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
Robbie Blasser rblasser@bishopodowd.org English 10th
Mentor Email School/District Date

Sarah Tunik stunik@bishopodowd.org Bishop O’Dowd High School 12/3/2019

Content Standard Lesson Objectives Unit Topic Lesson Title

Outlining of a potential mythic
CCSS.ELA-LITERACY.W.9-10.3 story, using archetypes Mythology and Narrative Mythic Storytelling Exercise
specifically.
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 - Uses school resources and family contacts to expand understanding of
students’ prior knowledge, cultural backgrounds, life experiences, and
Connecting learning to students’ prior interests to connect to student learning.
T –Exploring
1.2 knowledge, backgrounds, life experiences, and
interests
S - Applying  S – Students are actively engaged in curriculum, which relates their prior
knowledge, experiences, and interests within and across learning activities.

 T- Integrates rigor throughout the learning environment that values

accuracy, analysis, and critical reading, writing and thinking. Integrates
Creating a rigorous learning environment with strategic scaffolds and technologies throughout instruction that support the
T –Applying
2.4 high expectations and appropriate support for
S - Exploring full range of learners in meeting high expectations for achievement.
all students
 S – Students engage in a variety of differentiated supports and challenges in
ways that promote their accuracy, analysis, and problem solving in learning.

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 Yes. But your lesson is far more than this: can
 What is your inquiry focus and/or special emphasis? Can students apply knowledge of archetypes and students apply prior academic lessons
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? myth in a creative fashion? (archetypes, grammar, story structure) in a
 What specific feedback do you want from your ME?
story of their own creation?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
 Summarize critical needs and how S2 – Student is diagnosed with ADHD and
you will address them during this
S1 – Mandarin is their primary language, but S3 – Student is a diabetic, and has trouble
therefore has issues with both staying on
lesson. they have attended English-speaking schools staying active and alert during class
task and executive functioning.
 What specific feedback regarding your focus students
do you want from your ME? Does this lesson promote student engagement? Good thing to look for, and I think it will.

Specific Feedback
Do I provide enough structure for the students to Good thing to look for. I think it will. Prepare
 What additional specific feedback do you want from follow? Do I allow for enough student choice and to focus on how students do in thinking up
your ME regarding lesson implementation?
creativity? their characters (in the outline) and then in
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 final assignment.

Structure is great. Nice step by step

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?
instructions and clear connection/summation
for topics they have been learning throughout
- Outlining a potential mythic story the unit. Visually, the outline format will be
- Identifying and incorporating good for all students, but especially for ADHD
archetypes and students with low reading ability. What I
- Encouraging student creativity and wonder is how the same students will deal
choice. with the larger chunks of text you have after
- Reflection the outline. However, if they only dealt with
the outline they would be successful.

Outline for a larger assignment is also good

planning.
This is relevant because students benefit from
Again, excellent job here. You've made
being able to tell their own stories and develop
archetypes something for students to apply in
their own voice, but they also need the process
Student Engagement/Learning their own creative way, and I think the nature

broken down into smaller parts to not get
How will you make the lesson relevant to all the of the lesson will make it not only accessible
students? overwhelmed.
 How will students show progress towards master of but meaningful to all students.
lesson objectives?
The full completion of their outline, followed by
Breaking down in smaller parts--yes, keeps
a written reflection of their work, will show their
kids from being overwhelmed.
mastery of the lesson objectives
I will begin with an all class instruction and
breakdown of the assignment, before allowing
them to work in partners, groups, or on their Great that you allow time in class for oral
Classroom Management own if they prefer. I will also rove/check in explanation which means other types of
 How will you maintain a positive learning
environment with a welcoming climate of caring, frequently throughout the period to clarify any learners will get it, and allows students to ask
respect, and fairness?
 Identify specific classroom procedures and strategies
issues and provide feedback. questions. Opportunity to work with peers
for preventing/redirecting challenging behaviors. means good help with creative ideas for all
Should students demonstrate difficulties with types of students.
working in groups, they will be directed to work
in their own.
Upon completion, students will write a reflection Great idea. I especially like that you allow for
on both their work and the process. them to change their mind as they go, as well
as reflect on why certain archetypes spoke to
Closure While they do that, I will go over their outlines them.
 How will you close your lesson?
 How will you assess student learning and prepare
and determine whether or not they grasped the
them for the next lesson? lesson itself, as well as whether or not they are What I wonder is whether or not you can give
ready to move on to the next step. Those the outlines your full attention within the
students that are identified as struggling will be narrow time frame of their reflections
provided with extra support.
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 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 of 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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Teacher calls for attention of class. Students quiet down in response to

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
Students were able to understand
Introduces project. Reads through teacher request. They look at front
the outline itself, as well as its
instructions. Teacher asks students screen as teacher reads
components. They only seemed a
to open an outline on their introductory instructions. 2
bit hazy on whether or not they
computer using the template students off task on phone.
were supposed to take notes or fill
provided. Teacher addresses each Teacher notices one and calls
out the outline. That can be more
part of outline and gives students name. Students are writing on
clear next time.
time to types. Teacher invites and their outline on googledocs. “Can I

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
answers questions and is
affirmative. Ends with video sample
of 3 act dramatic structure (kitbull)
Direct instruction on section. Then
roves. Focused on students asking
questions. Does teacher see the
students who are not engaged?
Allows time for students to ask
question. Gives small tasks to
students. “jot down ideas” “one
minute to finish up your ideas;
you’ll finish this at home”
Content of 3 act play is not new, nor
are achetypes, and students seem
to know what he is talking about as
they are asked to use these. When
students ask questions teacher
answers and guides. Teacher has an
engaging manner and students are
eager to learn with him and be in
class. Makes references to pop
culture items which students
register.
Visual aid (outline) is on screen,
online, and read aloud; video; direct
instruction;
Scaffolding of lesson is accessible to
all
have my villain be romantic?” And
similar questions. Students raise
hands, ask questions continue to
work.
ADHD stu: this is a late period
class; engaged in writing more than
listening. Check on what he
actually wrote?
ELL: taking notes, not writing a
story. Is he treating this like a
lecture rather than actually
completing a step of the story
writing
Diabetes: head down, looking at
screen. Is he working? Not actively
engaged. Will his work come in on
time?
Asking questions to clarify, typing.
Students are generally quiet and
on task. Those (few) off-task are
not disruptive.
Thinking about archetypes and
choosing one to focus on.
Responding to teacher materials:
pop culture examples of same, “oh,
I can make the hero like _____”
Building connections between
prior materials, those presented
today.
ELN translated outline using
computer program;
Students are writing at their own
pace, asking questions. Some
questions to student seated next to
them.
Allowing students to think up
characters they would personally
like to see a story about was very
effective, and they were able to
think up their own references from
stories they prefer while
brainstorming.
The instruct then rove model
seemed to work well, in terms of
scaffolding and not overwhelming
them.
Most seemed pretty actively
engaged in the lesson. Even the
students who seemed tired and/or
off task were not a distraction to
those who were more into it.
The outline was definitely a good
idea, keeping the process both
incremental and streamlined to a
certain extent.
The structure allowed for them to
construct the story through the
chosen archetypes, which was a
good sign.
A lot of students still didn’t quite
get the open-ended nature of it for
a while. Some kept asking if they
were “allowed” to do thus and so.
Both the website and outline were
useful, but the video I think really
brought it together.
Allowing them to work with each
other, if not necessarily together,
was also useful, because they were
able to bounce their enthusiasm off
another.
Page 3 of 5

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.
Struggle: Open ended/ creative
product is frustrating for some
students who want the answer.
These students are asking The questions were good and the
questions. “Can I .. . “ seeking work I came across looked solid, for
Flexibility in how, what to write but
permission. the most part, outside of a couple
also a strong structure and
Diabetes Student staring at his issues.
assignment broken into pieces.
screen does not seem productive.
Assessment due will show how
Is this an issue of thinking time The lack of clear instruction really
much students understood from
needed or why is he struggling? was the biggest obstacle. Some of
lesson started in class + homework
Some portion of class is off-task them really struggled with being
time.
toward the end of the class, able to do their own thing to any
studying for other classes? extent.
Responded to teacher information
“not due until next class” by
starting something else.
Section 4: Post Observation Conference
The overwhelming majority of students - 21 out of 25 - submitted on time and with all necessary bases
covered. Three submitted late, one did not submit at all. Non-submission student has been struggling since
being severely ill weeks ago.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student work was submitted
twice, with the revised effort
submitted late. First work has
bullet pointed events of the
Student demonstrated issues with
story, rather than outlined
structure and order of the
Student worked very well with the instruction.
assignment, but met all expectations
structure, and did more than what
in terms of content. Understanding
was required, essentially writing
Second student work adds two
of lesson objectives is visible in
the beginning and end of the story.
bullet points, but still lacks
terms of the essential components.
Mastery of the assignment
necessary detail, aside from
Student struggles with sentence
objectives is readily apparent.
giving his character the same last
structure, which made clarity of
name of himself, and choosing
comprehension questionable.
the “Orphan” archetype. Further
attention to story’s emotional
content will be paid going
forward
Specify that answers must be in complete sentence as well as request students delete portions of the outline
not being used (e.g. “Select three of the following support characters and delete the two you do not select”) to
add clarity in format.
1. Scaffolding
2. Opportunity for creative writing that reinforces course concepts and themes
3. Multimedia engagement
1. Monitoring of students off task or less engaged
2. Refine instructions to include requirement for full sentences
3. Be more explicit as to the open-ended nature of the assignment, which might feel uncomfortable
Reflecting on this process before molding student outlines into three act summaries.
Other Comments/Notes
Page 4 of 5
Follow up with Student 3’s counselor going forward.

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