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

Taylor Griepsma [email protected] ELA 6

Mentor Email School/District Date

Suzanne Matson suzanne.matson@sa Savanna 10/19/2022

vsd .org

Content Standard Lesson Objectives Unit Topic Lesson Title

RL.6.2, RL.6.10, SL.6.1a Students will be FlipGrid Virtual Buddies -

able to identify Summarizing
key events in a
story and
summarize it.

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

CST Element Initial Rating Description (Identify both teacher and student rating for
P Rating CSTP 1 and 2.)

2.2 Creating physical or Applying T - Develops environments’ that reflect diversity

virtual learning by utilizing a variety of structures for interaction
environments that
among students.
promote student
learning, reflect
diversity, and S - Students use resources that encourage interaction
encourage constructive to allow and further understanding.
and productive
interactions among
students

5.6 Using available Applying T - Uses technology daily in the classroom.

technologies to assist in
assessment, analysis, and S - Uses technology daily in the classroom
communication in student
learning
 Section 2: Pre-Observation Conference

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
1 of 4

Focus Students J.A.- Student’s home R.C. - Student did not F.S. - Student reads at a
•
Summarize critica
needs and how yo language is Spanish and meet standards on last well below grade level
will address them
during this lesson. is reading below grade years assessments, is far and struggles with
level. Student scored as below grade level in reading overall.
"well developed” for reading and math, and
oral and “somewhat has RSP for both
developed” for written subjects.
on the ELPAC.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on Provide feedback on lesson plan
the lesson plan. reflection.

•
Inquiry Focus/Special Emphasis To what degree do students use Will students be collaborating with
What is your inquiry focus and/or special
emphasis?
Flipgrid to enhance their speaking other students and expressing their
• and listening skills through
How will you incorporate the inquiry
summarization? I will incorporate learning with speaking and listening
focus and/or special emphasis into the
•
lesson? What specific feedback do you the focus by providing students skills? Through the app/program
want from your ME? opportunities to interact with itself?
the application in multiple
ways.
Inquiry Focus/Students
•
How well do the students receive What are you using to gauge student
What specific feedback regarding your the lesson and content? learning outcomes? What will be your
focus students do you want from your
ME?
plan to readdress content students do
not understand?

Specific Feedback Student engagement and delivery What specifically would you like
•
What additional specific feedback do
you want from your ME regarding lesson
feedback on regarding student
implementation? engagement and delivery?

Instructional Planning It’s opening is aimed to engage the Is there a way you can differentiate
•
How is the lesson structured learners, the body is aimed to the lesson itself for students at
(opening, body, and closing)?
stimulate/apply their knowledge,
•
What varied teaching strategies and the closing is aimed to solidify various levels/abilities?
and differentiated instruction will
help what was learned.
students meet lesson goals?
•
What progress monitoring strategies Front load EL students prior to
will be used? How will results inform
instruction? lesson, use of graphic organizer,
GLAD strategy

Check in using thumbs up, thumbs

down, and cards to call on
students - will let me know which
students are grasping the content.

Student Engagement/Learning Engage students right from How will you engage students that are
•
How will you make the lesson relevant the beginning with a fun read off task?
•
to all the students?
aloud.
How will students show progress
towards master of lesson objectives?
Post test to show mastery
Classroom Management PRIDE SLIPS, tickets Will you use any other behavior
•
How will you maintain a positive
learning environment with a
management system such as class
welcoming climate of
respect, and fairness?
caring, dojo, clip chart, etc.?
•
Identify specific classroom procedures
and strategies for preventing/redirecting
challenging behaviors.

Closure Check ins for students with a As students check-in with a partner I
•
How will you close your lesson?
would also recommend teacher
• How will you assess student learning partner Post assessment, front monitoring that to check for
and prepare them for the next lesson?
load info understanding of content.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection

on Lesson Delivery
Teacher Actions Student Actions

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

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

Specific Effective Classroom Instruction Delivery N/A Students participated in a read aloud where we
• analyzed and identified key components of the
Feedback What
story and wrote a summary. Students shared
information can you
provide the NT their summaries virtually with their little buddies
regarding requested on FlipGrid. During this time, they practiced
special feedback? their speaking and listening skills. All students
were highly engaged and produced grade level
summaries.

CSTP 1: Engaging Teacher methodically engaged students in the Students were engaged with having another Students were engaged with both the read aloud
All Students Flip Grid computer program providing steps for teacher on the other side of the video providing story and the technology integration. I felt that
• each part of the lesson/assignment. instruction. the students were excited to try something new
In what ways were and meet virtually with students from different
students engaged? Teacher completed a read aloud and provided Students had notebooks to take notes during schools. Students contributed answers by helping
How were students seating on the carpet for students. the read aloud. me write my own summary on the story read.
not engaged? • This helped them develop their own writing.
How
did students Students were able to monitor their learning by
contribute to their listening to themselves read their summaries
learning? • aloud and make corrections when needed.
How did
teacher and/ or
students
monitor
learning? •
How
were the focus
students
engaged
and supported
throughout the
lesson?

CSTP 2: Effective Teacher provided a well structured learning Students understood the behavior and learning I set clear expectations for students when it
Learning environment with clear expectations for norms. came to using academic vocabulary and behavior
Environment behavior and learning norms. while sitting on the carpet, as well as safety
• protocols for being online.
How did students Teacher walked around the room to monitor
and teacher student learning.
contribute
to an effective
Teacher reinforced carpet expectations when
learning
environment? students did not follow directions the first time.
CSTP 3: Teacher organized subject matter into parts: Students watched the video on Flip Grid and I organized it so that students would be engaged
Organizing commented/responded to the video from the beginning. I gave them opportunities to
Subject Matter 1) Flip Grid Video interact with both teachers via FlipGrid, and
• 2) Carpet Read Aloud Students participated actively in the 3 parts of familiarize themselves with the options provided
What actions of the 3) Tree Map the lesson: Flid Grid video, read aloud, and for video recording. Students then participated
NT contributed to tree map. in the lesson, followed by a return to their
student assimilation computers to apply their knowledge and share it
of subject matter? •
Teacher completed a tree map with students with others.
How did students and demonstrated how to create an effective
construct summary with the structure of this map.
knowledge
of subject matter? •
What
misconceptions did
students have
and how were they
addressed by the
teacher?

CSTP 4: Learning Turn and Talk Strategy Students collaborated with other students in Students were able to TPS and use a graphic
Experiences the classroom during instruction. organizer to help understand the concept.
• Interactive lesson on Flip Grid with teachers and Students had notebooks for note taking as well.
How were students students from another school/grade level Students utilized notebooks to take notes
supported through
differentiated Teacher contributed to student learning by Students asked questions for clarification
instruction?
allowing organized question sessions and inquiry
•
How did students with students
participate? •
How did
the NT
contribute to
student learning?

CSTP 5: Teacher has students write a summary of the Students would be responsible for I was able to collect their summaries, giving me
Assessing book. The other virtual teacher on Flip Grid understanding who the characters were in the a handwritten response to read and grade. In
Student gets the book and does the same with his class. story and what the message was conveying to addition, I was able to listen/watch their videos
the reader. to accurately grade their speaking and listening
Learning
Teacher facilitates discussion between students skills.
•
How did students and teacher. Students would write a summary of the book
demonstrate they read utilizing the tree map and notes. Most students did very well with this assignment,
achievement of including EL and SPED.
lesson objectives? • Students collaborate with students from the
In what ways other class and discuss the book.
did students
struggle or
demonstrate limited
understanding?
•
What teacher
actions contributed
to
student
achievement?

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

Section 4: Post Observation Conference

To what degree did Students adequately achieved the lessons objectives.

students achieve
lesson objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
focus students
achieve lesson My first focus students did exceptionally My second focus student did well with My third focus student wrote a great
objectives? well with this assignment. The graphic the assignment. Typically, this student summary and included all components
organizer, TPS, and video response was gets distracted easily, but was able to of the story. This students excelled
easy for them to navigate and utilize. focus with the integration of technology. and provided an exceptional oral
They wrote a solid summary too! recording of the summary that was
written.

What would you do I would like to differentiate the books that are being read and try this in a small group setting. This would help meet students
differently next time? exactly where they are at, and gives me the opportunity to challenge my higher leveled students.

What were three Engagement, delivery, classroom management.

top Lesson
Strengths?

What were three Differentiation (academically).

top areas for
improvement?
What are next steps? The next step is to take this further by creating small groups to hit specific skills that students need to master.

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