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

Alissa Adler alissaeveadler@gmail.com Multi Second

Mentor Email School/District Date

Tomasa Mendoza mstomasa@oceancs.org Ocean Charter School 10/12/21

Content Standard Lesson Objectives Unit Topic Lesson Title

Conventions of Standard Understand and utilize nouns,

Grammar Act It Out!
English Grade 2 #1. adjectives and verbs

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating

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

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

I create lesson plans that are suitable for each one of my students. I am
able to work with the students with special needs more independently
3 0.6 3
during small group or center time. I assess what they need that might
be helpful to their learning.

I provide my students with all the tools I believe they will need for
5 0.7 3 academic success within reason. I assess their success through testing,
projects, activities, at-home learning and games.

Section 2: Pre-Observation Conference

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
James Volturno- critical needs:
Zion Volpe- critical needs:
N/A comprehension, retention, social
retention, comprehension
interaction

Part A: NT Reflection Part B: ME Feedback

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
● What specific feedback do you want from your ME?
-color code brainstorm
-Understanding conventions of language -will you be “tracking” groups?
-Have students brainstorm, list and and act out -accommodations for students with special
conventions of language. needs: partner up with peer/class assistant,
-How to adapt this lesson to children with special smaller group setting, one on one, highlight
needs. How to incorporate technology. word for them, color code word, words
written on color paper

-alternative assignment is to categorize

Inquiry Focus/Students -How to deepen comprehension and
● What specific feedback regarding your focus students precut words, write down story, write a
do you want from your ME? retention
sentence with words provided
-use natural materials and words related
Specific Feedback
● What additional specific feedback do you want from
-How to make my lesson plan reflect more of the to nature themes
your ME regarding lesson implementation? Waldorf approach -incorporate movement, singing, rhythm
practice

-Brainstorm, list and write ideas, then pick words

Instructional Planning
● How is the lesson structured (opening, body, and from bags and create a story, then act it out. -alternative to use baskets and silks for a
closing)?
● What varied teaching strategies and differentiated
-Catering to visual, auditory and kinesthetic more waldorf approach
instruction will help students meet lesson goals? learning styles. Write words for some and have -will all fit into one period? acting out as
● What progress monitoring strategies will be used?
How will results inform instruction?
them trace. well?
-The lists they create and story they present.

Student Engagement/Learning -Using words that they came up with to put on -if gifted student is done with another
● How will you make the lesson relevant to all the the cards in the bags.
students?
● How will students show progress towards master of -If they are able to assign conventions of
assignment early, they can make cards
lesson objectives?
language. for lesson

-Make the groups myself and make sure

Classroom Management everyone is contributing within the groups and -premake groups?
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and that everyone has an equal part in the
fairness?
performance.
-tracking?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors. -Be selective in the grouping. Offer the children -assign roles?
ideas of how to work effectively within a group.

Closure -Draw a picture and write a sentence.

● How will you close your lesson?
● How will you assess student learning and prepare -See if their sentence includes the elements of -in Main lesson book?
them for the next lesson? language that they used.

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

-student with special needs

Specific Feedback
● What information can you
provide the NT regarding
requested special feedback?
-teacher provided instructions -students circled on floor
absent
to gather in a circle -students called to center of
-Zion meetings about truancy
-she modeled with one group circle with other group
at a time, choosing the groups members

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

CSTP 1: Engaging All
Students
● In what ways were students
engaged? How were
students not engaged?
● How did students contribute
to their learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing Subject
Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students construct
knowledge of subject
matter?
● What misconceptions did
students have and how
were they addressed by the
teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
and letting them chose a word
from a basket
-students then reading words
aloud
-then having students gather in
small groups to begin creating
story
-teacher redirected, instructed lesson the entire time
to whole group, sang to get
attention, gave each group a
task
-one focus student absent
(James)
-one focus student engaged,
tying shoes often (new skill?) (James)
-teacher worked mainly with
one student and the class
assistant
-teacher gave feedback often,
“friends, lower your voices”
-feedback about story
elements such as beginning,
middle and end
-teacher reviewed categories
of words on the wall
-students constructed
knowledge of subject matter
by applying words provided to
the creation of a story
-teacher clarified expectations
of working in small
groups/centers
-students chose words from -create groups ahead of time
basket -teacher and assistant to not
-students played rock paper join a group the next time
scissors to solve
problems/make final choice
-students joined their small
group and started figuring out
which student would share
first, second, third, etc.
-students created stories in
small groups that used the
-timing of lesson, required
words provided by the teacher
students to work
-most students engaged in
independently for lengthy
period of time
-some students
-some students not as engaged
disengaged/not participating,
as others, needed more of a
but not acting out, quiet,
role-these were mainly
some unsure of role they had
students who were quieter and
in group
didn’t take the lead when
-one focus student absent
acting out story
-for future lessons, teacher and
-one focus student engaged,
assist to walk around the
tying shoes often (new skill)
classroom helping as needed
-Zion supported by peer group
throughout the lesson
-teacher joined a student and
assistant as a group
-students worked in small
-pairing student up in another
groups to create stories, some
group, not giving them the
decided to write down the
choice to work with teacher
stories
and assistant-left most of class
-students helped each other
to work independently with
spell the words
less support
-students referred to the word
wall and sight words for help
spelling
-unsure if this lesson truly
-students constructed
assessed their understanding of
knowledge of subject matter
which word was a noun, which
by using words to create a
was an adjective and which one
story, then acting out the story
was a verb.
to the whole class
-they were able to create
-misconceptions: students
stories which were lovely to
unsure of whether they had to
hear
write down story or write
-unsure if most stories had a
down a sentence
beginning, middle and end
Page 3 of 4

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
-teacher grouped students
-students worked together,
with peers who could support -not much differentiated
strategizing and explaining the
eachother, did not track based instructed seen, focus student
directions to each other
on ability 1 absent, focus student 2
-they used resources such as
-NT worked one on one with engaged, but it’s unclear if he’s
word wall and paper and
one student and class assistant able to recognize and
pencil to write down their
-NT had student dictate story categorize word groups
stories
while she wrote it down
-stories were funny, laughter
present
-teacher added that students -all students participated in
-unsure if students understood
could write down story stories
how to utilize nouns, adjectives
-teacher modeled discussing -some students wrote down
and verbs. The lesson turned
story elements and writing story completely, others
into using those words in a
them down partially, others not at all
story vs. understanding how to
utilize the word groups.
Section 4: Post Observation Conference
-Students applied and utilized nouns, adjectives and verbs. Its uncertain whether they understood which were
nouns, adjectives and verbs and whether they could
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Zion, attentive, engaged and
NA James-focus student, absent focused throughout the
duration of the lesson
-walk around the room assisting groups vs. participating with one student and class assistant
-have students write a sentence vs. entire story
-teacher led lesson vs. student led lesson for observation
-class community
-student independence
-engagement and attention to task at hand
-implementing waldorf strategies such as singing and other movements, rhythms
-lesson topic may have been too broad (word elements, story elements, group elements)
-teacher monitoring of small groups
-weekly mentor meetings to continue
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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