Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Rebecca Alder [email protected] World Language-French 9-12
Mentor Email School/District Date
Sergey Artemyev [email protected] La Habra High School/FJUHSD 11/15/18
Content Standard Lesson Objectives Lesson Title
2.1 i i. Curricular and
extracurricular interests and I can reflect on my work and
events determine my level of
Structures 2.1 Use sentence- proficiency. Assessment Reflection
level elements (morphology or I can use my reflections to
syntax or both) to produce set goals for my future work.
informal communications.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
5.5 Involve all students in self- Models and scaffolds student self-assessment and goal setting
5 assessment, goal setting, and Applying processes for learning content and academic language development.
monitoring progress Guides students to monitor and reflect on progress on a regular basis.
5.6 Use available technologies to Uses technology to design and implement assessments, record and
assist in assessment, analysis, and analyze results, and communicate about student learning with
5 Applying
communication of student learning administration, colleagues, families, and students. Ensures that
communications are received by those who lack access to technology.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
-Use of digital portfolios for student assessment
and self-assessment, using levels of proficiency
Inquiry Focus/Special Emphasis Self-assessment is a great tool, and by using
to monitor and help students self-assess rather
● What is your inquiry focus and/or special emphasis? the proficiency scale I think you’ve taken out a
● How will you incorporate the inquiry focus and/or than letter grades
special emphasis into the lesson? lot of the temptation for students to just give
● What specific feedback do you want from your ME? This is being incorporated in this lesson as this is
themselves an A.
a self-assess day.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was chosen because
This student was chosen because This student was chosen because
he scored particularly low on
she is hyperactive and has he is high-achieving and becomes
writing for a second-year student
Focus Students problems focusing during frustrated when he is not “the
● Summarize critical needs and how and very often substitutes Spanish
assessments. I will monitor her best” at something. He will likely
you will address them during this words when he doesn’t know the
lesson. throughout and make sure she is finish early, but I will need to look
French word. During this lesson, I
staying on task. If she needs it, I over his before he submits it to
will check in with him as he
will give her a quick break to walk make sure he is honestly
corrects himself and note the
around the room with me. evaluating himself.
common words he replaces.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Clearly you can anticipate that you will have to
How do these students handle such an give extra attention to your focus students 1
● What specific feedback regarding your focus students
do you want from your ME? independent task? How do I support them and 2 and they will probably take longer to
without neglecting the rest of the class? complete the task, so you may want to give
them extra time to finish at home.
Specific Feedback
I would like to know how effective my mentor
I am optimistic that students will take their
● What additional specific feedback do you want from thinks this day is and if he believes the students
your ME regarding lesson implementation? reflection seriously.
are finding it valuable.
Teacher will start the class by following the
usual routines of “Song of the week,” where
students listen to and interpret a French song,
“Calendar Talk,” where students discuss the
date and weather with the teacher, and any
other small talk that arises from that (upcoming
events, birthdays, etc.). This usually takes
around 15 minutes or so.
It’s good that you have established opening
Teacher will then have paper monitors pass
routines in the classroom.
back SPA week writing assessments-- both the
originals and the re-takes. Students will reflect
For the reflections, I would make sure there is
on their original assessment, noting mistakes
something else to do in place for students who
and areas of confusion, using this google doc.
Instructional Planning finish early. With independent self-paced tasks
● How is the lesson structured (opening, body, and The document asks students to rate themselves
like this, everyone will finish at different times.
closing)? using the ACTFL proficiency scale, and give
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? specific examples from their work that justify
● What progress monitoring strategies will be used? I like that you’ve introduced them to the
How will results inform instruction? their rating. Students will then use a copy of the
ACTFL proficiency standards. I would consider
same doc to evaluate their re-take. Both of
having them posted in your room. It’s nice for
these reflections will be added to their digital
students to be reminded of them even when
portfolios on their Google Drive.
they’re not doing a formal self-assessment.
At the end of the class period, students will
complete a Google Form that asks them to rate
how much they improved from the original to
the re-take, and explain why there was a
difference in their work (or why not, if that’s the
case). Then at the end of the form I ask them to
rate which in-class procedures help them the
most, and which they would like to do more
often.

This lesson is relevant to all students because

Student Engagement/Learning they are looking back on their own work.
Appropriate is the key word here. You need to
● How will you make the lesson relevant to all the Students will show progress towards mastery of
students? check and make sure they are setting
● How will students show progress towards master of the objectives by completing a thorough
lesson objectives? reasonable goals for themselves.
reflection and creating an appropriate goal for
themselves.
Classroom Management
● How will you maintain a positive learning I will be monitoring students on GoGuardian, as This seems like a highly independent task, so I
environment with a welcoming climate of caring,
respect, and fairness? well as circulating the room to answer questions would remind students that they should not
● Identify specific classroom procedures and strategies and ensure students are on task. be chit-chatting with their neighbor.
for preventing/redirecting challenging behaviors.
At the end of the class period, students will
For your closing Google Form, I would caution
complete a Google Form that asks them to rate
against having any free-response. It’s up to
how much they improved from the original to
Closure you, but I find that if you ask a question such
● How will you close your lesson? the re-take, and explain why there was a
● How will you assess student learning and prepare as “what would you like to do more often?”
difference in their work (or why not, if that’s the
them for the next lesson? student replies will be non-helpful responses
case). Then at the end of the form I ask them to
like “watch more movies.” Maybe just give
rate which in-class procedures help them the
them options they can check off instead.
most, and which they would like to do more
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 often. When I am finished looking over their
reflections, they will be returned to them so
they can add them to their digital portfolios.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Students who took the activity

Teacher emphasized that students seriously and wrote thorough
Most student reflections and the
will get out of their reflections what reflections seemed to be getting
Google forms indicated that they
Specific Feedback they put into them, encouraged more out of the activity. To me, it
found the activity valuable. I’m going
● What information can you students to look to past reflections seemed like a majority of the
provide the NT regarding to read the feedback from students
requested special to see their progress compared to students found this activity valuable
feedback? who didn’t find the activity valuable
the current one and add more to the learning process. The
and see if I can find ways to engage
details to their current one to help question now is how to get more
them more.
with future reflections. integrity from the minority who are
just going through the motions.
Teacher gave students their own
work back, free of any markings or
CSTP 1: Engaging All grades, and asked them to give an Students reflected on their own
I was pleasantly surprised with the
Students honest reflection of themselves. work using a reflection sheet on
● In what ways were students level of engagement in the class,
engaged? How were Teacher kept students focused by their Chromebooks. Students rated
given this is a mostly independent
students not engaged? using GoGuardian to monitor their themselves based on the ACTFL
● How did students contribute activity. The few who mentally
to their learning? activity, and helping struggling proficiency scale and then gave a
● How did teacher and/or “checked out” I was able to convince
students monitor learning? students via Google Classroom, detailed explanation for their
● How were the focus
to give me at least a half-hearted
where she could see their rating. Students were able to ask
students engaged and attempt. In the future, I need to find
supported throughout the documents and make comments or questions and get clarification from
lesson? a way to get them to buy in more.
edits in real time. Teacher also the teacher when needed.
circled the room periodically to
ensure everyone was on task.
Teacher set the tone for the day at
the start of class by telling them in
L1 what they were about to do and
how important it was for their
learning process. She went through
I was pleased with the learning
CSTP 2: Effective Learning the entire document with them and Students remained quiet and
Environment environment. I had to stop a few
● How did students and explained the proficiency levels, so focused during the activity, but still
chatty students here and there, but
teacher contribute to an everyone had a good idea of what felt free to ask questions. There
effective learning for the most part they kept an
environment? they were doing and what was was little to no disruption.
effective learning environment.
expected of them before they
began. Teacher has clearly
established routines in the
classroom and rules are posted in
the front.
There are definitely a few concepts I
CSTP 3: Organizing Teacher reviewed with students
need to go over with them again. I
Subject Matter what she was looking for on their Students compared their work to
● What actions of the NT put their writing assignment in the
contributed to student assessments so they could compare the answer guide and found their
past tense, which was difficult for
assimilation of subject it to what they had written. She own mistakes, and asked the
matter? them as they had to distinguish
● How did students construct pointed out common errors she Teacher clarifying questions.
knowledge of subject between the passe compose and the
matter? noticed on student work and Students made many similar
● What misconceptions did
imparfait. I should have done more
clarified certain concepts or mistakes, so they took some
students have and how formative assessment with that
were they addressed by vocabulary words students additional notes.
the teacher? before I gave them this summative
struggled with.
assessment.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
 Teacher provided directions in There wasn’t much differentiation
CSTP 4: Learning
Experiences English and went over common needed because really each
● How were students
Students participated by
misconceptions with students. assignment was differentiated
supported through completing the reflection and
differentiated instruction? Teacher allowed student with already to each student. One thing I
● How did students providing feedback about their
participate? ILP/504 extra time to complete the wish I did was provide something
● How did the NT contribute
experiences in the classroom.
to student learning?
assignment and offered to help 1 on extra to do for those students who
1 during study hall period. finished early.

Students demonstrated
I think I need to take a day to really
achievement of the objectives by
CSTP 5: Assessing Student hammer home what each step
Learning completing their assessment and
● How did students means and give examples and
determining their level of
demonstrate achievement Teacher explained each rating on maybe have them rate each other
of lesson objectives? proficiency. Some students
● In what ways did students the proficiency scale and what that next time. There are a few who are
struggle or demonstrate struggled to understand what each
limited understanding? might look like for them. still either not using the scale to rate
● What teacher actions
rating meant and had to be
themselves (e.g.“I did good” instead
contributed to student reminded to read the descriptions
achievement? of “novice-mid”) or who are rating
of each one thoroughly before
themselves inappropriately.
deciding where they fell.
Section 4: Post Observation Conference
To what degree did students All students participated in the reflection and seemed to rate themselves appropriately. However, only about
achieve lesson objectives? half the class seemed to understand that they were also supposed to include plans for how they can improve.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student needed some extra
This student needed to be This student asked many
help understanding what each level
reminded to focus several times, questions to clarify what each
of proficiency looked like. A visual
To what degree did focus
but ultimately she was able to proficiency level meant and to
guide would really help this
students achieve lesson complete most of her work and make sure he understood where
objectives? student. In the end, he was able to
Teacher seemed satisfied with her his level of proficiency was.
get about halfway through the task
ratings. She worked with the Student achieved the learning
and needed extra time, but the
teacher during Study Hall to finish objectives and finished work
work that was completed met the
and double-check her work. early.
objectives.
Next time, I would make it more clear to students that they are expected to set a goal for themselves and
What would you do differently
next time? outline what they could do to help achieve that goal. Many students simply named one way they could do
better next time, but it wasn’t a real goal for themselves.
1. Going over each portion of the assessment and what you were looking for made it very clear for students to
be able to compare and rate their proficiency.
What were three top Lesson 2. The Google Form was a great idea because it gives you a quick visualization of how much students improved
Strengths? (or perceived their own improvement).
3. Using Google Classroom/Google Docs to help several students at once from your desk was fantastic to see.
The technology gave you an extra level of communication and progress monitoring.
1. Goal-setting was not clearly outlined in the document provided.
What were three top areas for 2. More specific examples of what you are expecting of the students’ reflections. Many wrote very basic
improvement? descriptions of their levels.
3. Circulate more to monitor and ensure all students are on task, not just the focus students.
I would continue to encourage students to self-assess and reflect on their own learning. Some great next steps
would be to create a whole new document to have them create goals for themselves, and when they reflect
What are next steps? they can determine how they are getting closer to reaching those goals, or they can adjust their goals as
necessary. This can be added to their portfolios. I noticed that goal-setting was one of your objectives but you
didn’t seem to address it as much as you could have.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
 All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 5