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
Kelsey Bates Kelsey.bates@oxfordchampions.com Multiple Subject 1st Grade
Mentor Email School/District Date
Oxford Preparatory Academy-
Bianca Buss Bianca.buss@oxfordchampions.com 10/5/20
South Orange County
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-
LITERACY.W.1.2
Write informative/explanatory
Students will be able to identify
texts in which they name a
characteristics about apples, and write Reading and Writing All About Apples
topic, supply some facts about
a paragraph about apples.
the topic, and provide some
sense of closure.

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 Skills are developing as NT investigates Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
and just coming into prominence and examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
1.3 Connecting subject matter to Students make use of real-life connections provided in single lessons or
1 Exploring
meaningful, real-life contexts sequence of lessons to support understanding of subject matter.
3.3 Organizing curriculum to facilitate
Uses knowledge of curriculum and student readiness to organize and adjust
3 student understanding of the subject Applying
the curriculum to ensure student understanding.
matter
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student tends to get easily
distracted. I will keep her engaged
by asking questions and making
Focus Students This student has some trouble understanding This student needs extra time when sure she is staying on task
• Summarize critical needs and content vocabulary. I plan on having picture working on writing. I will work with throughout the lesson. I will also
how you will address them vocabulary cards for him to use throughout him slowly in a small group and have use a lot of visuals and a video to
during this lesson.
the lesson and a video with pictures and him work with me, one on one, if he keep her engaged. This student
words. needs more time. loves to share her thoughts and
ideas, so I will ask her to share her
writing at the end of lesson if she
would like to.
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 I connect the subject matter to the students

Inquiry Focus/Special Emphasis everyday lives while facilitating the students The students will be engaged throughout your
• What is your inquiry focus and/or special understanding of it? lesson based on their interest in the content. Great
emphasis?
• I will incorporate this by making the lesson relatable to job relating the lesson to their everyday life
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? the students and connecting it to their real life. through the use of a snack that they all enjoy.
• What specific feedback do you want from your • I would like my mentor to give me feedback on my Letting the students enjoy the snack at the end was
ME?
classroom management, student engagement, and the an added bonus!
delivery of the lesson.
Keeping students engaged is a very important part
Inquiry Focus/Students
• Am I keeping the students engaged in the lesson? of the lesson. I find that using visuals, songs, and
• What specific feedback regarding your focus
students do you want from your ME? • Was the delivery of my lesson in a sequential order? reading students a book on the topic keeps them
engaged.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 Make sure your expectations are clear at the start
Specific Feedback of the lesson so that students know exactly what is
• How was my classroom management during the full
• What additional specific feedback do you want expected of them. This will help you manage the
from your ME regarding lesson implementation? course of the lesson?
lesson easily, and allows you to refer back to your
rules and expectations.
• The lesson will open with informal brainstorming, and a
shared reading about apples. I will also play a video
about apples and then we will complete an activity
together. The students will complete their writing
independently with some guided help on spelling and
Instructional Planning sentence structure. This is a great outline of your instruction and
How is the lesson structured (opening, body, and I will have students grouped in small groups according to
•
closing)?
• lesson. When teaching students how to write,
• What varied teaching strategies and their levels. make sure you are modeling exactly what you
differentiated instruction will help students meet • I will also slowly help students who need more time or want them to do and write, so that they know
lesson goals?
• What progress monitoring strategies will be
extra help, have fast finishers elaborate more on their exactly what is expected of them. You can use an
used? How will results inform instruction? sentences, and go over sentence structures before the anchor chart to help them with an example.
lesson.
• Progress monitoring: I will check for understanding
throughout the lesson and their independent writing will
help me assess their learning.

• I will make the lesson relevant by asking the students
questions that they can relate to and provide them with
background knowledge on apples.
• I will also have students bring their own apple to eat
during the lesson and we can compare all of the different
Student Engagement/Learning kinds of apples student have. Asking questions and having a discussion with the
• How will you make the lesson relevant to all the • I will be checking for understanding throughout the students will allow them to have the background
students?
• How will students show progress towards master lesson through open-ended discussion and asking the knowledge needed to show their understanding in
of lesson objectives? students what they are going to write about after their writing.
brainstorming their ideas.
• I will also monitor their progress through their writing
and using a rubric to understand their progress towards
the standards.

• I will maintain a positive learning environment by
engaging and supporting the students throughout the
lesson.
• I will call on a variety of students by pulling Popsicle
sticks with their name on it, so that each student has a fair
chance to share their ideas.
• I will have an open-ended discussion where students are
encouraged to share their ideas, because all ideas are
Classroom Management
great to share. Clearly stating and posting the behavioral and
• How will you maintain a positive learning • I will implement specific classroom procedures of academic objectives are vital for the students’
environment with a welcoming climate of caring, making sure the students are respectfully listening to each success. Consistently following through and
respect, and fairness?
• Identify specific classroom procedures and other, praising students for positive behavior during the regularly announcing classroom expectations
strategies for preventing/redirecting challenging activity, having a quiet voice while others are talking, allows students to know exactly what is expected
behaviors.
and staying on task. of them.
• Students who are following directions will receive verbal
praise, a class dojo point, or a scholarship.
• Students who are not following classroom procedures
will receive a warning and be redirected to the correct
classroom behavior. If they are still not following
directions they will receive a “think about it sheet”, and
then a call home.

• I will close the lesson by allowing the students eat the
apples and discuss what they learned about apples. I will
also have students read their paragraph aloud to the class
Closure if they would like to.
• How will you close your lesson? • I will assess their learning by reviewing their writing. Small group instruction is great and it also allows
• How will you assess student learning and prepare Every week we do an independent writing activity, for re-teaching if needed for any students.
them for the next lesson?
which allows me to see their progress and assess those
who need additional help and guidance. By working in
small groups, I am able to facilitate between each group
and help those struggling students.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4


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

• I am glad I decided at the last minute to

• Was able to engage students by reading a
Specific Feedback have the students stay in their seats
• What information can book at the beginning of the lesson. Giving
• All the students got to participate which while I read to them. By walking around
you provide the NT them a sticky note and allowing them to
regarding requested ensured engagement. the students kept their eyes on me
come up to the board also kept them
special feedback? because they didn’t want to miss the
engaged.
pictures when I walked by.

• Reading a story at the beginning of

the lesson got the students engaged.
CSTP 1: Engaging All
Instead of having the students sit on
Students the carpet, she walked around while • Students were all engaged while
• When I started reading the book
• In what ways were she read. At the end of the story she being read to. They were all waiting
students engaged? and walking around, I was able
also asked questions. for the teacher to come walk by
How were students not to engage all students.
engaged? • “Talk to your table group” and them so they could see the pictures.
• Students were answering
• How did students “Shoulder Partner” allowed the • Some students got off topic while
contribute to their questions by raising their hands
students to contribute to their discussing in their table groups.
learning? and also discussing with table
• How did teacher and/or learning. • Students liked getting their own
group.
students monitor • Gave students a sticky note to put sticky note and then walking up to
learning? answer on. the board to place it on. • By having my focus students at
• How were the focus the front of the class I was able
students engaged and • Focus students were placed at the • Focus students sit near teacher,
to assist them.
supported throughout front of the classroom and repeats.
the lesson?
accessible to teacher. There was also
an aide in the room assisting focus
student.

CSTP 2: Effective
Learning Environment
• Even though I had students shouting out
• She modeled classroom behaviors during • Students knew procedures of the classroom
• How did students and and not staying on task, I was able to
lesson reminding students to raise their and what was expected of them during the
teacher contribute to redirect them and remind them of our
hand and not shout out. lesson.
an effective learning
classroom rules and procedures.
environment?

CSTP 3: Organizing
• The students enjoyed
Subject Matter
• What actions of the NT seeing what their other
contributed to student classmates put on their By having the students fill out their sticky
assimilation of subject sticky notes. • Students were turning to note and their observation sheet I was able
matter? their table groups to ask
• How did students • If the students had a to assess which students were
construct knowledge
questions and also understanding the subject matter and if
question they knew to
of subject matter? signaling to the teacher if any students were not I was able to
raise their hand with a
• What misconceptions they had a question. redirect them.
did students have and hand signal that told the
how were they teacher they had either a
addressed by the
teacher?
question or a comment.
• For my EL students I
• Teacher gave each made sure to post
student a sticky note, an • The students came up to
any vocabulary on
CSTP 4: Learning observation sheet and a the board and placed
the board for them to
Experiences writing paper. Teacher their answer on the chart
see. They were able
• How were students called on the students paper. Some students
supported through to reference it when
one at a time to come up were placing their sticky
differentiated filling out their sticky
instruction? to the board to place note next to ones that
note and
• How did students their sticky note on chart were similar to theirs.
participate? constructing their
• How did the NT
paper. • Some students started writing piece.
contribute to student • Teacher led the table walking to other tables to
learning? groups in discussions and • Also, when the table
see what they were
groups were
let them share what they discussing.
discussed in their groups. discussing I made
sure to go to each
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 • She sat down with the table and ask
low students and would questions and listen
ask them questions to to what they were
check for understanding. discussing.

CSTP 5: Assessing • During independent work the

Student Learning students were writing about the
• How did students
different types of apples they • By having the students fill out
demonstrate • Before starting their writing, their apple observation sheet it
achievement of lesson discussed.
students had to fill out an apple allowed them more
objectives? • Low students were struggling with
• In what ways did observation sheet that assisted them independent time to work on
writing complete sentences and
students struggle or in their writing. their writing and I was able to
demonstrate limited sounding out the letters.
understanding? work with my low students with
• The teacher moved the low students
• What teacher actions few interruptions.
contributed to student to a back table and assisted them
achievement? with their writing.

Section 4: Post Observation Conference

To what degree did students
At the end of the lesson the students were able to construct a writing piece about the characteristics of apples.
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
He had his aide with him during the lesson,
To what degree did focus She was able to join in on the discussion about
which helped maintain his focus throughout He achieved the lesson objective and
students achieve lesson the different apples. She needed help with her
objectives? the lesson. He needed assistance with filling was able to participate in the lesson
sticky note and constructing her sentences in her
out his sticky note and then placing it on the with no needed assistance.
writing.
chart paper.
What would you do I would have had the students taste the apples during the lesson and not at the very end. I was listening to what the students were saying and
differently next time? describing about the apples after they tasted them and it would have added a lot more description to their writing.

What were three top Lesson

Strengths?
The top three strengths of the lesson was 1. Visuals 2. Student involvement 3. Choice Boards

What were three top areas

for improvement?
Three top areas of improvement are 1. Transitioning 2. Timing 3. Incorporating Multiple Intelligences

What are next steps? The next steps for this lesson would be for the kids to share their written responses with the class.

Other Comments/Notes
Kelsey,
Great lesson! I enjoyed watching your students’ actively engaged and excited for writing. Your
students were able to clearly show their mastery of the concept through their writing, and I
enjoyed observing their creativity. Your classroom management is clearly defined and you kept
consistency throughout the lesson. One area to continue to work on is including various
Multiple Intelligences throughout the lesson to help reach all learners.

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