Fullerton Online Teacher Induc on 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 Sec on 1: New Teacher Informa on, lesson plan, and Sec on 2, Part A NT Re ec on.
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 Re ec on; completes Sec on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa on conference. Lesson plan is adjusted as needed and nalized for delivery.
Direc ons for Observa on and Prepara on for Post-Observa on Conference
7. During lesson delivery, ME completes Sec on 3A: ME Observa on of Lesson Delivery, no ng both Teacher Ac ons and Student Ac ons.
8. Prior to Post-Observa on Conference, NT re ects on lesson outcomes and completes Part 3B: NT Re ec on 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.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

[email protected]
Alissa Adler Mul Third
m
Mentor Email School/District Date

Tomasa Mendoza [email protected] Ocean Charter School 10/31/22

Content Standard Lesson Objec ves Unit Topic Lesson Title

Life Sciences 3.
Adaptations in physical Students will learn
structure or behavior how to do research on
may improve an a computer,
organism’s chance for distinguish fact from
survival. opinion, cite a
credible source, find
Investigation and the main ideas in a
Experimentation 5. text, take notes, type,
Scientific progress is follow the scientific
made by asking method, understand
meaningful questions life science, the Animal adapta ons of
Arc c Adapta ons
and conducting careful biology of a polar Arc c animals
investigations. As a bear, and arctic
basis for understanding animal adaptations,
this concept and work on informative
addressing the content writing, grammar,
in the other three spelling, punctuation,
strands, students editing and paragraph
should develop their structure. Students
own questions and will practice their
perform investigations. presentation skills.

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra ng 5 – Innova ng

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are re ned 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 uni ed ability to add new methods and
pedagogical prac ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini al Ra ng Ra ng Descrip on (Iden fy both teacher and student ra ng for CSTP 1 and 2.)

Using a variety of instruc onal

T- Applying- skills are applied as NT makes increased relevant
strategies, resources, and T- 3
1.4 and suitable use of pedagogical choices
technologies to meet students’ S- 2
S- Exploring
diverse learning needs.

Using available technologies to

assist in assessment, analysis, Applying- skills are applied as NT makes increased relevant and
5.6 3
and communication of student suitable use of pedagogical choices
learning
Sec on 2: Pre-Observa on Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Focus Students Logan G.- cri cal needs:

• Summarize cri cal needs and James V.- cri cal needs:
how you will address them comprehension, speech,
during this lesson. N/A comprehension, reten on,
verbal processing, ability to
social interac on
work independently
Part A: NT Re ec on
Part B: ME Feedback
Use ques ons to guide re ec on on the lesson
Provide feedback on lesson plan re ec on.
plan.

I’m trying to introduce researching and

typing on the computer while learning Being a seventh grade teacher I have
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special science. I will show these skills to the class been incorpora ng technology for many
emphasis? using an overhead projector, having the years in my classroom and will help with
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson? children try it themselves on personal anything needed. I can also be an extra
• What speci c feedback do you want from your
ME?
computers under my supervision- all of pair of hands on deck during the ini al
which is very new to me so I will need introduc on to technology use.
guidance with all of it from my ME.
What special guidance can I give to the two Put the focus children right next to you
Inquiry Focus/Students
focus students to keep them somewhat on when teaching so you can keep a
• What speci c feedback regarding your focus track when I’m teaching all of these new watchful eye. Walk around frequently
students do you want from your ME?
and cogni vely advanced (for them) skills checking up on the students. Start them
to the whole class? on a basic computer game.
The Waldorf curriculum is based on
-How to make my lesson plan re ect more
developmental stages so the children
of the Waldorf approach
Speci c Feedback learn progressively and when they are
• What addi onal speci c feedback do you want -How to teach about nding reliable
from your ME regarding lesson
cogni vely ready. They can learn
sources while researching on the internet?
implementa on? PowerPoint in fourth grade. Add internet
-When are they ready to learn Powerpoint?
safety to your overhead projector
-How do you teach about internet safety?
presenta on.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 This is a four day lesson plan. The opening
will be an introduc on to animal
adapta ons, computers, internet and
typing. The body will be a science
Instruc onal Planning experiment about polar bear adapta ons.
• How is the lesson structured (opening, body, This lesson sounds structurally solid. I
and closing)? The closing will be a presenta on. I will be
• What varied teaching strategies and would probably extended it into the next
di eren ated instruc on will help students
using visual, auditory, and hands-on
week as these are all big concepts you are
meet lesson goals? learning. I will assign prac ce homework
• What progress monitoring strategies will be introducing.
used? How will results inform instruc on? to do at night. I will buddy the children up
to learn from each other. I will guide them
along the way, working one-on-one with
them on their computers whenever
needed.
The lesson will become more relevant
Student Engagement/Learning when put into ac on during the science
Absolutely! There is nothing be er than
• How will you make the lesson relevant to all the experiment. They will show progress
students? a science experiment to get the children
• How will students show progress towards through homework assignments, their
master of lesson objec ves? involved in their learning!
general working pace, and their nal
essays.
-Each student will be buddied up in the
beginning, then they will have their own
computer and own space.
Classroom Management Beware and be cau ous of internet safety
• How will you maintain a posi ve learning -Be selec ve in the grouping. O er the
when the children are working in pairs.
environment with a welcoming climate of children ideas of how to work e ec vely
caring, respect, and fairness? Despite the block we have on our school
• Iden fy speci c classroom procedures and within a buddy.
strategies for preven ng/redirec ng computers, some children will always nd
challenging behaviors.
-Teach overall kindness and respect when
a way!
listening to other’s presenta ons.
-Inspire the children to learn by giving a fun
demonstra on.
You could make a KWL chart about arc c
Closure At the end of the lesson each student will animals. It sounds like their is a lot of
• How will you close your lesson?
• How will you assess student learning and
present their essay along with pictures to assessment involved already however,
prepare them for the next lesson? the class. with the wri ng of the essay and then
the presenta on to the class.
Sec on 3: Observa on of Lesson Delivery
Part 3A: ME Observa on of Lesson Delivery Part 3B: NT Re ec on on
Teacher Ac ons Student Ac ons Lesson Delivery
Student groups answered worksheet ques ons that
Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked addi onal included all levels of Bloom’s (“Iden fy 6 problem-solving
ques ons. Most groups needed revisions for their ques ons;
CSTP 1: Engaging All Students ques ons of analysis and evalua on (“which problem- strategies; pick two strategies and iden fy 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 di erence between them”). Groups then
ques on. I need to give them a Bloom’s ques on stems
students engaged? math problem that could be solved with this strategy?”) selected a strategy and created two math problems to
handout next me.
exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Teacher asked guiding ques ons
while reading the book to the
students. Could have asked
more ques ons connec ng the
content to their lives and their
bodies. In Waldorf, we normally The students answered the
don’t use overhead projectors or teacher’s prompts during the The experiment was revealed by
power point un l 4th grade. book and asked a lot of a student spo ng a bag of
Teacher taught the basics of ques ons. Next me, teacher materials. I was hoping to have
Speci c Feedback
• What informa on can
internet safety. Before teaching should introduce the it be a surprise. I should have
you provide the NT about internet safety, teacher experiment a er the book. asked about the overhead
regarding requested
special feedback? could spend a day or two Two focus students can share a before assuming I could use it in
teaching more about the computer next me so the my grade. I should have given
computer itself- iden fying its assistant can help both at the them a stronger introduc on to
parts, how to handle it, basic same me and they each have the computers.
func ons, etc. When teaching to only do half the work.
how to search for reliable
sources for research, focus on
keywords, check who wrote it
and when, and make sure not to
fall into “clicking traps”.
Teacher read book with
CSTP 1: Engaging All enthusiasm, keeping the I agree that I should have put the
Students
• In what ways were student’s a en on. Teacher Students were mostly engaged, students into small groups with
students engaged?
How were students not
asked ques ons along the way however some were more their own bucket of ice, however
engaged? to monitor learning. For the focused on doing the I assumed if I did this, they
• How did students
contribute to their experiment, student’s will stay experiment. During experiment would not follow direc ons and
learning? more engaged and be able to the children were very excited do what they were supposed to.
• How did teacher and/or
students monitor have more me learning if put and engaged but had to wait in It also would’ve been much
learning?
• How were the focus
into small groups, each with line for a while being that there more expensive for the children
students engaged and their own bucket of ice. Each was only one bucket. to each make their own Crisco
supported throughout
the lesson? child can make their own Crisco glove.
glove to keep it more sanitary.
The teacher kept order in the There is a good culture in the
classroom, even when the classroom and cohesiveness
Despite the students having to
CSTP 2: E ec ve
children were on line wai ng. among the students. They
wait on the long line, I kept the
Learning Environment The teacher asked good respect their teacher and were
• How did students and students entertained while they
teacher contribute to
promp ng ques ons when mostly very good listeners.
waited- keeping my energy up
an e ec ve learning reading and when engaging each They raised their hands, sat
environment? and using humor and
child in the experiment. Teacher nicely during the book and
imagina on.
had good energy, enthusiasm, waited on line for their turn to
and used humor. do the experiment.
CSTP 3: Organizing
Subject Ma er The teacher asked students
• What ac ons of the NT The students are building on
about prior knowledge on the
contributed to student prior teachings and experiences I believe I organized the subject
assimila on of subject subject ma er (a review of what
ma er? and adding their own common ma er appropriately- in a
• How did students they learned the day before).
construct knowledge of
sense to construct knowledge of progressive manner. I could
She asked inquiry and
subject ma er? the subject ma er. No have just stretched it out over a
• What misconcep ons observa onal ques ons while
did students have and misconcep ons from the few more days.
how were they reading the book and doing the
students.
addressed by the experiment.
teacher?

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Students par cipated in
answering ques ons and
making comments during the
The assistant teacher sat with
book by raising their hands. For this part of the lesson I only
the two focus students, keeping
CSTP 4: Learning
They all par cipated in the needed to make sure the focus
them on track.
Experiences science experiment. The students were made aware of
• How were students The teacher sat the two focus
supported through
teacher preparing the focus what they would be
students in front of her for the
di eren ated students ahead of me for the experiencing beforehand using
instruc on? book.
• How did students experiment de nitely sensory vocabulary. I will
par cipate? The teacher took the focus
contributed to them achieving di eren ate instruc on more
• How did the NT students aside before the lesson,
contribute to student their learning goals for the when we do the research,
learning? preparing them for the
lesson. She asked good wri ng, and presen ng aspects
experiment and the sensory
promp ng ques ons and of the lesson.
s mula on that was coming.
u lized di erent learning
strategies to address di erent
learning styles.
The students demonstrated
CSTP 5: Assessing achievement of lesson
Student Learning The teacher contributed to objec ves by discussing prior
• How did students The students stayed engaged,
demonstrate student achievement by asking learned knowledge and applying
achievement of lesson interested and excited during the
inquiry and observa onal it to the outcome of the
objec ves? lesson. They recapitulated
• In what ways did ques ons throughout the experiment, and answering
students struggle or learned material and discussed
demonstrate limited lesson, keeping the lesson fun, follow-up ques ons. They
the outcome of the experiment
understanding? funny and exci ng and o ering demonstrated limited
• What teacher ac ons in depth.
contributed to student di erent ways of learning. understanding of some broader
achievement?
adapta on concepts when
asked.
Sec on 4: Post Observa on Conference
To what degree did
students achieve lesson I would say In Bloom’s taxonomy they would be in the “evaluate” stage.
objec ves?

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
objec ves? Apply Understand Apply

What would you do Spend a longer amount of me teaching each part of the lesson, as each part includes very
di erently next me? important skills.
1. Using a fun, hands-on experiment to make the material come alive. 2. My energy and excitement,
What were three top
Lesson Strengths? keeping the informa on interes ng. 3. I u lized several learning strategies to appeal to di erent
types of learners: auditory, visual, kinesthe c

What were three top areas Time management, doing the experiment as a whole class instead of in small groups, o ering more
for improvement? prior knowledge.
The students will research an arc c animal of their choosing online, type a short essay on how it
What are next steps?
adapts in it’s environment and present it.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 All parts of this form should be transcribed (typed; not hand-wri en) into a single document and submi ed to course instructor.
Informa on from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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