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
kirstie.sells@
Kirstie Sells Music 6
Mentor Email School/District Date

Noemi 11/6/23
Content Standard Lesson Objectives Unit Topic Lesson Title

6.MU:Cr1 :Generate simple

rhythmic, melodic, and harmonic
phrases within AB and ABA forms SWBAT: Generate simple rhythmic,
that convey expressive intent. melodic, and harmonic phrases within Lesson Plan Slides *(LINKED
AB and ABA forms that convey
Tideo, Rhythm Exploration
expressive intent. HERE)

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.)
NT: I use Pear Deck to implement this ISTE standard-aligned lesson. I
have prior experience teaching with Pear Deck as both an instructional
and assessment tool. I am using an ipad and the apple pencil to draw
and teach in real-time. I plan on recording this lesson so I can observe
students who were making the music during the circle game time. I
leverage technology when I use student recording to conduct
evaluations of students, and recording also allows students to conduct
Using and adapting resources, self-assessments. I teach in a low-tech environment school, and I
technologies, and standards aligned strategically leverage the free tech resources which I can access (fall
3.5 instructional materials, including NT: 3 2023)
adopted materials, to make subject ME: 4
matter accessible Noemi’s Feedback:
Kirstie’s slides were great. They were easy to see and
understand. The students enjoyed looking at the notes and
learning how to read them. They also enjoyed being able to use
technology in music class to show what they learned. Pear Deck
is a great tool to use for quick check up and feedback.

NT: I am exploring and growing in how I create learning environments

Creating physical or virtual learning that achieve this CSTP. I treat the students with respect, and I
environments that promote student demonstrate enthusiasm for the subject matter. I chose texts and songs
2.2 learning, reflect diversity, and NT: 2 and activities that are developmentally appropriate and that support the
ME: 3 learning objectives. I anticipate that the students will enjoy the circle
encourage constructive and productive game/Tideo activity at the end of the lesson where the students can
interactions among students apply what they have learned. My use of technology allows me to make
in-the moment instructional decisions that help implement this CSTIP.
(Fall 2023)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Noemi’s Feedback:
Kirstie had the students completely engaged the whole lesson.
She knew the enthusiasm that this lesson would create. She
handled the excitement and allowed for the students to learn
without any barriers. She also created an environment in which
every student wanted to be involved and help others to be
excited about the lesson.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 English learners are
strategically seated in the class.
Students will have access to the Advanced students will be
For today students will be paired
Pear Deck presentation in the assigned extension activities
with partners that can model and
google classroom. FS2 will be and activities.
Focus Students support English Language skills.
● allotted additional time to Advanced students will be
Summarize critical needs and how
Students will be allowed to
you will address them during this complete assigned coursework. strategically paired with
lesson. submit words for rhythm
Student will be given access to partners.
responses in their home
the Pear Deck presentation so Teacher will provide additional
language. I may ask FS1
they have extra time to develop critical thinking reflection
student to share their response
their ideas and responses questions.
so they can share their language
skills with the class
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Focus/Inquiry: In prior lessons, students
have engaged in inquiry activities through a
variety of critical listening tasks. Today
Noemi: With more time, incorporating
students will compare and contrast the
buckets as drums might be fun. Then
Inquiry Focus/Special Emphasis quarter note and the eighth note, and they
throwing in a more popular song of the time
● What is your inquiry focus and/or special emphasis?
will compare rhythm vs. beat by informally
● How will you incorporate the inquiry focus and/or to see if they can pick up the beat, rhythmic
special emphasis into the lesson? analyzing Baby Shark, and Meet me at the
● What specific feedback do you want from your ME? and melodic phrases. I think also, allowing
Garden Gate. Students will generate
those artistic students to create their own
rhythmic and melodic, phrases within AB
would challenge them
and ABA form. I would like suggestions for
additional engagement strategies for
facilitating engagement in this unit.
You might think about creating stations with
Ideas for more effective strategies to serve
students grouped heterogeneously. Have
the needs of my focus students. What
each group do it at a time, then together.
scaffolds and supports are appropriate for
Inquiry Focus/Students
With your FS that need to be challenged,
● What specific feedback regarding your focus students the FS’s. In a future lesson, I plan on doing
do you want from your ME? once they create their own notes, they can
a circle song that comes from another
have their classmates try to tap it. Or
culture. How can I more effectively meet the
maybe find a song that is popular and see if
needs of my FS.
they can find the beat.
Ideas for more effective strategies to
Teach what other instruments can keep beat
achieve the objectives of this lesson. Are
Specific Feedback while the others work on melody or
● What additional specific feedback do you want from assessments too challenging or too easy?
your ME regarding lesson implementation? harmony.
What additional concepts should I include in
this unit to enhance the music learning?
This lesson includes an intro body &
conclusion.
Intro=’We Come Together to Sing”
Instructional Planning
● How is the lesson structured (opening, body, and Teaching strategies include: inquiry-based
The plan is set up nicely. Take into account
closing)? listening tasks, teacher facilitated
● What varied teaching strategies and differentiated time management. Students like to talk and
instruction will help students meet lesson goals? whole-class discussions, student created
● What progress monitoring strategies will be used? How ask questions, which could lead to less time
texts. Body=Pear Deck presentation and
will results inform instruction? to complete the lesson.
Tideo circle activity. Closing =exit ticket.
Differentiation includes: strategically pairing
students based on funds of knowledge and
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 language levels, using various pathways to
learn rhythms (body percussion, voice,
classroom instruments) Pear Deck prompts
will allow me to monitor progress.

This lesson features developmentally

appropriate texts and songs that teach the
objectives. Students will be engaged during
Student Engagement/Learning the final Tideo activity where the students
These are all great ways to keep students
● How will you make the lesson relevant to all the are actively making music. I relate rhythmic
students? engaged and show learning. Keep time in
● How will students show progress towards master of ideas to students’ lives and songs they
mind.
lesson objectives?
recognize. Students will demonstrate
progress through their responses on: the
Pear Deck prompts, the Tideo music
assessment activity, and the exit ticket.
I greet each student as they enter the
classroom. I begin every class period with a
prayer. Students will be seated on the floor
Classroom Management With the students being on the bigger kid
● How will you maintain a positive learning environment when using their chromebooks. I plan to use
with a welcoming climate of caring, respect, and side, I think chairs would be better for them
students’ responses to make rhythms.
fairness?
to stay focused. Have seating charts or
● Identify specific classroom procedures and strategies Students will feel welcomed when they are
for preventing/redirecting challenging behaviors. groups so that they stay focused.
part of the music making experience.
Student mistakes and successes are valued
and welcomed during class discussions.
I will close the lesson by issuing an exit
Closure Exit tickets are great. Another thought would
● How will you close your lesson? ticket. This exit ticket will help me determine
be to show a new beat and have each
● How will you assess student learning and prepare them if I need to reteach the rhythmic elements
for the next lesson? group tap it out to see if they learned what
learned today.
was taught.
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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

This lesson was delivered to a 6th

Make sure you keep time in mind. grade class where students have
Class time goes faster than mixed musical skills. Some students
anticipated. Seating chart, and have never had music classes taught
chairs would be advised to help Students were very engaged. in their previous schools. Some
Specific Feedback with an all boy group that is They enjoyed the lesson and
students have received prior music
● What information can you rambunctious. This would be a were eager to find the beats and
provide the NT regarding instruction - and some play an
requested special great lesson to teach over a week melodies of the songs. I feel the
instrument. I am exploring what
feedback?
period. Make sure that all the students would have enjoyed
songs chosen are songs they this lesson to be longer. strategies are engaging for all levels. I
know. Just one song they did not am exploring how to organize a
know so it made it a little difficult standards-based curriculum since the
for them to sing along. our school has not adopted a
designated general music curriculum
CSTP 1: Engaging All My engagement strategies include:
Students using fun songs and texts, circle
Students paid attention to
● In what ways were
Kirstie called for the students' activities.
students engaged? How Kirstie’s instructions and were
were students not attention and waited for them to
enthusiastically participating. Students were engaged by
engaged?
be ready for the lesson. She made
● How did students They followed her instructions in participating in whole-class
contribute to their sure that the students could see
learning? trying the beats. They were discussions and collaborative music
● How did teacher and/or the board. She roamed the room
happy to join in creating the making experiences. Students
students monitor learning? to make sure all students were on
● How were the focus beats with the instruments. They contributed to their own learning by
task.
students engaged and
supported throughout the
even encouraged others to try it. generating their own words to pair
lesson?
with the rhythms.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
 I monitored student learning by
facilitating whole class-discussions,
walking around the room, and
providing scaffolds as needed.
Teacher monitored student learning
by setting the presentation to be
‘teacher-paced.’
Focus students were supported by
being strategically paired with
think-pair-share partners.
Students contributed to an effective
learning environment by arriving to
class on time, participating in class
Kirstie welcomed all the students as
Students entered the classroom discussions and being cooperative
they walked into the classroom. She
CSTP 2: Effective Learning ready to learn. They were with the teacher. The teacher
Environment introduced herself so as to be
● How did students and excited since they noticed it was contributed to an effective learning
acquainted with the students that did
teacher contribute to an a new teacher teaching them. environment by providing a safe and
effective learning not know who she was. She spoke
environment? They felt comfortable and inclusive learning environment based
loud but gently. She laughed with responded to Kirstie’s questions. on respect and kindness. I planned
them and gave encouragement.
fun and engaging learning activities
and I created a student-centered
learning experience.
Students related their knowledge of
The students learned quickly Baby Shark to the content goals.
CSTP 3: Organizing Subject
Matter and were excited to learn more. Students were able to relate to how
● What actions of the NT They were trying to show that
contributed to student Kirstie asked the students who they experience beat in their lives. I
they understood rhythm, but
assimilation of subject
played music instruments. She was able to identify and address
matter? Kirstie slowed them down and
● How did students used songs that most of the rhythmic misconceptions in a gentle
construct knowledge of addressed the issue. They
students knew to help them learn manner and not identify any
subject matter?
understood and then were able
● What misconceptions did the goals of the lesson. particular student by reading
students have and how to apply the new knowledge of
were they addressed by
the misconception in their students’ responses in Pear Deck.
the teacher?
responses in Pear Deck. Students were able to construct
knowledge of music during Tideo.
Students were strategically paired in
After asking who has played groups based on their various funds
CSTP 4: Learning instruments, Kirstie paired Students participated by pair and of knowledge base and needs. I set
Experiences
● How were students students with those who have not. share, raising their hands, Pear the Pear Deck slides to be teacher
supported through She directed the rest of the lesson Deck, and at the end with the paces so that students participated. I
differentiated instruction?
● How did students with her being able to control excitement, helping other provided in-the-moment scaffolds
participate?
● How did the NT contribute
when to go to the next slides/ students that were struggling to based on students’ needs and Pear
to student learning? questions on both her lesson and stay on beat. Deck responses. I would like to
on Pear Deck. explore more ways to implement
differentiated instruction.
The assessments include: the Tideo
Kirstie had different ways to song circle song activity where the
CSTP 5: Assessing Student assess the lesson. She used the students on instruments had to play
Learning whole class in following along on the 2 rhythms learned today,
● How did students Some students struggled in
the beat to tap to. She used Pear students’ responses to the Pear Deck
demonstrate achievement
keeping the rhythm. Either
of lesson objectives? Deck for them to give feedback on prompts. Tideo: Some students
● In what ways did students Kirstie or other students in the
struggle or demonstrate the lesson knowledge. Then struggled to play the instrument
classroom helped those students
limited understanding?
watched them and they too parts since they had to play the
● What teacher actions to keep the rhythm.
contributed to student watched themselves playing the rhythm pattern independently. Pear
achievement?
instruments during the circle Deck: Some students demonstrated
activity. confusion between eighth note and
quarter notes.
Section 4: Post Observation Conference

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
To what degree did students Based on the various formative assessments, most students achieved the learning goals. Students gained a
achieve lesson objectives? deeper understanding of the content goals. Students met the set standards-based SWBAT goals.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
English learners encountered English Students had access to slides in
FS3 engaged with music and
To what degree did focus in multiple modalities. EL google classroom before the
language in multiple modalities.
students achieve lesson successfully completed check-for- in-class lesson. The FS2 was able to
objectives? FS3 volunteered to write out a
understanding questions using engage in the lesson because they
rhythm for the whole class to clap
complete sentences. EL successfully were prepared with the content
aloud
engaged in think-pair-share tasks. and goals for the lesson.
What would you do differently In a future lesson, I would like to implement an improvisation activity. This could become a chance to teach
next time? form. I could have also implemented a canon in this lesson. I would consider using additional instruments.
What were three top Lesson
Strengths? 1) Student engagement, 2) organization of subject matter, 3) classroom management approach

I would like to expand my repertoire of engaging instructional strategies for this course. I would also like to teach
What were three top areas for
improvement? and embed more content-specific vocabulary. I would like to explore other ways to assess students and explore
more ways to make student thinking visible. I would like to learn how to differentiate more effectively.
My next step is to teach the students about the rest symbol and how to observe a rest when making music.. My
next steps include: engaging in self-reflection, plan for upcoming units, plan for teaching content-specific music
What are next steps?
vocabulary, collaborating with my mentor, focus on other standards, incorporate STEM activities, and
incorporate technology into my upcoming lessons.
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 5 of 5