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
Liping Liang liping.liang@sgv.csarts.net World Language 9-12
Mentor Email School/District Date
Nana Yang nana.yang@sgv.csarts.net NA March, 17th 2020
Content Standard Lesson Objectives Unit Topic Lesson Title
①Stage 2.1 J. Significant
historical figures (for Chinese
Significant historical figures Significant historical figures and
Level 4 students) ②Stage 3.1 China’s History
and events events
J. Significant historical events
(for AP Chinese students)
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.)
Teacher: includes questions in single lessons or a sequence of lessons
Promoting critical thinking though that require students to recall, interpret, and think critically.
1.5 inquiry, problem solving, and Exploring Students: response to varied questions or tasks designed to promote
reflection. comprehension and critical thinking in single lessons or a sequence of
lessons.
Teacher: uses school resources and family contacts to expand
Connecting learning to students’ prior understanding of students’ prior knowledge, cultural backgrounds, life
1.2 knowledge, backgrounds, life Applying experiences, and interests to connect to student learning.
experience, and interests. Students: make connections between curriculum, and their prior
knowledge, backgrounds, life experiences, and interests.
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 All of my students are Chinese
There is no special education The two who are struggling to pay
you will address them during this learners in the world language
lesson. student in my class. attention.
class.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Be specific with how you want students to learn
Inquiry Focus/Special Emphasis from <Analects>, and what do you want them
● What is your inquiry focus and/or special emphasis?
Significant historical figures are the special
to acquire and the learning goal. What kind of
● How will you incorporate the inquiry focus and/or emphasis for this class. I will have students learn
special emphasis into the lesson? questions can you ask your students and what
● What specific feedback do you want from your ME? several sentences from <Analects>.
types of feedback you want to give to your
students to help them understand the material?
Inquiry Focus/Students
● What specific feedback regarding your focus students
I want to know if I interact with my students in a Help students to focus better, you can try have
do you want from your ME? correct way. something in place when transitioning from one
activity to another, such as a time, song,
movement or task as they move to the next
activity.
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?
Checklist or exist tickets are great way to help
students and teachers understand where they
are and whether the information was delivered
clearly, and interactions were engaged.
You have been doing great interacting with your
students. Making sure learning objective was
communicated clearly, understanding their
How to interact with students?
needs and practicing culturally responsive
teaching.

Opening: watch a video about Chinese rite. Ask:

why do Chinese do that?
Body: Chinese Level 4 students will learn about
Confucius (a brief biography, including
Instructional Planning Your opening looks great. It is very focused,
● How is the lesson structured (opening, body, and important things he accomplished and how he
and time is being used very efficiently. It would
closing)? has affected China). AP students will finish a
● What varied teaching strategies and differentiated be helpful to provide some guided questions
instruction will help students meet lesson goals? project about “Significant historical figures and
● What progress monitoring strategies will be used? that you will be asking to help students meet
events”. First 45 minutes, Chinese Level 4
How will results inform instruction? the objectives of your lesson.
students will follow my teaching and AP
students will do a project in the same time.
Later 45 minutes, AP students will have a
presentation about their project.
It would be helpful if students get worksheet or
I will show some of the Chinese rites in a video, written questions while they are watching the
Student Engagement/Learning and have students think about why did it videos to show their participation and also it
● How will you make the lesson relevant to all the happen in China and maybe in their family. would be helpful that before they share their
students?
● How will students show progress towards master of If students can present Chinese rite related with thoughts about the videos and rites, they can
lesson objectives?
Confucius, then it means they make progress first write them down and if they are not
towards master of lesson objectives. comfortable of sharing, they still can write it on
the paper.
Classroom Management
● How will you maintain a positive learning Name cards to avoid unfairness and make sure
environment with a welcoming climate of caring, Separate students into two groups so they can
respect, and fairness? everyone gets to participate in each group. Not
● Identify specific classroom procedures and strategies
help each other.
always the same person speaks.
for preventing/redirecting challenging behaviors.
KWL chart is helpful for students to use to
After the AP students finish their presentation, I
review learned materials or prepare for
will ask question like “what other significant
Closure reteaching.
● How will you close your lesson? historical figures and events are you interested
● How will you assess student learning and prepare
Asking AP students for their interests, and
with?” I will provide materials and have the
them for the next lesson? Chinese 4 students can take use AP students as
Level 4 students do their own presentation next
their audience when they present. They will
time.
conduct more interactions in the classroom.
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
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Teachers can post preview questions of the

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
new material and vocabulary before the
lesson. For example, the teacher can create
a discussion board and ask students what
they think about civilization and Chinese
history before the class. In that way,
students and the teacher can have an
interaction.
It was a pre-record teaching video,
students can preview the textbook
so there was not really interacting
material and answer the questions
with students. But I tried to speak
before the lesson.
like they were in front of me.

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?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher engaged the students by
having students listen and watch the video
while she is typing virtually on the screen.
Teacher also asks different questions and
relates new vocabulary and structures to the
students, so students can get engaged.
Teacher engaged students by addressing
the textbook page numbers and examples.
Teacher creates a safe learning
environment by providing variety of
personalized examples of the new
vocabulary and structures.
Teacher wrote words on the
document for students to see and
follow along.
Teacher uses the paper and drawing
to demonstrate the meaning of new
vocabulary.
Teacher also use textbook material
to introduce different dynasties of
China.
Teacher explain and record
instructions on video and document,
so students get access to all the
instructional materials.
Teacher uses English to ensure
students’ understanding.
students were asked to complete an
assignment to demonstrate their
learning of the lesson.
Section 4: Post Observation Conference
Most students can finish their assignments well, I think they achieved the lesson objectives well.
Focus Student 1: English Learner
I don’t have English learner in the
world language class.
Maybe show more photos to help students learn new words better.
I think the most strength is while I teach new words I “open” my mind to teach other things related with the
students take notes and follow
along the instructions.
students were actively taking notes.
Students ask questions about their
assignments.
students take notes and ask
questions.
students have questions about their
assignment and teacher clarifies the
questions.
Focus Student 2: Student w/ILP/504
There is no special education
student in my class.
During this virtual teaching time, I
have students take notes while they
are watching my teaching video and
take a photo about their notes after
they are done. From students’ notes,
I knew how they engaged.
I tried to use more position words
and explained contents effectively.
While teaching new words, I
explained how to use them in a
general way and make examples for
students too.
Students have some misconceptions
on their assignments, I correct their
work and made another short video
to explain it.
I used examples and photos to
explain the concept to support
students learning.
Students would finish an assignment
to demonstrate their achievement of
lesson objectives. If students don’t
know how to use some of the new
words if means they are struggling,
then I would use other ways to
explain it in the next class.
Focus Student 3: Your Choice
During the virtual teaching time, I
cannot see students live, but the
two who are struggling to pay
attention submit their assignment
and did it well.
Page 3 of 4

What were three top areas for
improvement?
What are next steps?
new words. Like:
While teaching about “emperor”, I taught about Emperor Song Huizong and his art works. While teaching
about “great”, I taught about some significance of Chinese historical figures.
If I teach this class live with students, I would like to have them participant into the learning, like have them to
make new sentences after my teaching. I also should use more photos to explain new words for students.
If I could tell more stories while teaching the China’s history, that would be fun for students. So I would like to
read more of these informations.
Other Comments/Notes

I love teaching new words. It could be creative and useful for students to learn a foreign language.

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