Fullerton Online Teacher Induction Program

P​​re/​O​bservation/​P​ost 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
Jennifer Rios [email protected] English 11th
Mentor Email School/District Date
Opportunities For Learning
Lauren Bailey [email protected] 10/16/18
Baldwin Park
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.11-12.1 I will be able to support my
Write arguments to support claims claims using valid reasoning
in an analysis of substantive topics Argumentative Writing Supporting Claims
or texts, using valid reasoning and and relevant and sufficient
relevant and sufficient evidence. evidence.
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 Skills are refined as NT combines elements Skills are polished as NT expands ability to
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.)
T-Applies a variety of instructional strategies to help students of all levels access the
Using a variety of instructional strategies,
content. Strategies have been shared by mentor, other English teachers, or from online
1.4 resources, and technologies to meet students’ T research of educational websites.
diverse learning needs
S-
T- Paces the entire semester, keeping each unit on schedule to ensure adequate time for
assessments and learning activities.
2.7 Using instructional time to optimize learning T S-

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.
The goal is that these activities will foster
genuine engagement: Kahoot game, Padlet
● Inquiry Focus: Engagement and Motivation anonymous feedback activity, and peer edit.
Inquiry Focus/Special Emphasis
● By involving technology that can help Based on our discussion about engagement,
● What is your inquiry focus and/or special emphasis? improve my students’ engagement and motivation, and awareness of the lesson
● How will you incorporate the inquiry focus and/or motivation
special emphasis into the lesson?
● What can be done on an instructional level objective, I will be asking the students two
● What specific feedback do you want from your ME?
to encourage genuine engagement, questions: Question #1: What’s the goal of
motivation, and objective awareness. today’s lesson?
Question #2: How does this activity help you to
meet that goal?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student requires clarification on Student needs help with organizing Student has trouble staying
complex directions and has trouble her ideas, to help address this we focused and needs constant
Focus Students
● Summarize critical needs and how translating her thoughts into have worked one on one with reminders to stay on task. I have
you will address them during this English. I will address her needs by outlining her actions steps to planned our activities to have
lesson.
Breaking up directions into specific accomplish the activity goal. students do something new every
and clearly phrased steps, checking Checking in with her constantly can 15 minutes to help him relieve his
in with her afterwards and help her accomplish the activity. anxiousness.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 providing sentence starters as well
as modeling for her.
How to tell when my EL student understands
and no longer needs scaffolding, how to
● What specific feedback regarding your focus students encourage my ILP student to be proactive in I will provide the answers to the questions
do you want from your ME?
organizing her ideas. And how to help my 3rd above and prioritize the focus students.
focus student recognize and catch himself
when his attention strays.
Specific Feedback I will look for opportunities to include check
What check for understanding strategies can be
● What additional specific feedback do you want from for understanding strategies in this specific
your ME regarding lesson implementation? easily and quickly applied to assess the room?
lesson.
Students begin considering content in a warm-
up “Do Now”, informed of announcements, the
agenda and learning objectives. First technology
activity is administered to clarify and receive
feedback on the reasoning students have so far
for their argumentative essay. The next
technology activity reviews relevant and
sufficient evidence to show remind students of
what their evidence should accomplish. There is
a quick break to relieve stress and help
Instructional Planning struggling students. A peer edit follows to check The teacher has planned a lesson that is
● How is the lesson structured (opening, body, and
closing)? inclusion of requirements and receive feedback engaging and quick-paced. She has at least 3
● What varied teaching strategies and differentiated on their writing. Students then complete a opportunities for structured formative
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How survey measuring their engagement and assessment and has planned to monitor
will results inform instruction? motivation. Finally, students work on their final student progress throughout the lesson.
drafts to improve their essays to reach mastery.
I will use questioning, think-pair-share, check for
understanding questions, modeling, and other
instructional strategies. I have printed directions
as well as a powerpoint with visuals and medias.
I will use think-pair-shares to monitor progress
as well as thumbs up, the responses on padlet
and Kahoot. Results will inform me about how
the instruction is being absorbed by my
students.
I will make the lesson relevant to all students by
clearly explaining how the activities can advance
Student Engagement/Learning their argumentative essay to demonstrate a
● How will you make the lesson relevant to all the Based on the teacher’s plans, students should
higher level of mastery, emphasizing that
students? be well aware of how each activity will help
● How will students show progress towards master of mastering these skills will help them in many
lesson objectives? move them closer to the learning objective.
situations, even outside of a school setting. As a
personal style I like to keep my tone upbeat and
at times humorous to help ease my students.
Establishing a class culture of respect and
understanding prior to this lesson, students
participate in a risk-free environment on padlet,
and are encouraged to learn content with their
Based on my prior observations of this teacher,
Classroom Management
peers on Kahoot. I hold all my students to the
she is uses the warm strict strategy. Students
● How will you maintain a positive learning environment same standards, only accomodating for students
with a welcoming climate of caring, respect, and trust her and seem to feel safe in her class.
fairness? with specific needs to promote fairness and
● Identify specific classroom procedures and strategies
She cares about students’ emotional safety
responsibility. Having established classroom
for preventing/redirecting challenging behaviors. and plans ways for them to feel comfortable
routines, going over the agenda and
enough to take risks.
expectations helps to alleviate challenging
behaviors. A ten minute break mid-class also
helps students to minimize leaving the
classroom during important instruction or to eat

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 a snack. Students are always pulled to the side
to discuss any behavioral issues.
I will close my lesson with a survey measuring
my students’ engagement and motivation and
their thoughts on their learning experience to
Closure The survey at the lesson is an excellent way to
● How will you close your lesson? improve instruction for the next class. I post all
● How will you assess student learning and prepare them get first hand knowledge of student
class materials to google classroom for students
for the next lesson? engagement and motivation.
to access and review before our next session. I
also provide feedback on their work submitted
through google classroom.
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 questions.
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 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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
I asked the focus students these questions:
Question #1: What’s the goal of today’s lesson?
Question #2: How does this activity help you to
meet that goal? Students followed along with the
class agenda and most were able to
Here are their answers:
Teacher provided engaging activities. EL Student:​​ 1. “Making essay persuasive.” understand why we were doing the
Specific Feedback Teacher explained learning objective at 2.“Comments will make essay better” activities, but I think I would like to
● What information can you
the beginning of class and posted it on SpEd Student:​​ 1. “To make sure we have reasoning
provide the NT regarding
and relevant and sufficient evidence.” check in with each student
requested special the front whiteboard. Teacher explained
feedback? how each activity related to the learning 2. Padlet- “Putting my ideas out there and getting individually as the activities are
feedback.”
objective. Kahoot- “I don’t know. It was entertaining to do.”
happening. I would like to make sure
Focus Student #3:​​ 1. “Not sure.” every student has an idea of why we
2. Padlet- “Great because it was better than raising
your hand.” Kahoot-
are doing the activities.
“Fun. We should do it more often. It was fun to
get answers right.”

100% of students wrote a comment in

CSTP 1: Engaging All the Padlet. Some students did not
Students receive feedback, but all students
● In what ways were
Teacher created opportunities for all I think that next time I would like to
students engaged? How students to engage in relevant activities. wrote some form of feedback. 100% of make sure students post their
were students not Teacher was able to monitor learning students participated in the Kahoot comments on a post that does not
engaged?
● How did students based on observations. The Padlet quiz. 2 students were not able to
participate in the peer edit portion of have any posts, and have students
contribute to their activity was anonymous, so the teacher
learning?
had more difficulty monitoring student the class because they needed to finish revise their posts and submit them
● How did teacher and/or
students monitor learning? progress. The students were supported the rough draft of their essay. Students to google classroom to ensure that
● How were the focus throughout the lesson with teacher contributing to their learning because each student receives teacher
students engaged and
supported throughout the feedback. they were given multiple opportunities feedback as well.
lesson? to give feedback to each other (on their
writing).

The students contributed to an My students know that I like for

effective learning environment by activities to be fun but I also want to
participating in Padlet, Kahoot, and make sure their is learning
CSTP 2: Effective Learning The teacher contributed to the learning
Environment
peer editing. The students gave each happening throughout a lesson and
environment by using a warm, strict tone.
● How did students and other specific feedback during the peer
teacher contribute to an She summarized what the students said so I remind my students constantly. I
edit. I heard one student tell another
effective learning in their feedback and added to that think I would like to have a printed
environment? student: “I think you need a stronger
feedback. sheet of directions for students to
hook.” Another student said: “Can you
explain your counterclaim to me? It’s reference and keep things running
not very clear yet.” smoothly.
CSTP 3: Organizing Subject Students constructed knowledge of
Matter NT contributed to student assimilation of subject matter by formulating unique,
● What actions of the NT
contributed to student subject matter by giving them multiple on-the-spot feedback on their I think that I would like to explain the
assimilation of subject opportunities to show what they know classmates’ essays. They gave their activity more next time, and possibly
matter? about argumentative writing. She used a feedback on their classmates thesis
● How did students even have it on a seperate day so
construct knowledge of clear Learning Target: The Learning statements and evidence. Some
subject matter? Target is: I will be able to support my students did not read the answer that we have more time to
● What misconceptions did understand it before we dive into it.
students have and how claim using valid reasoning and relevant choices fully during the Kahoot quiz.
were they addressed by and sufficient evidence. The teacher provided the question and
the teacher? answer choices on paper in order to
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 address this issue. Some students had
the misconception that their evidence
supported their thesis more than it
actually did. The teacher provided
students the opportunity to reflect and
get feedback from other students.
Students were supported through
differentiated instruction during the
The NT contributed to student learning by I like how the activities built off each
CSTP 4: Learning formative assessments. The student
Experiences including multiple formative assessments other and eventually all students
with special needs had preferential
● How were students during the class period. The students were able to complete them. I would
supported through seating at the front of the class.
were able to complete the Learning
differentiated instruction? Students were given a paper-version of like to have a different seating
● How did students Target with confidence because they
the Kahoot quiz questions and answer arrangement that would make it
participate? were given multiple opportunities to
● How did the NT contribute choices. Students were given easier for me to come visit each
to student learning? make mistakes, take risks, and learn from
highlighters during the peer edit in student throughout the lesson.
those mistakes.
order to make the feedback more
visual.
The students demonstrated
CSTP 5: Assessing Student achievement of lesson objectives by
Learning The teacher contributed to student completing their own argumentative
● How did students achievement by clearly articulating the essay with sufficient and relevant
demonstrate achievement I would like to have a feedback
of lesson objectives? lesson objective. She also posted the evidence. They also gave at least one review so that students know what
● In what ways did students Learning Target at the front of the other student feedback on his/her
struggle or demonstrate
classroom. The teacher gave clear writing. Students struggled in some kind of comments they should be
limited understanding?
● What teacher actions feedback on the students’ argumentative cases in the Padlet activity, especially if making to their peers.
contributed to student essays. the piece of writing was sufficient. The
achievement?
students did not know how to give
specific, positive feedback.
Section 4: Post Observation Conference
To what degree did students 100% of class was able to complete the activities for the day, one in particular needed extra time and to meet
achieve lesson objectives? with the IEP specialist to go over their reasoning.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My English learner was the one that My other focus student did not
My ILP student was able to
needed extra time but was able to seem anxious at all because we
To what degree did focus understand the lesson as it was
complete the assignment later that had so many activities to
students achieve lesson happening. She appreciated the
objectives? same day with the help of her IEP reinforcing the same learning
fact that I printed the evidence
specialist. She was able to express target. He was able to complete
options on paper so that she could
her reasoning and provide relevant activities with minimal checking
reread if she needed to.
evidence. in.
What would you do differently Next time, I would like to take two days to complete the activities to allow for more explanation.I would also like
next time? to emphasize what constructive feedback should look like before having the students peer edit.
I think one obvious strength is that students were engaged and excited to complete the activities. Another
What were three top Lesson
Strengths? strength I had as that all students were able to complete the activities. The last strength is that judging from the
activities it seemed as if most students were ready to move into working on the final draft workshop.
One need for improvement is that not all students were able to understand how each activity helped with the
What were three top areas for
improvement? day’s learning target. Another need for improvement is improving how students give feedback to each other.
And lastly, I would like to check in with each student face to face to ensure they are understanding the task.
Next steps are to help them revise their rough drafts into final drafts. I will reinforce feedback and have them
What are next steps?
look at a typed draft. From there we will reread and improve the essays using the rubric as a guide.
Other Comments/Notes

I thoroughly enjoyed teaching this lesson and judging from the survey feedback my students loved learning from it. Many commented on
implementing more Kahoot and Padlet into our routine activities and so I will make sure to plan ahead to use those more often. Overall, I
am very happy with how the lesson turned out and I think it helped my students prepare for the next step in the writing process.

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