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
th
Lynne Camp lynne.ccyl@church Language Arts 6 Grade
Mentor Email School/District Date
Amy Zazuetta amy.ccyl@church Private 10/14/18
Content Standard Lesson Objectives Unit Topic Lesson Title
ELA 6.2 Demonstrate the Students will be able to
command of the conventions correctly use possessive
of the standard English apostrophes with singular From Commas to Quotations The Useful Apostrophe
capitalization , punctuation, and plural nouns, and also
and spelling when writing. with contractions.
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 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.)
Creates, adapts, and integrates a
broad range of strategies, resources,
and technologies into instruction
designed to meet students’ diverse
learning needs.
Create a lesson that offers a variety of options for students to learn,
1.4 Integrating
practice, and show that they have learned specified objectives.
Students actively engage in instruction
and make use of a variety of targeted
strategies, resources, and
technologies to meet their individual
students’ needs.
Establishes and shares learning goals
4.2 for skill development with students in Exploring Communicate clear learning objectives for a single lesson plan.
single lesson plans
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 My emphasis is for students to gain I will watch for these things during your lesson
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or understanding and acquire the ability to use and take notes to review with you after your
special emphasis into the lesson? apostrophes correctly. lesson.
 What specific feedback do you want from your ME?

I will incorporate this by using a variety of

teaching strategies to meet diverse learning
styles.

I would like specific feedback in how keep

students engaged throughout the lesson,
especially during transitions. I would also like
feedback on making sure that I am
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 communicating the lesson clearly and concisely.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus- keep student on task
Focus- understanding vocabulary Focus- engaging student
I will be watching and listening for
I will monitor the student by
correct use of vocabulary, and For this student, I will make sure
walking around the room to be
understanding of the lesson. he is actively engaged in the
Focus Students sure he is on task.
 Summarize critical needs and how I will walk around the room to lesson so he doesn’t get bored
I will frequently remind him of the
you will address them during this monitor this student’s and become uninterested.
lesson. objective to help him stay focused.
understanding of specific I will monitor his interest in the
I will partner him with another
vocabulary used during the lesson. lesson and provide ways to keep
student who is helpful and
I will be available if the student has him involved by redirecting,
encouraging.
questions, but I will also ask him asking guided questions and
specific questions. staying near his desk if necessary.
I will take notes and monitor Student 3’s
 What specific feedback regarding your focus students I would like feedback on how to keep Student 3
do you want from your ME? behavior during the lesson and help you com e
actively engaged throughout the lesson.
up with strategies to keep him engaged.
Specific Feedback I would like feedback on how well the students I will observe students while they are working
 What additional specific feedback do you want from
your ME regarding lesson implementation? responded to technology; if it was useful or not. on their ipads to see if they are engaged.
Instructional Planning Opening: I will read a book called The Girl’s Like Opening: This is a creative way to open the
 How is the lesson structured (opening, body, and
closing)? Spaghetti to introduce the lesson and peak the lesson and will help the student’s become
 What varied teaching strategies and differentiated students interest in the topic. interested in the lesson.
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? Body: You have provided a variety of teaching
How will results inform instruction?
Objective: Students will be able to use and learning strategies.
apostrophes correctly in contractions. Students Close: This is a quick and easy way to get an
will also be able to use apostrophes to show assessment from the students. It will help you
possession for singular and plural nouns. see which students have comprehending the
lesson and which students may need to be
Body: In this lesson for 6t graders, I will begin by retaught.
reading the book Girl’s Like Spaghetti by Lynne Technology: I am interested to see how the use
Truss, which shows silly pictures with short of technology works in this lesson.
sentences that illustrate how to use Progress Monitoring: I will be keeping my eye
apostrophes. out on student engagement.
Next, I will explain how apostrophes are used as
contractions, by replacing deleted letters after
combining two words, and as possessives, to
show ownership of singular and possessive
nouns. I will give several examples on the white
board.
The students will then complete a worksheet
that requires them to add apostrophes to show
possession or a contraction. When finished,
they will peer check with a partner and compare
answers with each other.

Closing: As an assessment, students will work on

individual white boards. I will read several
sentences, such as “The boy’s hat was red.”
Students will write the sentence and underline
the word with an apostrophe. Everyone holds
up the board so that I can see what they wrote.
This way, I can scan the class to see who is
comprehending the lesson and who might need
additional help.
Finally, students will play a game called
Apostrophe Power on their I-Pads to reinforce
the lesson and have extra practice.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 Progress Monitoring: While students are
working individually and peer checking, I will
walk around the room checking for accuracy,
asking guided questions if necessary, and make
sure each student is on task.

While students work on white boards, I will be

assessing them and make mental notes of who
needs additional help so I can further assist
those who are not grasping the lesson. While
other students are working on their I-pads, I can
reteach and help those who need it.

The results of these assessments will allow me

to see how I can change or adapt the lesson in
the future to help students feel more engaged,
understand the lesson and be able to use
technology and assessments more effectively.

I will use an assortment of teaching styles to try

Student Engagement/Learning
 How will you make the lesson relevant to all the
to meet students specific needs. Students will This variety of teaching styles is good. How will
students? have a variety of ways to learn which will help students show progress in mastering this
 How will students show progress towards master of
lesson objectives? them process the information and be able to lesson?
understand the lesson.
I will remind students that while they are peer
editing, they need to use positive, kind,
respectful , and encouraging comments with
each other.
I will walk around the room to monitor that they
are staying on task and being respectful.

While assessing students as they use white

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.
boards, I will give positive feedback for each Be sure to use positive reinforcement,
correct answer and use guided phrases and especially when students are working on
encouraging words to help students find the whiteboards. Be very careful to not criticize or
answer if they answered incorrectly. make students feel degraded during this part of
the lesson.
If students are off track, being disrespectful or
unkind, I will help them refocus and remind
them to use kind words.

If a student continues to stray off task or engage

in negative behavior, I will change their partner,
redirect them, move them to a different seat, or
work with them one on one.
I will close the lesson by reviewing what we
have learned about apostrophes and show
Closure students pictures of misplaced apostrophes
 How will you close your lesson? I like the creative closure of this lesson. I look
 How will you assess student learning and prepare used in signs, advertisements etc. and see if
forward to observing you next week!
them for the next lesson? they can spot the mistakes, since they are now
“ Professional Apostrophe Detectives”

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE When teacher reviewed worksheet, she asked additional questions Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask questions.
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do levels of Bloom’s (“Identify 6 problem-solving strategies; pick two Most groups needed revisions for their questions;
you prefer? How could you create a math problem that could be strategies and identify at least one similarity and one difference comparison/contrast was the most common analysis question. I
 In what ways were students solved with this strategy?”) between them”). Groups then selected a strategy and created need to give them a Bloom’s question stems handout next time.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
 engaged? two math problems to exchange tomorrow.

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?

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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

To what degree did focus Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
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?

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