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:
1. 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

Chelsea Beauregard frommyhome2u@aol.com English 8

Mentor Email School/District Date

Jose Fonseca jfonseca@fullerton.edu California Virtual Academy 3/25/21

Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-
LITERACY.W.8.1.B
Support claim(s) with Students will be able to
logical reasoning and analyze an argument and
relevant evidence, using produce a counterclaim Persuasive Writing Writing Counterclaims
accurate, credible using research and correct
sources and grammar and citations.
demonstrating an
understanding of the
topic or 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 Skills are developing as NT Skills are applied as NT Skills are refined as NT combines Skills are polished as NT expands
formed and just coming into investigates and examines makes increased relevant elements into a cohesive and ability to add new methods and
prominence pedagogical practices and suitable use of unified pedagogical repertoire strategies into pedagogical
pedagogical choices repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)

T-
4.4 Planning instruction that Em
T- Plans instruction that incorporates strategies suggested by
ergi
incorporates appropriate curriculum guidelines and is aware of student needs based on
ng
4.4 strategies to meet the learning data provided by the district.
S-
S- Students complete work as given by the curriculum team
needs of all students Em
and are given opportunities to practice and expand in live class.
ergi
ng

5.5 5.5 Involving all students in T- Emerging T- Informs students of outcomes, learning objectives, and
S- Emerging summative assessment results. Recognizes the need for
self- assessment, goal- setting,
individual learning goals.
and progress monitoring S- Students monitor progress using available tools for
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 11

Focus Students
· Summarize critical needs
and how you will address
them during this lesson.
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.
monitoring.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student has been
struggling to catch up on This student has been doing
classwork due to missed time extremely well since she started
This student always asks if he
from COVID illness. She attending classes, but she can be
can choose his own partners
doesn’t like to speak up in shy and anxious about
in class, but when he does he
class and I’ve noticed she is collaborating with classmates. I
tends to not get much done. I
having a hard time am also hoping that by allowing
am hoping that by having the
participating. It is my hope that her to choose her topic, she will
students grade themselves
by letting her choose her topic, be able to choose one she feels
and their partners on
she can choose what is interested in and comfortable
participation, he will be more
comfortable for her. I am also talking about, and maybe even
motivated to work even if he
adding images and simple choose classmates she feels
is with his friends.
written instructions to help comfortable working with as
ensure she understands well.
exactly what she needs to do.
Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.
My focus is on how student choice effects
their engagement and understanding of a
lesson. This will be incorporated by giving
students a choice of topic for their
Given students a choice from a list of
counterclaim assignments. Students will
topics not only may increase their
choose a topic from a list provided and will
engagement, but it can also increase their
be given a claim and articles about that
sense of “ownership” over their own
topic. Their job will be to work together to
education. By selecting their topic they are
read through the articles and come up with
leading and hopefully seeing themselves
a counterclaim for the topic that makes
as more active contributors to their own
sense and can be backed up with evidence.
education. Good strategy!
By allowing students a choice of topics for
their counterclaim activity, my hope is that
they will be more engaged and get more
out of the lesson.
Page 2 of 11

Inquiry Focus/Students
· What specific feedback regarding your
focus students do you want from your
ME?
Student engagement is one of the primary
challenges for teachers, especially when
teaching young teenagers. Being online
complicates the issues further because
Any tips or suggestions on how to students often work harder because they
help student engagement. want to please their teachers, or because
Especially at a time of year when they feel an obligation to their teacher in a
the students are starting to feel typical classroom environment, not so
much online. Taking time to discuss how
drained and zoned out. I feel like
they are doing at this time of the semester
all of my focus students have and sharing what you do that helps you
different issues when it comes to regain your motivation could be helpful.
engagement and participation so Helping them see all the ground covered
any specific feedback for them is so far could help them see how they have
helpful. benefited from earlier effort. Also,
breaking upcoming assignments into
smaller, easier to achieve steps could help
them feel less overwhelmed or
discouraged.

When working in groups, assigning specific

Specific Feedback
· What additional specific feedback do
you want from your ME regarding lesson
implementation?
Tips to keep students on task during group
work, or tips to help them feel more
comfortable working together. I’ve noticed
in online breakout rooms there is a lot of
silence and students waiting for each other
to start and not getting much done. How
should I be helping them feel more
confident about getting started and
working together?
and clear roles to each group member
could be helpful. For example, one
member is the timekeeper who gives each
member x minutes to contribute to the
group discussion, another member could
record the responses, another member
could be available to assist those in need
of extra help. To feel more comfortable
with each other (and safer), they can
spend time in a fun activity with no wrong
answers (i.e. what is your favorite pet?
why?)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 11

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?
Opening: Warm Up and review of Claim vs
Counterclaim.
Review examples of claims and
counterclaims. Ask students to identify
statements as claims or counterclaims.
Body: Students will choose a topic from a
provided list. In breakout rooms they will
work together to read provided materials
on the topic. Given a claim, they will need
to use the research they were provided to
create a counterclaim that makes sense
and can be backed up with evidence. As we discussed briefly during the
Closing: Time provided, students will share supervision meeting, some teachers are
their research and counterclaims with the utilizing software that can monitor what
class and give feedback to their peers. the students are looking at on their
screens. This could help keeping them on
This lesson will be differentiated through track. The feedback from each member is
leveled reading assignments and front a good idea. Explain to them that the
loaded vocabulary for the students who feedback is confidential and the purpose is
need it. This will help students feel more to support those who need more support
confident in making and sharing their (not to penalized based on a peer’s
counterclaims because they had articles observation).
that they understand to help them.

Students progress will be monitored by

both me jumping into breakout rooms to
check on their work, and their peer
feedback during the closing activity.
Students will also complete a peer
evaluation where they grade their own
participation as well as their partners
participation to help monitor engagement
in the activity.

Good idea. It could be helpful for the each

Student Engagement/Learning
· How will you make the lesson relevant
to all the students?
· How will students show progress
towards master of lesson objectives?
I believe that by letting students choose
their topics to read about/research, they
will be more engaged in the lesson because
it will be about something they are
interested in.
student explain to her/his peers why that
topic seemed interesting. This may open
up new perspectives to the students who
selected a different topic. Also, they can
“see” the reasoning why others picked
their topics.

Students have clear classroom expectations

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
and know what is required of them during
class. If a student starts to get off task, they
are given a reminder to adjust their
behavior. If they still remain off task, they
begin to lose privileges (such as chat These are good strategies. How
privilege) depending on what they were about gaining (instead of losing)
doing. some privileges if they do what is
My hope with having the peer evaluation, expected?
is that it will help students to stay on task
even when I am not in their specific
breakout room to monitor them. Knowing
that they have to grade themselves and
each other will help hold them accountable
Page 4 of 11
 for their behavior and participation.

The lesson will close with opportunities for

Closure
· How will you close your lesson?
· How will you assess student learning
and prepare them for the next lesson?
students to share their work and get
feedback from their peers. This gives me a
chance to assess their counterclaims that
each group came up with to see if they are
clear and make sense, and it also gives me
some insight into how well students
understand counterclaims through the
feedback they give each other.
I like the concluding activity. Have you
thought of providing all students with a
scoring rubric, or at least a list of points to
evaluate? This may help them focus their
conversation around the specific learning
objectives you are addressing in this
assignment.

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

EXAMPLE
CSTP 1: Engaging All
Students
· In what ways were
students engaged?
When teacher reviewed worksheet, she asked
additional questions of analysis and evaluation
(“which problem-solving strategy do you
prefer? How could you create a math problem
that could be solved with this strategy?”)
Students completed the worksheets and were
that included all levels of Bloom’s (“Identify 6
able to ask questions. Most groups needed
problem-solving strategies; pick two strategies
revisions for their questions;
and identify at least one similarity and one
comparison/contrast was the most common
difference between them”). Groups then
analysis question. I need to give them a
selected a strategy and created two math
Bloom’s question stems handout next time.
problems to exchange tomorrow.

The breakout groups were

well organized, students
I didn’t have a chance to
were provided with step-
use it this time, since
by-step instructions.
students chose their groups,
Rotating through the
but in the future I want to
Specific Feedback breakout rooms to monitor
· What information use the “assigning breakout
can you provide the and encourage participation
room roles” method to try
NT regarding
could increase
requested special to help with breakout room
feedback? participation. In a typical
engagement. I think giving
classroom participation is
students assigned jobs helps
easier to monitor and
to hold them accountable
students are more likely to
for working.
be active since they are
being “watched”.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 11
 I felt that I did see more
students, who normally
wouldn’t be, become
engaged when they were
allowed to choose their
own topics. Many were
excited to choose topics
with their friends, while
others were excited to
choose a topic in general.
CSTP 1: Engaging All
Most breakout groups were
Students working and engaged.
· In what ways were
students engaged? NT encouraged all students Student contributed to their
How were students to participate in a fun warm learning by choosing their
not engaged?
· How did students up activity that Students responded to the topic and working with
contribute to their
learning?
demonstrated the concept NT prompts and provided partners to create a
· How did teacher introduced in the lesson. examples of counter claim/counterclaim.
and/or students
monitor learning? All students appeared to be arguments. I monitored student
· How were the focus engaged, NT prompted and learning by jumping into
students engaged
and supported encouraged participation. breakout rooms and
throughout the
lesson?
assisting where needed. I
made sure students stayed
on track and answered
questions when necessary.
Students were mostly
focused throughout the
breakout activity, with a
couple non-responsive
students. The rest showed
their engagement with
breakout discussions and
work on their slides.

I created an effective
learning environment be
CSTP 2: Effective being welcoming and
NT maintained a warm and Students engaged by
Learning Environment
setting clear expectations
· How did students positive approach to the responding to teacher
and teacher for students. Students
contribute to an students, provided positive prompts, or adding their
contributed by following
effective learning
feedback to students. own views.
environment?
expectations and
participating in class
discussions/group work.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 11
 I provided multiple medias
to prevent subject matter to
students (color coded
examples, video, broken
down explanation) and
provided students a chance
to participate through
chat/microphone tools as
well as in breakout rooms.
Students showed
CSTP 3: Organizing
Subject Matter
knowledge of the subject
· What actions of the matter through their group
NT contributed to
Students constructed work in breakout rooms.
student assimilation
Presentations, both verbal
of subject matter? knowledge by adding their They worked together to
· How did students and visual, were clear and
construct own ideas and observing create their claims and
easy to follow. NT repeated
knowledge of
other student’s responses, counterclaims which
subject matter? instructions and clarified
· What as well as following the showed how well they
misconceptions did for students.
students have and NT feedback. understood each one.
how were they
addressed by the
Some students had some
teacher? trouble distinguishing
between counterclaim and
rebuttal. I addressed this in
breakout rooms with
students by walking them
through how to think of an
argument that went against
their claim (counterclaim),
and how they could prove
that argument wrong
(rebuttal).

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 11
 Instruction was
differentiated though
chosen student groups, and
leveled articles to meet
student levels. I completed
this lesson with my lower
level support group, so I
chose articles that were at a
6th grade level instead of
an 8th grade level to help
ensure they were supported
CSTP 4: Learning
Experiences
in their research.
· How were students NT presented the lesson Students participated Students participated in
supported through
differentiated using different modalities, through a chat or many ways including chat,
instruction? including verbally, visually responding verbally to the microphone, whiteboard
· How did students
participate? through text and pictures NT. Students were tools, Google Slide
· How did the NT
contribute to
and with a video. encouraged to volunteer. completion, and breakout
student learning? rooms.
I contributed to student
learning by proving
students with the
background knowledge
they needed to be
successful with their
claim/counterclaim
breakout assignment. I also
supported them by
monitoring breakout rooms
and helping where needed.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 11
 Students demonstrated
achievement of lesson
objectives through their
completed Google Slide
with their claim and
counterclaim. I also asked
them an exit ticket question
of “which counterclaim did
you like best and why” to
answer after sharing each
groups work. This way I
CSTP 5: Assessing NT asked students to
could assess if students
Student Learning
volunteer by reading,
· How did students could articulate what makes
demonstrate multiple students had an
achievement of Students were guided to a strong counterclaim.
opportunity to participate.
lesson objectives?
complete a web board tool The main struggle students
· In what ways did NT summarized the lesson
students struggle or by adding their names and had was time. Many
demonstrate clearly. The assignment at
then proceeded to engage students had issues opening
limited
the end of the lesson
understanding?
each other in discussion. the articles, which ate a
· What teacher offered different choices to
actions contributed bunch of their work time.
students to address in
to student
This meant they rushed or
achievement?
breakout rooms.
did not finish in the allotted
class time, and needed to
finish the next day or after
class.
I contributed to student
achievement by providing
context for their breakout
work in multiple medias,
and monitoring breakout
rooms to answer questions
and jump in when needed.

Section 4: Post Observation Conference

To what degree did
students achieve lesson
objectives?
To what degree did focus
Most students were able to create a counterargument, but struggled to also add a
rebuttal that included correct citations. Going into the lesson I did not think citations
would be a problem, but in reflecting after I realize that we have not gone in depth
on citations in class together. This is something I can address in a future lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9 of 11

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.
This student did attend
class, but was not
This student was excited
responsive during class or
This student did extremely to choose his group, but I
during the breakout work. I
well with the group work. I did notice him still
tried to put her in her own
was most impressed with getting off task in the
breakout room and speak
her engagement when I group. This student
with her but had no luck. I
noticed her group getting happened to be in the
followed up with an email
off topic, and she was the same group as Focus
to her Learning Coach after
one to put them back on Student 2, and she helped
class. Since this students
track before I had to. She to keep him on track.
was not responsive, they
was able to create a counter Together they were able
did not achieve the learning
argument and rebuttal with create a counter argument
objective, although it is
her group, but needs more and rebuttal, and will
unclear if they don’t
support on citing evidence. need more support on
understand the material of
citing evidence.
if they just weren’t at their
computer.
I want students to have more time to work in breakout rooms. I would probably
shorten the review section of the lesson by either taking out the video or taking out
some of the extensive review on counterclaim so that students have enough time to
read their articles and create their claims/counterclaims.
1. Use of different medias: Students had multiple methods of participating ranging
from typing in the chat, to writing on the whiteboard, to using Google Slides, to
speaking on the microphone. I also incorporated a range of resources such as
youtube videos and newsela articles.
2. Student Engagement: By giving students a choice of topics to research, they were
more excited and willing to participate in breakout rooms. While 100% of
students didn’t participate, I saw a much better amount of engagement than I
would see in an average lesson at this point in the year.
3. Time for student reflection: Students were able to share their work with each other
and give feedback. This gave them a chance to see how they did as well as see
other student work examples. It also held them accountable for having a
claim/counterclaim by the end, otherwise they would have noting to share.
Page 10 of 11
 1. More time: I’ve found I struggle in these POP Cycles to balance between student
work and teacher time. I always try to provide a good amount of teacher time so
there is something to be observed, but have been finding my students then run out
of time to do their group work. I am working to find a better balance between me
teaching and students practicing together.
2. Articles: Students had trouble opening the Newsela articles, which was something
I worried about when I was choosing them. I should have gone with my gut and
found the articles I used elsewhere so students wouldn’t need a login to read them.
Next time I will ensure sources are accessible prior to the lesson so time doesn’t
What were three top areas
for improvement? need to be wasted making accounts.
3. Backup plan for non-responsive students: I had a handful of students not
responding or choosing a group for the breakout activity. I just put them in a
group and tried to jump in their room and see if I could get a response, but had no
luck. I have a hard time in these situations balancing proving support to the
students that are actually working, and trying to re-engage students who may not
even be at their computers. I’ve heard from other teachers that they’ve had luck
calling families right then and there to let them know their student isn’t in class,
but I’ve never felt I’ve had time for that. This may be something I would want to
try next time though, as I had an entire group not doing any work.

My next steps from here are to plan a lesson on citing evidence in text so students
feel more comfortable using and citing sources in their writing. Since that is the part
of the objective students struggled with, I believe that would be a great next review
What are next steps?
lesson.
I will also be reaching out to the families of students who weren’t participating. We
are in the middle of parent conferences right now, so I have been sure to bring up
any in class issues to ensure parents are aware and to try to get some support with
student engagement at home by limiting any distractions (tv, video games, etc.)
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 11 of 11