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

Kaitlyn April kapril@bousd.us Multiple Subject 3rd grade

Mentor Email School/District Date

Shari Bithell sbithell@bousd.us Brea Online 3/15/21

Academy /
Brea Olinda Unified
SD

Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-LITERACY.RF. Applying the knowledge BFG Novel Study “Wondercrump Wordspotter”

3.3.B of affixes and roots of
Decode words with words, students will be
common Latin suffixes. able to accurately
define unknown words
CCSS.ELA-LITERACY.L.3 as positive or negative
.4.A with 80% or more
Use sentence-level mastery.
context as a clue to the
meaning of a word or Applying the knowledge
phrase. of affixes and roots of
words, students will be
CCSS.ELA-LITERACY.L.3 able to accurately
.4.B group unknown words
Determine the meaning of by word class with 80%
the new word formed or more mastery.
when a known affix is
added to a known word
(e.g.,
agreeable/disagreeable,
comfortable/uncomfortable
, care/careless,
heat/preheat).
 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 makes Skills are refined as NT Skills are polished as NT expands ability to add new
formed and just coming into investigates and examines increased relevant and suitable combines elements into a methods and strategies into pedagogical repertoire
prominence pedagogical practices use of pedagogical choices cohesive and unified
pedagogical repertoire

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

5.2 Collecting and analyzing
assessment data from a variety
of sources to inform instruction.
T - Exp. T - Explores collecting additional data using supplemental
assessments.
Make adjustments in planning for single lessons or sequence of lessons
based on analysis of assessment data.

4.4 Planning instruction that T - Exp. T - Selects strategies for single lessons or sequence of lessons that
incorporates appropriate respond to students’ diverse learning needs.
strategies to meet the learning
needs of all students Seeks to learn about students’ diverse learning and language needs
beyond basic data.

Section 2: Pre-Observation Conference

Focus Students
· Summarize critical needs
and how you will address
them during this lesson.
Focus Student 1: English Learner
Although I do not have any
English Learners in my class,
we recently had diagnostic
testing done for both reading
and math, and I am choosing
my student that tested the
lowest out of the class for
reading. He tested at a Grade
2 level for reading, which is an
improvement from the
beginning of the year where he
tested at a Grade 1 level. I
would like to focus on him and
see how working in breakout
groups with other students that
are grade level readers will
affect him and his own reading
level.
I am hoping that this student
will improve in their reading,
vocabulary, and figurative
language skills while working
with peers at a slightly higher
reading level.
Focus Student 2: Student w/ILP/504
I do not have any students
with an IEP or 504 plan that
pertains to the learning of this
lesson. I am choosing a
student that does have some
behavioral issues that have
been addressed. This student
has difficulty with paying
attention, remaining on task,
and completing homework. He
currently has a B- in Reading
due to missing assignment
and poor scores on
comprehension tests. I would
like to put this student with
other students that are
performing at the same level
as him with comprehension. In
the past I have put him with
his friends because they keep
him focused better, but they
are at a higher level than he is
and I think he is not learning
as much because they might
be helping him too much.
Focus Student 3: Your Choice
This student is a good student, but has
major internet connection issues.
Because we are online all year, this has
been something we have struggled with
since the beginning of the school year.
She comes to my office hours everyday
to make sure she is correctly doing
assignments, but sometimes her
classwork suffers because she either
loses connection, sound, or both. I would
like to focus on the progress of this
student to see if utilizing different types of
assessment data will give me an
accurate gage for this student, despite
the technology issues we face in class.
I hope that this student can possibly work
on her family's home computer for the
lessons and will be able to join in with
using our different types of technology
and group work. If her internet
cooperates, then I think that this student
will be able to have better
comprehension of our novel.

I hope to see better

comprehension from this
student based on exit tickets
and seeing his work in
real-time using our digital
whiteboard. I also think that
 working with other people will
help his skills improve
because he will have to think
more to help out the group,
instead of being fed the
answers from his peers.

Part A: NT Reflection Part B: ME Feedback

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

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 questions: I am interested to see how you incorporate
o How can I use my current classroom Jamboard and digital whiteboards into this lesson.
activities to fully see the needs of my Will you be able to see a lack of understanding with
students? a glance as you are leading the lesson?
o What other formal and informal This is exciting!
methods of assessment can I utilize to
further see student growth and areas of
weakness?
o How can I use my current classroom
activities to measure student
comprehension?

I plan on being able to see all my

student’s work by using different
technologies, such as Jamboard and our
digital whiteboard. Students will work in
groups, but I will be able to see all their
individual work. This will let me see their
understanding and monitor their progress
throughout the lesson.

MT Feedback:
● How was my response to
students that didn’t understand?
Was I clear in my instructions
and with guided questions to
help them?
● Did I answer my inquiry
question to some degree?

Inquiry Focus/Students
· What specific feedback regarding your
focus students do you want from your ME?
How was I directing my focus students? Good questions! We will see!
Were they grouped well?
Did they seem to be overshadowed in
their group, or were they participating
fully?

Specific Feedback
· What additional specific feedback do you
want from your ME regarding lesson
implementation?
How well was it implemented? Good questions! We will see!
Was I clear with instructions and
directions?
How did my technology tools work with
the lesson?

Instructional Planning
· How is the lesson structured (opening,
body, and closing)?
· What varied teaching strategies and
differentiated instruction will help students
meet lesson goals?
A. Focus/Motivation (Open)
I will start the lesson as a whole group. I
will read two extracts from Chapter 8
(Snozzcumbers) in “The BFG.” We will
then be using Jamboard to discuss the
This looks like a good chance to explore vocabulary
in a novel way. I see the possibility of helping
students with metacognition - realizing that they are
using context clues or parts of familiar words to help
 · 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?
meanings of two unknown words from them determine the connotation of the unknown
the story. They will decide whether the words. It sounds like a fun Lesson!
words mean something ‘good’ or ‘bad.’
We will also discuss certain affixes and
how that can be a context clue to the
meaning of the word.
I think it is a good idea to have students have their
B. Development (Body) own copy of the excerpts.
Students will be put into small groups in
breakout rooms on Zoom. Each student So they will have their own worksheets, but they will
will have their own copies of the extracts work collaboratively? This sounds like a good plan.
from the chapter we are working with You will be able to see who participated, and who
from “The BFG” and will also have their didn’t.
own worksheet to use on
Whiteboard.chat. As a group they will be I like that you have a task for more advanced
reading through the extracts to find groups. This is good differentiation!
unknown words. They will then put those
words into two different categories: I like that you have something planned if you have
positive or negative. For my more extra time. This will help you extend the lesson.
advanced groups, they will then take their
list of words and separate them into their Closure: I like that you will have the students reflect
word class (ie. adjective, noun, or verb). on the day, but you might find one well chosen
question is more effective than three questions.
If time, as a whole group, we will discuss
the meaning of some more mystery
words that we have read throughout the
book so far. The students will see the
whole sentence with the word in it and
will use their context clues to define the
word. If this becomes too difficult, I will
give them an option of multiple choice
and let them choose which one they think
the word might mean.
C. Closure (Close)
I will ask my students some questions as
they think back on the day. What did they
learn? What questions do they have?
What are they looking forward to learning
next? With this, I want them to think back
and reflect on the day and what they
actually did in class.
I will be using whole group instruction Good plan. I like your use of breakout rooms to
and small group breakouts. Each student discuss the assignment with students and really be
will have their own worksheet to show able to check in on their understanding.
work while working in their small groups.
Students will show work on Jamboard Saving student work to review later will also give you
and Whiteboard.chat. I will be able to see a good feel for student understanding.
all student work and access their work as
well. I can talk to students in their
breakout rooms and help students
individually through Whiteboard.chat.
This is how students will show their
progress, and I will also be able to save
their work to access later to assess their
progress.
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.
We will review classroom expectations Always important!
for using Jamboard and breakout rooms.
I will be going to each breakout room to I like that you have a plan for students that are being
ensure that students are respectful and disruptive for their small groups.
working together. If there are students
that are not working well together or not
staying on task, I can remove them from
their breakout room and work with them
individually, or in a separate small group.
I can also put them into their own
individual breakout room to work
independently from the group.

Closure
· How will you close your lesson?
· How will you assess student learning and
prepare them for the next lesson?
I will be using a closing procedure of
whole group directed discussion. I will
ask students what they learned, if they
have any questions, and what they are
looking forward to learning next. I will
look over their work from the day and see
what might need to be retaught and who
might need to be with that lesson. I will
use the information to plan out my future
lessons of extending the content.
I like that you plan to use the information that you
gain from your closure to help you plan future
lessons.
Don’t get discouraged if you don’t get good info from
the students right away. This takes practice for them
and you!
Focus on what you really want to know, and maybe
give them an example of the type of answer you are
looking for.

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

Specific How was my response to students that How was my response to students I think my lesson went really well
Feedback didn’t understand? Was I clear in my that didn’t understand? Was I clear overall. Almost all students participated
· What
instructions and with guided questions in my instructions and with guided
information can
to help them? and there was a good amount of
you provide the questions to help them?
NT regarding ● Did I answer my inquiry ● Did I answer my inquiry collaboration between the students. I
requested
question to some degree? question to some think that I grouped them well. There
special
feedback? degree? was a group that really impressed me
You re-explained the activity to Students got right to work and
Valentina when her Internet was and was able to move onto the second
seemed to understand the
glitchy. assignment. There was some activity. They were asking great
confusion because students were questions as well.
Your instructions were clear, you used feeling like all of the words were
good guided questions to help the negative. You asked them to read
group that called you in to ask you further and challenged them to find
how to pronounce one of the unknown more words.
words. “Can you read me the There was also a little confusion
sentence with the word in it? Can you because some students used the
read me more sentences ? What was book rather than the excerpt and
happening here?” went to portions of the chapter
where the made up words were
How was I directing my focus different types of animals - you told
students? them to try to determine what type
Were they grouped well? of animal they thought these might
Did they seem to be overshadowed in be and then you encouraged them
their group, or were they participating to return to the excerpt where it
fully?

“Ashton I don’t see you on our
Jamboard.”
I think you grouped your students well.
Ashton is just difficult to engage. He
did not seem to participate at all.
Shawn didn’t speak in his group, but
he did listen and participate on his
worksheet.
Valentina was working well with her
group and fully engaged.
How well was it implemented?
Was I clear with instructions and
directions?
How did my technology tools work with
the lesson?
I think you implemented your lesson
well and were clear with your
instructions. Your technology tools
were well selected and worked
perfectly with this fun lesson! Your
students were very engaged and
seemed to understand the task you
asked of them.
was easier to find positive and
negative words.
How was I directing my focus
students?
Were they grouped well?
Did they seem to be
overshadowed in their group, or
were they participating fully?
The students were definitely
grouped well.
Ashton did not participate
Shawn didn’t speak, but he was
working and listening to the others
in his group.
Valentina was fully engaged.
How well was it implemented?
Was I clear with instructions and
directions?
How did my technology tools work
with the lesson?
The students got right to work and
seemed to understand the
instructions.
The technology really enhanced
the lesson and allowed the
students to fully engage and
interact with each other.

CSTP 1: Teacher reminded students of what Students posted stickies on a I have some students that are harder
Engaging All Jamboard to demonstrate their
they had read so far. “”Do you to keep engaged than others. For those
Students
remember where giants come from?” thinking. Does this word have a
· In what ways
positive or negative meaning? students, I now just have to call them
were students
engaged? Teacher explained the activity. out when they are not paying attention
How were Students filled in words on a
students not
or participating.
engaged? Austin, Ashton…”I don’t see you on whiteboard.chat worksheet. For an
· How did the Jamboard.” additional challenge, students
students marked the type of word each was For the most part, all my students were
contribute to
Teacher posted an excerpt on the (noun, verb, adjective) engaged in the activity and working well
their learning?
· How did teacher Google Classroom, so each student together. I made sure to give them
and/or had his/her own copy. Teacher also Target Students in Breakout
students
everything they need for when they
shared the excerpt on the screen and Rooms:
monitor
Shawn: I did not hear him talk or started working as a group, such as,
learning? used her mouse to guide students
· How were the through the reading. participate the excerpts for the reading and all the
focus students Ashton: Not talking links to the activity.
engaged and
Valentina: Did participate in her
supported
throughout the breakout room
lesson?

CSTP 2: Effective Good choice of learning tools. The Students knew the rules and Because we started off with a
Learning
Jamboard and Whiteboard were very wanted to share them. Jamboard, I wanted to make sure that
Environment
effective for this activity.
· How did the students went over our Jamboard
students and Breakout Rooms allowed students to Students knew how to use all of
teacher interact. the tools. rules again. They knew all the rules,
contribute to
an effective
and reviewing them before the lesson
learning Teacher reviewed the rules for using a Some groups did a better job of was very helpful for them and myself.
environment? shared Jamboard: interacting than others in the
● Don’t delete other student’s breakout rooms.
stickies Some breakout rooms had a harder
● Don’t move other student’s Tobias shared his screen in time working together. Being online all
stickies breakout room 2, so they were all year has made some students very
● Only touch your own stickies focused on the same thing.
independent with their work, and doing
 ● Don’t make your stickies too it themselves is typically easier than
large.
doing it with a group. I try to remind
these certain students that working
together and collaborating are also
skills that need to be worked on.

CSTP 3: Teacher repeated students’ reasoning Students used context clues and I think I could have done better with
Organizing regarding why a word had a positive knowledge of similar words to our review of affixes, but I think that it
Subject Matter
or negative connotation. determine the connotation of the
· What actions of still worked well in the lesson.
the NT giant’s made up words.
contributed to Teacher used discipline specific
student language to help students with
assimilation of
Students were able to articulate When asking questions to the students
metacognition. how they reached their
subject matter? during their breakout groups, they could
· How did conclusions.
students That’s called using context clues. easily tell me their thinking and
construct
I really didn’t hear any understanding of the activity and
knowledge of
subject matter? You are looking at the prefix of the misconceptions, the students were subject content.
· What word. Can you think of any other using sound reasoning for their
misconception words that begin with dis-? What do
s did students
connotations.
have and how
we think dis- means?
were they
addressed by
the teacher?

CSTP 4: Learning Teacher asked students to open the 3 of the groups moved on to the For differentiation, I had two activities
Experiences excerpt that she shared in Google second task.
· How were planned. All groups started on the first
Classroom to ensure that students
students
were all booking at the same One of the groups called the activity, and if they finished, they would
supported
through paragraphs from the book. teacher into their breakout room move on to the second. The second
differentiated
because they were having difficulty activity was similar to the first but
instruction?
Teacher asked students to find more pronouncing a made up word.
· How did expanded on the subject content. I
students made up words and to try to determine Instead of just telling them, the
participate? if they had a positive or negative teacher asked the students to read knew that there would be certain
· How did the NT
connotation. the sentence aloud. What’s going groups that would do both activities,
contribute to
student on? she asked. and some that would only get through
learning? Teacher grouped students according
the first. This allowed me to help my
to reading levels. More advanced
groups were given an additional task lower groups, while having my higher
to determine if these made up words level students continue working and
were nouns, verbs, or adjectives. expanding the learning concepts. I think
this worked very well, and there was
Teacher restated the instructions for a
student who was having internet even a group that surprised me when
problems. they moved onto the second activity.

CSTP 5: Teacher will use the whiteboard Some of the students moved their Students were able to use a digital
Assessing stickies from positive to negative
worksheets for future vocabulary whiteboard to show their work in real
Student Learning
lesson planning. when the class started talking
· How did
about the activity, demonstrating time. As the teacher, I am able to see
students
demonstrate Are the students understanding how to their newfound understanding. everyone’s work at once. This allowed
achievement of
lesson
use context clues? me to see who was understanding and
objectives? who was having trouble. I was also able
· In what ways Good classroom discussion about the
did students to see who was not participating.
made up words contributes to student
struggle or
demonstrate achievement.
limited By jumping into their breakout rooms,
understanding
Since the words were made up, there the students were able to explain to me
?
was no fear of being wrong. The
· What teacher their thinking and understanding and I
actions students were free to think creatively.
contributed to could see who was achieving the
student
achievement?
learning goals.

Section 4: Post Observation Conference

To what degree did I believe that about 95% of my students were able to achieve the learning goal. I had a few students
students achieve lesson
objectives? that took longer to participate and pay attention during the lesson.

To what degree did Focus Student 1: English Learner
focus students achieve
lesson objectives?
Focus student 1 did very well
in this lesson. It was his group
that surprised me when they
were able to move onto the
second activity. He was able to
achieve both learning goals
because of this.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 2 was a bit Focus student 3’s internet was
tough for this lesson. He is working well the day of the lesson.
in class and activity listens, She was able to join all parts of the
but when it comes to activity and participated well during
participating in groups, he the breakout groups. She was able
has a hard time. I did not to achieve both learning goals.
put him with his friends this
time and I think that made
him less interested. I had to
tell him a couple times to
join our digital whiteboard
to start the activity. Based
on this lesson, he did not
achieve the learning goals.

What would you do If I were to do this activity again, I would be more aware if my class has any English Learners. I
differently next time?
would also spend more time on the ‘root words’ part of the activity if I have more EL’s. That would
become more important. I would also put my EL’s in a group together and work with them more.

What were three top I think I did really well grouping my students, having them use critical thinking, and having them be
Lesson Strengths?
able to apply what they know. Using the digital whiteboard for this was perfect.. I also think that it
was a fun and engaging lesson.

What were three top I think I could have spent more time on roots, made sure that I was fully focused on all students, and
areas for improvement?
having all my lower students in groups together. I think I could have had them dispersed a bit more,
and that would have allowed me to focus more on all groups throughout the lesson.

What are next steps? I think I could maybe try picketing a different book next time and working on different ELA strategies
with a different novel. Or next year, I could read two books and focus on different strategies between
the two.

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.