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
Jade Sammy jsammy@serraschool.org ELA Kindergarten
Mentor Email School/District Date
St. Junipero Serra Catholic
Ellen Burrola eburrola@serraschool.org October 22, 2020
Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
Comprehension Strategy: Ask
R1.K.1 – With prompting and support, ask and and answer questions
answer questions about key details in a text How can your senses help you
R1.K.4 – Read emergent-reader texts with purpose Skill: Key Details Guided Reading
and understanding HFW focus: see
learn?
Phonics focus: initial s
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.)
Planning instruction that incorporates appropriate strategies to T- Incorporates differentiated instruction strategies into ongoing planning. Uses assessments of students learning and
4.4 T-Applying
meet the learning needs of all students language needs to inform planning and instruction.

4.2 Establishing and articulating goals for student learning T- Exploring T – Establishes and shares learning goals for skill development with students in single lessons and sequence of lessons

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Nina – struggles with focus and
Stella – struggles with focus and
retention/recall; using approaching
writing, is an on level reader, the
Focus Students level reader; the learning group will Emmy – advanced, will be using
● Summarize critical needs and how learning group will review letter
review sight words, letter beyond level reader; assigned
you will address them during this name identification before
lesson. identification and if time allows; Boom Card decks focus on Fry’s
blending sounds to make words,
phonics review of phoneme first 100 and comprehension
occasionally struggles with staying
awareness; struggles with staying
on task
on task and working independently
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus is on using Boom Learning
cards to increase recall of letter names. While I
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
work with small groups on guided reading, sight It seems that not all the students are working
● How will you incorporate the inquiry focus and/or word=see, and letter recognition, the other on recall of letter names. Do you want to
special emphasis into the lesson?
● What specific feedback do you want from your ME? children have a list of tasks to accomplish. One modify your inquiry focus?
of these tasks will be to practice their needed
skills using their Boom Cards.
Inquiry Focus/Students
● What specific feedback regarding your focus students On task behavior I will be looking for on task behavior.
do you want from your ME?

Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
I will be looking to see how the Boom Cards are
How is technology used to make subject matter
used on the student iPads in order to make the
accessible to all students?
subject matter accessible to all students.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 See lesson plan for individual opening, body,
and closing of each lesson.
For this lesson each group has the same
Instructional Planning
● How is the lesson structured (opening, body, and strategy, skill and sight word foci. What sets
closing)? each group apart is the word count and I like how you plan to differentiate the three
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? difficulty of each text. The students and I take groups.
● What progress monitoring strategies will be used?
How will results inform instruction? turns reading as I guide them through
understanding the story by asking questions and
reading both words and pictures to find the
answers.
My guided reading groups are based on reading
Student Engagement/Learning level. The assigned Boom Card decks are based
● How will you make the lesson relevant to all the on individual strengths and weaknesses. I’m curious to see what the progress report
students?
● How will students show progress towards master of Student progress is shown through mastery of looks like.
lesson objectives?
the letters assigned. I receive a progress report
for each student.
Students are expected to adhere to classroom
rules and behavior plan. The keys are having
structure, plan, and consistency. I maintain a
Classroom Management friendly and calm appearance, keep my voice
● How will you maintain a positive learning You listed some general strategies for
environment with a welcoming climate of caring, low/moderate, and provide a high rate of
respect, and fairness? classroom management; I will be on the
positive feedback. Specific strategies used:
● Identify specific classroom procedures and strategies lookout for something more specific.
for preventing/redirecting challenging behaviors. redirection, classroom routines, behavioral
scripts and focus consistent with PBIS. To make
sure that my lesson is not interrupted, our IA
will assist in keeping other students on task.
I am closing the lesson by asking to see if the
strategy assisted students with understanding
the text. I will close the whole ELA time by
asking students to share what they learned
Closure today.
● How will you close your lesson? Good closing activity; what specific tools are
● How will you assess student learning and prepare If my observations of student learning and the
you using to address the students’ learning?
them for the next lesson? students indicate that they understand the
focus elements of the lesson, then I will know
they are prepared to move on to new high
frequency words and add another letter sound
for next week.
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
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.
Throughout the lesson, all the students were
engaged, on task, and actively learning.
Some of my more advanced students finished
The multiple activities (small group with
their independent work very quickly. They
Specific Feedback teacher, iPad activities, worksheet) provided
● What information can you Miss Sammy was able to integrate technology could benefit from additional enrichment or
ample variety to keep the students engaged
provide the NT regarding into the lesson by assigning Boom Learning challenge. The groups I worked with had
requested special the entire time. When it appeared that one
cards on the students’ iPads. productive discussions where students were
feedback? or two of the students started to lose focus,
able to demonstrate the comprehension
the instructional assistant was able to
strategy.
intervene and refocus the students’
attention or it was time to change activities.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
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?
To what degree did students
achieve lesson objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Miss Sammy opens the lesson by reminding
her students the word of the week is “See.”
She tells the students, “Make sure you take
out your tracking finger. She asks all students
to read together, “All right, Everybody” . . .
The lesson focus is learning the word “See”
Miss Sammy asks the students, “What senses
are we using in the story?”
Miss Sammy gives specific directions; She
speaks clearly and slowly so students are able
to hear and understand her easily. Miss
Sammy encouraged the students by
providing positive feedback when students
read well and sounded out new words
correctly.
Miss Sammy enunciates clearly as she asks,
“What is the NAME of the letter?” S
“What is the SOUND S makes?” “Sssss”
Miss Sammy explains to the students what
they will doing during this class period. “You
are going to make 1-2-3-4 upper case Ss, then
1-2-3-4 lower case Ss.”
She continues. “Then you are going to get
your head phones and practice with your
Boom cards.”
She displays a small booklet “My th Digraph
Book” She asks, “What special sound does th
make?” She makes an effort to sound out the
words so the students hear the “th” in each
word – thumb, thorn, thief, thirsty, thermos.
She gives clues to the words when the
students struggle on a specific word
Leveled reading groups of two students each:
advanced, on level, and struggling. She uses
leveled readers so each level has a book to
read that is on their individual level –
challenging but not too difficult that the
students get frustrated. Prior to reading Miss
Sammy goes over the sight words that will be
in the story.
Miss Sammy was able to contribute to
student achievement by monitoring students’
progress as they read, and assessing their
responses. She offered positive feedback to
those who were showing success and words
of encouragement to those students who
were a little slower at sounding out new
and/or unfamiliar words. She also offered
hints and suggestions to help the struggling
students.
Section 4: Post Observation Conference
The majority of students were able to achieve lesson objectives. While there were a few students who
struggled with decoding or sight words in their reading, they were able to ask questions and respond to
questions to demonstrate an understanding of the text.
Focus Student 1: English Learner
I had one student who was in an angry mood
due to an incident at recess. While calmer, he
struggled to regain his composure during our
Students use their pointer finger to point to
small group time, and was difficult to engage.
each word and track along as they read. The
One of my focus students, repeatedly
students read out loud in unison as directed
struggled with sight word review before we
by their teacher.
read the story. Support from her learning
partner proved more effective than my
involvement.
The students listened and stayed on task.
My students were on task and overall ready to
They raised their hand when they needed
learn. Taking turns reading in our small group
help and waited patiently for the teacher or
has proven motivational for students to keep
instructional assistant to assist them.
track of where we are in the book, so that
Overall, the classroom was calm and quiet,
they feel prepared when it is their turn. They
with students engaged at the task on hand,
love that I take a turn too. I think it helps
providing an environment conducive to
them feel like this is a team endeavor.
learning.
The students answer “S” when asked to
name the letter. They all say “Sssss” when
asked the sound the letter S makes. Depending on the groups’ overall ability,
some groups I needed to make sure to review
In their small reading groups, each student our sight words before we started so that they
has a chance to read independently. They could read the text successfully. Other groups
take turns, reading a page at a time. When a needed to go on a book walk to explore. 1-2
student comes across a word that he/she students overall are still struggling to identify
isn’t familiar with, they sound out the word informational text versus fiction based on
using previously learned letter sounds. picture clues (use of photographs) and
content (gives information).
The students took turns reading. They
tracked with their finger and sounded out
unfamiliar words. They also demonstrated
knowledge of their sight words.
Even though the students were all working
on the same target skill, the students were
assigned different decks of Boom Cards, The supports I used were appropriate and
depending on their ability level. Students effective.
who needed extra assistance received it
from the Instructional Assistant who
circulated around the room, making sure
that every student was support and
encouraged throughout the lesson.
The students answered comprehension
questions orally through discussion. They Students demonstrated achievement of
struggled or demonstrated limited guided reading lesson objectives through oral
understanding when they halted their discussion and personal rating. They
reading in the middle of a sentence, looking demonstrated reading accuracy from reading
to their teacher for help and hints. They our loud, and comprehension through our
demonstrated letter recognition using the group discussion. Independent work was later
Boom Learning cards. The teacher received checked for accuracy. Boom learning gives me
feedback regarding students’ improvement a report to see student progress in their
over time with a computer-generated individually assigned skills.
progress report.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Page 3 of 4

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?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Nina – struggled with recognition
of sight words during review Emmy – Demonstrated
Stella – had a little difficulty
before reading, and during reading, understanding and
understanding the text, but was
but was able to understand the comprehension of leveled text.
able to recall key details. Struggled
text and provide her own Was able to apply new blend (th)
with determining the main idea.
background knowledge quickly and easily in her writing.
appropriately
Give a more challenging activity to students who are showing understanding and ability.
1. Small reading groups enabled Miss Sammy to effectively assess students’ reading comprehension and
ability to sound out new and unfamiliar words.
2. Variety of activities helped the students stay focused and on task.
3. Clear and explicit directions set the students up for success.
1. It may be helpful for the students to get out of their seat just to stand and stretch between activities.
2. Add one additional challenging activity for those students who finish quickly.
3. Post the week’s sight words on an anchor chart at the front of the room and review the words prior to
reading.
Introduce new sounds and spelling patterns as well as additional sight words for students ready to move on.
Move on to identifying between fiction and non-fiction. Have students begin to use these words and sounds in
their writing.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 4 of 4