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
Kaila Kaczmarek kkaczmarek@stjohns-es.org History 7th
Mentor Email School/District Date
Austen Courter acourter@stjohns-es.org St. John’s Episcopal School 10/8/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
After conducting
research on Ramadan,
7.2: Trace the origins of students will be able to
Islam and the life and come together and
teachings of Muhammad, develop a group
including Islamic presentation on this Islamic Civilization Ramadan
teachings on the celebration and with
connection with Judaism 80% accuracy then be
and Christianity. able to describe the
purpose and meaning of
Ramadan.
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 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
just 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.)
Developing and sequencing Both in math and history my lessons are connected and build on one
long-term and short-term another. Math and history lessons are building block that build on the
4.3 2
instructional plans to support information learned in the past. Continuously connecting past lessons
student learning allows students to form deep content understanding. 9/25/20
Promoting social development With my advisory students we explore these ideas three times a week.
and responsibility within a As a whole my history and math class are respectful of me as the
teacher as well as their peers.
2.1 caring community where each 2
student is treated fairly and I can improve on having my core classes also participate in community
respectfully. building activities. 9/21/20
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Bowen: This student would prefer Alex: This student has been Lila: This student has a hard time
to do minimal talking in class. He is identified with a learning disability focusing especially during direct
shy and does not feel confident in and to make teaching her more instruction while directions are
his English speech. To help Bowen challenging, she is one of my online being given. I will address this by
Focus Students
• Summarize critical needs and how I will support his pronunciation on learners. In order to support Alex at having the students repeat back
you will address them during this
lesson.
the challenging vocabulary and home I will continue to ask her to some of the main steps they will
important names that come with give me “an update” on her take during their independent
learning the Islamic civilization. progress. Since I cannot see what work. For example, “How many
Having the whole class repeat after she is doing at home, I will rely on sources are we required to use for
me in saying words like “Hajj” or this verbal communication to make our research?” This would be a
“Kaaba” will be very helpful to sure she is able to stay on task as direction I stated but have this
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Bowen as well as others in class as well as answer any questions she follow up question to make sure
well. Bowen will also be may have. One of her struggles is students remember that I stated to
encouraged to use text to speech using technology. I often have her investigate at least 3 different
and watch videos that are share her screen with me so I can sources.
embedded in some of our readings help her navigate our online
using his headphones. resources.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Feedback to Kaila: I formed Kaila about our
“Cardinal Guides,” which is a collection of
The emphasis of this lesson is to successfully
Inquiry Focus/Special Emphasis creditable sources for students to use for
conduct research using reliable sources to learn
• What is your inquiry focus and/or special emphasis? research purposes. After she brought me her
• How will you incorporate the inquiry focus and/or about Ramada. I am looking for feedback on the
special emphasis into the lesson? ideas of this lesson, we explored Cardinal
• tools and methods used for research in the lesson
What specific feedback do you want from your ME?
Guides together and I explained how this can be
and how they are introduced to the class.
a wonderful resource for this lesson and many to
come.
I am looking forward to noting whether or not
Inquiry Focus/Students I want my mentor to keep me accountable for the Kaila can repeat directions, check in consistently
• What specific feedback regarding your focus students specific ways I am going to address my learners on students’ progress as well as utilize text to
do you want from your ME?
needs. speech and videos to aid in complex
terminology.
I informed Kaila that although Cardinal Guides
is a great resource, it is has many different paid
sources embedded and can be overwhelming at
first. I suggested to take this slow and expect
I want feedback on my ability to clearly explain lots of questions. I also suggest limiting students
Specific Feedback the directions as well as walk students through to just one or two of the resources to conduct
• What additional specific feedback do you want from
your ME regarding lesson implementation? Cardinal Guides, since it may be their first time their research with this first project. The two that
using this guide. might be best for this lesson are ProQuest
eLibrary and ProQuest eBook Central. This will
be more than enough for the 3 needed sources
for this lesson and will narrow the students
search within our guides options.
Opening: Has anyone ever heard of Eid al-Fitr?
Body: Direct instruction on how to use and
search using two of the CalSNAP resources.
-Using Teams to share the 6 questions on a word
document. Students will have editing access to
their own copy of this document. On the
document there will also be a place to record the
(3) sources that they used to find the information
they did.
-I will have the following steps on the board:
After discussing this section, we decided to
1.) Open your research recoding document.
stretch this lesson over the course of two days
Instructional Planning 2.) Log in to Cardinal guides -> then CalSNAP -
• How is the lesson structured (opening, body, and instead of one. I enjoyed hearing about Kaila’s
> then ProQuest eLibrary and ProQuest eBook
closing)? lesson, however deeper research on the topic
• What varied teaching strategies and differentiated Central.
instruction will help students meet lesson goals? will be conducted once this extra time is added.
• 3.) Skim resources and change search filters for
What progress monitoring strategies will be used?
After the time needed for directions on how to
How will results inform instruction? your grade and appropriate reading level
conduct research, the one 45-minute class will
4.) Record desired information in your OWN
not allow for much more.
WORDS
5.) Record the sources used for all research
Closing: I will explain to the class that will
continue to research for an additional class
period. Following our time needed for research,
we will get into small groups and begin to focus
on just one of these questions. As a team, they
will be responsible for creating a PowerPoint
slide that will eventually become a piece of a
class Ramadan presentation.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 I will relate this the students by asking them to
think of a family member or friend that they
I hope Kaila is able to find someone in her class
Student Engagement/Learning know who is Muslim. I will ask them to see if
that is or knows someone who is a practicing
• How will you make the lesson relevant to all the anyone they know would like to record a short
students? Muslim. Having this kind of insight will really
• How will students show progress towards master of video about Ramadan and share it with the class.
lesson objectives? help support their understanding and appreciate
Students will show progress by recording the
of this very rich and unique culture and religion.
new information they learned as well as
presenting a piece of Ramadan to the class.
As students are working, I will walk around the With my own personal experiences, hybrid
room and see what they are searching on their teaching is a constant challenge and I believe
computer. I will support learners who need extra will become extra challenging with this lesson
Classroom Management help navigating our online resources as well as plan. I suggested to Kaila that she should look at
• How will you maintain a positive learning
environment with a welcoming climate of caring, further encourage students who are on task and her online students document a few times
•
respect, and fairness?
Identify specific classroom procedures and strategies
are successfully looking into Ramadan. For throughout the class. She is able to see their
for preventing/redirecting challenging behaviors. students who are online, I will consistently check word document progress if they share the
in on them and ask how their research is going. I document with her. By doing this she can
will be sure to check on them even more visually see their progress as well as verbally
frequently since I cannot see their screens. ask them about it.
As stated in the question above, I suggested that
I will explain to the class that will continue to this lesson should go for more than one class
research for an additional class period. period. With that, closure on this lesson should
Closure
Following our time needed for research, we will be putting a pause on the work and continuing it
• How will you close your lesson? get into small groups and begin to focus on just next time.
• How will you assess student learning and prepare one of these questions. As a team, they will be I like the assessment method for this lesson.
them for the next lesson?
responsible for creating a PowerPoint slide that Having students develop a final product where
will eventually become a piece of a class they can present their findings as the class and
Ramadan presentation. again hear the facts about Ramadan shared in a
new way by their peers!
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
• In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Kaila wanted specific feedback on
the way she was able to describe
cardinals guides to her class. I think
she did a very nice job with this. She
started out playing a pre-recorded
screencast video of her and her
computer screen. She walked
students orally and visually through
the steps. I think this was extremely
effectivity not only for the in-person
learners, but also the at home
learners. She posted this video on
her class OneNote page so the
students would watch the video
again on their own time to play and
pause as they need.
I think this lesson was well thought
out to nicely include the online
learners and in person learners and
make groups that included both
types. This was success due to the
lesson utilizing Teams, multi share
word documents. Kaila was able to
monitor individual progress using
the individual notes they submitted
on teams. Once they moved into
group work, Teams also tracks
Students were intently watching the I agree with Austen, I didn’t know if
recording. This was not a long the video portion was going to be
video, maybe 1 minute 30 seconds. successful however I felt like on the
For this reason, it was able to smart board it can lag sometime and
quickly explain and retain the be hard to maneuver smoothly when
students’ attention. When it came there is a series of online steps. It
time to find these articles on their also does not help that the smart
own, I saw success. There were of board is taller than me, so I have to
course still questions and points for reach high to touch both top corners.
clarification. I had not done a pre-recorded video
in class like this before and I really
liked it. I plan on utilizing this tool
again in the future.
Students were very engaged and I was overall very happy with the
fascinated by the texts they were level of engagement from the
reading. I too learned lots about students both online and in person.
Ramadan while engaging with the Balancing the two had been very
students in this lesson. Students challenging and sometime the online
were typing messages to their peers learners so not have as much
to coordinate roles online. Kaila opportunity to interact with their
also showed students (most already peers however this activity leveled
knew) how to highlight a pdf so the playing field. All had equal
while they were reading, I saw engagement which as a hybrid
active highlighting and note-taking.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
which learner contributed what
content. This feature allowed Kaila
to easily assess what each learner
knew and was able to contribute.
Kaila contributed by setting up a
very engaging and insightful lesson
plan. Once directions were given she
checked frequently in on the online
learners. Calling each out by name
and having them talk in the
microphone about how they are
doing and what they are working on.
She also was going from desk to
desk skimming the work of students
and giving feedback in the moment.
Kaila’s rubric nicely lays out part 1
and part 2 of this project. I also
really like how she had the students
first conduct individual research
before they met virtually with their
group to talk and collect their group
research. What I did suggest is that
next time only tell the students what
they are doing in pieces. Kaila gave
the class an overview of the project
and talked about each piece. I still
think an overview is great so that the
students know what they are going
to be doing, however, not with as
many details. Kaila did address a
few misconceptions about which
whether or not they were getting into
groups now or later. Another
question was if they had to write
down notes, or are they just reading.
Kaila addressed each of these
misconceptions and soon after
students jumped right in!
Like mentioned above, Kaila
showed student/reminded those who
knew how to highlight the pdf
readings so that they could
understand and take notes easier.
Kaila also differentiated for learners
who would benefit from leveled
reading, she showed them how to
change this level in Cardinals
guides. In addition, for audio or EL
learners, the articles could also be
teacher these days was a huge
accomplishment in my eyes.
The students during the direct I too feel like even with the changes I
instruction portion of the lesson would make for next time, I still was
were not hesitant on asking for able to maintain an effective learning
clarifying questions. I can tell her environment.
classroom had a very positive and
welcoming atmosphere. After the
whole group questions were
answered, as students worked
independently and jumped into the
content other questions were asked
individually. Students would quietly
raise their hand and Kaila would
come to their desk and discuss with
the student their question.
Kaila also broke down the lesson
subsequently so the steps were easy
to follow and shown on the rubric.
After the video students were clear I also agree with Austen’s feedback, I
on how to access the linked articles. knew after I started walking around
Another suggestion I made for Kaila the room to help learners with their
next time was to create an example research and it was not consistent, I
of student notes in word. Giving a wished I had made those directions
visual of what you want the students clearer.
to produce help clarify and create
quality work. The students did take
notes; however, some were bullet,
some were paragraph form. Others
had a title and name others did not.
Keeping consistence would have
help the learners and Kaila when it
comes time to grade and access
learning.
With the differentiation mentioned More learners than I thought took
in the column to the left, students advantage of the audio version of the
were actively using and engaging in pdf readings. This differentiation was
those tools to better support their specifically intended for struggling
learning. reader and ELL, however, others who
just mentioned that audio reading are
easier for them to comprehend the
content used this feature as well.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
read out loud to the students in class
using earphones. A final
differentiation was the intentional
group selection. Kaila explained to
me that students were grouped so
there was a mix of learners both with
reading ability and whether they
were online or in person. This
created balanced groups.
Kaila had student utilize word Once student have recorded their Summarizing what I stated before, I
documents to record their learning. notes, they submitted this on Teams, feel that students did learn what I
With this learning they would move this learning was then scored as part intended them to learn from these
to sharing it with their teammates. of the total assignment’s rubric. series of lessons. I do still stand by
What I suggested to Kaila was not to What I suggested for Kaila next my comments made above that with
share who is in what group at the time was like mentioned before, to other changes next time this lesson
beginning. Since they are first have a template/example to show can be much stronger and produce
working independently, they do not her students. She got lots of even greater and smoother learning.
need to know who’s group they are question from students on how
in. Knowing the groups did create many notes they should have. If she
confusion at first on what to do first. showed an example of this is what
Kaila had the students turn in their an “A” set of notes looks like,
research on Teams before working student would have a much better
in teams. The final way she assessed idea of what her expectations were.
their learning was in part 2 of this
assignment when she is going to
have the groups present their giving
question about Ramadan. Each
student must have a presentation part
so this will be the final piece of
demonstrated learning.
Section 4: Post Observation Conference
I feel that after part 2 was completed 90% of students met the objectives I stated at the beginning of this
lesson. For those that I feel did not reach this level of understand was due to a couple of factors. I have a few
students in China who only watch my recorded lessons and attend class every so often, but still when it is 1am
their time. With these students there was still some confusion and the lesson was not completed to the same
level of expectation I had for the learners. With these students and a few of my resource students who needed
more support, I met with them before and after school to give this support and guidance. For the students in
China who were not in class when we gave our presentations on the materials, they gave me a recorded
version of their presentation. These still remain challenges and every day is a work in progress.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
For this student of focus, I was just
getting to know her has a learner
With this lesson I did have the
when I initially wrote my entry for
students say back their initial
Bowen did great with the audio part 1. In part one, I talked about
steps out loud to me, however I
text. He took shorter notes than his the challenges I would have
was not completely successful.
peers because I really wanted him teaching her this lesson while she
Lila still struggled with the level of
to focus on taking the readings and was online. The great news in since
steps involved with this lesson.
created sentences in his own writing that she has joined us in
Going forward, I will try out a
words. He shared with me in class person. I am so glad she did. Giving
chronological list of steps on a
during this lesson that this is a her this extra support in person in
sticky note or small piece of paper
challenging skill for him. We the moment at her desk as been so
for Lila to have at her desk. Since
worked slower on this, however I helpful. She has difficulty
she is one who likes to check in
was very proud of the quality of maneuvering on her computer.
frequently to make sure she is on
work that he produced. He was When she was in person, I would
task with the right step, I think
able to be a wonderful contributing have to have her share her screen
this will be helpful for her and
member to his group. and walk her though the steps.
taking on more of the role
However, this was time consuming
keeping track of these steps.
and put a halt on the rest of the
students’ learning.
Page 5 of 6

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.
Next time I teach this lesson there are several things I would do differently:
• Add more details to the rubric in the presentation section
• Create a word document template and example to show students of my note taking expectation.
• Hold off on telling who is in what group until students have finished their individual research and
submitted it on Teams.
• Hold off on showing entire rubric to not overwhelmed students with the several days long assignment
• Review proper presentation expectations by modeling. (stand facing the class, require note-card (not
just reading from the board and only having short bullet points on slide and then verbally elaborate.
• A follow up reflection after the class presentation. Have students recording notes while presenters are
at the baord and then submit a writing assignment to conclude the assignment.
The lessons strengths were the outline, individual research, then group collaboration, then full class
presentation on the topics that each group worked on. A second strength was the questions that each group
researched about. By the end of each groups presentations, I feel that students truly did learn about the key
details about Ramadan. I confirmed this when we took our unit exam which has a long response question that
asked to describe four key details about Ramadan.
My areas of improvement are directly related to what I would do differently next time. In order to clearly show
my expectations for their research notes would be giving the students a clear example as to what an “A”
assignment would look like. A second area of improvement would be holding back as much detail about the
assignment that I gave upfront. Instead I would give a brief overview and only describing the details once
students have reached each additional level of this multi-tiered assignment. Third, I need to create a more
immediate reflection follow up to this lesson as described above.
Next steps are to fix the rubric for next year and save some of my top students notes to use as an example for
next year. Lastly, reflect on my instruction notes on this lesson to make changes with my delivery next time.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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