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
Tessa Davidson tdavids215@gmail.com ELA TK/K
Mentor Email School/District Date
Joyce Westenhofer jawestenhofer@magnoliascienceacademy.org MSA-SA 11/12/19
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will complete an opinion writing
W.K.1 piece incorporating the details of the setting
L.K.2 and characters of the story while adding
ELD.PI.K.2.Em labeling and sentence writing in line with Opinion Opinion Writing
their academic level (TK or K).
ELD.PI.K.2.Ex

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 Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T - Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural
backgrounds, life experiences, and interests to connect to student learning.
Connecting learning to students’ prior knowledge, backgrounds, T- Applying
1.2 life experiences and interests S- Applying
S - Students make connections between curriculum, and their prior knowledge, backgrounds, life experiences, and
interests.
T - Develops physical environments that reflect student diversity and provide a range of resources for learning.
Utilizes a variety of structures for interaction during learning activities that ensures a focus on and completion of
Creating physical or virtual learning environments that promote
learning tasks.
student learning, reflect diversity, and encourage constructive T- Applying
2.2 and productive interactions among students S- Applying S - Students use a variety of resources in learning environments and interact in ways that deepen their
understanding of the content and develop constructive social and academic interactions.

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.
Use of technology to engage students in reading and increase engagement and This seems like an engaging use of technology. It’s important that students
Inquiry Focus/Special Emphasis
detail in writing. be able to access and use this on their own as well.
 What is your inquiry focus and/or special emphasis?
The Inquiry focus will be implemented through the use of Vooks for reading and (if Looking ahead with writing, the more they area able to comprehend and
 How will you incorporate the inquiry focus and/or possible) for student use on iPads to support use of detail in writing. write now, the more successful they will be each year as they are asked to
special emphasis into the lesson? How can this be used long term to help support writing as a whole to meet write multiple sentences to a paragraph next year and multiple paragraphs
 What specific feedback do you want from your ME? expectations in future grade levels? by the time they reach 2nd grade.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student knows the details The student needs support in
Student needs support in adding
they would like to incorporate but going beyond grade level
detail and text based details to their
Focus Students struggles to put them down on standards since they are already
 Summarize critical needs and writing. These will be addressed with
paper. With small group support incorporating great detail and
how you will address them during small group support and the ability to
this lesson. and the ability to access the story labels into their writing. The use
use the Vooks app to go back and find
on the app, the goal is that they of the app will allow them to
details and setting to add to the
will be able to better transfer find word and ideas to expand
writing.
their ideas onto the page. their writing.
 What specific feedback regarding your focus students What kinds of supports will be provided in
do you want from your ME? Do you feel that these supports are sufficient?
the small group setting?
Specific Feedback I don’t have any other specific questions at this
 What additional specific feedback do you want from
your ME regarding lesson implementation? time.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
Student Engagement/Learning

How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
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.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The opening of the lesson will begin with the
story and will incorporate some reading
comprehension (prediction, inference, etc). Then,
we will have a mini writer’s workshop lesson on
setting, characters and writing detail (review from
previous lessons). Students will have 10-15
minutes (depending on our stamina at this time)
to write independently and use the Vooks app to
support their writing. A small group will be pulled
at this time to support students that need extra
support and intervention in writing. At the end of
Reading this as well as the lesson plan it
our writing time we will meet on the carpet and 3
looks like the differentiation is built in. Will
students will share their writing on the document
you be discussing the students’ previous
camera and all students will have time to share
opinion pieces with them to make sure that
their writing with their writing partner.
they know what they are focusing on and
how to stretch and improve their writing?
During the lesson, Ms. M (our class TA) will be
circulating the class to ensure all students are
working and successful. No words will be spelled
for students but they will be directed toward the
word wall or reminded of how to stretch out
words that they would like to spell.
The results of this lesson will be compared with
the students’ previous opinion pieces to see the
difference in detail and overall use of setting and
character.
The book choice will be engaging and at the
appropriate level for all students. The work
Will the students be choosing the book or
product (their writing sample) will be the
will it be relevant to your overall theme?
assessment piece and show their progress as
compared to previous opinion pieces.
When we enter writer’s workshop we also
reiterate that we are here to do our personal
best, we set the agreement that the only words
that have to spelled correctly are our word wall
words and for the rest we try our best and if we
It sounds like you have an overall plan in
have done that, we have done our job. All
place with setting expectations and
students are expected to work for the entirety of
managing during the lesson. I know you also
writer’s workshop. We set that expectation
use stickers and clips up to recognize those
before we leave the carpet to get our writing
that are doing exemplary work and showing
journals. The timer is on the board so everyone
kindness and respect to others which is
how much time is left and our “focus” music plays
important to recognize when students are
during that time to indicate that there should not
working independently.
be any talking. Our TA is also circulating the
classroom at this time to help redirect and I pull a
small group to provide extra support so that
students that are struggling get intervention
instead of being off task when they get frustrated.
The lesson end all students sharing their writing
with their writing partner and then bringing their
In your lesson plan you stated that you
work to the rug. We then have 3 students share
model “noticings and inquiry”. Is that
their finished pieces with the class. Student
something that students are expected to
learning will be assess through their finished
incorporate into their partner talk?
writing as well as the informal observations made
during the lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Page 2 of 4

EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
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
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
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
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
During the independent writing time, Students were engaged in their Students completed their writing
the teacher circulated the classroom writing and through the use of the and were able to writing
and checked in with students to assess Vooks app to add depth and detail independently. Some students
their level of understanding. (“Tell me to their work. They were also needed additional check-ins and
about your illustration. Who is this engaged in sharing their final piece prompting to make deeper
character? What other details do you with their writing partners. They connections with the text and add
want to add?”) shared their detail.
When the teacher started the lesson, Students repeated expectations.
she set the expectations for the They also reminded one another of Students listened attentively and
students when they were sitting on the expectations. During their participated when called upon as
the rug and the expectations of sharing time at the end of the well as raised their hands when
student work and participation. lesson, students took turns sharing they had additional information to
Student names were pulled at random their work and listening to one contribute.
to ensure participation of all students. another.
During the lesson, the teacher Students contributed to the
referenced previous books and Students made connections conversation by sharing their ideas
writings that the students had done to between the story and their own and noticing and supporting their
draw on previous experience and lives. Some extended their answers statements with evidence from the
knowledge of the students. (“When with supported evidence from the story. When a student gave an
we read The Relatives Came we made story. During their writing time, answer that wasn’t quite in line
connections to our own families and students referenced the story with the conversation, the teacher
lives.”) She discussed the difference through their iPad and added detail and students added more to
between making an observation in the and labeling to their writing. support that student in reaching a
story and a personal connection. more concise answer.
Students were able to effectively
The teacher modeled different parts verbalize the components of
Students added their ideas and
of writing (details in the illustration, writing that were needed and
noticings from the story to the
setting, labeling, sentence writing). identified specific details and drew
teacher’s example and verbally
During the mini lesson, she talked on previous knowledge and skills to
offered different ways to expand
about ways to extend your writing to complete the modeled writing as a
upon the writing while the teacher
allow the reader to identify the class. They then went on to
was modeling.
characters and parts of the story. practice these skills independently
in their own writing at their desks.
Students shared their idea for
The use of the Vooks app seemed
writing before they went to their
to ensure that even the students
During the independent writing time, desks to begin ensuring that all
that were struggling with ideas
the teacher circulated the classroom students understood the topic and
were able to come up with ideas
to ensure students were on task and what they were to be writing
for their writing. There were some
to assess student understanding. about. Those that were unsure
students that needed additional
were able to listen to the ideas of
redirection during the writing time.
others and build upon them.
Section 4: Post Observation Conference
Students added more detail to their writing and were very engaged during their writing time. Writing stamina
increased by 3 minutes.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student added more detail to his This student exceeded the set This student added more detail
writing and had more confidence in expectations for this lesson. A but their writing did not go as
their work and ability to work clear setting was added, labels deep as I had hoped because
independently. were present and sentence they became much more
Page 3 of 4

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
writing was attempted. Their work focused on their illustration. The
was also done with more illustration however, was even
independence that usual. more detailed than usual.
I think this use of technology would be even more beneficial if used when the students are doing a different
type of writing. The ability to review the story would be even more helpful when doing character writing or
making connection.
Increased student independence in writing, good connection to previous writing and skills, and students added
more details and labels to their writing.
This was the first time using Vooks on the iPads so having the students use it independently is going to take
more practice. More front loading could have been done before the independent use of the app. Next time, I
would also have certain students start with their writing as opposed to their illustrating so they don’t run out of
time.
Have students compare their most recent writing with earlier writings to see their growth and set new writing
goals.
Other Comments/Notes

It would be easier and more beneficial for the students if there were able to have their own iPad to use and reference during their
writing time.

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