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
Matthew Viles mattviles11@gmail.com Multiple Subject 6
Mentor Email School/District Date
James Kessel jkessel@bousd.us Olinda/BOUSD 10/21/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
2. Determine a theme or central
idea of a text and how it is Students will use the
conveyed through particular skill of summarizing in
details; provide a summary of order to improve their Summarizing Summary v Retelling
the text distinct from personal comprehension content
opinions or judgments.
read

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 elements Skills are polished as NT expands ability to
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.)
T -Develops a rigorous learning environment that includes accuracy,
analysis, problem solving, and appropriate levels of challenge.
Creating a rigorous learning Holds high expectations for students. Has an understanding of
environment with high expectations T – Applying  achievement patterns, and uses scaffolds to address achievement
2.4 S – Exploring
and appropriate support for all gaps.
students S - Students engage in a variety of differentiated supports and
challenges in ways that promote their accuracy, analysis, and problem
solving in learning.
T - Utilizes a variety of strategies including culturally responsive
Using a variety of instructional
pedagogy, resources, and technologies during ongoing instruction to
strategies, resources, and T – Exploring 
1.4 S – Exploring meet students’ diverse learning needs
technologies to meet students’
S - Students participate in instruction using strategies, resources, and
diverse learning needs
technologies matched to their learning needs
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student lacks confidence, so
This student may have a hard time
Focus Students This student may not have heard hearing from two other students
● Summarize critical needs and how with the long lesson due to his
the fairy tale stories. I will show a in the small groups will help him
you will address them during this attention issues. Having time in
lesson. video to frontload this student with be confident with his work and
groups will give this student a built
the story. more willing to share and
in break and discussion time.
participate
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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 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?
Teacher Actions
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you
● In what ways were students prefer? How could you create a math problem that could be solved
engaged? with this strategy?”)
I am creating an environment with high student
The accommodations made for your focus
expectations by requiring students to choose
students are thoughtful. They should allow
their own text. I want them to use the practice
them the opportunity to meet the goals of the
to prepare them for the final summary
lesson
paragraph.
Quick formative assessments built into the
Are the accommodations provided reasonable
lesson could help you to assess the
to meet their needs and their shortcomings that
accommodations in real time and make
might present itself in this lesson
adjustments
Do you think these two activities will provide I believe that your two activities will provide the
enough context and detail to allow students to students with a foundation allowing them to
write a proper summary write an effective summary
This lesson is effectively structured. The
The lesson is a two day plan. Students do have
structure allows for focus students to
prior knowledge in writing a summary. I will
appropriately meet their goals. Direct
mark progress after the first day in their group
observation/observational notes of your focus
summary writing. This will show me if I need to
students during the initial summary activities is
add more time with practice or if I can go into
an additional way method whereby you can
my final activity before the blog.
monitor their progress
I am using a video and fairy tales that will spark
Using technology tools to enhance the lesson
their interest. They also have options on their
with support engagement
own movie to write on. Students also have time
Using the competition format will also engage
to work in small groups and whole group. They
students
have two different opportunities to show
Small group settings will support your focus
progress and receive feedback before the
students
summative assessment.
I will be encouraging classroom discussion. The
students have multiple times to discuss with
Your strong classroom management skills will
classmates and the teacher. We have already
provide the structure needed for group
discussed guidelines and rules for small group
discussion
work. These will be on display and given as a
reminder.
I will close with an independent activity. Having students share their blogs with each
Students will receive written feedback and we other can support rigor and provide students
will individual writing conferences for students with the opportunity to examine other written
who did not meet standard requirements. summaries
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

It was appropriate for you to

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
question whether you planned
appropriately for students to be
The Little Red Riding Hood video I was able to finish the video and
successful. Your monitoring of the
supported FS 1 understanding of read the story to the students.
paragraphs while students worked
the lesson. He was able to answer Gave enough time with explaining
provides the information that you
your question regarding the events the story and the summarizing with
need to adjust your lessons.
of the fairy tale. key details
Stopping everyone and giving
additional examples of summary and
retelling was a good choice to make

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Mr. Viles began the first day of the
lesson by talking about how he read Students were interested because
fairy tales when he was little. He Mr. Viles shared with them about The video did a good job engaging
drew the students in to the content. himself. They exhibited interest in most of the students. I should have
He monitored the small group work Little Red Riding Hood, smiling, stopped more often in the video to
and engaged two students, in one head nodding. The students worked give a quick recap to break up the
group, who struggled staying on task. with each other effectively and video so students did not lose track.
The video of Little Red Riding Hood were able to write in their small Overall, having the conversation with
engaged his focus students and groups. Students asked him the kids about fairy tales seem to
helped their ability to participate. questions during their group work. bring back memories for students
Mr. Viles returned periodically during Students had a great time with the and spark their interest.
the group work to check in with FS 1 popsicle activity.
and 2.
The students in the classroom were
Before the students began their small In one small group two of the working well together in their small
group work, Mr. Viles reviewed the students were especially attentive groups. I was able to float and
classroom protocols for working to a student who was struggling answer specific questions while
together, reminding them that last with the concept of summary for checking in on my focus students.
time they worked in small groups the movie that the group chose. Students on zoom were a little
there were students who were He was unsure about part of the harder to keep track of. A couple
having side conversations (not story and they helped him to groups had a hard time making a
protocol). remember decision and I had to decide for
them.
Mr. Viles used students’ prior
The popsicle activity with
knowledge of a familiar topic - fairy I think using the popsicle sticks really
summarizing Sleeping Beauty
tales to give students a point of emphasized to students they need
allowed students to see how
reference with the subject matter for being precise with their decision
summarizing differs from retelling
(summarizing). He gave additional making in summarizing. They had to
and helped students to practice the
background knowledge to students truly pick the most important aspects
skill of summarizing. Students
who lacked it. Some students did of the story. It was good for other
realized that a summary should not
confuse retelling with summarizing. students to hear and listen to similar
be long and detailed, but concise
Mr. Viles had prepared for that summaries to build the confidence.
and efficient.
possibility
I worked slowly through the lesson
Students took notes in their ELA
Mr. Viles guided the student which seemed required based on
notebook on the fairy tales.
discussion and notetaking helping the responses and prior knowledge of
Students participated in small
to locate the main components summaries. Giving different
group work, summarizing a movie
required for a summary. He helped examples from videos, movies, and
that they agreed upon. Students
students to make connections from stories was very helpful to learning
played a summarizing game using
the fairy tales using, vidoes, written and engagement. Students seemed
popsicle sticks with specific
text and oral storytelling. to understand the difference
numbers.
between summarizing and retelling.
Mr. Viles contributed to the students’ Students were able to choose their
The students demonstrated their
understanding of summary writing by independent reading book for a
ability to effectively summarize by
demonstrating how to gather the summary of what they read that
completing a blog post summary of
data and compose it. He guided the week. Students did struggle to write
a novels that they were reading.
students and monitored their more details I think because of the
They finalized their summaries and
progress and made adjustments popsicle activity. I should
posted them on Google slides that
when necessary. The formative and emphasized that for a larger chunk of
were used as summative
summative assessments were reading there should be more to the
assessment.
meaningful summary.
Section 4: Post Observation Conference
Students achieved the lesson objective by writing a summary based on the story they are reading
independently. On the whole, most students were able to find key details from their story and rewrite them into
their own words. They did not retell the entire story but focused on the most important aspects for the reader
to understand.
Page 3 of 4

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
My student with an IEP wrote a
My english learner was able to write
very short summary. I would say
the summary but seemed to focus This student performed well on
that I could not fully assess the
only on the beginning of her story. their summary. It was a solid
student because of the lack of
She did not extend past the first few paragraph with strong details
information. This student is still
pages, but the summary was from beginning to end.
working on finishing the
coherent and had a good flow.
assignment.
Next time I would not allow students to write their summary on their own independent reading book. Some of
the stories were unfamiliar to me so it was really difficult to determine if the student was really giving the most
important details. I would have a third story next time that we read together and have the students summarize
on their own. That way I am very familiar and able to compare and assess.
One of the biggest strengths of the lessons was student engagement. The students seemed very focused on
remembering old fairy tales. They also were very happy about picking their own movie. They felt like they had
ownership over certain parts of the lesson. Another strength was group work time. I was able to assist with
certain groups and work more individually with those students. It allowed me to informally assess students. The
last strength was the popsicle activity. Students were really challenged and I felt like the concept of the key
details to summary really resonated with some students.
I needed to be more prepared with a movie list for students that could not come to an agreement. It took some
groups online too long and they did not have a lot of time to discuss. The timing was thrown off a little because I
had many groups finish quickly. Another area of improvement would have been using a better assessment
reading. Like I said above, I should have required them to all write a summary on a story I provided. This would
have allowed for a better assessment for me to determine their learning of the lesson objectives. The last area
of improvement would be time management. I had some groups that finished early that I should have had an
extension activity prepared.
Students will continue with summarizing throughout the sixth grade year. We will be moving into a poetry unit
where students will be asked to summarize with more difficult stories.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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