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
Andre Gonzalez andgonzalez@fjuhsd.org English 9
Mentor Email School/District Date
Fullerton Joint Union High
Natlie Harper nharper@fjuhsd.org 11/10/20
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of
a text and analyze in detail its Students will be able to
development over the course of the analyze the development of Short Stories/Elements of How does an author develop a
text, including how it emerges and is a theme to a short story Fiction theme?
shaped and refined by specific
using storyboards
details; provide an objective
summary of the text.
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 Skills are polished as NT expands ability to add
coming into prominence and examines pedagogical practices increased relevant and suitable use elements into a cohesive and unified new methods and strategies into pedagogical
of pedagogical choices pedagogical repertoire repertoire
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
Creates, adapts, and integrates a broad range of strategies, resources,
and technologies into instruction designed to meet students’ diverse
Using a variety of instructional
learning needs.
strategies, resources, and technologies T-Integrating
1.4
to meet students’ diverse learning S-Integrating
Students actively engage in instruction and make use of a variety of
needs
targeted strategies, resources, and technologies to meet their
individual students needs.
Organizing curriculum to facilitate Integrates knowledge of curriculum and resources to organize and
student understanding of the subject adjust instruction within and across subject matter to extend student
3.3 Integrating
matter understanding.

Section 2: Pre-Observation Conference

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Will the use of digital storyboarding improve the
ability of students to identify and explain how
an author develops the theme of a text?
I think that will be an interesting idea! Make
I am using a digital storyboard as an alternate sure you balance the storyboard telling with
way to assess my students ability to analyze the writing. Your students may be tempted to focus
theme of a short story. The focus of this lesson on the creative aspect and neglect the literary
is if using alternate methods of assessment analysis portion.
(storyboards) will allow for overall better
analysis writing. My goal is to give students
another way to demonstrate their learning
Page 1 of 5
 rather then just assign another paragraph or
essay.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 came to the US about 2 years
ago from China. Even though he
can speak and listen in English, FS2 is a sweet and kind caring FS3 is a low motivational student
reading and writing remains a young man who is a pleasure to who I really want to try to apply
Focus Students struggle for him. He often has have in class. However, he has himself more. He will participate
● Summarize critical needs and how
you will address them during this trouble with figurative language ADHD which makes him easily when called on but has trouble
lesson. and colloquialisms/slang. He tends distracted. For him, per his IEP, I turning in assignments on time
to use the wrong verb tense and have to redirect any of his and putting much effort into
certain words incorrectly in his spontaneous conversations and them. I need to keep an eye on
writing. I provide him, and all my remind him to stay on task. him and keep him on task
students, with sentence starters
that help him start writing.
I think your lesson demonstrates that you are
aware of the different learners in your
classroom and how you find ways to support all
My question is that am I doing enough for my students. I know we’ve discussed things like
● What specific feedback regarding your focus students
do you want from your ME? focus students? Are there any potential areas using models, encouraging sentence starters,
that I am missing? using graphic organizers, and other supports for
your students. Remember to keep an eye on
FS2 and FS3 because they might have trouble
staying on task.
Well you and I are on the same level as this one!
The one thing I cannot stress enough is that you
As usual, my biggest concern is doing this in the should practice the technology with them
Specific Feedback hybrid environment and introducing a new before you do this lesson. As you know there
● What additional specific feedback do you want from
your ME regarding lesson implementation? piece of technology on top of that I think can be are always unforeseen problems with new tech.
pretty challenging in the classroom and I would suggest that you
introduce the storyboard website before you
have them start using it.
My lesson has the standard structure: brief
direct instruction, introduction of task with a
Instructional Planning
● How is the lesson structured (opening, body, and model, collaboration time, and time to work on I think the overall structure of your lesson is
closing)? their product. Students must at least turn in good, but remember we are on a shorter
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? one example by the end of class. This schedule now so you’re going to have to go
● What progress monitoring strategies will be used? How
will results inform instruction? assignment will let me know if we can continue through a couple of steps pretty quickly.
on to the next unit of students being able to
identify a theme on their own.
The way I make literary analysis relevant to
students is by telling them that analyzing texts is
I think this is really helpful and may spark
Student Engagement/Learning something that they will have to do for the rest
● How will you make the lesson relevant to all the interest with your more creative students!
of their lives. Students tend to like this story so
students? Remember to remind them on how they will
● How will students show progress towards master of it’s easier to get them to go along with it than a
lesson objectives? use this learning in future assignments or
text they don’t like. Also I will mention how
assessments.
storyboards are used by those in the
entertainment and design industries.
I’ll try to be as welcoming at the beginning of I’m pretty confident in your ability to create and
class as I usually am. I’ll attempt to engage as maintain a positive learning environment, keep
many students as I can during the direct it up!
Classroom Management
instruction as I can.
● How will you maintain a positive learning environment The breakout rooms are a great idea, just make
with a welcoming climate of caring, respect, and
fairness? When they are working on their tasks I will split sure to keep your conversations as brief as
● Identify specific classroom procedures and strategies them up into their own breakout rooms. I will possible with them in the breakout room. You’ll
for preventing/redirecting challenging behaviors.
also have GoGuardian on so I can monitor their want to make yourself available to most
progress. I intend to complement students on students so I’d suggest limiting students to one
what they are doing well and offer support if or two of their most important questions they
they need it. have.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

Closure
● How will you close your lesson?
● How will you assess student learning and prepare them
for the next lesson?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I’ll close by asking students what their progress
I would focus on sharing their storyboards and
is and ask if anyone wants to share their
complimenting them. Try to avoid showing
storyboard. I’ll remind students to finish the
their writing/having them explain because you
rest for homework and we’ll discuss more about
don’t want other students copying off it.
theme development tomorrow.
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
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
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
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.
I think overall the lesson went
I think you balanced the two sets of smoothly. There was one part I did
Your students knew how to
students and the technology really have trouble trying to balance my
navigate the storyboard website
well. I can tell at one point you were zooms, my screen share, and my two
and did not seem to have a
a little flustered dealing with the devices but it wasn’t a big issue and
problem using it. They seemed to
multiple screens in front of you, but we got through it. I’m so glad I took
really enjoy it. The one thing to
you handled it really well. Natalie’s advice and had them use
keep in mind though is that you
the website before this lesson
want them to be creative and to
As for the lesson itself, it went pretty because I would have had a ton of
think critically. Most students I saw
well, but there are areas that you can questions if I didn’t. I also agree that
were focused on their storyboards
probably improve on. Using new some did spend too much time
for most of the time, but I’m not
technology is always a challenge, but making their storyboard and not
sure how much time they spent
I’m glad that you did try to practice enough time on analyzing the theme.
thinking about the text.
with them beforehand. I think three storyboards might have
been too ambitious for the first try.
You started the class with a warm
welcome to the students in class and
Students listened to a brief I think engaging all students is really
online. I like that in the direct
presentation reminding them about tough in the hybrid environment
instruction portion you engaged all
key concepts such as theme, plot, because it is really easy to just focus
students, both in person and online.
setting, conflict, symbolism. Some on the students in-class or the ones
It really did seem like it was one
students volunteered answers and at home. I think as we continue
learning environment. You included
some students were called on. All balancing the two sets of students
students in the review portions of
students were seemingly engaged will become easier. The use of
your direct instruction by asking for
throughout the lesson. individual breakout rooms has been
volunteers and calling on random
a game changer for me because it
students. I like that you intentionally
Once students were working on does allow me to spend more time
switched from students at home and
their storyboards they were with the students that need it. I was
students in class.
checked in on by you and had their glad that FS1 was able to understand
progress looked over. You gave and complete the project with
The use of the private breakout
some additional support to your minimal assistance. The fact that FS2
rooms and GoGuardian allowed you
English learners by reminding them and FS3 knew they were being
to give extra support to the focus
to use their sentence starters and monitored and had their
students and other students who
complimenting them on their chromebooks restricted also helped
need extra support.
storyboards. them stay on task.
The students were present on time
You do an excellent job at creating a
ready to learn. You’ve done a good
welcoming environment for his
job at memorizing the names of
students. There is genuine joy in the I’m always grateful for when people
your students even though it's only
way you greet your students and ask recognize the work that I put into
the second time you’ve seen some
them how their day is going. You are making an inclusive and positive
of them in person.
lively and engaging when teaching learning environment. I truly believe
and giving instructions. Your that this environment helps students
Students were checked in on, given
interactions (knowing the one girl’s feel welcome in the classroom which
support, and kept on task by you
dog’s name, talking about anime, and is a crucial step for learning.
throughout the lesson. Students
mentioning the lakers) show you
were on task for the entire time
really know your students.
and asked for help when needed.
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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.
You started off by reviewing the short
story, “The Lottery” and reviewing
key academic vocabulary (theme).
After activating their prior
knowledge, you explained to your
students how they were going to
apply that knowledge to the day's
task. You modeled an example for
them and then assigned the
storyboard assignment. You then
gave them time to discuss with a
partner and then split them up into
their own individual break out room.
I know you have an “I do, we do, you
do” approach to direct instruction
and that really worked out well with
this lesson.
First you gave a reviewed theme
using a PowerPoint. After the review
you gave students time to discuss
which helped students conceptualize
their ideas. By putting them into
their own breakout rooms you were
able to offer additional support to
the focus students and others who
needed it.
First you did informal checks for
understanding by reviewing the key
academic vocabulary and the short
story for the lesson. During the
review you asked several students if
they could define the various terms.
During your modeling of the task you
used a zoom poll to check to see if
students understood their task and
how to complete it. Lastly, you
observed students through
GoGuardian and visiting their
breakout rooms to offer additional
support. GoGuardian helped you
keep students on task and your
breakout rooms let you assist the
students who needed some extra
guidance.
Section 4: Post Observation Conference
Most of my students who did the assignment were able to meet the learning goal. I do have a few students
who are struggling to keep up with their assignments due to the hybrid/online nature of school right now. I’m
going to have to put in extra time to reach these students to make sure that they don’t fall to far behind,
especially FS2 and FS3.
Students activated prior knowledge
during the review of theme and the
short story. Students were then
walked through how to complete
the assignment and saw a model of
what their work was supposed to
resemble. Students then had time
to talk with a partner or two to
This lesson was really important as it
discuss their ideas. I really believed
was an important part of the unit
this helped them because it made
sequence. My students are getting
the abstract more tangible for
better at understanding concepts like
them. Students then worked on
theme and I feel comfortable moving
their own storyboards and seemed
on to deeper levels of thinking with
rather comfortable using the
theme.
website.
At times some students had
misconceptions about certain
vocabulary words or instructions
but you were able to respectfully
clarify those misconceptions
tactfully and respectfully.
I believe this whole lesson was
differentiated and you used a lot of
strategies to help all your students.
I believe all lessons should have
First you provided a model for
some level of differentiation in them
them to see what you expected of
and should always address the needs
them. Secondly you gave them
of all students. I think the story
some time to discuss with each
boards were a great way to
other that helped clarify any
differentiate learning and is
confusion. Lastly the use of
something that I plan to use more in
storyboards, instead of traditional
my classroom.
writing, allowed students to focus
on targeted areas of literary
analysis.
Students showed their previous
knowledge by defining key
concepts and summarizing the
short story. Perhaps try to call on
more students or use the poll
feature more to include all
Now for me I will have to assess and
students. Students appeared to
see how my students did. Just from
have read the short story and were
the work that I saw at the close and
comfortable with analyzing it.
from peeking it seems like they
understood the concepts and I think
After your direct instruction, you
we will be able to continue on to the
gave them a few minutes to discuss
next steps.
and they started working. Some
students struggled with the
abstract nature of theme or how
symbolism creates theme, but they
either worked it out with a partner
or conferenced with you.
Page 4 of 5

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.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 for the most part was able to
achieve the learning goal. ⅔ of his FS2 did not really meet the
storyboards showed thoughtful learning goal of the lesson. He was FS3 performed as he normally
analysis. He still has a few grammar a bit distracted with the options to does. He technically met the
mistakes and 1 of his storyboards create so I think he focused more goals but looks like he didn’t put
was more summary, but overall I’m on the creation of the storyboard that much effort in.
satisfied with his overall than on the actual assignment.
achievement.
Next time I would have them create one storyboard for their initial usage of the website. Even though we did a
practice run that did help, some students were still distracted or worked at a slower pace because they were
also trying to figure out the website. I believe I’ll have to gradually build them from the beginning of the year.
The top three strengths of my lesson were:
1. Engagement
2. Creativity
3. Analysis
Engagement was a strength for this activity because I definitely saw that my students were enjoying creating
storyboards and were more invested into this assignment than usual written assignments. Since this allowed
for creativity it was nice to see some students who aren’t as engaged buy into this assignment. Lastly, it was a
benefit to see their analysis skills outside a formal written product. This is helping me break out of the view that
only formal essays should be an assessment.
The three areas for improvement are
1. Timing
2. Quantity of storyboards
3. More writing
As I mentioned before timing was a key problem as my students didn’t get as much time to discuss as I would
like. I also think timing is linked to the amount of work that was asked of them to do. As I mentioned previously
next time I think I should have them focus on making one storyboard instead of three. I think I would have seen
overall better responses with just one storyboard as opposed to three. Lastly, I would have liked to have seen
more writing in some of the responses.
Now that they have demonstrated that they can identify and explain how a theme is created, the next step is
going to be to teach them how to write a thematic statement. I will continue to use storyboards in my class, but
I will adjust the requirements to make it more practical for students.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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