Division of Teacher Education

Single Subject Program

TRANSITION PLAN
For the Clear Credential
Individual Learning Plan (ILP)

Candidate’s Content Area _______Science_____________________

The Transition Plan is completed by Preliminary Credential candidates during their last session of Clinical Practice. It includes
the individual’s strengths along with areas of need and interests that will be addressed in later Individual Induction programs
for Clear Credential preparation. Candidates must complete this plan in collaboration with their Clinical Practice University
Mentor, Master Teacher or District Intern Support Provider/Administrator (if applicable), during the TESP 534 course which
occurs in their second session of Clinical Practice. You will submit your transition plan to your TEP 534 course instructor
weeks 1, 4, and 8 for credit. You cannot pass TEP 534 and therefore complete your credential, without this plan. Candidates:
keep the original of this signed, completed form for your records and for use with your Clear Credential Induction Programs
later in your career.

Candidate: ___Kevin Zelaya___________________ ID#__002670074______

For each of the areas below, cross-reference TPEs and CSTPs.

Identify Areas of Strength Identify Areas of Interest Identify Areas of Need

Do you hold other teaching credentials
and/or authorizations? No, but I am seeking
to gain a bilingual authorization. I want to
teach science in Spanish.
Mentor and I spoke about this.
Other areas of strength include:
Fluent in Spanish.
Mastery of Content Area.
Review ILP created in TEP 533 – include
additional areas from Observation
Reports/Mid-Point Evaluation
Needs to cross disciplines.
Needs to integrate more technology
What are your personal interests related
to teaching? Are you drawn to
participate in a school activity? run a
club? teach an AP course in the future?
Teach Science in Spanish(Bilingual
Authorization)
Teach AP Biology
Teach science club
Week 1 Goal Setting
 Must include at least one CalTPA
Cycle II goal for the session. (Mark
as CalTPA)
 Must include at least one
recommended goal from your
Mentor or Master Teacher for the
session. (From Observation Reports)
 Must include a minimum of 6 goals
(connected to TPEs) for the session.
(From TEP 533 Goals)
TPE/CSTP 1: Connect subject
matter to real-life contexts and
provide active learning
experiences to engage student
interest.
I would like to connect the
subject matter to real-life
applications. I plan to do this by
presenting students with real
world examples of phenomena
that occur in real life. Then the
student will be asked to either
build a model of the phenomena
or write a report. The project
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Single Subject Program

will culminate with a

presentation. The results will let
me know if the connection to
real life was successful. The
project will run concurrently
with a unit.

TPE/CSTP 2: Create learning

environments (i.e., traditional,
blended, and online) that
promote productive student
learning, encourage positive
interactions among students,
reflect diversity and multiple
perspectives, and are culturally
responsive.
In order to accomplish this, I
plan on creating various
activities to be carried out once
a week that promote a safe
learning environment. One of
them will be a project which is to
create a poster describing how
everyone wants to be treated.
The main objective is to have the
students realize that they all
want to be in a respectful
environment. To accomplish this
I will encourage my student to
do something nice and selfless
for someone else.

TPE/CSTP 3: Make
accommodations and/or
modifications as needed to
promote student access to the
curriculum.

I would like to tailor my lessons

to the needs of my students. This
will be accomplished by
preparing lessons plans that are
differentiated. Specifically, every
lesson plan will at least a include
an EL student, GATE student,
and a SPED student. To measure
the effectiveness of this
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Single Subject Program

approach a type of assessment

would be embedded in the
lesson plan to measure
performance and involvement of
each student. An example would
be an exit ticket.
TPE/CSTP 4: Access resources
for planning and instruction,
including the expertise of
community and school
colleagues through in-person
or virtual collaboration, co-
teaching, coaching, and/or
networking. I would like to work
as a team with colleagues that
are in my school. I would like to
accomplish by creating and
working on at least 4 projects a
year with at least 2 other
colleagues. The projects will be
carried out in all classrooms and
the results could be compared to
see if the projects are effective.

TPE/CSTP 5: Use assessment

information in a timely manner
to assist students and families
in understanding student
progress in meeting learning
goals. I want to return the
assessment to the student in a
timely manner so that I can
monitor student performance
and make changes to my lessons
accordingly.

To accomplish this, I will have to

strive to have all assessment
graded by one week from the
exams being administered. I will
also use online resources to
administer exams that are
graded instantaneously.

TPE/CSTP 6: Demonstrate how

and when to involve other
adults and to communicate
effectively with peers and
colleagues, families, and
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Goals need to be SMART:
Specific (use action verb)
Measurable (state how you know you
reached the goal)
Achievable (be able to accomplish during
first year of teaching)
Relevant (relate to teaching)
Time-based (state when you will
complete goal)
Week 8 Progress Check: What progress have you made on your present goals and what are your future
goals?
Example:
Division of Teacher Education
Single Subject Program
members of the larger school
community to support teacher
and student learning.
I want to know how to approach
parents about any situation a
child maybe experiencing.
Moreover, how to deal with a
situation where a parent is
disinterested.
To fulfill this, I plan to seek a
mentor teacher that is close by
and readily available to guide. If
the results with are favorable
then I will continue with the
mentor I have found, if not then I
hope I can find someone else to
help me.
Week 4 Progress Check. Discuss/consider progress you have made so far on each
stated goal and then adapt or modify goals if needed.
Consider Session 2 Observation Reports, CalTPA Cycle 1 results, Areas of Interest
TPE/CSTP 1: Unmet: Not quite met but I am planning a project-based
learning activity to run concurrently with the unit on energy.
TPE/CSTP 2: Met : Already had the opportunity to direct students in
role play activities where they politely ask for help, decline help, and
offer help.
TPE/CSTP 3: Met : Met this goal through lesson planning. Created
lesson specific to the needs of my students. An example is evident in
a calculations lesson where I provided props and manipulatives for
my SPED student. Further strategic questioning was integrated as an
informal assessment to check for understanding.
TPE/CSTP 4: Met : I have met with 3 other colleagues in the science
department to discuss lesson building. This department tends to
finish all sections at the same time. In the lesson we discussed what
topics we want covered over the next two weeks and in what order.
TPE/CSTP 5: Un met
TPE/CSTP 6: Unmet
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TPE/CSTP 6: I will re-evaluate and update my written teaching goals with my Department and seek out professional development
activities prior to starting a new school year. I will set up regular times to meet and collaborate with my Department so I may
reach my goals.
Candidate’s Credential(s) Goals
Mark your Credential Area
 Preliminary Education Specialist
 Level II Education Specialist
 Clear Credential Education Specialist
 Multiple Subject Preliminary
 Multiple Subject Clear
X Single Subject Preliminary
Content Area: Biology, Chemistry, General Science
 Single Subject Clear
 Added Authorizations (describe):
Division of Teacher Education
Single Subject Program
Other Goals (cross–reference w/ Interests & Needs, above)
Must include specific goals (developed in collaboration with
your Mentor/and Master Teacher/school Site Supervisor) for
improving teaching practice once Preliminary Credential is
completed. Must include a minimum of 6 goals (connected to
TPEs and CSTPs) for future improvement.
TPE/CSTP 1: Connect subject matter to real-life
contexts and provide active learning experiences
to engage student interest.
I would like to connect the subject matter to real-
life applications. I plan to do this by presenting
students with real world examples of phenomena
that occur in real life. Then the student will be
asked to either build a model of the phenomena or
write a report. The project will culminate with a
presentation. The results will let me know if the
connection to real life was successful. The project
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Single Subject Program

 Other (describe): will run concurrently with a unit. This process was
met however, I would like to delve deeper into the
project-based learning. I would like to find ways to
have my project-based learning align with the
content from other disciplines.

TPE/CSTP 2: Create learning environments (i.e.,

traditional, blended, and online) that promote
productive student learning, encourage positive
interactions among students, reflect diversity
and multiple perspectives, and are culturally
responsive.
In order to accomplish this, I plan on creating
various activities to be carried out once a week
that promote a safe learning environment. One of
them will be a project which is to create a poster
describing how everyone wants to be treated. The
main objective is to have the students realize that
they all want to be in a respectful environment. To
accomplish this, I will encourage my student to do
something nice and selfless for someone else. This
project was met however I would like to explore
this more as there are many approaches to build a
warm welcoming environment. Perhaps creating a
padlet of positivity every month.

TPE/CSTP 3: Make accommodations and/or

modifications as needed to promote student
access to the curriculum.

I would like to tailor my lessons to the needs of my

students. This will be accomplished by preparing
lessons plans that are differentiated. Specifically,
every lesson plan will at least a include an EL
student, GATE student, and a SPED student. To
measure the effectiveness of this approach a type
of assessment would be embedded in the lesson
plan to measure performance and involvement of
each student. An example would be an exit ticket.
Although this planning was met, it has only been
done with just one demographic I would like to
attempt this with a much more diverse
demographic.

TPE/CSTP 4: Access resources for planning and

instruction, including the expertise of community
and school colleagues through in-person or
virtual collaboration, co-teaching, coaching,
and/or networking. I would like to work as a team
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Single Subject Program

Supportive Information:
University Supervisor (Mentor):____________Jerry Childs_________________________________

Master Teacher or School Site Support Provider ______Amy Schmidt_____________

TEP 534 Instructor: ___________________Maria Gross________________________

Candidate Signature: Mentor Signature: Master Teacher or School Site

Support Provider Signature:
Kevin Zelaya Jerry Childs
jchilds@apu.ed Amy Schmidt
Date: aschmidt@wsdoc.me
Date:
Date:
Reflection:
In this clinical practice I faced many successes and challenges. Beginning with the successes, I feel that I was
able to build strong connections with my students. Further, I was able to build a warm welcoming
environment through implementation of various activities. An example, was a role play activities where
students acted out scenarios that displayed how to overcome negative attitudes. Another success I had was
working with other colleagues. Unfortunately, a challenge that was not satisfactorily overcome was grading
in a timely matter. I had set up my goal to be 1 week but there were a few assessments that took me 2
weeks to grade completely. A more efficient way of grading assessments will be sought out. Overall I had a
very positive experience in my clinical practice. My students had a good mind set and my master teacher
was very supportive. The support I received from my clinical practice course also aided me with both the
TPAs and with tips on classroom instruction. Due to this experience I now feel prepared to take on my own
classroom.