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
Mari Stephenson maristephenson@gmail.com All Subject Grade 1
Mentor Email School/District Date
Laura Schoen lauraschoen@xischina.com.cn Xiamen International School 10/07/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
Students can write a simple
friendly letter that includes
PYP/CA Common Core the five parts; date, greeting, Letter Writing Friendly Letter Writing
body, closing, and signature.

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
1.3 Connecting subject matter to
1 meaningful, real-life contexts
2 - Exploring
Skills are developing as NT investigates
and examines pedagogical practices
Initial Rating
4
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Students will learn that writing a letter is one way that people around
the world can communicate with one another. We will talk about how
the letter that they have written could be sent to the person they
wrote the letter to through the mail. It will tie in with our Unit of
Inquiry, ‘How We Organize Ourselves.’ We will talk about the facility
of the post office; how they sort mail and send them off to their
correct destinations.

4.1 Using knowledge of students’

The lesson is planned based on the students’ previous knowledge of
academic readiness, language
personal narrative writing. Students will learn that they can write a
4 proficiency, cultural background, and 2
personal narrative in their letters.
individual development 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 (Native Speaker)

Hakeem: Content comprehension

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
and basic steps of letter writing.
Thao: Letter writing adding
Calliope: Letter writing spelling. Checking to see if Hakeem know
details and adjectives. We will
Calliope will use her letters and the letter writing steps and
work on adding details and using
sounds knowledge to help her to try understanding the vocabularies.
adjectives in the body of the
and spell the words. We will do this through a chant for
letter writing.
letter writing as well as pictures to
help with comprehension.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis The lesson plan for writing a letter is
 What is your inquiry focus and/or special emphasis? The inquiry focus for this lesson is letter writing.
 How will you incorporate the inquiry focus and/or appropriate for grade 1 students. Grade 1
special emphasis into the lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

 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 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.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The emphasis for this Inquiry will be; Students
will have a heading, greeting, body, closing and students develop the understanding that a
signature in the letter writing, and students will letter includes the heading, greeting, body,
use proper punctuations, capitalizations, and closing, and signature. Introducing the
adjectives in the letter writing. vocabulary and using the chant will help
students understand the content.
specific feedback I would like from the mentor,
‘Is the plan appropriate for Grade 1 for the unit
of ‘How We Organize Ourselves?’
The lesson plan includes activities aimed to
meet the needs of the focus students. For the
Will the lesson be addressing the needs of the
English Learner, a letter template could help
focus students?
the student visualize the different parts of a
letter.
It would be beneficial for the teacher and
Would my mentor recommend for me to do a
students to initially compose a sample letter
sample writing first, then have them write with
together. Students will better understand the
whatever time that is left to write their own
steps of writing a letter as they help the
letter?
teacher write a sample first.
The lesson is structured as instructions,
independent/guidance, and Reflection.
The lesson is clearly structured. Instruction is
The teaching strategies that I use most in the
differentiated to meet the needs of individual
class are; repetitions, practice and praise.
students. Checking in with students as they
work ensures that students are on task and
I will watch as students do their independent
receive feedback as needed.
work on Seesaw. I will interrupt their writing
from time to time to check on their progress and
to see if they need extra support.
The lesson is relevant to all students. It is to
learn how to write a letter. We will sing a song Mari makes the lesson relevant to individual
on letter writing together. We will learn all the students as stated in the critical needs for the
vocabularies for the letter writing process. focus students. She clearly targets skills that
will help individuals develop specific skills while
They will show progress through the end result also learning how to write a letter.
of their letter writing.
Continue to show support to all students, not
just the ones that needs help the most. Students
all do the same letter writing. I will encourage Providing encouragement and engaging
and engage all students. lessons for all helps ensure that students are
on task and focused on the lesson.
Challenging behavior students will take a small Redirecting challenging behaviors with a
break and have a small talk with the teacher. The break/talk with the teacher helps students
small talk could be about anything to help the refocus.
students to relax and come back to the activity.
I will close the lesson by collecting the students’
letter writing. I will express to the students that
To conclude the lesson, students could read
they all did a great job in engaging on their letter
aloud their letters with the group. This
writing. The next lesson to follow will be
provides an opportunity for students to take
reflecting on their writing, then they will revise
pride in their work and allows the teacher to
and edit their Letter writing. Remind the
gather information on students reaching the
students that when we first write it may not be
objectives. Additionally, it helps the teacher
perfect. That is why people who writes anything
know what skills need to be
take a long time to publish their writing because
reviewed/introduced in the next lesson.
they need the time to revise and edit their
writing.
Section 3: Observation of Lesson Delivery
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EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students were actively engaged
and shared what information I shared the letter writing chant and
Mari shared a letter writing video needed to be included in the five five parts of a letter video with the
with students that provided a sample parts of the letter. Hakeem wrote students. The Students learned the
letter including the five parts of a his letter after viewing the sample chant and watched the video to help
letter. Mari frequently stopped the letter video. Thao and Calliope guide them through the process of
video to ask questions and check for wrote their letters as the video writing a friendly letter. Students
understanding about each part of the progressed through the steps. For were able to ask questions and
letter. all students, the video including a sometimes was responded by
sample letter, was key to another student.
developing their understanding.
Students were engaged throughout
As Mari reviewed the parts of the Students were engaged throughout the lessons by answering questions
letter using the letter writing chant the writing lesson. Hakeem enjoyed posted by me. As we started writing
(Hakeem) and the letter writing singing the letter writing chant, and the friendly letters, the students
video, she stopped frequently to ask it was clear that the chant helped were checked for their
questions and check for student him in later parts of the lesson. As understanding by answering those
understanding. Mari provided Hakeem is new to learning English, questions. Students also posted the
positive feedback and redirected the chant was an effective strategy questions about the lesson when
students if needed. As students for him. Calliope was supported they do not understand something.
composed their writing, Mari throughout the lesson as she Hakeem worked on his
continually monitored their progress worked to form letters and spell comprehension of the lesson.
and provided support as needed. For words correctly. Thao also was Calliope worked on her spelling
example, Calliope needed support supported and encouraged to think using her letters and sounds
with spelling. Mari modeled how to of a variety of adjectives to use in knowledge. Thao worked on adding
sound out the word to spell it. her writing. new and interesting details in her
writing.
I provided a learning environment
Mari established a positive learning
that is engaging and encouraging.
environment for the students. She
It was clear the students respected Anytime when the students feel like
encouraged students to focus on
their teacher. Students responded they could not write, like Hakeem,
their work and to work hard to
to Mari’s questions and feedback. he said, “I can’t do it. I don’t know.”
complete the task to their best of
Students felt comfortable to ask I would tell that that he can, and he
their ability. Mari displayed a caring
questions and worked hard will. Students were smiling
attitude with her students. Many
throughout the lesson. The tone of throughout the class and at the end
times, she referenced students’
the writing lessons was very of the class, they asked to do
graphic organizers and writing
positive. another period. From their end of
samples helping students to see the
the class reaction, I think they were
value of their work.
very engaged.
Mari broke the lesson into simple It was clear that Hakeem, Calliope, Then lesson was very organized. For
steps for the students. As the letter and Thao were familiar with the Hakeem, I reviewed the five parts to
writing video played, Mari frequently letter writing process and that they a friendly letter by using the chant.
stopped the video to clarify used information from previous Then I showed him the five parts to
information, ask questions, etc. Mari lessons with Mari to help them. The a letter, stopping at times to make
repeatedly referenced the five parts letter writing chant was very useful sure he understood what each of
of a letter and asked various for Hakeem, but it was also used by the part is. For Thao and Calliope we
questions throughout to ensure Calliope and Thao to help focused on their writing skills as well
students understood the vocabulary. remember the parts of the letter. as the five parts to the letter.
When Mari asked questions, it was Students frequently referenced
clear the students were engaged and their graphic organizers (planning
thinking about the writing process. If sheet) to write each part of the
there were any misunderstandings letter. The visual helped students
on the part of students, Mari clarified piece their writing together. At one
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
point, Hakeem misunderstood and
wanted to write “signature” in
addition to Hakeem. Mari
referenced his graphic organizer
and explained that the word
“signature” was meant to remind
information and provided
students to sign their name.
examples/support.
Calliope had difficulty forming b
and d letters. Mari reminded
Calliope of visuals they have used in
the past to form those two letters
correctly. Calliope was then able to
correctly write the letters.
Students were very actively
engaged throughout the lesson. As
the lesson progressed, students Hakeem would use his
answered and asked questions. understanding of how to write a
Students shared their ideas and letter and using his letter graphic
Mari focused her instruction to meet asked for help if needed. Hakeem organizer that he did from the
the unique needs of the different needed help understanding the previous day to help him organized
students in her writing class. Mari parts of the letter. The repetition of his thought. For Calliope, she
included the letter writing chant, the the chant and the visual shared on understood the lesson, but lack the
letter writing video with clear screen helped him develop his confidence to write because she is
steps/visuals to model the process, understanding of the parts of a not confident in her spelling. I try
and students’ graphic organizers to letter. Thao needed support with my best to encouraged her to use
review letter content. Mari using adjectives. Mari provided her letters and sounds knowledge to
consistently provided specific numerous examples throughout help her spell unfamiliar words. For
feedback to meet the individual the lesson and checked in with Thao, her focus is to add more
needs of each student. Thao on her progress. Additionally, adjectives to her writing. I
Calliope’s writing was supported as encouraged her to use adjectives by
Mari encouraged Calliope to sound providing examples of adjectives
out words and use what she knows that she could use with her letter.
about other similar words to spell
unknown words.
Throughout the writing lesson, Mari
provided positive feedback and
Students worked hard throughout I provide specific feedback to each
encouragement to her students. She
the letter writing lesson. Using their of the students according to their
helped students to stay focused and
graphic organizer and letter writing focus. Students were able to
to try their best. When students
samples, students had a clear visual complete the lesson in a timely
needed redirection or support, Mari
of what their letters should include. manner. They were able to write the
provided it in a calm and kind
As Hakeem, Calliope, and Thao five parts of a friendly letter on their
manner. Students difficulties,
wrote their letters, Mari was able own. Students and teacher have the
including adding punctuation,
to provide specific feedback for respect for each other which made
spelling words correctly, and
each step and redirect and/or the students more focused and the
formatting the letter correctly were
support students’ unique needs. teacher to easily deliver the lesson.
addressed by Mari as the lesson
Students were able to take their It was a successfully lesson and a
progressed. Mari continually
ideas from their graphic organizer proud moments for the students
referenced the sample letters to help
and create a letter. and the teachers.
model the correct letter writing
process.
Section 4: Post Observation Conference
The students have achieved the lesson objectives. They have achieved what is needed in the friendly letter
writing ladder.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Calliope became more confident Hakeem understood that there are Thao was able to write a friendly
when writing the per letter. She was five parts to a letter. He was able letter easily. She was able to add
able to write her friendly letter to recite based on the chant that adjectives and more details in her
Page 4 of 5

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
This lesson was a great success. The engagement of the students and the end results of their friendly letter is a great progress towards
better writing in the future.
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.
we learned in class. In his letter
without hesitation because she had writing, Hakeem was able to write
her graphic organizer that she did properly on the line and using
the day before to help her with her finger space. He used his letters
letter. She understands that there
thought process when she was and sounds knowledge to help him
are five part to the friendly letter.
writing. She is now using her letters spell the words. He was able to
and sounds knowledge to help her write in complete sentences. His
spell out the words. understanding of how to write is
really great.
I thought that the lesson was good because it tailored to students with different level of learning. My students
were very engaged during the lesson. I would keep my lesson the same because the students enjoyed the
lesson very much.
1) The students were very engaged
2)The letter chant was helpful in helping the students to remember the five parts to a friendly letter.
3) Students were able to write a friendly letter with less support than when they first attempted to write a
friendly letter.
1) Have the students be more principled in class. Less spinning around with the chair.
2) Try having the students write the friendly letter without support to see if they are able to do it.
3) Have them learn how to upload their assignment onto Seesaw.
My next step is to encourage the students to write more. The students can write letters to their family and
friends even when they are not in class.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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