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 04/18/2020
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s),
Students will reflect on their
distinguish the claim(s) from
previous writing and create
alternate or opposing claims, Essay reflection, feedback, and
an action plan to improve Essay writing
and create an organization that goal-setting
their writing for the next
establishes clear relationships
essay
among claim(s), counterclaims,
reasons, and evidence.
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.)
At the beginning of each lesson, I make sure students know the lesson
Establishing and articulating goals for goals everyday. I make sure to articulate the following things: what are
4.2 3
student learning we learning, why are we learning it, and what mastery of the day's
lesson looks like.
When I design units and the individual lesson plans in that unit, I make
Developing and sequencing long-term
sure that they introduce the key academic vocabulary and build on
4.3 and short-term instructional plans to 3
each other to allow students to successfully complete the final
support student learning
assessment.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry is can using a goal sheet improve my
student’s writing scores in an essay? The My mentor told me that was a great focus and I
feedback I would like from my mentor would be should definitely focus on creating goals for my
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis? how many goals should I have? How often students and helping them achieve those goals.
● How will you incorporate the inquiry focus and/or should students be monitoring themselves? My mentor told me not to overwhelm them
special emphasis into the lesson?
● What specific feedback do you want from your ME? with goals and be aware that students may
I plan on introducing a goal sheet at the want to say that they want to score well but
beginning of the writing unit and referring to it may not know how to actually get to that score.
throughout the lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students FS 1: His performance this FS 2: FS 2 has a 504 for a diagnosis FS 3: FS 3 is a student with low
● Summarize critical needs and how
you will address them during this semester has plummeted from the of ADHD. While FS 2 is a nice motivation. He doesn’t have the
lesson. previous semester. He is still student, he often gets distracted best track record of turning in
getting used to living in the US by other things that causes him to assignments and when he does
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 away from his parents and friends lose focus on his current task. they are often incomplete or
in Brazil and I think that is having a Again, being in a remote poorly done. Like FS 2, FS 3 would
negative toll on him. Because of environment concerns me because rather do something else. I am
this he is often missing school, I won’t be able to keep an eye on going to have to check up with
failing to turn in assignments, and him during the lesson. FS 2 will do him regularly and encourage him
unfocused during lessons. Add this his lessons, but he usually will rush to participate in the process.
on top of a remote learning through them so he can read his
environment and I am worried that personal book or try to be on his
he might fall even further behind. I phone. The beauty of online
know I will have to work with him learning is that it does give me
throughout the essay writing more time to work/conference one
process and may even think about on one with students so I might
modifying the assignment to let have to keep an eye on his work
him choose a topic he is more and give him feedback quicker
interested in. than the other students.
How do I get my focus students to create
authentic goals that they can achieve? I know My mentor said I should add a written
● What specific feedback regarding your focus students
do you want from your ME? that my focus students and some others may component to it, make them think about the
just fill out the goal sheet without really thinking changes. I did add this to the goal chart.
about this.
Mainly what I’m concerned about is having
students do this lesson in an online
environment. Since we’ve only done three days My mentor said it would be a good idea to go
Specific Feedback of online instruction so far, I’m not sure how with a more accessible topic as I wouldn’t want
● What additional specific feedback do you want from this is going to go. In addition, I usually have my writing scores to be affected by students
your ME regarding lesson implementation?
this essay be the final assessment of Romeo and who didn’t comprehend a difficult text well. I
Juliet. However, since we are not reading the think I will definitely implement this change.
play in class anymore I’m debating whether or
not I should change the essay.
The lesson is structured by returning essays and
giving overall feedback. I then introduce the
My mentor reminded me to think about how
Instructional Planning lesson goals of the day and explain what they
● How is the lesson structured (opening, body, and the structure of the lesson would go. We are
closing)? will be doing. Students will get the new essay,
experiencing students who are not completing
● What varied teaching strategies and differentiated rubric, and goal sheet. Students will read all the
instruction will help students meet lesson goals? the full lesson online. I think I’ll have to find
● What progress monitoring strategies will be used? How documents and then complete the goal sheet.
will results inform instruction? somewhere to stream this lesson so students
Students at the end will create a plan to target 2
can complete everything.
areas of improvement and discuss how they will
improve that area of difficulty.
As always I will try to make sure that the
relevance for this lesson is understood. When I My mentor said it is always a good idea to show
Student Engagement/Learning introduce their lesson, I will once again discuss how what we do has applications in the real
● How will you make the lesson relevant to all the
students? the importance of making claims and supporting world. My mentor suggested that students also
● zop[\
● How will students show progress towards master of
claims with evidence. Students will show have time to work with a partner to discuss
lesson objectives? mastery of lesson objectives if they reflect on their goals or provide them with a model to
their previous writing lesson to create an action refer.
plan for their next essay assignment.
My mentor and I really tried to brainstorm here.
When it comes to online learning we are in the
As this will be an online lesson, I’m not how to
Classroom Management
same boat essentially. One of the things we
answer this. The biggest obstacle I will have is
● How will you maintain a positive learning environment have used that we feel has been helpful is
with a welcoming climate of caring, respect, and to make sure students are actually doing the
fairness? having a number of ways for students to
● Identify specific classroom procedures and strategies
assignment. I’m curious to see what other
communicate with us (Remind, email, Google
for preventing/redirecting challenging behaviors. resources I need to use to make sure students
hangouts, Google classroom, zoom). I’ll have to
are on task.
make sure my students know how to reach me
if they have any questions.
Closure I will close the lesson by going over the student My mentor told me (and I agree) that my
● How will you close your lesson?
● How will you assess student learning and prepare them goals and giving them feedback individually. In feedback on their goal sheets has to be
for the next lesson? addition, I can see what areas my students are immediate. I plan to definitely give immediate
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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.
identifying as struggling points and create feedback and will even make myself open for
mini-lessons to support them in this area. conferences after so students can ask me for
further assistance.
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.
Overall I’m pretty pleased with how
Students were able to complete the
Students had to watch an online this lesson went. Online learning has
lesson without much trouble. The
tutorial that explained the been an interesting adjustment, but
resources that were provided were
assignment and the goal-setting my students are really pulling it off.
instrumental in helping this lesson.
chart. Students then completed I’m interested to see how I would
After reviewing work, students are
the goal-setting form. execute this lesson in a
well prepared to write this essay.
live-classroom setting.
Nearly all students completed the
assignment on time. The results
were especially enlightening and
revealed that nearly all of his
students are engaged. Students Students completed the
For the most part I know my
contributed to their learning by assignment by watching a tutorial
students were engaged because
rating their own strengths and and then completing the goal
most of them completed the
weaknesses, created a goal, and then sheet. Students had to reflect on
assignment. The challenging aspect
explained how they were going to their past experiences as a writer in
is that there is not a lot I can do to
achieve that grade. The materials order to create a goal and action
manage their engagement during the
were accessible to all learners. The plan to get the grade that they
lesson. Based on the data I received,
form was especially helpful to the aspire to earn for their next essay.
most students completed this
Focus Learners because it allowed Some students contacted Andre for
assignment earnestly while some
them to fully participate in the lesson further support or clarification of
look like they rushed through it.
without the stress of having to write assignments.
out their responses. The flexibility of
the online lesson also was helpful so
students could complete it at a pace
that worked for them.
Overall my students are pretty
engaged and try to complete their
Overall Andre works really hard at
From what I can tell students assignments to the best of their
creating a positive learning
looked like they took this abilities. I make sure to give them
environment that supports all
assignment seriously and were not flexibility with their due dates,
students. In this online environment
afraid to admit to their own provide multiple ways to
he still tries to do his best to recreate
weaknesses. I commend Andre for communicate with them, and
that environment. His online tutorial
creating an environment that provide as many resources for them
was warm and welcoming and his
allowed students to express their as I can find. Overall, I believe that
comments/feedback to students
vulnerabilities to their teacher. this abundance of support and
were also encouraging.
resources allow my students to
succeed in this new environment.
Students first were instructed to When I realized I was going to have
read the prompt and the rubric. to do this lesson online, I knew that
The lesson was sequenced so that
This allowed them to know what the organization of the subject
students would have all the requisite
their task is and how they will be matter would be critical to the
information they needed in order to
scored. Students then watched a success of the lesson. I knew
complete the assignment.
tutorial that gave the lesson students had to know why they were
Furthermore, Andre provided the
rationale/objectives, an doing this and how exactly they
rubric so students could see how
explanation on how to complete would be assessed. I believe by
they will be graded on their essay.
each section, and even modeling showing them the prompt and rubric
how to complete the section. before explaining the goal sheet
Page 3 of 5

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.
allowed them to complete their goals
more earnestly.
As with all of my online lessons I try
to give my students flexibility to
complete their assignments on their
own time, front load information so
that they know what is expected of
Students were supported by Andre in
them and how to complete their
a variety of ways. First he provided a
assignment, and to remind students
tutorial that explained how to
of the various ways to communicate
complete the assignment, lesson Students were supported by having
with me. Luckily most of my
objectives/rationale, and finally the necessary information
students are pretty motivated and
explained each of the parts of the frontloaded to them and Andre
were able to complete the
lesson. He also points out the various making himself available during the
assignment without additional
resources students can use. Andre lesson. Students participated by
assistance. However, I did have a
also provided feedback to students watching the tutorial video and
few students email me/message me
on how to achieve their goals. completing the Google form.
with questions about their
Additionally, he provided times to
assignment. The students were able
conference with students and
to complete the assignment by filling
encouraged students to contact him.
out a Google Form. I believe the
accessibility of the Google Form and
the support I offered allowed
students to complete the learning
objectives.
Students demonstrated their
learning by filling out a Google Form
about their essay goals and action
plan. What I love about Google
Forms is that it makes the data really
Andre was able to assess student
Students demonstrated completion accessible for me as a teacher. The
learning by providing them with a
of learning goals by articulating biggest issue I had were students
Google Form that required students
their essay goals and identifying the who did not write in complete
to articulate their goals. Andre went
resources they would use to sentences or looked like they rushed
through the data he received to
achieve the grade they wanted to through this assignment. Next time I
determine that students were able to
earn. can do a better job at reminding
achieve the lesson goal.
students to write in complete
sentences. I will follow up with the
students who rushed through this to
make sure that they know their goals
and stick to their action plan.
Section 4: Post Observation Conference
All students who completed the assignment were able to articulate the grade that they wanted, the areas of
focus, and what resources they were going to use to support them in the writing process. At the time my
mentor and I reviewed the data, only 1 student had not turned in the assignment.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 was able to complete the form FS3 was able to complete the
FS2 was able to complete the form
and articulate his goal. Even though form and articulate a goal. FS3
and articulate a goal. I was glad to
there were grammatical errors and did complete the assignment, but
see that FS2’s goal was complete
sentence fragments, it is it seems like he rushed through
and thoughtful. I think having
encouraging him to see that he is the assignment. I will have to
some flexibility with his
taking steps to try and improve his check up on him to hold him
assignments have helped him.
writing. accountable to his grades.
Overall I’m pretty pleased with how this lesson went. It’s hard to answer this question because hopefully I get
to do this lesson live rather than online next year. However, I should do this lesson earlier in the year.
The top three strengths of this lesson were the tutorial I posted, the Google form for the goal sheet, and the
flexibility that I give to my students. I think the tutorial is helpful for students because I explain to them in depth
what the learning goals are and how to complete the assignment. At first I wasn’t providing in-depth
instructions to students which led to many emails/remind messages on my phone from confused students. I
Page 4 of 5

What were three top areas for
improvement?
What are next steps?
believe the Google Form I used for the goal tracker was easily accessible to students and allowed them to
articulate their goals and their action plan. Lastly, my district has encouraged us to be flexible with students in
regards to timing. I believe by giving frontloading students with all the necessary information and then allowing
them some time to complete the assignments, students don’t have to stress about a rigid timetable for
completing this assignment during this stressful time.
Due to the virtual environment, it is hard for me to think of three areas to improve on seeing as I only have a
small glimpse of how the students actually performed. Instead I will list some challenges that may occur. The
one thing I will have to make sure is that students keep referring to their goals and actually follow up with their
plan. I know a large amount of students will probably not look back at their action plan unless I instruct them
to. There were also varying degrees of quality, so I should remind students to write in complete sentences in
the future.
The next steps will be to support students through the writing process. I will be uploading tutorials on the
various aspects of the rubrics as well as showing some models. I will also have some open office hours via zoom
so students can connect with me if they need additional feedback.
Other Comments/Notes

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 5 of 5