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:
1. 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

emizuki@huntingtonchristia
Emily Mizuki Music 4th
n.com

Mentor Email School/District Date

rvenanzi@huntingtonchristia
Becky Venanzi Huntington Christian School 10/22/2019
n.com

Content Standard Lesson Objectives Unit Topic Lesson Title

• Students will be
able to access
5.4 Evaluate FlipGrid and
record a video.
improvement in personal
• Students will be
musical performances Beginning Band Using FlipGrid for Playing Tests
able to access
after practice or FlipGrid on their
rehearsal. own and record
assessments
outside of class.
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 just Skills are developing as NT investigates Skills are applied as NT makes increased Skills are refined as NT combines elements into Skills are polished as NT expands ability to add
coming into prominence and examines pedagogical practices relevant and suitable use of pedagogical a cohesive and unified pedagogical repertoire new methods and strategies into pedagogical
choices repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)

5.6 Using available technologies

Uses available technologies to record assessments, determine
to assist in assessment, analysis,
5.6 Emerging proficiency levels, and make required communications about
and communication of student
student learning. 5/10/19
learning

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.

Inquiry Focus/Special Emphasis Music playing tests/Assessments

· What is your inquiry focus and/or special emphasis?
· How will you incorporate the inquiry focus and/or special
emphasis into the lesson?
· What specific feedback do you want from your ME? I will be teaching students how to use a video
platform for completing assessments.

How will at-home video assessments of student

progress impact student learning the early
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 stages of learning a new instrument?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student loves music and is

This student is struggling
Focus Students fairly engaged in class, but does
· Summarize critical needs and how academically in my class. I need to This student has ADD and needs
you will address them during this not complete homework
lesson. make sure he gets extra support extra help focusing in the
assignments. I need to make a
to understand instructions and get classroom.
plan to help this student
meaningful feedback.
complete his work.

· What specific feedback regarding your focus students do Any specific advice regarding help with Focus
you want from your ME?
Student 2 would be helpful!

Since I am using devices for the first time, I

would love any advice you have about
Specific Feedback
procedures for lessons like this. For instance,
· What additional specific feedback do you want from your how do you ensure that students stay on the
ME regarding lesson implementation?
same step with you and don’t try to work
ahead, especially if you can't see all their
screens from the front of the room?

Opening: Procedures, music review, preparing

students for next step
Body: Students move to the music classroom
board and use Chromebooks to log into Google
Classroom, access FlipGrid, and record a short
video as a practice for completing an
assessment in the future. Teacher will
demonstrate use of FlipGrid to complete
assignments.
Close: Teacher will use Think, Pair, Share to
check for student understanding of the
assignment. Additional time will be used to help
Instructional Planning students practice for the assessment.
· How is the lesson structured (opening, body, and closing)?
· What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
· What progress monitoring strategies will be used? How Throughout the lesson, students will both listen
will results inform instruction?
to instructions from teacher and follow written
instructions on the board. They will also be able
to follow along on the smart board as the
teacher walks them through the use of the two
websites (Google Classroom and FlipGrid).
Informal assessment during the lesson
(assessing whether they are proficient with
FlipGrid and all are able to successfully record a
video) will determine when the assessment will
be implemented (for example, they may need
more help and practice accessing the Grid.

Teacher will emphasize the importance of the

use of individual assessments by helping
students understand that it means that each of
Student Engagement/Learning
· How will you make the lesson relevant to all the students? them gets to be heard individually by the
· How will students show progress towards master of lesson
objectives?
teacher; and that the teacher will be able to
give individual feedback to each student.
Students will show mastery by successfully
accessing FlipGrid and recording a video.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 • Students will receive clear guidelines on the
appropriate use of the technology in the
Classroom Management
classroom and will understand the
· How will you maintain a positive learning environment consequences if the rules are not followed.
with a welcoming climate of caring, respect, and fairness?
· Identify specific classroom procedures and strategies for
preventing/redirecting challenging behaviors.
• Teacher will use “attention grabbers” to
redirect students if they are talking.

Closure Students will discuss with each other how they

· How will you close your lesson?
· How will you assess student learning and prepare them will access FlipGrid at home and how they will
for the next lesson? record their assessments.

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 Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students questions of analysis and evaluation (“which problem-solving questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
· In what ways were students strategy do you prefer? How could you create a math problem comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? that could be solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
· What information can you
provide the NT regarding
requested special feedback?

CSTP 1: Engaging All

Students
· In what ways were students
engaged? How were
students not engaged?
· How did students contribute
to their learning?
· How did teacher and/or
students monitor learning?
· How were the focus students
engaged and supported
throughout the lesson?

CSTP 2: Effective Learning

Environment
· How did students and teacher
contribute to an effective
learning environment?

CSTP 3: Organizing Subject

Matter
· What actions of the NT
contributed to student
assimilation of subject
matter?
· How did students construct
knowledge of subject
matter?
· What misconceptions did
students have and how were
they addressed by the
teacher?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 CSTP 4: Learning
Experiences
· How were students supported
through differentiated
instruction?
· How did students participate?
· How did the NT contribute to
student learning?

CSTP 5: Assessing Student

Learning
· How did students
demonstrate achievement of
lesson objectives?
· In what ways did students
struggle or demonstrate
limited understanding?
· What teacher actions
contributed to student
achievement?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?

What would you do differently

next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

What are next steps?

Other Comments/Notes

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 4 of 4