Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
Alexandra Barlow abarlow@fjuhsd.org French 1 9-12
Mentor Email School/District Date
Helen Craft hcraft@fjuhsd.org Fullerton High/FJUHSD 10/18/20
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to discuss basic
WL.CM1.N weather conditions
Daily Life Weather Expressions
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 just 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
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.)
Expands knowledge of student development and implements learning activities in single lessons or sequence of lessons that addresses
Understanding & Organizing Subject Matter for Student students’ proficiencies and support understanding of subject matter including related academic language.
3.3 Learning Exploring Provides explicit teaching of essential content vocabulary and associated academic language in single lessons or sequence of lessons.
Explains academic language, formats, and vocabulary to support student access to subject matter when confusions are identified.
Using knowledge of students’ academic readiness, language Decides on the purpose for assessment and skills to be assessed to select appropriately matches pre-, formative and summative
4.1 proficiency, cultural background, and individual development Exploring assessments.
Selects assessments based on clear understanding of the purposes and characteristics of assessments to support student learning.
to plan instruction.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student struggling with online learning but is Student has been struggling with online Student has had difficulty adapting to distance
Focus Students
remaining online all year due to health concerns. assessments. Student needs encouragement and learning and has not been thoroughly following
● Summarize critical needs and how
She is starting to get the hang of visiting student direct one-to-one communication in order to directions and thus grade is suffering. I will check
you will address them during this
lesson. support when needed and being accountable for begin and complete assessment. I will follow up for understanding and ensure student knows
her work. I will follow up on live apps (eg. on live apps (eg. goformative, goguardian) to how to complete assessments (both formative
goformative, goguardian) to ensure she is on task ensure she is on task and summative)
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
There is a potential of increase in assessment
preparation and performance if students have
the knowledge that student assessments will be
Can knowledge that student assessments will be
reviewed by peers.
reviewed by peers increase assessment
preparation and performance?
Inquiry Focus/Special Emphasis Peer feedback is great in two ways. Students
● What is your inquiry focus and/or special emphasis?
Students will do a final assessment on Flipgrid
have an opportunity to assess other students’
● How will you incorporate the inquiry focus and/or to demonstrate knowledge of weather. They
special emphasis into the lesson? work which would help them reflect on their
● What specific feedback do you want from your ME? will give feedback to two peers.
own performance. Students can also benefit
I would like my mentor teacher to provide
from hearing others talk about their work.
ideas/reflections about peer feedback and how
it relates to student performance.
It would be beneficial for the teacher to provide
a few key points (or a rubric) for students to
address while they review other students’ work.
Inquiry Focus/Students Use goguardian and chat to check progress and
Ideas on how to keep students on task when
● What specific feedback regarding your focus students provide guidance.
do you want from your ME? working independently

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
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?
Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Use equity cards (use google classroom app
student selector) to call on students after they
have had the time to work on the activity.
Check student progress on goguardian and
How to meaningfully engage students in
provide feedback.
distance learning… both in breakout rooms and
in group instruction
Visit breakout rooms to check on progress.
Opening - review of weather vocab on
slideshow
Body - group game, partner activity Great ways for introducing the topic, guided
Closing - EdPuzzle practice, and independent practice.
EdPuzzle, Pictionary results will guide next
lessons
Students will play a group game of pictionary to
demonstrate understanding and acquisition of This is a great mix of group activity, partner
vocabulary. activity, and independent activity. By the time
Students will do A/B partner activity to practice students get to the independent activity, they
speaking about the weather will have been familiarized with the lesson
Students will complete an EdPuzzle to assess topic.
listening comprehension
When students are in breakout rooms, I will visit Some students prefer to approach teachers in
each room to check in and ensure students are smaller settings, so more students may engage
on task and working with partners. with the teacher more in breakout rooms.

Closure Lesson will be closed with an EdPuzzle to assess

● How will you close your lesson? Great way to assess and provide immediate
● How will you assess student learning and prepare them
listening comprehension. EdPuzzle gives
feedback.
for the next lesson? immediate feedback.
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 of 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 analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Teacher checked student progress on

goguardian and provided feedback Students showed that they were
Specific Feedback via chat. Teacher also provided verbal engaged by repeating after the
● What information can you feedback when students provided teacher, answering teacher’s Students participated allowing me to
provide the NT regarding
requested special answers. questions, volunteering to draw gather data for feedback.
feedback?
during pictionary, and guessing the
Visit breakout rooms to check on words during pictionary.
progress.
CSTP 1: Engaging All
Students Some students participated in
● In what ways were
students engaged? How Teacher asked students to participate Students repeated after the pictionary. Some students repeated
were students not
engaged? in various ways. teacher and participated in the weather phrases and answered
● How did students pictionary activity by drawing and questions.
contribute to their
learning? Teacher monitored progress on answering. During the repeating Focus students were engaged and on
● How did teacher and/or
students monitor learning?
goguardian and by student activity, some students were equal playing field as the lesson was
● How were the focus responses. muted, so we could not hear them. given in target language.
students 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

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students are respectful to each other
Students responded to teacher
Teacher had a good rapport with and me. Students participate to their
which allowed her to check for
students and had smooth transitions level of comfort over distance
understanding. Students
within and between activities. learning. I could use different
participated in various activities as
Teacher provided feedback. strategies such as equity cards to
asked.
increase engagement.
Differentiation and scaffolding such
Students illustrated weather
Teacher used music, visuals, and as games, music, slideshow,
expressions and interviewed
written text to help students connect student-to-student interaction
another student about weather in
with the lesson material. helped students acquire lesson
certain cities.
material.
Students repeated after the
Teacher used music, visuals, and teacher to practice speaking and to
written text to help students of take steps toward learning the
Students reviewed slideshow from
different learning styles access the terms.
previous day, watched a music video,
curriculum.
practiced with a partner, viewed
Students illustrated weather
examples of assignment, etc.
Teacher encouraged student expressions and interviewed
participation and provided feedback. another student about weather in
certain cities.
Students answered pictionary
Teacher had a good rapport with Students engaged in the pictionary
questions and interviewed another
students and had smooth transitions game. Students should be held
student.
within and between activities. accountable for participation at a
higher level. Students completed an
some students responded with
Teacher monitored progress on edpuzzle to show mastery of lesson
wrong expressions that indicated
goguardian and provided feedback. objectives.
limited or lack of understanding.
Section 4: Post Observation Conference
Students showed mastery of lesson objectives by a student-to-student interview as observed by visiting
breakout rooms and completing an EdPuzzle.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student did not engage in
At same level as other students Student participated well
pictionary or slideshow activity
I would employ the use of equity cards to increase engagement and accountability.
Variety of teaching strategies, objective-oriented game, Finishing activity that tied the lesson together
increase engagement through equity cards, check for understanding, include exit ticket
incorporate use of equity cards to increase student engagement
Other Comments/Notes
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