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
Amy Hickey [email protected] Multi Subject Elementary 3rd Grade
Mentor Email School/District Date
[email protected]
Brandi Atilano CA Connections Academy 9/28/2020
my.org
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to fluently read
CCSS.ELA-LITERACY.RF.1.3.C Short and long vowels (with
sentences with short and long vowel sounds Short and long vowels
CCSS.ELA-LITERACY.RL.2.1 silent -e)
independently.
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 increased Skills are refined as NT combines Skills are polished as NT expands
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified ability to add new methods and
choices pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Once a concept is understood, I implement “real life application” problems or
performance-based tasks to practice the concept further. Performance based
1.3 Connecting subject matter to meaningful, real-life tasks are done at the end of units to support the understanding of subject
1 2-Exploring
contexts. matter 9/26/20

- At the beginning of all of my live lessons, we start with an ice breaker

question that they individually answer that helps me get to know students
1.2 Connecting learning to students’ prior knowledge, and build classroom community. Once a concept is understood, I implement
1 backgrounds, life experiences, and interests. 1 - Emerging “real life application” problems or performance-based tasks to practice the
concept further. 9/26/20

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Aurora - being evaluated for an Rylin - Her reading ability is a
Victoria- Being an EL student, she struggles IEP, needs to focus on short bit higher than this group. I
Focus Students
● Summarize critical needs and at times with vocabulary. I will address her vowel sounds and many times will try to include sentence
how you will address them needs by making sure I define new words struggles with simple sight cards that are challenging for
during this lesson.
even though it is not an explicit objective of words. I made sure to have her with multiple syllables
our lesson. sentence cards that are but still staying within our
appropriate for her needs. learning target.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I would suggest creating a word bank together:
- My focus is on providing targeted reading intervention for my
Short and long vowels (with silent -e)
group of students.
Inquiry Focus/Special Emphasis Create a Word Wall in your LiveLesson room: Help
- I’ll incorporate that focus by making sure I’m making the lesson
● What is your inquiry focus and/or special emphasis? students use the new words in oral and written
plan with their needs in mind. I will move at the pace they need to
● How will you incorporate the inquiry focus and/or language.
special emphasis into the lesson? be able to master the learning target proficiently.
Students can then collaborate together: How
● What specific feedback do you want from your ME? - I would like my Mentor to give me feedback as to how I could make
would they use the word in a sentence? *You
this activity more meaningful for my students. How could I find
could then use the sentences created by the
application to real life scenarios with my sentence cards?
students when playing the “Escape the Zoo” game.
Inquiry Focus/Students - Question for my mentor: How could I better address the needs of Provide picture support, images for words like
● What specific feedback regarding your focus students
do you want from your ME?
my EL students within the learning lab environment? prune. Discuss multiple meaning words. Students
can create a dictionary where they write a word
and draw an image that they associate with the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 word. Is there a video song that you can share with
the students: eg “ When Two Vowels Go Walking”
You could make each student a presenter, which
gives them fewer rights than a host. I would also
Specific Feedback - Question for my mentor: Is there a way I could have students move suggest using the shape tool. Students could each
● What additional specific feedback do you want from the “animal game markers” within the live lesson room without choose a color and use the star shape. They would
your ME regarding lesson implementation? making them hosts? then use the undo button each time they got to
move on the game board and reposition their
“star” game piece.
- The lesson is structured with an introduction, activity and wrap up
Instructional Planning
reading.
● How is the lesson structured (opening, body, and
closing)? - I plan on using sentence cards at varying levels of challenging words Teacher will be Progress Monitoring in i-Ready
● What varied teaching strategies and differentiated so I can use easier or more challenging sentences based on what every two weeks. Will you be assigning lessons in i-
instruction will help students meet lesson goals? each student needs. Ready based on the results of this lesson?
● What progress monitoring strategies will be used?
How will results inform instruction?
- I will note student’s ability to read HFW, short vowel words, and
long vowel words with a -e ending in my lesson reflection.
Students could be asked to look and
Student Engagement/Learning listen for these words during the
● How will you make the lesson relevant to all the - I will use sentences that are easily comprehended by all students. upcoming week and come prepared to
students?
● How will students show progress towards master of - Students can show mastery by reading the sentence cards fluently. share an example during the next
lesson objectives? Learning Lab. (Connect subject matter to
meaningful, real-life contexts.)
Microphone use is vital in Learning Lab sessions
and is a tool that is required for participation in this
- By setting clear expectations for the game and live lesson room at
Classroom Management particular lesson. Requesting families contact
● How will you maintain a positive learning the beginning of the lesson, students will be made aware of
School Support ahead of time, so students have a
environment with a welcoming climate of caring, appropriate and acceptable behavior.
working microphone, will allow you to make better
respect, and fairness? - If students talk out of turn or are interrupting, they will be
● Identify specific classroom procedures and strategies use of your time in the LiveLesson session.
reminded of our classroom expectations, such as muting the
for preventing/redirecting challenging behaviors. Microphone rights can be taken away, for a period
microphone.
of time, if the rules are not followed and need to
be reviewed by the teacher.
Closure - I will be closing my lesson by reading a short story about pumpkins!
This will deepen the student’s understanding of
● How will you close your lesson? - I will assess student learning by checking for understanding
how these words relate to other known words and
● How will you assess student learning and prepare throughout the lesson with sentence cards that are made with the
them for the next lesson? build excitement for independent reading.
learning target in mind.
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 Student groups answered worksheet questions that included Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students When teacher reviewed worksheet, she asked additional questions of analysis all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their
and evaluation (“which problem-solving strategy do you prefer? How could you pick two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
● In what ways were create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy analysis question. I need to give them a Bloom’s question
students engaged? and created two math problems to exchange tomorrow. stems handout next time.

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?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
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?

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 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