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

Michael Tomas Michaelandres.tomas@gmail.com Physical Education 7-10

Mentor Email School/District Date
Charter Home School
Rebekah Moor rmoor@vusd.us Academy/Visalia Unified October 16, 2019
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will engage in a strength
physical activity and assess their
3.1, 3.2, 3.5 Strength & Conditioning Upper Body Strength & Endurance
attainment or progress toward
individual fitness goals.
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 Skills are developing as NT Skills are applied as NT Skills are refined as NT Skills are polished as NT
newly formed and just investigates and examines makes increased relevant combines elements into a expands ability to add new
coming into prominence pedagogical practices and suitable use of cohesive and unified methods and strategies
pedagogical choices pedagogical repertoire into pedagogical
repertoire
Rating Description (Identify both teacher and student rating for CSTP 1
CSTP Element Initial Rating
and 2.)
Exploring – Students are familiar with the upper body strength &
Connecting learning to students’ prior endurance test that takes place at the end of the year for the NAD Physical
1.2 knowledge, backgrounds, life experiences, 2 Genesis Study. As a result, they are connecting what they already know to
and interests a new training methodology of repetition and numbers tracking to
analyze their performance.
Applying - Significant time is given at the end of the class cool down and to
Using instructional time to optimize review what was taught to informally assess the students through quick
2.7 learning 3 review points. Moreover, the students are always directed back to any
informational handouts that may have been passed out at the beginning of
class should they have any questions after the class period ends.
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
● What is your inquiry focus and/or Special emphasis on upper body strength and student
special emphasis? understanding as to how to properly perform both static
Check for student understanding and be sure to
● How will you incorporate the and dynamic movements. Specific feedback from my ME
clarify uncertain points. Ask specific questions so
inquiry focus and/or special regarding student engagement and other ideas to
that students stay engaged.
emphasis into the lesson? efficiently communicate lesson goals would be
● What specific feedback do you want appreciated.
from your ME?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Alex G. – One of the larger students
Jenaya R. – Jenaya requires a quiet
Focus Students Diego M. – As an English in class, but he is very skilled in
room for any academic tests. She is
● Summarize critical Learner, Diego sometimes various movement patterns. Due to
allowed to use earphones with
needs and how you struggles with instructions. He his size, physical muscular
will address them
calming music in order to help her
requires additional development is needed as he
during this lesson. focus. Use of earphones will be
explanation/clarification in continues to grow. Modification
allowed to help her focus should
class. may be needed initially to aid in
she request it.
building proper form and strength.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4


Make sure that you have different skill level
scales in place. What if a student is unable to
perform one push-up? What if a student is unable
● What specific feedback regarding What can be done be further aid the students in their to hold his/her own bodyweight for more than 5
your focus students do you want struggles? Any suggestions to be more efficient with my seconds? Gauge first what is reasonable, and
from your ME? time in class? make adjustments. This can be done very
quickly. Have the students demonstrate both a
static and dynamic push-up. As a whole, make a
quick observation and speak to them individually
to make adjustments.


Be sure to check for student understanding by
Specific Feedback From another teacher perspective, is my lesson clarifying any questions. This will help you drive
● What additional specific feedback implementation clear, and/or is the difficulty that is instruction. You can informally ask, “how do you
do you want from your ME required from the students appropriate. Should any feel? Do you feel like you can do more? We can
regarding lesson implementation? adjustments be made? always adjust if it feels too difficult.” Then, make
the necessary adjustments to those students.


Instructional Planning Lesson will be opened with a group warm-up and
● How is the lesson structured stretching session. After warm-ups and stretching a
(opening, body, and closing)? brief explanation of both static and dynamic push-ups
● What varied teaching strategies and will be explained. Students will work in partners of their
Be sure to clearly communicate the day’s
differentiated instruction will help choosing. The students will alternate in static and
objective.
students meet lesson goals? dynamic intervals to ensure enough rest in between.
● What progress monitoring They will track their progress on sheet of paper, where
strategies will be used? How will they will later on log and keep track of their weekly
results inform instruction? progress.


Student Engagement/Learning The lesson will be relevant to all students because the Ask the students how what learned today would
● How will you make the lesson push-up is the upper body strength endurance be beneficial to them in their daily life. Having
relevant to all the students? component required by the North American Division and them make connections allows them to find
● How will students show progress is used to gather data for the Physical Genesis Study relevance in what they are doing, and allows
towards master of lesson which involves all North American Division of Seventh- them to be more engaged.
objectives? day Adventist Schools.


The students will encourage each other by being a
motivator. There is a constant reminder to always be
Classroom Management
positive in the classroom, and that the only person to
● How will you maintain a positive
compare yourself to is yourself. Improvement it based
learning environment with a
on individual performance growth, not peer-to-peer
welcoming climate of caring,
comparisons. Demonstrate various appropriate motivational
respect, and fairness?
phrases.
● Identify specific classroom
However, some students may choose to group
procedures and strategies for
themselves with individuals who are more physically
preventing/redirecting challenging
advanced, therefore motivating and pushing themselves
behaviors.
beyond their comfort zone. They will choose to
challenge themselves physically.


Closure The lesson will be closed with a cool down and An informal follow-up question is a great way to
● How will you close your lesson? stretching session. I will informally address the class gauge whether or not students could have done
● How will you assess student asking how they feel. Assessment of student learning more. Be sure to also call on certain students by
learning and prepare them for the will be taken upon their responses of certain muscle name to increase student engagement as not all
next lesson? groups that were used. students may answer.

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
Specific Feedback
Students were given information on Reflecting on my direct instruction to the
● What information
The teacher asked the students to repeat their previous times and repetitions activity, I feel that my introduction may
can you provide
the given instructions. Various students completed. Could the students give have been long winded, and that I might
the NT regarding
were called. information as to what and why there have lost some students at the beginning
requested
were doing what they were doing? of the class period.
special feedback?

CSTP 1: Engaging All

Students
● In what ways
were students
engaged? How
were students
not engaged? I feel as if I have a good handle on the
● How did students How can you involve more class and I have set a very good class
When the whistle was blown, students
contribute to collaboration between students or expectation for the students to be in
immediately lined up in rows for
their learning? even teacher and students? Is there their assigned spot ready for attendance
attendance and instructions. Each student
● How did teacher a way where there is less direct and ready to get to work. They lost an
was actively participating in his or her
and/or students instruction and more student led automatic -5 pts. if they are late or in the
warm-ups.
monitor activity? wrong spot due to socializing or talking
learning? with their friends.
● How were the
focus students
engaged and
supported
throughout the
lesson?

CSTP 2: Effective
Learning Reflecting on what can be done to create
Environment an even more effective learning
The gym space was completely clear of all How can you involve students more
● How did students environment, I probably should assign a
obstructions and the students were able to to take ownership of what they are
and teacher leader to each group (line) of students in
move freely and safely. doing? Group leaders?
contribute to an the class. It would be 1 leader for 4-5
effective learning students each.
environment?

CSTP 3: Organizing
Subject Matter
● What actions of
the NT
contributed to
student I sometimes find myself “basking in the
assimilation of noise” as the gymnasium can be a very
subject matter? Teachers lesson was very organized. The Some students, although were loud place. However, I need to be aware
● How did students activity given to the students was explained engaged in warming up and of when students are off task or are not
construct briefly during their warm-ups at the preliminary exercises, were talking listening. Again, I know that some
knowledge of beginning of class, and clarified before any and might have missed some of the students could be clarifying my
subject matter? physical activity took place. initial instructions. instructions to others, but maybe I
● What should acknowledge that and address it
misconceptions to the class as a whole.
did students
have and how
were they
addressed by the
teacher?
CSTP 4: Learning
Experiences
● How were
Students were organized quickly and
students
groupings were determined by student
supported We do group work often in physical
choice. There were a few students who did
through The activity provided to the students education, and the students have a good
not find partners, but the teacher quickly
differentiated exhibited differentiated instruction sense as to who is on their level.
paired those who were not able to find a
instruction? because it allowed each student to Granted, there are always a group of
partner. Each student complied with their
● How did students perform physically at their level. students who have no preference in who
partner and little to no time was lost with
participate? they work with.
students complaining who they were
● How did the NT
“paired” with.
contribute to
student
learning?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
CSTP 5: Assessing
Student Learning
● How did students
demonstrate
achievement of Every student was able to
The teacher performed informal Due to the nature of the activity, I don’t
lesson participate in the activity, but many
assessments during the activity. There we think that I could’ve made any more
objectives? did struggle due to their lack of
several times where he corrected form and adjustments and still let the students
● In what ways did bodily awareness and over
provided feedback to the students. The target the intended muscles. I expected
students struggle estimating what they could do.
students did struggle with the physical some student to only be able to perform
or demonstrate Maybe mention to put aside the
activity, not due to the lack of instruction, for a short time.
limited “ego” of what they think they can do,
but due to the sheer challenge and nature of
understanding? and do a short trial before the actual
physical exertion and body limitations.
● What teacher activity.
actions
contributed to
student
achievement?
Section 4: Post Observation Conference

The students fully achieved what was intended for them. Due to the nature of how our muscles are torn down and rebuilt, I
To what degree did
expected a wide range of abilities in the class. However, I have high expectations for the class because if they continue to
students achieve lesson
work hard and push their bodies beyond what they think they can do, they will naturally become stronger over a longer
objectives?
period of time.

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

Alex: As expected, this student did
Diego: He was able to perform
To what degree did struggle a bit to complete the
everything required of him. He was
focus students achieve Jenaya: She was able to complete everything physical activity. However, he did
able to observe what was
lesson objectives? required of her. improve greatly from where he
demonstrated in addition to what
initially started at the beginning of
was explained.
the year.


I am always looking for more and more ways to be more efficient with my time in class with the students. I always feel
What would you do rushed – possibly because I automatically loose time at the beginning and the end of class because I allow time for the
differently next time? students to change into the appropriate clothes, and then change back into dry clothes before they go home for the day.
Assigning group leaders for each row of students may help in organizing the class and conveying information for the day.


1) Students were physically engaged and having fun!
What were three top 2) The students socially work well with one another, and they are aware of the differing levels of physical ability in class,
Lesson Strengths? making everyone comfortable with what they can do.
3) There was minimal correction needed and more time for physical activity.


1) Efficiency of time in the class
What were three top
2) Better utilization of students to be come leaders in the classroom
areas for improvement?
3) Lessen the time of direct instruction from the teacher and have the students be more automated in warm-ups, etc.


Reflect on how I can better implement the three areas of improvement. Give either a formal or informal survey to the
What are next steps? students to gauge how they feel about how the class is utilizing time, etc. Follow up with my mentor teacher about things
that I tried and what worked or did not work.

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 4 of 4