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
Blair Macdonald [email protected] Multiple Subject 2
Mentor Email School/District Date
Sheri Basil [email protected] St. Mary’s School Lesson Date: 10/20/20
Content Standard Lesson Objectives Unit Topic Lesson Title
RL.2.1 Ask and answer such
questions as who, what,
where, when, why,
and how to demonstrate
understanding of key details
in a text. Students will participate in turn-and-
SL.2.1 Participate in talk and whole group discussions to
collaborative conversations activate their prior knowledge of
with diverse partners summarizing.  They will also use a
Reading Summarizing Fiction
about grade 2 topics and graphic organizer to summarize a
texts with peers and adults in fiction text by identifying “Somebody,
small and larger groups. Wanted, But, So, Then” (SWBST).
SL.2.2 Recount or describe
key ideas or details from a
text read aloud or
information presented orally
or through other media.

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 and Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Student Rating - During independent work, I walk around and
monitor student learning. If individual students or a small
group of students needs additional assistance on the activity,
then I will work with them.
Student=Emerging
1 6: Monitoring student learning and
Teacher=Applying Teacher Rating - With the current learning environment, I am
adjusting instruction while teaching.
teaching the same lesson multiple times a day to different
cohorts of students. If I notice that it did not go as planned in
one cohort, I make the necessary adjustments before I teach it
to the next cohort.
5 Applying I collect a variety of formal and informal assessment data
on student learning. For example, I use teacher made tests,
2: Collecting and analyzing assessment running records, observations, student responses and
data from a variety of sources to inform student work. 9/23/20
instruction.
I use the above assessment data to inform my planning and

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 differentiation of instruction. I work with small groups of
students who need to review the material and I work with
small groups of students who need more of a challenge.
9/23/20
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Rachel is a high achieving
student who often times
completes her work before all
Ashley is an English Learner who needs a Sean is a student who has a of the instructions have been
lot of additional support in all subject Specific Learning Disorder in given. She finishes the
areas, but mainly in reading. I am going Reading (Severe - Dyslexia) and a assignments very quickly and
to address her needs by stating the Specific Learning Disorder in sometimes leaves out
instructions verbally and in writing. I am Written Expression (Moderate). I important information/does
Focus Students
 Summarize critical needs and also going to activate her prior will address Sean’s needs by not completely answer the
how you will address them knowledge of summarizing by using an providing verbal and written questions. In order to address
during this lesson.
anchor chart and having her engage in a instructions. In addition, I will her needs in this lesson, if she
turn and talk with a partner who will give him extra time to complete completes her work quickly
also support her. Additionally, the use the exit ticket. I will check-in then I will provide her with an
of the graphic organizer will help her with Sean frequently to check for additional short story and
organize her work. I will also give her understanding of the tasks graphic organizer to complete.
extra time to complete the exit ticket. throughout the lesson. I will also emphasize the
importance of waiting to begin
her work until all of the
instructions have been given.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
 My inquiry focus is on monitoring student
learning and adjusting instruction while
teaching. I am also going to focus on
collecting and analyzing assessment data
Inquiry Focus/Special Emphasis from a variety of sources to inform
 What is your inquiry focus and/or special emphasis? Thumbs up or thumbs down feedback from
instruction.
 How will you incorporate the inquiry focus and/or the students will allow you to zero in on a
special emphasis into the lesson?  I am going to incorporate the inquiry
 What specific feedback do you want from your ME? few (small group) who want more support.
focuses into the lesson through turn and
talks, whole group discussions and an exit
ticket.
 What else can I do to incorporate the
inquiry focus?
 Do you recommend any other teaching Ask open-ended question(s) to Ashley and
Inquiry Focus/Students strategies to support the focus students? Sean to access their understanding of the
 What specific feedback regarding your focus students How can I best support the students’ lesson. If needed, allow an Instructional
do you want from your ME?
engagement in the lesson? What other Assistant to reread the story to Sean
scaffolds can I include? and/or help him write his response.
Perhaps a student tracking log (student
name and a + or – to represent their skill
Specific Feedback  Are there other ways (assessment with summarizing) that you fill out as you
 What additional specific feedback do you want from strategies) that I can use to check for circulate to listen to turn and talks with
your ME regarding lesson implementation?
student understanding? partners or as you question students. You
can complete the log over the course of a
few lessons with the same objective.
Instructional Planning  The opening of the lesson will be a
 How is the lesson structured (opening, body, and
closing)? question. “What do you know about
 What varied teaching strategies and differentiated summarizing a fiction text?” Students will
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? turn and talk to a peer to activate prior
How will results inform instruction?
knowledge. The body of the lesson will
include reviewing the summarizing anchor
chart, turn and talks with partners, whole
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 group discussions and the read aloud of
the short story. For the closing of the
lesson, students will complete a graphic
organizer exit ticket.
 In order to help student’s meet lesson
goals, I will provide them with written and
verbal instructions. I will also give them
enough time to turn and talk with their
partners. Reviewing and activating
student’s prior knowledge of summarizing
will help them meet lesson goals.
 I will use informal assessments to monitor
students progress. I will monitor student
learning during the turn and talks and
whole group discussions. Students will
complete an exit ticket at the end of the
lesson. I will reflect on the discussions and
the exit ticket to inform my instruction
moving forward. This is a review lesson
and students will be more formally
assessed in the next couple of weeks, so if
students need more practice with the skill
of summarizing, then I will find time to
work in a small group or one-on-one with
students.
 I will ask students if they can relate to the
main character of the short story. It is a
short story about not giving up so I will ask
students to recall and reflect on a time that
Student Engagement/Learning they never gave up.
 How will you make the lesson relevant to all the  Students will show progress towards
students?
 How will students show progress towards master of master of lesson objectives through
lesson objectives?
recalling prior knowledge and making
connections to the character in the short
story. Students will show progress through
turn and talks, whole group discussions
and the exit ticket.
 I will maintain a positive learning
environment by reminding students of our
classroom rules and expectations before
beginning the lesson. I will also review
Classroom Management with students what it means to be a Prevention of challenging behavior and
 How will you maintain a positive learning
environment with a welcoming climate of caring, respectful listener when working in clear expectations provides the students
respect, and fairness?
partners and during whole group with a secure environment in which to
 Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors. discussions. share and work with minimal disruption.
 Responsive classroom is a strategy I use to
prevent and/or redirect challenging
behaviors. I will also model the behaviors
that are expected.
 I will close the lesson by asking students
Closure
“What did you learn today?”


How will you close your lesson?
I will assess student learning by having
 How will you assess student learning and prepare
them for the next lesson? students complete an exit ticket before
moving on to the next activity/lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer? levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
 two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
 In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
engaged? strategy?”)
and created two math problems to exchange tomorrow. handout next time.

Your use of sentence starters was an

effective scaffold for your ELL.
Specific Feedback
 What information can you
provide the NT regarding Providing frequent, structured practice
requested special
feedback? on the use of graphic organizer and the
SWBST format was effective for your ELL
students.  
Students were engaged through
turn and talk discussions. Some
students made text-to-self
connections. There were some
students who went ahead in the
lesson and were not engaged in
each step.

Students contributed to their

learning by being active
participants throughout the
lesson. They participated in
whole group discussions and
The NT asked if any had made a text-to- partner discussions.
self connection and if so, if they wanted
to share aloud, or pass. Partner share to identify important I monitored student learning by
parts (summarize) of a story.  asking questions. While the
CSTP 1: Engaging All The NT was able to explain how the skill
Students
students worked independently, I
 In what ways were of summarizing was personally relevant Time to understand the walked around the room to
students engaged? How
were students not
to the students by way of book expectations for all the activities.  ensure student understanding of
engaged? recommendations to friends.   the lesson. Students monitored
 How did students
contribute to their Many students had a text-to-self their learning by completing the
learning?
The NT provided partners the connection which contributed to Exit Ticket and using a thumb
 How did teacher and/or
students monitor opportunity to verbally share their skill engagement. signal to show their confidence
learning?
 How were the focus
with identifying the important parts of a   level in the material being learned
students engaged and short story.     Ashley (focus student) listened to (Thumb up=confident; thumb
supported throughout
the lesson? her partner, but was reluctant until sideways=feels ok; thumb
Early finishers were challenged to write the NT offered to listen, then down=not confident).
a brief summary (using the graphic Ashley participated.
organizer if needed) in the student Rachel finished the assignment
Reading Response Journal. early so I gave her an additional
passage to read and summarize.
Ashley listened to her partner
during the turn-and-talk
discussions, but she did not share
very much. I worked one-on-one
with Ashley to support her
understanding of the assignment.
I read the instructions to her an
additional time. Sean had a few
questions and needed some
additional support during the
lesson. He was able to complete
it in the time allotted.
CSTP 2: Effective
At the beginning of the lesson, I
The students knew how to
Learning Environment The NT provided clear expectations, went over the lesson objective
 How did students and communicate and behave in the
modeling and time to practice the skills. and expectations with the
teacher contribute to an turn and talk.
effective learning students. Before the turn-and-
environment?
talk discussions I reminded
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 students how to effectively
participate in partner work.
Students were able to effectively
communicate with one another.
Students listened to each other
and had meaningful discussions.
I explained why the skill of
summarizing is important for
students to know. They were
able to understand why it is
The NT explained how the skill of relevant. I reviewed a SWBST
CSTP 3: Organizing
Subject Matter
summarizing was personally relevant for anchor chart that the students
The active engagement of turn and
 What actions of the NT the students because if asked about a had been introduced to at the
contributed to student talk provided an opportunity for
assimilation of subject
book they read, they can give them a beginning of the unit.
the students to hear their
matter? concise response. 
 How did students construct classmate explanation.  Students
knowledge of subject Students built upon their prior
built upon their knowledge and
matter? The graphic organizer was presented knowledge of the skill.
 What misconceptions did vocabulary. 
students have and how and reviewed, then the summarizing
were they addressed by
the teacher?
format (SWBST) was used independently The students had been learning
by the students with a new story.  about SWBST so this was a bit of a
review lesson. I cannot recall any
misconceptions during the lesson.

The instructions and questions for

the lesson were presented in
multiple ways: Written and
verbally. The reading passage
was projected and read aloud.
Students had their own copy of
the reading passage to follow
along.

Students participated in turn-and-

Teacher support through presentation in
Debrief with student self- talks and whole group
CSTP 4: Learning two modalities (typed and displayed to
Experiences evaluation (thumb up, thumb discussions. They listened to the
be read by the students and it was read
 How were students sideways or thumb down). read aloud and reread the
supported through aloud by the teacher).  
differentiated passage (as necessary) to help
instruction?
Students read, analyzed them complete the SWBST
 How did students The NT extended the learning by
participate? and shared their understanding of graphic organizer. At the end of
 How did the NT contribute restating student responses, and then
determining the important the lesson, they participated in a
to student learning? asking a follow up question that
information. self-evaluation using thumb up,
required additional thought. 
thumb sideways, or thumb down.

I contributed to student learning

by asking relevant questions for
the students to answer. I also
contributed to student learning
by going over the lesson and the
lesson objective in great detail.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
 Students completed the graphic
organizer independently. They
were able to ask questions and
reflect on their learning.

All students completed the graphic Most students did not struggle
CSTP 5: Assessing NT visited all students, read the student organizer.  Ashley (one of the focus during the lesson. Some students
Student Learning
 How did students
graphic organizers (exit tickets) and gave students) asked about spelling a needed redirection or a
demonstrate feedback.   word, but otherwise Ashley was restatement of the directions.
achievement of lesson
objectives? successful at completing the
 In what ways did students NT provided Ashley feedback that lesson. Reviewing the SWBST anchor
struggle or demonstrate
limited understanding? allowed her to proceeded with chart was helpful for students.
 What teacher actions completing her graphic organizer. Also, discussing why it is
contributed to student
Students were offered the
achievement? opportunity to answer, "How does important to know how to
the format of SWBST help you?” summarize contributed to student
achievement of this assignment.
They were able to understand
why it is a relevant skill to know
and they applied that to their own
learning.
Section 4: Post Observation Conference
To what degree did students The lesson objective was achieved by the majority of students. The discussions and the Exit Ticket were the
achieve lesson objectives? evidence.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Sean completed the activity and
To what degree did focus Rachel finished the Exit Ticket
Ashley was able to complete the Exit achieved the lesson objective.
students achieve lesson early. She was provided with
objectives? Ticket. She did need more scaffolding He needed a little bit of support,
another passage to read and
and time to complete the assignment. but he was able to complete it in
complete.
the time allotted.
What would you do differently
next time? I would allow for students to have more time to complete and review the Exit Ticket.

One strength was having the reading passage projected and also providing a copy of the reading passage for
What were three top Lesson each student to follow along with. A second strength was reading the passage aloud for students before having
Strengths? them complete the graphic organizer independently. A third strength was providing sentence starters for
students to use when completing the SWBST graphic organizer.
One area for improvement is the overall pacing of lesson. I could have provided more time for students to work
independently. A second area of improvement is having a variety of additional work for early finishers. A third
What were three top areas for
improvement? area of improvement would be to implement a partner share at the end of the lesson (after students completed
the Exit Ticket). They could share what they learned from the lesson with a partner and then share it with the
whole group.
This was the final lesson on SWBST before giving the assessment on the unit. Students will complete an
What are next steps?
assessment and I will review the assessment for student learning and progress.
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 6 of 6