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
Monique Edwards [email protected] Multiple Subject 2nd Grade
Mentor Email School/District Date
Lone Hill Middle
Dominique Betancourt [email protected] School/Bonita Unified School 10/15/2021
District
Content Standard Lesson Objectives Unit Topic Lesson Title
RL.2.9: Compare and contrast 1. Students will be able to
two or more versions of the compare and contrast
same story (e.g., Cinderella two versions of The Compare and contrast two Compare and Contrast: The Three
stories) by different authors Three Little Pigs. similar stories. Little Pigs
or from different cultures. 2. Students will use a
Venn Diagram.
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 Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified 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.)
Using a variety of instructional strategies, resources, and
Using a variety of instructional technologies to meet students’ diverse learning needs.
strategies, resources, and technologies
1.4 Applying
to meet students’ diverse learning Students participate in instruction using strategies, resources, and
needs technologies matched to their learning needs.

Explores additional instructional materials, resources, and

Using and adapting resources,
technologies to make subject matter accessible to students.
technologies, and standards-aligned
3.5 instructional materials including Exploring
Explores how to make technological resources available to all
adopted materials, to make subject
students.
matter accessible to all students
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 2 has an IEP. He gets
Student 3 is very intelligent but
frustrated easily but is always
likes to pretend to struggle for
Student 1 is an ELL and has an IEP. He willing to try. He does well in math
attention. She does well on her
is very intelligent and loves to but needs to be asked questions
independent work but wants to
Focus Students participate. He likes to joke a lot and several times. He often needs
• Summarize critical needs and give an opinion in class even if
can get bored easily. I think the video guidance to get to the correct
how you will address them during she knows it is wrong. She often
this lesson. will keep him interested. I will also answer. I will repeat information
rushes through her work too
ask him several questions when several times throughout the
quickly so she can be the first
making our charts to keep him lesson. I will also include a
with her hand up. I will continue
engaged. recording or the assessment
to work with her and encourage
directions on the page so he can
her to take her time.
listen if needed.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 The assessment for this lesson will be a nice
My inquiry is will be incorporating interactive and change from the regular multiple choice exit
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
engaging assessments help students show tickets. Be sure that students are familiar with
• How will you incorporate the inquiry focus and/or mastery of the content. My lesson will end with Classkick before the lesson and be sure that
special emphasis into the lesson?
• What specific feedback do you want from your ME? students completing a Venn Diagram with they understand how to use the movable
movable pieces. pieces. I would do at least two exit tickets
with one movable piece before this one.
After discussing this student, I think your best
I have worked with a variety of ELLs and students
bet is to have her write all questions in the
with IEP over the years, but I get worried about
chat box. It allows her to ask questions and
Inquiry Focus/Students pacing with student 3. She often puts a hold on
• What specific feedback regarding your focus students allows you to keep the lesson moving. You
do you want from your ME? lessons because she wants to ask so many
can respond to questions that need
questions. What is the best way to continue on
immediate response or allow her to stay after
without breaking her spirit?
and ask if needed.
We always want our students to read as much
as possible, but the objective is to assess their
Specific Feedback
I worry about pacing. I like the students to read in
ability to compare and contrast not their
• What additional specific feedback do you want from class but we may not get through the lesson if
your ME regarding lesson implementation? reading fluency. It is good to read the stories
students read. Any suggestions?
to them when your want them to pay
attention and comprehend the material.
Students will be welcomed to class. They will be
informed of the recording and then asked to
agree with classroom expectations. We will
Instructional Planning The flow of your lesson looks great. However,
• How is the lesson structured (opening, body, and review content standards and lesson objectives.
it seems that you will be trying to squeeze a
closing)? We will then complete our daily oral language
• What varied teaching strategies and differentiated lot into 30 minutes. You may need to have a
instruction will help students meet lesson goals? before completing our actual lesson. We will start
• What progress monitoring strategies will be used? plan b and accept that the lesson may take
by watching a reading of The Three Little Pigs
How will results inform instruction? two days.
before reading The True Story of the Three Little
pigs. We will then discuss both stories and
complete a chart.
Most students have heard about the three little The Three Little Pigs is a good story to start
Student Engagement/Learning
• How will you make the lesson relevant to all the
pigs but have not read The True Story of the with since it is well known and relatively
students? Three Little Pigs. I think the new version will short. The charts are also a great way to
• How will students show progress towards master of
lesson objectives? intrigue them. Students will show mastery by monitor student progress before moving
completing the exit ticket. them to the exit ticket.
Stating your expectations at the beginning of
Classroom Management the class is a great idea. It is great that you
• How will you maintain a positive learning We always agree to follow our class expectations
environment with a welcoming climate of caring, can turn off the microphones, tools, and chat
respect, and fairness? and respect each other. I can turn off mics and
•
box if it gets out of control. Just don’t forget
Identify specific classroom procedures and strategies whiteboard tools as needed.
for preventing/redirecting challenging behaviors. to follow up with the student so they know
exactly why they lost those privileges.
The assessment looks great, and I think it will
The lesson will end with a Classkick exit ticket.
Closure go well. Be sure to read the choices to your
• How will you close your lesson? Students will click a link in the chat box and
• How will you assess student learning and prepare
students as needed. For students who are
complete the Venn Diagram. Students can leave
them for the next lesson? really struggling, you can plan to read each
when they receive their sticker.
piece before they move it.
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 of 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 analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
• In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 Overall, most students completed
Most students got through the lesson The majority of students who the exit ticket with very little
Specific Feedback and exit ticket with very little issues. attended the session were engaged issues. It was recommended that
• What information can you There were a few distracting technical and participated. A few students students who cannot log in be
provide the NT regarding
requested special issues that needed to be addressed. struggled with logging into the exit invited to individual sessions so
feedback?
Teacher should remind students of ticket and moving the pieces into they can learn how to do it. I have
troubleshooting options before class. the correct portions. tried that but will continue to work
on it.
CSTP 1: Engaging All
Students
• In what ways were students
engaged? How were All students participated from the
students not engaged?
• How did students
very beginning. They answered
I think I did a good job of including
contribute to their Teacher chose stories, strategies, and questions verbally or in the chat
learning? a variety of techniques to appeal to
• How did teacher and/or activities that were very engaging. box. They behaved responsibly.
students monitor different learners.
learning?
Most of them moved to the exit
• How were the focus ticket with ease.
students engaged and
supported throughout the
lesson?

Teacher created a safe and effective I have a great group of students.

CSTP 2: Effective Learning Students seemed comfortable with
Environment learning environment. She set clear The amount of participation was
• How did students and answering questions using
expectations and it was obvious that amazing and really helps me keep
teacher contribute to an microphones, chat boxes, and fill in
effective learning students are aware of what the the class moving. I was very proud
environment? the blank charts.
expectations are. of all the students.

CSTP 3: Organizing
Subject Matter
• What actions of the NT Teacher did a good job of moving the
contributed to student
lesson along. She had to spend a little
assimilation of subject Students were familiar with the Lesson was well organized and
matter? extra time in the warm up but
• How did students construct lesson flow and that helped keep flowed smoothly. I wouldn’t
knowledge of subject students stayed focused throughout
matter? their focus. change anything.
• What misconceptions did
the stories and were able to help with
students have and how the charts.
were they addressed by
the teacher?

Students listened to the stories

together. They then completed the
CSTP 4: Learning
Experiences charts as a group, Students who I believe the lesson worked well.
• How were students may not comprehend information Students heard a story from a
supported through Teacher provided various activities to
differentiated instruction? right away were able to benefit video and were read a book. I think
• How did students meet the needs of all students.
participate? from the class discussion. this helped that really need to see
• How did the NT contribute Similarities and differences what is happening.
to student learning?
between the two stories were
clearly separated in the charts.

CSTP 5: Assessing Student Students participated in all the

Learning
• How did students assessments and did fairly well on
Teacher assessed them in various I would not change anything about
demonstrate achievement the final exit ticket. A few students
of lesson objectives? ways throughout the lesson. She then the assessments. I think they were
• In what ways did students struggled with the Classkick app,
struggle or demonstrate provided an individual Venn Diagram engaging and helped keep the
limited understanding? but you can tell that it is used
•
for them to complete. lesson interesting.
What teacher actions regularly. Most students
contributed to student
achievement? transitioned easily.

Section 4: Post Observation Conference

To what degree did students Most students did very well. There was one part that seemed to confuse many people. I know that I have to be
achieve lesson objectives? very careful with how things are worded.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 Student did well as expected but
missed one that most students
Student did not master this lesson. missed. The part was worded in
To what degree did focus
students achieve lesson
Student was absent and has not made He moved one part to the correct a way that would really require
objectives? up the assignment. spot but everything else was students to pay attention. She
incorrect. tends to rush through
assignments to be the first one
done.
What would you do differently I would spend more time explaining what compare and contrast mean. I would also do many more short
next time? lessons before moving into the longer stories.
1) Student engagement
What were three top Lesson
Strengths? 2) Student participation
3) Most students were able to move the pieces with little assistance.
1) Student attendance
What were three top areas for
improvement? 2) A few students could not figure out how to move the pieces at all.
3) DOL took a little longer than expected.
What are next steps?
Reteach using short stories. I have two short articles about two different female athletes. I will read them
together and discuss the similarities and differences.
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