Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17

Directions for Preparation for POP Cycle

1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Erin Kelley erin.kelley@smaa.org Reading 3rd

Mentor Email School/District Date

Sheri Basil sheri.basil@smaa.org St. Mary’s May 4, 2021

Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-LITERACY.RL.3.6 - The students will be able to Who We Are: Board Games Point of VIew
Distinguish their own point of verify a fiction text as 1st or 3rd
view from that of the narrator or person point of view.
these of the characters.

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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence investigates and examines increased relevant and elements into a cohesive and unified ability to add new methods and
pedagogical practices suitable use of pedagogical pedagogical repertoire strategies into pedagogical
choices repertoire

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

CSTP Creating a rigorous learning environment Exploring Strives for a rigorous learning environment that includes accuracy,
2.4 with high expectations and appropriate understanding, and the importance of meeting targeted learning goals.
support for all students

CSTP Promoting critical thinking through inquiry, Integrating Supports students to initiate critical thinking through independently developing
1.5 problem solving, and reflection questions, posing problems and reflecting on multiple perspectives.

Section 2: Pre-Observation Conference

Focus Students
• Summarize critical needs and
how you will address them
during this lesson.
Focus Student 1: English Learner
This student has been learning English
for the past few years. He speaks
German at home. He is also fluent in
Italian. This student’s biggest needs in
his writing. He needs time to think how
he wants to articulate his ideas,
sentence structure, grammar, and
Focus Student 2: Student w/ILP/504
This student has ADHD and an IEP for
how he processes language. In both his
speech and in his reading, he mixes up
his words and it gets a little jumbled.
Sometimes he can be a little bit
insecure about his reading, so unless
he volunteers, he will not be asked to
Focus Student 3: Your Choice
This student (or to be fair students)
are reading higher than grade level.
Since we are being introduced to this
topic for the first time, we are going to
read the text whole group. In order to
challenge them, they can read a
second text that is at their reading
 spelling. He will receive extra time
during the writing portion in this
lesson.
read aloud. He also has a challenging level and decide if it is first or third
time staying in his seat (especially at person point of view.
the end of the day) so he will be
chosen as the volunteer in the game to
get up and moving.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

Inquiry Focus/Special Emphasis
• 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?
● The focus on this lesson is deciphering You could include side by side texts so students
between first and third person point of immediately see the difference in 1st and 3rd
view. What other ideas/resources does ME person points of view.
recommend?

Inquiry Focus/Students ● I know how to extend lessons for my If you provided side by side texts, then those
• What specific feedback regarding your focus
students do you want from your ME?
students who are reading at a higher level, texts could be different reading levels. That
but in whole group setups, how do I would support higher and lower readers.
challenge them within the lesson?

Instructional Planning ● My lesson begins with stating the

• How is the lesson structured (opening, body,
and closing)?
objective, engaging the students with a
• What varied teaching strategies and game. Then we will get into the body of the
differentiated instruction will help students meet lesson where we will read a text and discuss
lesson goals? • What progress monitoring
strategies will be used? How will results inform
whether it is first or third person point of
instruction? view.

Student Engagement/Learning ● This skill will be addressed again with

• How will you make the lesson relevant to all
the students?
students who need extra
• How will students show progress towards master practice/clarification during small group
of lesson objectives? time

Classroom Management ● Giving everyone a chance to read, providing You could do a think-pair-share before
• How will you maintain a positive learning
environment with a welcoming climate of
time for all students to contribute in class discussion time, where the students turn to
caring, respect, and fairness? discussions their neighbor so everyone gets the chance
• Identify specific classroom procedures and
strategies for preventing/redirecting challenging to say their ideas
behaviors.

Closure ● Having an “exit slip” to see who

• How will you close your lesson?
understands the concept and who needs
• How will you assess student learning and
prepare them for the next lesson?
more practice and rewarding positive
behavior with more game time

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on

Lesson Delivery
Teacher Actions Student Actions

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?”)
Student groups answered worksheet questions that included
all levels of Bloom’s (“Identify 6 problem-solving strategies;
pick two strategies and identify at least one similarity and
one difference between them”). Groups then selected a
strategy and created two math problems to exchange
tomorrow.
Students completed the worksheets and were able to ask
questions. Most groups needed revisions for their questions;
comparison/contrast was the most common analysis
question. I need to give them a Bloom’s question stems
handout next time.
Specific Feedback As an introductory lesson, the level of complexity was
• What information can engaging for all learners.
you provide the NT
regarding
requested special
feedback?

CSTP 1: Engaging All The NT spoke one-on-one with the focus student #1 Engaged The students were comfortable asking questions, sharing Not every student wanted to read, however everyone who did
Students him in conversation to facilitate understanding. Focus #2 their connections. The environment was safe for the had the opportunity to do so.
• In what ways were was helping with the game – he was up and moving. students to share their misunderstandings, their thoughts
students engaged? How and engage in deciding if the story was written in 1st or 3rd The students enjoyed playing the game and it worked as
were The NT received immediate feedback during the lesson when person POV. motivation to stay on task because they could finish playing
students not engaged? the students located within the story the vocabulary to the game if we finished the lesson on time.
• How did students identify if the story was written in 1st or 3rd person.
contribute to their Focus student #1 asked for clarification, he was unsure what
learning? something meant in the text. We reread that part together
• How did teacher and/or and then he was able to articulate that he understood what
happened in the story.
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?
NT told the students the schedule of activities for the lesson:
a game, a story and a brief writing activity.
The teacher gave positive feedback to the students and
acknowledged student questions and misconceptions with
respect.
The NT asked every student if they wanted to read a portion
of the story.
Interactions involving discussion, connections and
clarification all contributed to an effective learning
environment.
The students were attentive and raised their hands to read
portions of the text.
The game was a fun way to get the students excited and
involved in the lesson.
Not every student volunteered to read aloud. I’ll ask if any
other readers would like a chance to read before allowing a
student to read twice. I think the students feel safer if they
don’t fear they are going to get called on when they do not
want to read. We read so much in small groups and most
times students do enjoy reading aloud, so I don’t force it
because it sacrifices the authenticity of when they do
volunteer without prompting.

CSTP 3: Organizing The NT introduced a “Heads Up” which are familiar to the The students made connections to their experiences and Starting with the game showed the students that we are
Subject Matter students. The students used wording that would be their memories when playing Monopoly. familiar with using first and third person all the time. It also
• What actions of the NT “target words” within the text to help them identify if the review verbs which they have been working on in grammar.
contributed to student text was written in 1st or 3rd person. The students constructed knowledge by using the wording,
assimilation of subject “I’m doing” and “She/He’s doing” during the Heads-Up The students had to apply the lesson and determine whether
matter? game. This brief activity developed awareness to the the text was 1st person or 3rd person.
• How did students The NT clarified that within the quotation marks, it is not the wording the students would search for within the text to
narrator of the story, but the characters speaking. To further determine if the piece was written in 1st or 3rd person. The students were a little confused why there would still be
construct knowledge of
subject clarify, the teacher displayed and underlined the text for the “I” and “my” if it was third person point of view. We discussed
matter? students. Misconceptions occurred when a student noticed “I” within that it was because those were in quotes.’ “It’s my house. My
• What misconceptions the text and wanted to then identify the story as written in rules,” said Mario.’ We have to look at the tag, and there is
1st person. never “i” outside of the quotation marks. More students
did students have
and how understood and made the connection with that clarification.
were they addressed by
the teacher?

CSTP 4: Learning Teacher engaged one-on-one with those that needed Participation in the discussions, read aloud and the game I walked around while the students were reading, checking to
Experiences support. were voluntary. However, all students engaged in either make sure they were on task and following along with the
• How were students reading aloud, contributing to the discussion or asking reader.
supported through questions for clarification.
differentiated instruction? Students participated by reading, sharing their ideas, playing
the game, and staying on task.
• How did students
participate?
• How did the NT
contribute to student
learning?

CSTP 5: Assessing Teacher used multiple modalities (verbal, visual, social) for At the conclusion of the lesson, the formative assessment Students filled out an “exit slip” where they had to write one
Student Learning the students to engage in the lesson. TN also provided a was a short writing assignment where they were to use “I” sentence in first person point of view and another in 3rd
• How did students game as well as a fiction text to familiarize the students with or “He/She/They” correctly within the context of 1st or 3rd person point of view. They were left at the start to do it
demonstrate achievement the pronouns used to distinguish first versus third person person POV sentence. independently, and then those who needed some extra
of lesson objectives? POV in texts. support were given sentence starters.
• In what ways did
students struggle or
demonstrate
limited understanding?
• What teacher actions
contributed to student
achievement?
 POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3

Section 4: Post Observation Conference

To what degree did About 85% of students were able to complete the “exit slip” correctly without any additional support, however a couple students still needed extra support to differentiate
students achieve lesson 1st and 3rd person.
objectives?

To what degree did focus
students achieve lesson
objectives?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
After rereading a part of the story, the first focus This student did not immediately understand point of This student understood first and third person in
student was able to recognize 1st and 3rd person. view in the story, but what was able to differentiate the text and could create examples herself on the
in the exit slip. exit slip.

What would you do Next time, I would like to add side by side texts; one from the character’s point of view (first person) and one from third person. Or I could have had students rewrite a
differently next time? scene in the story from the point of view of the characters.

What were three top 1. Engaging the students in a game had them interested and participating from the start of the lesson.
Lesson Strengths? 2. The text was relevant to the skill being taught as a well being relevant to the current Unit.
3. Allowing the students to critically think

What were three top areas 1. I still would like to grow in challenging my higher thinking/higher reading level students.
for improvement? 2. Not everyone volunteered to read this time, so having a text with opportunities for everyone to read aloud.
3. Introducing concepts in small groups or breaking off into small groups immediately for one on one attention.

What are the next steps? Next steps looks like breaking into smaller groups of 3-5 students to check in and do a similar lesson on a smaller scale and allow them to identify 1st and 3rd person
independently or in a group without my guidance and the correct it together. Finally, we will be assessing this skill in a formal assessment.

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 3 of 3