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
Truc Huynh truchuynh7@gmail.com Multiple Subjects Kindergarten
Mentor Email School/District Date
Jenny Muecke jmuecke@stpolycarpschool.org Diocese of Orange October 18, 2019
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-Literacy.RL.K.2: With
Prompting and support, retell
familiar stories, including key
details.
Students will be able to retell a
story by describing details:
CCSS.ELA-Literacy.RL.K.3: With
characters, settings, and
prompting and support, Retelling Stories Retelling with Seesaw
events, utilizing Seesaw to
identify characters, settings,
submit a video, drawing,
and major events in a story.
writing or voice recording.
RL.K.10: Actively engage in
group reading activities with
purpose and understanding.
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 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
just coming into prominence and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
T - Incorporates differentiated instructional strategies into ongoing
planning that addresses culturally responsive pedagogy, students'
Planning instruction that incorporates
diverse language, and learning needs and styles.
4.4 appropriate strategies to meet the T - Applying
learning needs of all students.
Uses assessments of students' learning and language needs to inform
planning differentiated instruction.
T - Develops and adapts the range of appropriate assessments to
address questions about students' learning needs and progress.
Applying knowledge of the purposes,
5.1 characteristics, and uses of different T- Integrating
Integrates a variety of characteristics into assessments to allow
types of assessments.
students with a range of learning needs to demonstrate what they
know.
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.
Inquiry Focus/Special Emphasis Inquiry Focus: How will the Seesaw application Consider rewording inquiry focus to
● What is your inquiry focus and/or special emphasis? engage students in demonstrating their ability to
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson? retell familiar stories with key details?
include improved student
● What specific feedback do you want from your ME? achievement.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 The students will have choices on how they can Also, do you have data from teaching
demonstrate their retelling ability through this lesson previously? If so, then
Seesaw which will better engage them in the
process.
you could compare the results to
determine the efficacy of your
Is my inquiry focus well written for my lesson? Is methods.
there a better way to incorporate my inquiry
focus into my lesson?

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
● What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The second focus student has
The third focus student has
difficulties with his fine motor
difficulties remaining on task and
The first focus student is an English skills. He has a hard time
taking his time on his
Language Learner who struggles with completing his assignments and
assignments. He needs
sharing her thoughts and responses demonstrating his understanding
redirection and tends to rush his
in front of a group due to the lack of when it comes to writing or
assignments to complete it in
confidence. drawing.
time.
For the lesson, the student will have For the lesson, the student will
For the lesson, the student will
an opportunity to share her have choices on how to
be more engaged and focus
understanding through technology demonstrate his ability to retell
because he will have the choice
which will give her more confidence. stories. This allows the student to
to pick what is most engaging to
choose an option he is confident
him on retelling the story.
in to meet the requirements.
How else I can help my English Learner gain I think having retelling cards would
confidence in retelling familiar stories besides help both your English Learner as
using Seesaw independently? well as your other focus student.
I think the baseline assessment
Should the pretest not include the use of should be as similar as possible, if
technology, so we can see how technology not the same as the final assessment
impacts students' learning? so that the final assessment can
show the efficacy of the instruction.
Day 1: The lesson is structured with an opening Will students be using the technology during
through whole class instruction. Teacher will small groups? WIll they have the same type of
introduce the learning goals to the students: choice for retelling?
Retell a story using important details such as
characters, setting, and events. The teacher will
read the story the 3 Little Pigs. The students will
take a retelling pretest with the story: 3 Little
Pigs.

Day 2: The lesson will begin similarly to day 1, but

Instructional Planning
● How is the lesson structured (opening, body, and
closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How
will results inform instruction?
the teacher will utilize a different story. The body
will include a whole class read aloud and the
teacher will model how to retell the story using
Seesaw. The students will work in a group to
retell the story read. The closing will include
students sharing how the retelling activity went
and what tool they used to demonstrate
understanding.

Day 3: The lesson will begin similarly to day 1, but

the teacher will reread the pretest story, 3 Little
Pigs rather than the story that was used in the
modeling. The students will work independently
on retelling the story using the tool of their
choosing.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 The teaching strategies and differentiated
instruction utilized to help students meet lesson
goals are alternative assessments through the use
of technology and scaffolding.

Through observations and the key details

checklist, I will monitor the students' progress
throughout the two days. The results will allow
me to see which area(s) (characters, setting,
problem and solution) I need to emphasize and
work on more with my students.
I will make the lesson relevant to all students my
emphasizing on the importance of retelling.
Retelling allows us to better understand the
Student Engagement/Learning
● How will you make the lesson relevant to all the things we learn!
students?
Is the key details checklist related to your
● How will students show progress towards master of rubric?
lesson objectives? The students will show progress towards mastery
of lesson objectives through the Key Details
checklist when they are demonstrating their
retelling abilities.
I will maintain a positive learning environment by
supporting and guiding all my students through
the learning process. For classroom
management, I utilize "How to be a Bucketfiller"
positive reinforcement strategy. The students
Classroom Management
can earn "warm fuzzies" when they exhibit
● How will you maintain a positive learning environment positive "bucket fillers" behaviors such as helping
with a welcoming climate of caring, respect, and Very positive behavior management
fairness? out their classmates or being supportive. The
● Identify specific classroom procedures and strategies
techniques.
students can also give "warm fuzzies" to their
for preventing/redirecting challenging behaviors.
classmates when they notice these positive
behaviors. This classroom management have
helped create a caring and respectful classroom.
As for challenging behaviors, we have a peace
tent for students to go to when they feel
frustrated or want some time alone.
I will close my lesson by having my students
think-pair-share with a partner about what
method they used to demonstrate
understanding, what went well, what did not, and
what they can do next time to improve. I will also
ask students if they would like to share their
Closure
● How will you close your lesson? retelling activity. Is the key details checklist related to your
● How will you assess student learning and prepare them rubric?
for the next lesson?
I will assess student learning through their
Seesaw activity and seeing if they were able to
retell the familiar story with key details. This will
also allow me to see which area(s) (characters,
setting, problem and solution) I need to focus on
more for my next lesson.
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
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 questions. 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 with
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor
learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students
construct knowledge of
subject matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Perhaps have the students work in
small groups to allow quiet areas for After conducting the lesson, I agree
students to record. When working with you on working with a small
with the whole class it is hard to find group of students. This will allow
Students were engaged, but
quiet areas for the students to record. students more quiet space on
providing small groups would help
Another thing that would help is recording. Some of the students
some of the students focus better.
having headphones with microphones recording were hard to listen to
where it can cancel out the because someone was recording
background noise and focus just on the next to them.
students’ voices.
Day 1: The students were fully
Day 1: The teacher read the Three engaged during the read aloud of
Little Pigs to the whole class. During the Three Little Pigs. The focus
the pretest, the students had to put English Learner student was afraid
the story in order and record to record their retelling.
themselves retelling the story. The Overall, the students were fully
pretest had 9 sequencing cards which Day 2: The students were more engaged during the lesson. Only
may be difficult for some of the excited with this lesson because two students were afraid to record
students. The teacher did a great job they could choose how to retell. their voices at the beginning of the
walking around and supporting the The students enjoyed retelling with lesson (one of the students was the
students. The teacher supported the puppets and working in groups. English Language Learner). On the
focus Englsih Learner student and told They worked on emphasizing on third day of the retelling lessons,
her that when she feels ready she can key details and did a great job. The both students were able to record
record it later. focus students were more engaged their voices with support. The focus
and less afraid to share their students 2 and 3 were fully engaged
Day 2: The teacher introduced a new retelling because they had different and excited to have the different
story but allow the students to choose options in retelling. The English options. I made sure to walk
how to demonstrate their Language Learner decided to work around and give support to the
understanding. The teacher walked with a group and that gave her students who needed it. I also
around and help students record their more confidence. monitored my students’ learning
puppet retelling option. through their Seesaw submissions. I
Day 3: The students were all feel that I should sit down and meet
Day 3: The teacher reread the story of engaged and excited to choose how with each of my students after the
the Three Little Pigs. The teacher to retell their stories. All three of second lesson to discuss what they
monitored the students learning by the focus students were engaged needed to work on.
walking around and supporting the and able to retell the story on their
students. After the activity, the own. The students monitor their
teacher went back and listened to their learning by checking the rubric and
read aloud on Seesaw. seeing if they met all the key
details.
The teacher was supportive when There were a few students who
students need helped. She encouraged helped other students when they Overall, I feel there was a positive
the students and allowed the students were finished. The students also learning environment where all the
to work in groups. The teacher also went back and listened to their students felt comfortable using the
encouraged students to support one retelling to make sure they met all iPads and retelling.
another during the learning progress. the key details.
By scaffolding through the retelling of The students could retell the story
the Billy Goat Gruff, it helped the of the Three Little Pigs through
students understand how to retell with video recording with puppets, I provided different options in
key details. The teacher also guided taking a picture of their drawing, retelling the story and the students
the students in the options of retelling drawing directly on the App, were engaged. I feel the pretest
on the second day. She provided sequencing cards (digitally or had too many digital sequencing
examples for each option. physically) and then recording cards which made it a little difficult
themselves retell the story. for them at first. The other options
The teacher talked to the students the students enjoyed.
who were concerned about recording Some of the students were worried
one-on-one and explained to them about making mistakes while
Page 4 of 6

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
that they can re-record as many times recording and they would not be
as they wanted. able to fix it.
The students were supported through
I think I did a good job scaffolding
the different options they had for
on how to retell. I think what the
retelling. The students were given The students were excited to
students would benefit from is
opportunities to choose how they best choose how they were able to
creating a chart on how to retell the
demonstrate their understanding. The retell. Some chose to draw pictures
story (focusing on characters,
teacher also provided additional on a piece of paper, some recording
events and setting). I also feel I
support to the struggling students. with puppets, and some used the
need to help build some of my
Through scaffolding, the students were digital sequencing cards.
students confidence in recording
able to work independently on their
their own voices.
final retelling.
Seesaw application makes it easier
The students demonstrate for me to assess and monitor
achievement of the lesson student learning. I think also
The teacher’s scaffolding and
objectives by being able to retell walking around and supporting the
demonstrating on retelling helped the
the stories with the majority of the students contributed to their
students tremendously. The teacher
key details (the characters, setting, achievement. They were not afraid
emphasized greatly on how great
problem, and solution). The to ask for help. I also need to work
readers need to remember key details
students checked their rubrics to on having the students narrate who
such as characters, plot, and setting.
see if they got the key details. A is speaking when they are retelling
The teacher used the Three Billy Goat
few of the students struggled to the story. The students
Gruff as a demonstration on retelling.
focus on the characters and who is differentiated their piggy’s voice
speaking when they were retelling. and their wolf’s voice, but did not
specify who was speaking.
Section 4: Post Observation Conference
Based on the rubric checklist, 13 of my 14 students were able to retell the story of the Three Little Pigs with all
four of the characters (3 pigs and the wolf) and the settings (straw house, stick house, and brick house).
However, 3 out of the 14 students did not fully retell the story with all the events. A few of them talked about
the pigs building the house, but not what the wolf did and how the pigs ran to their sibling’s house. Overall, all
of the students were able to retell the story with at least one character, the setting, and at least one event.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My third focus student was able
My second focus student was able to retell the story working with
to retell the story using the the group. Working in a group
My English Learner was able to retell
sequencing cards and completed actually helped in focus on the
the story with all 3 characters, the
the activity. He was able to retell task and was able to retell his
setting, but needed a little support on
the story with all 3 characters, the part of the story. He was able to
telling the events.
setting, and the events give his character dialogue and
independently. explain the event through acting
with puppets.
Next time, I would have the students work in small groups. Allowing the students to work in small groups would
reduce the background noise. I would also have the students brainstorm and take notes on the key details
before they start recording.
The first strength of the lesson is how well the students are able to use Seesaw to demonstrate their retelling
ability. The second strength of the lesson is how engaged the students were and how respectful they were when
working in groups. The third strength is how during the retelling of the Billy Goat Gruffs, I emphasized on the
key details and how I was able to scaffold the retelling lessons for all my students.
The first area for improvement is providing a quiet space for students to record. It was difficult to hear some of
the students retelling. The second area for improvement is providing more time for the students to rehearse
their retelling. The third area for improvement is providing a visual anchor chart of the key details, so students
who are visual learners understand what they are looking for when retelling.
The next step is to help students understand that when they are retelling to focus on the characters and
emphasize on who is speaking.
Other Comments/Notes
Page 5 of 6
Overall, my students enjoyed this lesson and I would definitely use Seesaw again to allow students with choices on demonstrating their
understanding.

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 6 of 6