Fullerton Online Teacher Induc2on Program

Pre/Observa(on/Post Cycle Form (POP)

Revised 4.20.17

Direc&ons for Prepara&on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden(fy date for lesson observa(on and set dates/(mes for pre- and post-observa(on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec2on 1: New Teacher Informa2on, lesson plan, and Sec2on 2, Part A NT Reflec2on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc&ons for Pre-Observa&on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec(on 2, Part A: New Teacher Reflec(on; completes Sec2on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa(on conference. Lesson plan is adjusted as needed and finalized for delivery.
Direc&ons for Observa&on and Prepara&on for Post-Observa&on Conference
7. During lesson delivery, ME completes Sec2on 3A: ME Observa2on of Lesson Delivery, no(ng both Teacher Ac2ons and Student Ac2ons.
8. Prior to Post-Observa(on Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflec2on on Lesson Delivery.
Post Observa&on Conference Direc&ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa(ons and outcomes; complete Sec(on 4. All parts should be transcribed into one document and submi\ed to course instructor.
Informa(on is used for ILP.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

Atalie Hammontree ahammontree@bousd.us Mul(ple Subject Kindergarten

Mentor Email School/District Date

Alex Gauthier agauthier@bousd.us Country Hills/ BOUSD 10/6/2020

Content Standard Lesson Objec2ves Unit Topic Lesson Title

SL 6. Speak audibly and

express thoughts, feelings,
and ideas clearly. To be able to write and or
draw what it looks like to
EL Standard Part 1 C 12
be happy, sad, angry and
Selec(ng and applying Social Emo(onal Learning Monster Feelings
scared with 100%
varied and precise
accuracy for at least 3 out
vocabulary and language of the 4 emo(ons listed.
structures to effec(vely
convey ideas.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per2nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra2ng 5 – Innova2ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence inves(gates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical prac(ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini2al Ra2ng Ra2ng Descrip2on (Iden2fy both teacher and student ra2ng for CSTP 1 and 2.)

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 I reinforce posi(ve student behavior by praising the behavior in
front of the class and awarding them with a dojo point. They
can then earn prizes for a certain amount of dojo points. I also
pick a student of the day who gets recogni(on in front of the
class and a note home and a prize. For student of the day I look
for a student who is helpful and kind. This helps to reinforce the
posi(ve behavior between students. I also make sure to give
Promo(ng social
my students opportuni(es to get to know their classmates. It
Development and responsibility
allow them to create a close knit community when they see
2.1 within a caring community where 3
how much they have in common. During our morning mee(ng
each student is treated fairly and
we have a ques(on of the day that I will center around how
respechully
they can be kind to others. The student and I will have
restora(ve circles to help resolve conflicts together. This lesson
will also lead to another lesson on zones of regula(on that will
help give the students the tools that they need to help resolve
conflict. The student will help others and work to solve conflicts
together.When they have a problem I help direct ques(ons that
will help them learn how to solve the problem together.
I use my students CELDT score to help shape my lesson plans. I
also allow my EL students to show what they know in the way
that is more comfortable to them. I provide them with
vocabulary and visuals they need to be successful. I also have
them to share ideas with other students so they can be more
3.6 Addressing the needs of
confident when they share. I also will use graphic organizers to
English learners and student with
3.6 2 help share the informa(on in an easier way for them to
special needs to provide equitable
understand and refer back to. I try to have various ways to
access to the content
deliver instruc(on like stories, videos, pictures and direct
instruc(on. I also try to be very inten(onal in my stunned
pairings with my EL students. I try to pair them with someone
who is able to understand what they are trying to communicate
and who will enhance their learning.
Sec2on 2: Pre-Observa2on Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student has a hard (me

Focus Students
• Summarize cri(cal needs and
how you will address them
during this lesson.
expressing her feelings and
oken results in behavior that
This student needs help with
hurts other students. She has
understanding new vocabulary.
This student has difficulty a much different home
He also is stronger in his
wri(ng with a pencil. I am going situa(on at home than my
speaking skills than wri(ng. I
to allow this student to use a other students. I want to make
will make sure to give him a
marker to write since it is easier sure that I can connect this
sheet with the new vocabulary
for her to write with a maker lesson to her background and
and pictures to match so he
than a pencil. This will allow her make it applicable to her. I am
has something to refer to when
to show me what she knows on going to use scenario
he is sharing or wri(ng. I also
the worksheet rather tan focus situa(ons that are directly
will allow him to tell me what
on trying to write with a pencil related to things that have
he knows rather than only
happened in her life and
looking at his wri(ng.
things that I have seen happen
in class that were related to
her.

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Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis?
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson?
• What specific feedback do you want from your
ME?
Inquiry Focus/Students
• What specific feedback regarding your focus
students do you want from your ME?
Specific Feedback
• What addi(onal specific feedback do you want
from your ME regarding lesson
implementa(on?
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Part A: NT Reflec2on
Part B: ME Feedback
Use quesHons to guide reflecHon on the lesson
Provide feedback on lesson plan reflecHon.
plan.
For my first focus of CSTP 2.1 I am giving
my students the knowledge they need to
communicate with others. This will help to
build the community in my classroom. I will
use classroom management and rules to
help promote respechul classroom
interac(ons. The other CSTP focus is Love having that student use markers
addressing the needs of my EL students because pencil is hard. That is good. I also
and students with special needs. I am recommend a yellow highlighter. I say that
making sure that my students have what or black marker. As (me progresses, she
they need to be successful. I am allowing can transi(on to pencil.
them to show me what they know in the
way that is most comfortable to them. I
also am giving my EL students pictures and
vocabulary they will need to be successful
in my lesson. The feedback I would like is if
there is anything else I can do to improve
my abili(es in these focus areas.
I only say yellow highlighter or black
marker because trying to create good
If there is anything I can do to improve habits. I wouldn't want her to think wri(ng
mee(ng their needs. Or any (ps to help in lots of colors in crayons or markers is
them be more successful in my lesson. allowed. I try to tell my students pencil for
all work. Neatness is what I am thinking.
You men(on scenarios in student 3 life. I
like your plan with giving situa(ons. I
would alter them slightly from her real life
If there is anything I should change, add or and not be exact. You just never know with
take out. Anything that may be helpful to parents nowadays. I think use scenarios
make the lesson more successful. but tweak it some but s(ll have a
resemblance to her and what she can
relate to.
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Instruc2onal Planning
• How is the lesson structured (opening, body,
and closing)?
• What varied teaching strategies and
differen(ated instruc(on will help students
meet lesson goals?
• What progress monitoring strategies will be
used? How will results inform instruc(on?
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I will have an opening to see what my kids
know about emo(ons. I will have them
share what they know about being happy,
sad, angry or scared. I will read a story and
then check for understanding with
scenarios that they will iden(fy how they
would feel if that happened to them. I will
use an anchor chart and make a circle map
for each emo(on that I want them to
iden(fy. Then they will use a worksheet
that I prove to write and draw a picture for
what it looks like to be happy, sad, angry
and scared. Then when they are done they
will have the op(on to share what they
have wri\en and or drawn. Great ideas and thinking. You have a
I will give a picture with each emo(on and thought out plan. A plan that focuses on
the face it looks like to give to my EL social/emo(onal learning and benefits
students so it will help them with the students.
vocabulary of the lesson. I also will allow I like that you are using thinking maps
them to verbally tell me what they know (circle map). I love your opening and
for those that are be\er are verbally telling discussing emo(ons. That is front-loading
me what they know and I will also allow and building on their prior knowledge. It
some of them to just draw to show me also brings them into the lesson because
what it looks like. My EL students and they can relate to it and it is something
students who need help with the wri(ng relevant in their lives
will be able to use the circle maps on the
anchor chart to help them figure out what
to write. I will allow my student who has
trouble holding a pencil to use markers to
complete this ac(vity so it is easier for her
to write.
For progress monitoring I am using the
scenarios to check and see if my kids are
understanding what the emo(ons look like.
I also am using the circle maps to give
them (me to share ideas and see if they
are coming up with relevant ideas. Finally,
the worksheet will give me an assessment
to see if the kids were able to meet the
learning objec(ve for this lesson.
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Student Engagement/Learning
• How will you make the lesson relevant to all the
students?
• How will students show progress towards
master of lesson objec(ves?
Classroom Management
• How will you maintain a posi(ve learning
environment with a welcoming climate of
caring, respect, and fairness?
• Iden(fy specific classroom procedures and
strategies for preven(ng/redirec(ng
challenging behaviors.
Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
Part 3A: ME Observa2on of Lesson Delivery
Teacher Ac2ons
EXAMPLE When teacher reviewed worksheet, she asked addiHonal
CSTP 1: Engaging All Students quesHons of analysis and evaluaHon (“which problem-
• In what ways were solving strategy do you prefer? How could you create a
students engaged? math problem that could be solved with this strategy?”)
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I am going to use scenario ques(ons that
will relate to specific situa(ons my
students have been in. It will help connect
them to their learning. It also will be some
thing they can use in our restora(ve circles I would say sentence frames for them.
so they will be able to iden(fy the emo(on Them also repea(ng you. You can break
they are feeling. down the word/sentence for them. This
Students will show their progress by helps build confidence and works on
sharing what they know before the lesson. english. I think you guiding them is less
They will also share their feelings that scary for them. Eventually, this strategy
match with the scenario cards. Then they would need to be taken away but build up
will share ideas for our class anchor chart to that.
circle map for each emo(on. Then at the
end they will complete the worksheet to
draw and or write what they know about
the 4 emo(ons I want them to iden(fy.
I will go over our rules before the lesson
starts and let them know what my
Also, what sayings do you use to bring
expecta(ons are. I will use class dojo to
back a\en(on? Just curious. This is so
give points to students who par(cipate and
important for the classroom management.
follow the rules. Students who do not
I am so glad you do this. There are so
follow our rules will get 2 warnings and
many fun sayings out there. We can share
then loose a dojo point. I have chimes to
our favorites.
bring their a\en(on back and know that it
is (me to listen. I also will use sayings that
the kids have to repeat to know to bring
their focus back.
To close my lesson I will have my students
complete a worksheet where they write
and/or draw what it looks like to me happy,
sad angry and scared. I will allow students
Let me know if you have any ques(ons.
to share this with the whole group if they
Overall, it looks good and it seems like a
would like to. It will help prepare them for
good and important lesson. This was easy
the next lesson which will be what they can
to follow, process and understand. Your
do when they are feeling happy, sad, angry
ideas are explained well.
or scared. With each lesson they will learn
a new emo(on in each zone so they will be
able to use the terms to communicate their
feelings and understand other students’
emo(ons.
Sec2on 3: Observa2on of Lesson Delivery
Part 3B: NT Reflec2on on
Student Ac2ons Lesson Delivery
Student groups answered worksheet quesHons that
Students completed the worksheets and were able to ask
included all levels of Bloom’s (“IdenHfy 6 problem-solving
quesHons. Most groups needed revisions for their quesHons;
strategies; pick two strategies and idenHfy at least one
comparison/contrast was the most common analysis
similarity and one difference between them”). Groups
quesHon. I need to give them a Bloom’s quesHon stems
then selected a strategy and created two math problems
handout next Hme.
to exchange tomorrow.
Page 5
 Clear procedures
Good ques(ons in book
Most students trying and I felt that the lesson went well.
Great hook
engaged The kids all seemed to grasp at
T stays calm
Great hook the end of the lesson what it
Specific Feedback
Organized
Built community of learners means to be happy, scared,
• What informa(on can Crea(ve- important lesson
you provide the NT Drew/Liam- call on them a lot angry and sad. They all were able
regarding requested par(cularly now
Par(cipa(on among some to write and or draw what it
special feedback? Like using thinking maps
students? Jeremy and Aaron- looks like for each emo(on. They
Like using whole body listening
get others involved all were able to meet the lesson
Pacing- not maybe so many
objec(ve.
share

The students all were really

excited with the video I had used
as a hook. They all were guessing
the emo(ons and par(cipa(ng.
One part that they did not
seemed as engaged was when I
was making our circle maps. The
lesson seemed a li\le long at
that point and they just wanted
to get to the drawing ac(vity.
The student were able to
contribute by sharing during the
story things that they had made
Lesson starts with video where
CSTP 1: Engaging All them feel a certain way. One
children have to guess the
Students
S are engaged and excited. student shared how he plays in
• In what ways were feeling/emo(on
students engaged? his lego room when he is sad to
T reminds students to raise hand Students are par(cipa(ng.
How were students not help him feel happy. Another
engaged? if have comment or ques(on. Students are in tables spread
• How did students student talked about how on
contribute to their T is discussing each feeling as S out and all facing front of the
learning?
Daniel Tiger he talks about
are saying the emo(ons. For classroom.
• How did teacher and/or coun(ng to 5 and taking a breath
students monitor example, one emo(on children
learning? when you get angry. I monitored
• How were the focus announce is happy.
students engaged and
their learning with ques(ons
supported throughout during the story and then the
the lesson?
scenario ques(ons where they
had to point to a certain part on
their body for each emo(on. I
reminded them to use their
whole body listening and to use
their had signals if they had a
comment or a ques(on
throughout the lesson. The focus
student were all engaged and
used their print outs to help
them par(cipate. I also had them
sit close to me so I could monitor
them closely and provide
support earn needed.

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 I reminded all my students about
T uses bell to get a\en(on. It is whole body listening and showed
loud of enough to hear (great them the poster on the wall that
idea). shows what they need for whole
T refers to whole body listening body listening. I also used my
a lot and listening ears on. door bell when I needed the
T tries to have all students students to stop and listen.
focused- Ex. I will wait quietly. Students get quiet and put their When they hear it they know to
T calls students by name to
CSTP 2: Effec2ve hands on their head when they stop and put their hands on their
Learning Environment carpet
• How did students and hear the bell. head. I also had alphabet cards
T self directs student to orange/
teacher contribute to Students walk to carpet quietly. at their desk and zones of
an effec(ve learning red square- Drew
environment? They sit on a square with no x. regula(on cards. This helped
3rd (me T reminders whole them with their wri(ng and to
body listening connect the emo(ons we are
T gives warning to student that learning to the zones of
this is his last warning to listen regula(on. I also had spots
and dojo points will be taken spread out on the carpet so they
away. were more focused and all far
enough apart for covid
regula(ons.

Students responds can we When we watched the video at

touch our toes when we might the beginning of the lesson it
feel shy helped me to assess what my
Student raises hand (Bradley) students already know and what
and says can we touch toes they do not know or may
when feeling love. struggle with in the lesson.
Liam par(cipates a lot and is During the story I had ques(ons
called on a lot. Comments are to check for understanding as I
on task. Ex: Plays in lego room
T asks ques(ons throughout the was reading. The students were
when sad.
story able to share things that made
CSTP 3: Organizing One student men(ons Daniel
Subject Ma`er T again refers to whole body them feel the same way as the
• What ac(ons of the NT Tigers Neighborhood in
contributed to student
listening monster in the story. One
reference to feelings. T reminds
assimila(on of subject T asks students to predict what student shared that he gets sad
ma\er? students they have watched
• How did students story about when he gets in trouble. Another
him before. Ac(va(ng prior
construct knowledge of T gives direc(ons for next student talked about how he
subject ma\er? knowledge and using hook to
• What misconcep(ons ac(vity. Students have to plays with legos when he feels
did students have and kids engaged.
how were they
respond to a scenario and say sad to help make him happy. One
Students par(cipate. Some
addressed by the how feeling. Touch head, hands, of the students had talked about
teacher? shou(ng out. Most students are
tummy, knees. T remind them feeling weird of dish when he
listening and engaged.
not to shout out. woke up so I talked about how
Examples students are saying: I that is similar to being confused
have woken up weird/woken up and explained what it meant to
dizzy. be confused. I also had them
T explains maybe waking up share what things they knew
confused and asks has that about each emo(on aker we
happened to them read the story and posted them
in the room for kids to see and
use.

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 I gave my students a print out
that had all of the emo(ons in
the story with labeled pictures of
what they looked like. This was
to help my EL students
understand the vocabulary. They
were able to use it during the
story and I could point to which
emo(on we were talking about.
This made it easier or them to
par(cipate in the lesson. I also
allowed students to use pencils,
Students have to draw a picture
markers or crayons to write since
of when happy/scared. They
I have a student who has a hard
CSTP 4: Learning also can copy something from
Zones of Regula(on cards about (me holding a pencil. I also
Experiences the circle map and write on line.
• How were students feelings on shields on desks. allowed to students to only draw
supported through Students have their worksheet/
Students also have name tags instead of write in the worksheet
differen(ated paper on floor. Not all do. Some
instruc(on? and le\ers to refer to at desk. at the end since some of them
• How did students are following along with it and
par(cipate? are s(ll struggling with le\er
using it to guide them on the
• How did the NT sounds. Most of the students
contribute to student emo(ons in story.
learning? par(cipated in answering
Emmanuel was doing a good job
ques(ons in the stories. They all
following the paper and the
loved par(cipa(ng in the video
feelings for awhile.
where they had to guess the
emo(on. They also all
par(cipated with iden(fying the
emo(on that matches the
scenario with touching their
head, shoulder, tummy or knees.
I made circle maps with the
informa(on they knew about
each emo(on. I also read a story
about emo(ons and had
discussion ques(ons to check for
understanding.

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CSTP 5: Assessing
Student Learning
• How did students
demonstrate
achievement of lesson
objec(ves?
• In what ways did
students struggle or
demonstrate limited
understanding?
• What teacher ac(ons
contributed to student
achievement?
To what degree did
students achieve lesson
objec(ves?
To what degree did focus
students achieve lesson
objec(ves?
What would you do
differently next (me?
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Students seem pre\y high
academic levels in terms on
speaking. The students were able to show
Sadie- Drawing woods for what they know by drawing and
scared- has brown for picture or wri(ng what they might do or
Scarle\- has parts of her name look like when they are happy,
sad, angry or scared. I also
T circling room- complimen(ng a backwards
T reminds S to add more colors. allowed them to verbally explain
student for wri(ng a word
T asks what happens when their pictures when they turned
Students drawing pictures for
angry. Students say kick them in. This helped me to see
feeling
someone or punch wall. what they know and allowed my
She shows paper on ELMO.
Another student responds I am EL students to share in a way
T then reminds class to name
angry when I do not play with that was stronger for them.
and sings a song that is familiar
Some of the students struggled
to students. Name on paper first my friends.
T asks students about sad and to write but s(ll wanted to. They
thing.
when have been sad. Students were able to use the circle maps
Students also have name tags
respond when can’t play legos. I had made to help them write if
and le\ers to refer to at desk.
they wanted to. I was able to
Work around room. Projects and T writes on circle map when
can’t play. Another student point out what they wanted to
wri(ng. Thinking maps such as
write and then they could copy
tree map for bats and circle map answers (Liam) when can’t use
my device. it. I had some students write
for rules.
Holly- fall scared their name on the line they
Bradley- run- I think for scared needed to use for their wri(ng
Emmanuel- Happy when have so next (me I would model
ball- he asks how to spell ball. T before the lesson on the Elmo
spells for him. where I would like them to write
their name.
Sec2on 4: Post Observa2on Conference
All of the student were able to meet the lesson objec(ve. They all were able to draw and or write
what it looks like for them to be happy, sad, angry and scared.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student also met the goal.
She was able to draw a picture
The student met the goals for This student used marker to
for each emo(on and tell me
the lesson. He was able to draw write and draw about the
what she drew. She also has
a picture for each emo(on and emo(ons. She was able to tell
been doing a lot be\er with
explain what each picture me what she drew for each
talking about her emo(ons
showed. emo(on.
and not having outbursts with
other students.
Next (me I would break the lesson up into mul(ple days. I think I would only focus on 2 emo(ons a
day. I think that the lesson felt a li\le rushed and took longer than I thought it would. The kids
seemed to love talking about their emo(ons so breaking it up would allow them more (me to share
about their emo(ons. It also would let me go more into depth about each emo(on. I also would
model where I want students to write their name on the paper because a lot of them wrote it where
they were supposed to write about the emo(on.
Page 9

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-wri`en) into a single document and submi`ed to course instructor.
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The intro to the lesson with the video was a great hook. The kids were engaged and par(cipa(ng
and even wanted to see it again. It helped me to see what the kids knew about emo(ons before we
started the lesson.
The kids also loved answering the scenario ques(ons. They s(ll will touch their head when they are
happy, Their shoulder when they are angry, their tummy when their scared and their knees when
they are sad. It also let them see that certain things may make them feel different than someone
else in the class.
The story also was a great book to use. The kids really enjoyed the story and loved guessing each
emo(on. The colors helped them think about how each emo(on made them feel. They will refer
pack to the monster story when they tell me how they are feeling.
I think that I could have spread the lesson over a couple of days. I should have only focused on 2
emo(ons instead of all 4. I should have done 2 one day and 2 the next day. The lesson seemed a bit
rushed to fit the (me I had for it. I will need to work on my (ming for next (me.
I also would have only had the kids do one worksheet. I think some of them got confused with
having 2 different worksheets. They also just seemed to be so over drawing and wri(ng by the
second page so doing it another day would have been be\er for them. This would make it easier for
them to show what they know in more detail. Some of them seemed rushed and met the goal but I
think could have done be\er.
I also had some kids that shared a lot more than others. Next (me I would use s(cks or dojo random
to make sure that each student par(cipates in the ques(ons. I need to take sure each student has
the same opportuni(es to share what they know.
I am going to con(nue and teach some of the other emo(ons from the story using other book that I
have. Once we learn more about the emo(ons we can talk about some things they can do to help
control their emo(ons.
Other Comments/Notes
Informa2on from this POP Cycle should be summarized on the NT ILP as appropriate.
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