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

Lauren Kammert lkammert@c-vusd.org Science 2nd grade

Mentor Email School/District Date

Rowland Avenue
Patricia Sullivan psullivan@c-vusd.org Elementary/Covina Valley October 25, 2019
USD
Content Standard Lesson Objectives Unit Topic Lesson Title

NGSS 2-LS4-1. Make

observations of plants Students will compare
and animals to animals and plants that
Animal Science Animal Habitats
compare the diversity live in two different
of life in different habitats.
habitats.
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 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 investigates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical practices use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

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

T- Teacher creates, adapts, and integrates a broad

Using a variety of range of strategies, resources, and technologies
instructional strategies, into instruction designed to meet students’
T-
resources, and diverse learning needs.
1.4 Integrating
technologies to meet S-Integrating S- Students actively engage in instruction and
students’ diverse learning make use of a variety of targeted strategies,
needs resources, and technologies to meet their
individual students needs.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 T- Maintains physical environments that reflect
student diversity and provides a broad range of
resources, displays, and artifacts that are current
Creating physical or virtual
and integral to instruction. T- Integrates a variety
learning environments that
of structures for interaction that engage students
promote student learning,
T- Integrating constructively and productively in learning S-
2.2 reflect diversity, and S- Integrating Students routinely use a range of resources in
encourage constructive and
learning environments that relate to and enhance
productive interactions
instruction and reflect their diversity. Students
among students
share in monitoring and assessment of
interactions to improve effectiveness and develop
a positive culture for learning.

Section 2: Pre-Observation Conference

Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.

My inquiry focus is, to what degree did

Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis?
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson?
• What specific feedback do you want from your
ME?
students use Padlet to compare/contrast
The NT has created a unique and
plants and animals in different habitats?
exciting lesson for her students that
Students will be assigned different articles clearly insures a successful outcome.
on different habitats. They will also The use of Padlet as a tool for learning
conduct their own online research with science will generate focus and
support from a teacher in small groups. collaboration among her students.
They will share the information they While this lesson is formidable, I
learned on Padlet. Students will review and would like to see the NT break it into
comment on other students’ Padlets and three parts. Part one covering the
learn from their peers. opening activity, part two the body of
the lesson, and part three the closing
I would like feedback on successful
technology implementation and student
activity.
engagement.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student struggles in

Focus Students
• Summarize critical needs and
how you will address them
during this lesson.
motivation to engage in
learning and verbalizing his
This student is a Bridging
This student has a 504 because thinking. He responds very
English Learner. She
of hearing issues. He was little (if at all) to adults, and
struggles with content
chosen because along with his requires an incentive to
specific vocabulary and
504 plan, he is a high achieving engage in learning. He has an
comprehension of 2nd grade
student. I want to know if the SST, and we have
texts. This student was
technology piece will challenge implemented a reward
chosen because I want to
him and deepen his level of system behavior plan. He
know if integrating
understanding and was chosen because I want
technology will increase her
engagement in learning. to know if adding the
level of understanding.
technology piece will
increase his level of
engagement.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8

• 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I would like feedback on the focus I will observe student engagement and
students’ engagement and how well they following directions for the 3 focus
follow directions. students.
I would like feedback on teacher clarity of I will observe teacher clarity and overall
directions, and overall student student engagement in order to offer
engagement. feedback.
Page 3 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The NT has created a unique and
Opening: The teacher will open by exciting lesson for her students that
showing a short video on
clearly ensures a successful
Habitats. The teacher will have
outcome. The use of Padlet as a tool
students review their Thinking
Maps they created to record their
for learning science will generate
information on their assigned focus and collaboration among her
habitat. Students will verbalize students. While this lesson is
what they learned about their formidable, I would like to see the
habitat with their partner using NT break it into three parts. Part
their thinking map. one covering the opening activity,
part two the body of the lesson, and
Body: The teacher will model how part three the closing activity.
to log in and create a Padlet
post. Then the teacher will walk
students through the process of
creating their own post step by
step using the information they
collected on their assigned
habitat from their thinking map.
Then the teacher will model how
to gather information from
another students' post to
compare and contrast another
habitat with their own. The
students will follow the steps and
create a comparing/contrasting
thinking map comparing their
assigned habitat to that of one of
their peers'.
Then the teacher will model how
to provide positive feedback and
comments on a peers' post. Then
the students will be given time to
comment on each others' posts
while the teacher monitors for
digital citizenship and
respectfulness.
Closing: The teacher will close the
lesson by having students share
their comparing/contrasting map
with a partner. Additionally, the
teacher will have a few students
share theirs with the class.
Finally, the teacher will facilitate
a discussion on the usefulness of
Padlet and learning from each
other.
Page 4 of 8
 This lesson will be relevant to all students
because each person has their own part to
Students often take pride in their work
play. They did their own research and
when they have the opportunity to do
collected information (with support as
assignments that are self-regulated or
needed from teacher). They will create
Student Engagement/Learning group-regulated because it builds students
•
their own Padlet Post, and they will engage
How will you make the lesson relevant to all the self-esteem. Further, students are more
students? with other students via Padlet. It is relevant
• How will students show progress towards engaged when they have the opportunity
master of lesson objectives? because students will take ownership of
to use their devices as tools for learning or
their own learning in this lesson.
research. This lesson provides a variety of
Additionally, the technology
opportunities for student success or
implementation is relevant to all students
learning objectives.
as each one has their own device and will
share their own ideas.

Students will work in small groups with a

Classroom Management
• How will you maintain a positive learning
environment with a welcoming climate of
caring, respect, and fairness?
• Identify specific classroom procedures and
strategies for preventing/redirecting
challenging behaviors.
teacher to read, collect, and record
information about their assigned habitat.
Students will participate in partner and
small group discussions following our class Having students work in small
rules on how to discuss appropriately and collaborative groups is not only a
respectfully. necessary for today’s students, but has a
tremendous affect on students outcome.
The teacher will prevent challenging On the other hand, the NT will have to
behaviors by maintaining a positive and facilitate the lesson, monitor groups, and
encouraging attitude. This lesson sets support her focused students. This will
students up for success as they will have all require careful monitoring and knowledge
of the information they need before they of her students to reach her objectives.
create their Padlet post. The teacher will
model appropriate comments and
feedback for them to leave on each others’
posts.

Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
The closing will end with students creating Having students create a compare and
and comparing/contrasting Thinking Map contrast map using their Padlet and
of their assigned habitat with another comparing it to another groups Padlet is
habitat they learned about from someone brilliant. Yes, it does provide a way to
else’s Padlet post. The teacher will assess students, but it is also uses a tool
compare this to their pre-assessment of that our district has adopted and wants its
prior knowledge of habitats to assess for teachers to be using across the
growth. curriculum-Thinking Maps.

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

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 8
 The majority of students were
Students watched a short video able to follow directions to
complete tasks without extra
The NT wanted feedback on the on habitats and had a class
support. When introducing
clarity of her lesson. Her lesson discussion at its conclusion.
them to new technology, I need
Specific Feedback was successful because her Students then used their
• What information can
to slow down and spend more
clarity throughout the lesson. NT laptops to create their own
you provide the NT time giving them very specific
regarding requested explained each step, set clear habitat padlet. Then, students
special feedback? step by step directions. I would
goals, and directions were given created a compare and contrast
also add a visual step by step
both orally and posted on the thinking map which was used to
guide for students on how to
board. write about two different
create a Padlet post so that
habitats.
students can refer to it as they
create their own post.

In each part of this lesson, With the various visuals,

students were engaged because Thinking Maps, discussions,
the students were active and technology
NT did a great job creating a
CSTP 1: Engaging All participators in their learning. implementation, students were
Students lesson that would keep her
• In what ways were Students were encouraged to actively engaged in learning.
student’s engaged. The lesson
students engaged? discuss, create, and share their Students practiced taking
How were students not provided visual aides, computer
engaged? new information about their ownership of their learning as
• How did students technology, and writing. Further,
contribute to their habitats. Students felt they engaged in habitat
NT monitored her students
learning? comfortable with each phase research and sharing of
• How did teacher and/or closely and provided support
students monitor because the NT was monitoring knowledge through Padlet.
learning? when needed. Finally, the lesson
• How were the focus
the students and providing Much of this lesson was
was broken into three separate
students engaged and support for students who students working independently
supported throughout lessons so that her students
the lesson? required it. Also, students who or collaboratively while I
would not lose interest.
felt comfortable with creating modeled, monitored, and
their padlet helped peers that provided support to students
needed more support. who needed extra help.

Students followed digital

The NT provided and effective
Students enjoyed all the citizenship expectations that
learning environment by
CSTP 2: Effective activities throughout this lesson. have been established in our
Learning Environment knowing her student’s
• How did students and They found it fun to research classroom. I monitored students
limitations and knowledge. She
teacher contribute to habitats and create padlets. as they worked collaboratively
an effective learning knew the lesson required several
environment? Also, they enjoyed the and independently to support
mini-lessons for her objectives
interaction with their peers. them in staying on task with
to be met.
respect to one another.

I modeled and supported

students as they researched
information, created
CSTP 3: Organizing The NT understood that her
Thinking maps to organize
Subject Matter
students had little knowledge of their thoughts on what they
• What actions of the NT NT students constructed their
contributed to student the different types of habitats. learned, and shared that
assimilation of subject knowledge of the subject
matter? So her idea of having her information using Padlet.
• How did students matter because of interactions,
students create habitat pallets Students did
construct knowledge of visual aides, and their love to
subject matter? was creative and original. The independent/collaborative
• What misconceptions use technology as a tool for
did students have and students were so involved in this research on the habitat of
how were they learning.
activity, they stayed focused
addressed by the their choice. They also
teacher? throughout the lesson.
shared and learned from
each other. Some students
struggled with finding
relevant habitat information
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 8
 using the google search
engine because it is a
relatively new skill they
have been building this
year.

In order to gather the initial

habitat information, I worked
with some students who benefit
The NT monitored her three from extra teacher support in a
For the most part, students
CSTP 4: Learning targeted students closely small group setting.
Experiences were engaged and able to
• How were students throughout the lesson. Also, she Throughout the lesson, I
complete the goal that their
supported through sat them to the front of the monitored students and helped
differentiated teacher had set, but a few
instruction? room and also had them sit with students one on one who
• How did students students required redirection to
participate? partners that would be able to needed support. In this lesson,
• How did the NT
keep them on task. Also, some
help them. Finally, her goals for students were required to
contribute to student student took a little longer
learning? these students were modified to participate in all areas of the
creating their padlet.
help them feel successful. lesson including researching
their own information, creating
their own Thinking Maps, and
creating their own Padlet post.
Students successfully
demonstrated learning of how
habitats contain specific animal
and plant life according to its
The teacher’s actions that Some of the students struggled environment. They learned that
all habitats provide food,
CSTP 5: Assessing contributed to her students with creating their padlets
shelter, air, and water to the
Student Learning achievements was her unique because they found the
• How did students animal and plant life within
demonstrate activities that were involved in technology confusing. Those
them. Students showed their
achievement of lesson this lesson. The NT could have students received extra time
objectives? learning through the creation of
• In what ways did taken a more common and and support to complete this
students struggle or a Padlet post and a
demonstrate limited secure approach of teaching part of the lesson. Also, NT’s
comparing/contrasting
understanding? about habitats, but instead, she targeted students required
• What teacher actions Thinking Map. Some students
contributed to student created a lesson that used a more time and support to
achievement? struggled with the technology
variety of modalities to drive complete this part of the
implementation since this is the
home this topic. activity.
first time using Padlet in my
classroom. All students were
ultimately successful after
given some extra time and
support.
Section 4: Post Observation Conference
To what degree did The majority of the students were able to complete this activities objectives. The students that
students achieve lesson
objectives? struggled with it were given extra time to complete their padlets.

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 This student was given This high achieving This student was given
objectives? extra time to finish the student successfully extra time to finish the
technology task in this engaged in this lesson and technology task in this

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 8

What would you do
differently next time?
What were three top
Lesson Strengths?
What were three top areas
for improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
lesson. The student was met objectives. The lesson. The student was
successful when given extra technology implementation successful when given
time and a little teacher helped add a challenge and extra time. This student
support with typing (i.e. the helped this student engage struggled with creating
format of the Padlet and in higher level thinking. the compare/contrast
using the enter key to move thinking map. This
ideas to the next line). The student needed extra
student successfully created support from the teacher
a compare/contrast thinking to help this student
map using the information complete the
from Padlet without extra compare/contrast task
support from the teacher. successfully.
Next time, I would introduce my students to Padlet with a simpler lesson before trying it with a more
complicated lesson like this one. I would also add an extension and have the students go more in
depth on their habitats.
The top three strengths of this lesson was the implementation of technology, the student’s
engagement, and the lesson’s outcome.
1. I would have introduced my students to Padlet using a simpler lesson so that they
would have some experience navigating it before a lesson like this one.
2. I would take more time to directly teach some basic typing skills/how to format
ideas on a Padlet post in an organized way.
3. I would also add a visual step by step guide on how to create a padlet post so that
students can refer to it as they create their own post.
The next steps will be adding on extensions to this activity so that the students can research their
habitats more fully.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 8 of 8