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
Lacey Woolston lwoolston@bousd.us Multiple Sub 2
Mentor Email School/District Date
Kimberly Mundala kmundala@fullerton.edu BOUSD 10/11/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
W.2.1 , ELD.PI.2.1.Ex,
ELD.PI.2.12a.EX, SL.2.1 SWBAT label parts of an
opinion and brain storm for Mini Unit: Opinion Writing What’s an opinion?
a shared writing

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.)
I consistently share the learning / goal and objective for each lesson
Establishes learning goals that can be and have students read it out loud. I chunk objectives and work
4.2 differentiated and challenges all Exploring piece by piece for easier comprehension of content. I base all
learners. learning from state/state/district standards.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student is one of three ELL
This student has a noticeably short
students. My goal is to make sure My third student is reading two
attention span and can lose
he has access to the content and grade levels below grade level. I
interest in activities quickly.
Focus Students vocabulary, as well opportunities will provide instructions orally
Summarize critical needs and how However, he engages well with s
to collaborate with other students and in written form as well as use
you will address them during this read aloud and opportunities to
lesson. about ideas relating to the topic. I visuals. He will be able to
move around. Our hook is a
will provide support through participate equally in this lesson
picture book, and we will have
concrete examples and visuals. I through the use guided, verbal
opportunities to move around
will also provide sentence stems questions and visuals.
during the lesson.
during our writing lessons.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

My focus is to begin a writing unit that models
Inquiry Focus/Special Emphasis

What is your inquiry focus and/or special emphasis?
and walks students step by step through the I will focus on introducing the topic and then

How will you incorporate the inquiry focus and/or writing process. The observed lesson will engage in a shared brainstorm to model the
special emphasis into the lesson?
What specific feedback do you want from your ME? introduce opinions and set the stage for the first stage in our mini unit.
unit.

I will meet the needs of these particular
Inquiry Focus/Students
What specific feedback regarding your focus students
I am looking at how to specifically support my students by using visuals, think-aloud, and
do you want from your ME? three different learners in this lesson. providing examples that are accessible for all
students.
Specific Feedback I am looking for support on how to model and I will start with my hook and define an
 What additional specific feedback do you want from
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 2
 your ME regarding lesson implementation?


 with examples of facts/opinions and will also
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?
chunk a mini writing unit that will span multiple opinion. Next, provide students with examples
days. I want it to be simple yet effective. to practice identifying an opinion. Last, engage
in a shared brainstorm to begin the first part
of our writing unit.
I am opening with a question and then a read
aloud to engage students and provide examples
of opinion writing. Next, students will practice
provide examples of their own opinions. I will
check for understanding by thumbs up and
thumbs down and monitoring questions.
Students will also engage in a shared brain
I will simply define what an opinion is and
storm. This will help activate their knowledge as
model through our mentor text. Students will
they engage in collaborative conversations with
engage in a practice
peers and teacher. We will take down examples
and then add details to support the topic.

Students will complete an exit ticket where

they will define an opinion and share one
example.
Lesson will take about 35 minutes and includes
a brain break.

Students are familiar with opinions. We have a
daily “would you rather” question each

morning, where they have been practicing We will chunk the lessons into sensory details
giving the “because” part of their answer. This by using adjectives and reading real reviews of
Student Engagement/Learning
How will you make the lesson relevant to all the
lesson will frame opinions more explicitly and candies from online retailers. We will also
students? hopefully demonstrate how we all have work on a hook and closing for their writing. I
How will students show progress towards master of
lesson objectives? different opinions and that is ok. will use mentor texts and online texts to
We will continue to have mini lessons on model strong and weak examples of opinion
forming opinions and they will refine their writing.
opinion throughout the unit with follow up
lessons.

I will engage all students with enthusiasm,
Classroom Management
positivity, and will always state expectations for
 How will you maintain a positive learning learning. Our biggest concern is students who Will continue to set high expectations and
environment with a welcoming climate of caring,
respect, and fairness? talk without being called on. They unmute welcome and value all contributions from
Identify specific classroom procedures and strategies themselves and call out during a lesson. students.
for preventing/redirecting challenging behaviors.
Student’s will be reminded of expectations for
cooperating in a group zoom lesson.

I will remind students they will select their
 topic for homework and will complete the
Closure We will close with our brainstorm, select the
How will you close your lesson? provided graphic organizer which defines
topic for our shared writing, and have students
How will you assess student learning and prepare opinion writing. Students will complete the
them for the next lesson? respond to an exit slip.
graphic organizer and will be ready for the
follow up lesson.
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 questions. Most groups needed revisions for their questions;
 In what ways were students 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
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 2
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?

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
objectives?

What would you do differently

next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 2
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 4 of 2