Fullerton Online Teacher Induc2on Program

Pre/Observa(on/Post Cycle Form (POP)

Revised 4.20.17

Direc&ons for Prepara&on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden(fy date for lesson observa(on and set dates/(mes for pre- and post-observa(on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec2on 1: New Teacher Informa2on, lesson plan, and Sec2on 2, Part A NT Reflec2on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc&ons for Pre-Observa&on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec(on 2, Part A: New Teacher Reflec(on; completes Sec2on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa(on conference. Lesson plan is adjusted as needed and finalized for delivery.
Direc&ons for Observa&on and Prepara&on for Post-Observa&on Conference
7. During lesson delivery, ME completes Sec2on 3A: ME Observa2on of Lesson Delivery, no(ng both Teacher Ac2ons and Student Ac2ons.
8. Prior to Post-Observa(on Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflec2on on Lesson Delivery.
Post Observa&on Conference Direc&ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa(ons and outcomes; complete Sec(on 4. All parts should be transcribed into one document and submi\ed to course instructor.
Informa(on is used for ILP.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

ncamp@ac(ondayprimar
Nancy Camp Mul(ple Subjects 3rd grade
yplus.com
Mentor Email School/District Date

shannah@ac(ondayprima
Suzanne Hannah Primary Plus October 8, 2021
ryplus.com
Content Standard Lesson Objec2ves Unit Topic Lesson Title

3.1-Students describe the

physical and human geography
and use maps, tables, graphs, Students will be able to
photographs, and charts to describe the dis(nct
organize information about characteris(cs of the
people, places, and Coastal Region of
environments in a spatial
California. Students will
context. 1. Identify Regions of California California Coastal Region
geographical features in their read an ar(cle and
local region (e.g., deserts, complete the strategy
mountains, valleys, hills, guide using the passage
coastal areas, oceans, and that they have just read.
lakes)
ELD-I will pre-teach the
vocabulary used in the lesson.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per2nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra2ng 5 – Innova2ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence inves(gates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical prac(ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini2al Ra2ng Ra2ng Descrip2on (Iden2fy both teacher and student ra2ng for CSTP 1 and 2.)

I feel that the lesson plan is good at incorpora(ng different

Creating a rigorous learning elements to support all student learning. With a mix of
environment with high technology, whole class work, and small group work, I’m
2.4 Emerging
expectations and appropriate hoping that every student's learning needs will be met. Also, by
support for all students working in small groups, I feel that makes it easier for me to
get around to check in on everyone.

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 I have a couple of students who have a difficult (me staying on
Developing, communicating, task. My goal is to partner them up with more responsible and
and maintaining high focused students so that they are given an opportunity to be
2.5 Emerging
standards for individual and successful. I will explain at the beginning of the small group
group behavior work that if groups are not working together well they will
have to work on their own.
Sec2on 2: Pre-Observa2on Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Emily should be in a special

educa(on class, or at the very
least, have an aid in the class
with her. I’m not sure an aid
could help though because
she is so far behind. She has
an IEP and I think she is at
around a 1st grade level of
learning. I am at a private
school that lacks resources for
Nikolay (I don't have English students like this. We have
Learners so I'm choosing my Jordan has a hard (me gegng told the parents many (mes
student who has ADHD) He is started. He will sit through an that she needs more than we
literally all over the classroom en(re work period staring at his are able to provide with our
and is definitely my most paper. I've no(ced that when he curriculum and resources.
Focus Students
• Summarize cri(cal needs and challenging student works with a partner he is able She should be put into a
how you will address them
during this lesson.
behaviorally. I will pick him to to get through the work because public school where she
be with one of the students of the support the other student would have access to more
with whom he works very well. gives. Jordan is smart. He can do resources. Their response is
Some partners seem to the work. Some(mes he just always the same.... Put her
actually help keep him calm needs a good partner to help back into 2nd grade, which I
and focused so I will pair him bring out the best in himself. believe is illegal for students
up with one of those studnets. with an IEP. I did find her an
aher school tutor, but I'm not
sure how much it is going to
help. She is moving to San
Diego at the end of the month
and will be a\ending a public
school. This is a good thing! ’m
going to make sure that it is
communicated to the new
school how much help she
needs.
Part A: NT Reflec2on
Part B: ME Feedback
Use quesFons to guide reflecFon on the lesson
Provide feedback on lesson plan reflecFon.
plan.

My special emphasis is in trying to keep

Inquiry Focus/Special Emphasis students challenged and at the same (me, Nancy has some challenging students this
• What is your inquiry focus and/or special
emphasis?
remind them that I have high expecta(ons year so I think focusing on engagement
• How will you incorporate the inquiry focus for both learning and behavior during the and behavior, especially s2ll being pre]y
and/or special emphasis into the lesson?
• What specific feedback do you want from your lesson. The specific feedback I want from close to the beginning of the school year,
ME? the ME is to make sure that my lesson is is a good choice.
engaging and interes(ng for all students.

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 Student engagement is what I am most While observing the lesson, I will make
Inquiry Focus/Students concerned about. These three students sure to pay a]en2on to how students are
• What specific feedback regarding your focus
lack focus and have a hard time getting working in small groups. I will also look
students do you want from your ME?
started. They seem to do better when for students who are having a hard 2me
they are working in partner groups. ge_ng started.
I would like to know if my mentor felt that I
set up the lesson in a good way.
Specific Feedback When observing the lesson, I will pay
• What addi(onal specific feedback do you want Specifically, I’m looking for feedback on the
from your ME regarding lesson close a]en2on to the flow and will be
flow of the lesson and if she thinks that it
implementa(on? looking for smooth transi2ons.
makes sense moving from one transi(on
to the next.
My lesson is part 1 of a 5 lesson plan
California regions. The lesson I will be
sharing is about the coastal region of
California. The lesson will open with a 2
Instruc2onal Planning minute video introducing students to the
• How is the lesson structured (opening, body, I like the way she is going to play a short
and closing)? coast of California.I will then have them fill
• What varied teaching strategies and video at the beginning to grab students'
differen(ated instruc(on will help students
out four mul(ple choice ques(ons. We will
a]en2on. I like that there is a mix of
meet lesson goals? discuss the answers together as a class.
• What progress monitoring strategies will be individual work and partner work.
used? How will results inform instruc(on? Once we break up into partners, students
will be able to work on their worksheets
together. iPads will be available to research
their ques(on. I will walk around the
classroom and monitor student progress.
We have talked about the beach a lot in
Student Engagement/Learning our class. Every one of my students has
• How will you make the lesson relevant to all the been to the beach. I’m going to connect It is always beneficial to relate lessons to
students?
• How will students show progress towards them to the idea of trash at the beach and real life circumstances.
master of lesson objec(ves?
how we need to protect our coastline for
both the animals and for the people.
I like to do partner work. I always choose
s(cks for partner work so students can
From what I’ve already observed, Nancy
work with different people and it is more
Classroom Management seems to have a good idea of what
• How will you maintain a posi(ve learning fair. This way, I can see who works well
classroom management should look like.
environment with a welcoming climate of together and who is just goofing off. Now
caring, respect, and fairness? I like that she is so focused on it at the
• Iden(fy specific classroom procedures and that we are a couple of months into school,
strategies for preven(ng/redirec(ng beginning of the year so that she is able
challenging behaviors.
I am more able to put two people together
to gain insight into student behavior. This
that I know work be\er together. I feel
will only help her as the year progresses.
more confident selec(ng myself then
relying on the s(cks all the (me.
The lesson will close with a few groups
Closure
• How will you close your lesson? going over a couple of their answers. They Overall, I think this is a good lesson plan.
• How will you assess student learning and
prepare them for the next lesson?
will turn in theyr worksheets so I can see I look forward to observing it.
how coomplete they are.
Sec2on 3: Observa2on of Lesson Delivery
Part 3A: ME Observa2on of Lesson Delivery Part 3B: NT Reflec2on on
Teacher Ac2ons Student Ac2ons Lesson Delivery

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 Student groups answered worksheet quesFons that
Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked addiFonal included all levels of Bloom’s (“IdenFfy 6 problem-solving
quesFons. Most groups needed revisions for their quesFons;
CSTP 1: Engaging All Students quesFons of analysis and evaluaFon (“which problem- strategies; pick two strategies and idenFfy at least one
comparison/contrast was the most common analysis
• In what ways were solving strategy do you prefer? How could you create a similarity and one difference between them”). Groups then
quesFon. I need to give them a Bloom’s quesFon stems
students engaged? math problem that could be solved with this strategy?”) selected a strategy and created two math problems to
handout next Fme.
exchange tomorrow.

All students were engaged

during the 2 minute movie
Most students remained
I like the way that Nancy walked introduc(on. All students were
engaged the whole (me. If not,
around the room in an effort to engaged during the reading of
Nancy would redirect them and
keep students on task. Some the passage and the answering
get them back on task. I think
Specific Feedback students would start talking of the mul(ple choice
this is an effec(ve way to keep
• What informa(on can about something off topic and ques(ons. Students had a
you provide the NT students engaged. As there are
regarding requested she was quick to go over and harder (me staying on task
special feedback? only 15 students in the class,
redirect them back to the during the partner work as
Nancy was able to get around to
subject ma\er by asking some of them were being silly,
each group at least two (mes to
ques(ons or engaging in a but Nancy walked around the
talk to them about what they
discussion. classroom and redirected them
were working on.
by asking ques(ons and having
discussions with them.
Students were engaged un(l
Students were engaged as the they had the partner work.
lesson began. They all paid Some students were distracted
CSTP 1: Engaging All a\en(on to the short video and and would start talking about
Students Students were introduced to the followed along while Nancy something else, but once Nancy
• In what ways were
students engaged? lesson with a quick 2 minute read the passage to them. They came around to get them back
How were students not video about the Coastal Region. were given 5 minutes to answer on task, they were able to get
engaged?
• How did students Everyone sharing answers using the mul(ple choice. Students back into what they were
contribute to their
learning?
fingers as a whole group was really enjoyed when they had to working on. She really made an
• How did teacher and/or effec(ve in keeping students put up between 1 and 4 fingers effort to get them to think of a
students monitor
learning? engaged. I no(ced that Nancy depending on if their answer research ques(on that they
• How were the focus
students engaged and
gave more (me and a\en(on to was A-D. Everyone was engaged found interes(ng. If they had the
supported throughout the focus students. and looked like they were same ques(on as another group,
the lesson?
having fun. Once the small she would suggest that they talk
group work began, most together as a larger group to
students were engaged. come up with answers to their
ques(ons.
Nancy walked around the room
and made sure students were on
I think because Nancy switched
CSTP 2: Effec2ve
task. She offered a variety of Being able to use an iPad was
up the lesson between short
Learning Environment ways for them to learn the helpful for student engagement.
• How did students and video, reading aloud, reading to
teacher contribute to
subject ma\er. I think the lesson They were excited to be in
each other, and whole class
an effec(ve learning was a success in terms of the control of their own research
environment? work, all students were able to
varie(es of ways students could ques(ons.
benefit in some way or another.
learn. There was even an art
element in the strategy grid.

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 Nancy had a nice progression of
the lesson. An intro movie,
whole class work, partner work, Students had lots of ques(ons I think these worksheets that
and finally whole class again was about inference. Nancy stopped Nancy handed out were effec(ve
CSTP 3: Organizing
an effec(ve way to proceed the lesson at one point because because they were part of a
Subject Ma]er
• What ac(ons of the NT
through the lesson. Nancy she no(ced she was gegng so larger packet. By the fourth
contributed to student
assimila(on of subject brought the class back together many ques(ons about it. She lesson, which is the desert region
ma\er?
at the end of the lesson to go gave a few examples and then of California, students will be
• How did students
construct knowledge of over ques(ons they came up allowed them to go back to familiar with the format of the
subject ma\er?
• What misconcep(ons with and what their research their partner work. Students s(ll lesson and I'm sure things will go
did students have and
ques(ons revealed. She was able struggled with this concept the even more smoothly than with
how were they
addressed by the to clear up any ques(ons they most, but Nancy walked around this first lesson.
teacher?
may have s(ll had. She also had and helped them with their
them share their inferences ideas.
which was the biggest struggle
for most students.
Students were able to
Nancy paid special a\en(on to
par(cipate in many different
those students she knew would
ways. They were able to hold up
struggle to stay on task. She
CSTP 4: Learning
fingers to give answers to the I think students were supported
no(ced pre\y quickly that many
Experiences mul(ple choice ques(ons, they through differen(ated
• How were students students were confused about
supported through
were able to be a part of the instruc(on because Nancy could
what inference means. She
differen(ated whole class discussion, and they clearly iden(fy which students
instruc(on? stopped the lesson and directed
• How did students were able to ask ques(ons as were going to need redirec(on
par(cipate? them to look up front and gave a
needed. Many students were or help. With such a small class
• How did the NT couple of examples of inference.
contribute to student excited to share their research she was able to give support to
learning? She paid special a\en(on to her
ques(ons and it made the those students who needed it.
focus students who she knew
whole group discussion at the
would either be struggling with
end an effec(ve way to recap
the concepts or with behavior.
and end the lesson.
The final worksheet was a
Once the lesson was over Nancy
strategy grid in which students
had them leave their partner Students were eager to share
CSTP 5: Assessing had to work with a partner to
and go back to their own desk. their thoughts about what they
Student Learning answer a variety of ques(ons.
• How did students She went over a few of the items were able to research on the
demonstrate The strategy grid was turned into
achievement of lesson on the Strategy Grid and allowed iPad. They genuinely seemed
the finished work bin at the end
objec(ves? students to share what they had interested in this part of the
• In what ways did of the lesson. Nancy men(oned
students struggle or wri\en down. She especially lesson and asked some pre\y
demonstrate limited that she would be reading
engaged them by asking about great ques(ons. It seemed like
understanding? through all of these to see where
• What teacher ac(ons their research ques(ons. They they liked that they were able to
contributed to student students were lacking so that
achievement? seemed the most interested in ask ques(ons and do the
when she does the next region
that and were excited to share research themselves.
lesson she would know where to
their thoughts.
focus extra a\en(on.
Sec2on 4: Post Observa2on Conference
To what degree did
I believe students achieved the objec(ve because they showed interest throughout the lesson and
students achieve lesson
objec(ves? were eager to share what they had learned during the research por(on of the lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

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 Jordan was mostly able stay on
track. Jordan's biggest problem
Nikolay was able to achieve the Emily ended up moving to
is trying to be silly being the
To what degree did focus lesson objec(ve once I was able San Diego two weeks earlier
students achieve lesson
class clown so I partnered him
to get him back on track. I did than planned because her
objec(ves? with someone I knew wouldn't
this by signg down with his family found a house down
respond to his distrac(ng ways.
group and engaging them in there.She was not here for the
HIs partner was very responsible
conversa(on. lesson.
and managed to keep him on
track.

What would you do I think next (me I might create an online Strategy Grid so that they are able to complete the work on
differently next (me? iPads.
Strength 1 - The variety of ac(vi(es planned within the one lesson
Strength 2 - Having a research element at the end of the lesson helped students to take control and
What were three top
Lesson Strengths? learn something on their own.
Strength 3 - Using a (mer for each bit of the lesson allowed students to see how much (me they had
for each sec(on of the lesson and helped keep them on track.
Improvement 1 - Although most students were able to find the main idea, I would do a lesson about
main idea and inferences before this lesson so that they would have a be\er understanding of what
it means.
What were three top areas
for improvement? Improvement 2 - I might try groups of 3 next (me and pair them strategically so that they would be
able to get through the strategy grid with less ques(ons.
Improvement 3 - Do a compare/contrast pre-lesson so that they are able to more easily compare the
characteris(cs of a couple of regions.
The next steps are to complete the remaining lessons and give the assessment at the end. I've also
What are next steps? decided to add an art element to the end of the lessons by having students draw all four regions on a
poster and hanging them in the classroom.
Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-wri]en) into a single document and submi]ed to course instructor.
Informa2on from this POP Cycle should be summarized on the NT ILP as appropriate.

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