Professional Development
Taken
Date
Intended
FLO
Activity
Select those
activities that
you have already
completed.
LCTS2224 Interactive Lecture
(New Faculty Orientation)
□
Select those
activities that
you intend to
participate in
during your pretenure work.
□
To which FLO, if any, does
each professional
development activity
relate? (Select all that
apply.)
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
__/__/__
Year-1 Seminar Series
LCTS2111 Cooperative
Learning in the College
Classroom
Record the date
on which you
completed each
activity.
__/__/__
Year-1 Seminar Series
LCTS2222 Case-based
Teaching
□
__/__/__
Year-1 LCTS Seminar OPTION
LCTS2226 Write to Learn
□
Year-1 LCTS Seminar OPTION
LCTS2223 Asking the Right
Questions
__/__/__
□
__/__/__
Year-1 LCTS Seminar OPTION
INDV7311 Creating a Safe
Space for Dialog
□
__/__/__
Year-1 LCTS Seminar OPTION
ASSMT2121 Assessment as a
Tool for Learning
Year-1 Seminar Series
Revised 5.7.14
□
__/__/__
INDV215 Inclusion and
Diversity
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
__/__/__
Year-1 Seminar Series
PRFC2267 AMP Peer Review /
Analysis of My Practice – Peer
Review
□
LFMP2141 LifeMap
□
__/__/__
Year-1 Seminar Series
PRFC 2161 Creating an
Individualized Learning
Plan/Outcomes-based Practice
□
__/__/__
□
__/__/__
Year-2 Seminar Series
SOTL2171 Scholarship of
Teaching & Learning
□
__/__/__
Year-2 Seminar Series
PRFC2264 Understanding
Professional Commitment
□
__/__/__
Year-2 Seminar Series
SOTL2274 ARP Design and
Data Collection
□
__/__/__
PRFC 2263 Creating an
Evidence-based Portfolio
□
__/__/__
Year-2 Seminar Series
SOTL2272 Developing Effective
Surveys
□
__/__/__
SOTL3271 Principles of Good
Practice
□
__/__/__
SOTL2271 Action Research
Builder
□
__/__/__
SOTL2275 ARP Data Analysis
and Presentation
□
__/__/__
PART TWO:
Identify which of the following activities you participated in or plan to participate in.
This section includes additional courses designed to deepen one’s understanding of the Essential Competencies. If you
intend to complete additional “other” courses, please feel free to expand this worksheet.
Professional Development
Taken
Date
Intended
FLO
Activity (by Essential
Revised 5.7.14
Competency)
Assessment
ASMT 2122: Classroom
Assessment Techniques
Select those
activities that
you have already
completed.
Record the date
on which you
completed each
activity.
□
Select those
activities that
you intend to
participate in
during your pretenure work.
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□


FLO 1
FLO 2
__/__/__
ASMT 2227: Understanding
and Designing Rubrics
□
__/__/__
OTHER:
______________________
□
__/__/__
Inclusion & Diversity
INDV 2253: Personality and
Learning Styles
□
__/__/__
INDV 2254: Brain Theory
Meets Learning Styles
□
__/__/__
OTHER:
______________________
□
To which FLO, if any, does
each professional
development activity
relate? (Select all that
apply.)
__/__/__
Learning-centered
Teaching and Learning
Strategies
LCTS 2212: Engaging Lectures
□
__/__/__
LCTS 2213: Active Learning
Techniques
□
__/__/__
OTHER: LCTS_____________
□
__/__/__
LifeMap
LFMP 3347 Engaging Students
through Mentorship
□
__/__/__
LFMP 3348 CARE Strategies
Revised 5.7.14
□

FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
□



FLO 1
FLO 2
FLO 3
__/__/__
OTHER: LFMP_____________
□
__/__/__
Outcomes-based Practice
LOBP 2230: Core
Competencies: Think, Value,
Communicate, Act (TVCA)
□
__/__/__
LOBP 3230: Thinking Things
Through: Critical Thinking
Theory and Practice
□
OTHER: LOBP_____________
□
__/__/__
__/__/__
Professional Commitment
PRFC 3364: Peer Observation
of Teaching Orientation
□
__/__/__
PRFC 3365: Peer Observation
of Teaching
□
__/__/__
OTHER: PRFC_____________
□
__/__/__
Scholarship of Teaching &
Learning
SOTL 2273: IR and You: How
IR Can Help Faculty Research
□
__/__/__
SOTL 2910: Principles of Good
Practice
□
__/__/__
OTHER: SOTL_____________
□
__/__/__
Describe any other professional development activities, such as graduate courses completed, conferences
attended, books read, and/or journal articles read in the space provided below.
Revised 5.7.14
For information on how to complete an ILP Submission Form successfully, see the
Individualized Learning Plan Instructions on the TLA Web Site.
Revised 5.7.14