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
Abbie Stirling astirling@newroads.org Elementary Health 4th
Mentor Email School/District Date
Alayna Baron abaron@newroads.org Santa Monica 10/14/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
Content Health Standards
Standard 1: Essential Concepts
● 1.2.Standard- Identify
behaviors that may lead to
conflict with others.
● 1.3.Standard- Describe the
different types of bullying and
harassment.
● 1.4.Standard- Examine the
effects of bullying and
Students will identify the target,
harassment on others. Identifying the difference between a bystander
aggressor, and bystanders, and potential
Standard 5: Decision Making and upstander along with learning tools to Lesson 2: The Power of an Upstander
Upstander Solutions in the Bullying
● 5.2.Standard - Examine the comfortably becoming an upstander.
Scenario Activity
consequences of bullying and
harassment.
● 5.3.Standard- Analyze the
benefits of using nonviolent
means to resolve conflicts.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.Standard- Demonstrate strategies to
avoid bullying and other types of
harassment.
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.)
T- Integrates connections from subject matter to meaningful, real-life contexts, including those specific
to students’ family and community.
Connecting subject matter to meaningful, real-life T-Applying
1.3 contexts S-Applying


S- Students utilize real-life connections regularly to develop understandings of subject matter.
T- Develops physical environments that reflect student diversity and provide a range of resources for
Creating physical or virtual learning environments that learning. Utilizes a variety of structures for interaction during learning activities that ensures a focus on
promote student learning, reflect diversity, and and completion of learning tasks.
encourage constructive and productive interactions T-Applying
2.2 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
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
● Summarize critical needs and how V has bursts of frustration and has a hard time self-
you will address them during this F is a student with an IEP. I will have an aid working regulating. I will give V a behavior chart to fill out
K is a Korean speaker. I will use TPR and visuals.
lesson. with student for support. together at the end of class with incentives if
attained along with positive modeling and feedback.
Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
● How can students feel comfortable becoming an upstander when they
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis? feel scared, stuck or fall silent? Prepare Zoom breakout rooms ahead of time and place students in
groups they will feel comfortable acting out these tough scenarios. Ask
● I will give students the chance to role play different scenarios to find
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson? their voice. the teaching associate to join class and do a debrief with her before class
so she too can support students in breakout rooms. Try to find a video
● What specific feedback do you want from your ME? ● How to manage the zoom breakout rooms and support all students’
participation during this lesson. along with the book demonstrating an upstander so students can begin to

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 feel comfortable/see how upstanders are able to use their voice even
when it is difficult.

Use of videos for visuals and have anchor charts with words in
Inquiry Focus/Students ● How else in an online platform can I create more visuals for my EL background or created on screen. During breakout rooms put students
● What specific feedback regarding your focus students student? with ILP in smaller groups and have the teaching associate work directly
do you want from your ME? ● How else can I help my student with ILP focus? in that group the whole time. Sending or posting charts ahead of time so
students can print them out and have them readily available.
Take out the 4th role play scenario because it is too time consuming and
Specific Feedback ● I would like specific feedback with time and pacing. I find I either go students will not be able to act our all 4. Or assign each group one. Plan
● What additional specific feedback do you want from
your ME regarding lesson implementation? way over or have excess time. for more time just in case, but know which things you can omit from the
lesson if time doesn’t permit.
● Lesson is structured with an opening that includes a reading to engage
students. Book is The Juice Box which will be followed by a Q & A
asking students to think of a time when they saw someone being
bullied or they were bullied themselves. Body is breakout groups
where students will be put into smaller groups and role play Bullying For kids who struggle to answer questions on the spot, give them a heads
Scenarios. Closing will include a whip around with one word take away up before the story- take a peek at what it might be about which gives
Instructional Planning from lesson and then exit tickets will be given with extended questions them time to think about the scenarios they may have had with bullying.
● How is the lesson structured (opening, body, and for those who finish early.
closing)? ● There will be extended questions or “level up” questions at the end of Another way to extend for higher level thinkers would be to have them
● What varied teaching strategies and differentiated the exit ticket to differentiate along with a clear beginning and end to change something about the scenario they see another group act out. (Or
instruction will help students meet lesson goals? activities and tasks with time stamps for students to follow. Role-play add on to their scenario)
● What progress monitoring strategies will be used? and TPR will support EL and ILP students with visuals.
How will results inform instruction? ● The role playing in Zoom breakout groups will help me informally You could keep track of which vocabulary terms are being used the most
assess if students understand the vocabulary and are able to identify and least and then adapt the exit tickets to enforce showing what they
the vocabulary while they are role playing. If students are struggling, know about all key terms.
we can come back as a whole class and do a reteach of vocabulary
concepts and I can model more examples. Students will do a debrief
with me at the end with a whip around and then be given exit tickets
to assess their learning.
Student Engagement/Learning ● By dividing students into smaller groups and giving them the chance to
● How will you make the lesson relevant to all the
students? roll play the Bullying Scenarios given to them. Use a premade video to model acting out the Bullying Scenarios for “I
● Students will present one of the scenarios with solutions to the class. model”
● How will students show progress towards master of
lesson objectives? Class will have the opportunity to respectfully respond to each group.
● We will review classroom’s Umbrella of Respect aka classroom rules

Classroom Management
before the lesson.
● We will talk about having a growth mindset before the lesson and
● How will you maintain a positive learning
environment with a welcoming climate of caring,
being open to learning new vocabulary. Make sure to redefine growth mindset for students. For positive
respect, and fairness? ● All microphones will be automatically muted when class begins.
Students must choose the raised hand option in Zoom if they have a
reinforcement remind students
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors. question and we will review this at the beginning of class. Students
who are struggling to focus will be redirected with positive
reinforcement.
Closure ● Review student’s objectives and then they will be given an exit ticket
● How will you close your lesson? to assess their mastery Pull equity sticks for 2 students along with whip around and have them
● How will you assess student learning and prepare ● Students will submit their exit tickets electronically and they will be explain one or two new vocabulary terms they learned today.
them for the next lesson? used to guide the following lesson for Health.

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 questions.
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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”)
between them”). Groups then selected a strategy and created
two math problems to exchange tomorrow.
need to give them a Bloom’s question stems handout next time.

Put the answers visually on the shared screen for visual

Specific learners. Change “I love” to “I notice”
Verbalize what behaviors you award points for to State expectations and have one group of kids’ model
The learning objective was that 80% of the students
would meet the learning objective and after the Exit
Feedback reinforce positive behaviors any chance you can. Would
it help to write vocabulary in different colors? Did you
what it should look like to do the act out in groups.
Make sure to spotlight them.
tickets were reviewed and examined 90% of then met it.
I would thus put this lesson at intermediate-upper range
What information can you
provide the NT regarding do a debrief and refer back to the student learning of Bloom’s level of thinking because they applied,
requested special feedback? objective? analyzed and evaluated at the end.

CSTP 1: Students were engaged during the lesson because they

Students were engaged and participating in the lesson. showed thumbs up if, were eager to raise their hands. I
Engaging All The students were engaged when the teacher was All of them were sharing their feelings and expressing used equity sticks to call on students at the end of the
Students reading to the kids and while they were sharing out
their experiences. She asked questions about next steps
times they had been a bystander. Teacher pulled equity
sticks with student names on them to ask the students
lesson. I monitored learning by asking oral questions
throughout the lesson, watched students role play, and
In what ways were students to scaffold. I heard her say “Now, what is the first thing to explain the vocabulary they learned. The teacher gave an exit ticket at the end. Focus students were
engaged? How were students
not engaged? we do in our breakout Zoom rooms?” The EL focus
student showed she was engaged because she raised
checked in with the EL focus student one on one before
she was sent to her breakout room. The student with
engaged by praising them for staying on task and the aid
was near to help. I had a couple students who were
How did students contribute
to their learning? her hand multiple times and was actively engaging in IEP had a classroom aide helping. Behavior shouting out without raising their hand and unmuting
How did teacher and/or the acting portion of the lesson or the body part. management student was engaged and was called on their microphones. Next time I will have a student model
students monitor learning? along with demonstrating. how to raise their and before speaking so they class can
How were the focus students see a role model.
engaged and supported
throughout the lesson?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 The class rules were reviewed before the lesson.
CSTP 2: The teacher used many management techniques: equity
Growth-mindset phrases were said during the lesson “I’ll
use a different strategy”, “This may take some time”, “I
Effective sticks, modeling, thumbs up if and a game activity. The
The students were following the process of the teacher
demonstrating it, the students and teacher going
will train my brain” All the materials were prepared and
teacher helped to scaffold the process of understanding ready to share on the screen. Breakout rooms were
Learning the vocabulary terms and scenario problems. The
through one scenario together, and finally the students
completing problems and defining the vocabulary in
created a head of time. Timer was used during the
Environment students were solving it with guidance from the
teacher.
the Exit ticket by themselves.
lesson. Next time during the middle of the lesson I will
have a brain break/ energizer so where they can stand
How did students and teacher
up and shake out their arms and legs to refresh their
contribute to an effective
learning environment? brains.

CSTP 3:
Students were presented with the learning objective and
Organizing Most of the students started using the vocabulary right
recited it out loud. We did a lot of I do, We do, You do
Subject Matter The teacher connected her own experience of being a
bystander after the book was read. She then clearly
away and were expressing their own stories in the
for practice. Different learning strategies were
incorporate to show their knowledge: whole class work,
What actions of the NT break out rooms. The lower students did this as well
gave the students the learning objective. The teacher independent work, acting out scenarios. Students were
contributed to student and the teacher acknowledged this which was great
also scaffolded overall lesson with I do, we do, you do. able to apply, analyze and evaluate the lesson with the
assimilation of subject positive reinforcement. The students didn’t have many
matter? She also gave students a level up question at the end
which students were excited and engaged in.
misconceptions other than the fact one student
exit ticket. The students did struggle at bit at the
beginning when so many students wanted to share their
How did students construct
knowledge of subject matter?
confused two of the vocabulary definitions.

experiences. Thus next time I will be sure to set a timer
What misconceptions did or say I am looking for 3 share outs.
students have and how were
they addressed by the
teacher?

CSTP 4: The lesson was more or less at everyone's level of

The students were applying the vocabulary and their
life experiences together along with analyzing the
Students were read to with visuals and the vocabulary
Learning learning. Two students confused the vocabulary terms scenarios. They tried to solve/act out their scenarios
was shared on the screen in addition to oral instruction.
Manipulatives were used for the rug game played. The
when they were using them. Students watched the the most efficient way they could with their new
Experiences teacher explain and act out a scenario and then did this vocabulary. The students participated in how they
scenarios had pictures to help engage visual learners and
I used student’s name from the class used so it can be
How were students in small groups on their own while teacher popped in solve the problem as a whole class after the breakout
supported through relatable. The Exit ticket used sentence starters.
and out of the breakout rooms. Teacher asked students rooms were done. The students then reviewed the
differentiated instruction? to solve problems in breakout rooms and guided them vocabulary with the teacher. Students showed their
Students participated by answering questions, watching
the teacher model, modeling after the teacher, watching
How did students
participate? with questions in the process.

ability in the learning by answering the Exit ticket on
their own.
and acting out the scenarios, completing a exit ticket.
How did the NT contribute to
student learning?

CSTP 5:
Assessing The lesson learning objective was assessed by an Exit

Student Most students were able to apply what they learned by

ticket at the end of the lesson. They showed their
achievement as a gradual process throughout the lesson.
Teacher asked students to complete an Exit ticket to
Learning demonstrate achievement of the learning objectives.
completing the sentence starters for the Exit ticket and
they all tried the level up question. When teacher did
Students were able to answer the questions in a
thoughtful and meaningful way and I have evidence of
How did students Teacher reviewed the completed exit tickets and will
demonstrate achievement of the whip around at the end using the equity sticks only that on their Exit tickets. They were able to read the
reteach to a small group as necessary.
lesson objectives?
one switched the vocabulary terms around.

vocabulary and apply it to real life situations. I did meet
my personal goal for this lesson. Next time I want to
In what ways did students
struggle or demonstrate make the lesson a bit shorter as I went over 8 minutes.
limited understanding?
What teacher actions
contributed to student
achievement?
Section 4: Post Observation Conference

I wanted my students to have no errors on the exit tickets so out of 25, 17 students had no errors. About 4 out of the 8 students who did not get 100% correct made little
To what degree did students
mistakes like not labeling the first number or drawing a ten bundle instead of a 1 stick.
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 Understood the objective but made a small mistake on Achieved the learning objective and did a great job
achieve lesson objectives? Achieved with the help of the aide
the exit ticket but did it independently. with some redirecting during the lesson.


The students struggled with listening to so many of their classmates share their personal stories that they began to lose attention and I could feel this during the lesson and
What would you do differently see it in the recording. As I ask informal questions their answers become fewer and fewer. As a teacher, I went 8 minutes over on my lesson time which resulted in the lack
next time? of attention.

The students were able to apply, analyze, and evaluate the lesson. They applied the lesson through the exit ticket and the challenge option. Students were also able to
What were three top Lesson
analyze the vocabulary. They were engaged with the acting out scenarios.
Strengths?

What were three top areas for As a teacher, I went 8 minutes over on my lesson time which resulted in the lack of attention. Time management, more learning visuals and more time for review of
improvement? students understanding.

From educational psychology research and Brain Rules I have learned that stressed and board brains don’t learn. Thus, I will continue to apply this in my lessons to make
What are next steps? sure the lessons are interactive and challenging. In my next lessons, I need to shorten down the opening section and get to the body more quickly to keep my students
attention. I also need to work on student’s connections to the material by asking relative questions.
Other Comments/Notes

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

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