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
Penelope Macias pmacias@iqcala.com Language Arts 3
Mentor Email School/District Date
Carina Oghoorian caoghoorian@iqcala.com iQ Academy Los Angeles 10/19/21
Content Standard Lesson Objectives Unit Topic Lesson Title
R.L 3.6 Distinguish their Students will identify their Point of View Comparing Points of View
own point of view and
own point of view
determine if they agree or
from that of the disagree with the character.
narrator or those of Students will demonstrate
the characters. an understanding by
S.L.3.1 Engage completing an exit ticket and
writing a complete sentence
effectively in a range that dictates their own point
of collaborative of view and if that’s in
discussions (one-on- agreement or disagreement
one, in groups, and with the character’s point of
view.
teacher-led) with
diverse partners
on grade 3 topics and
texts, building on
others' ideas and
expressing their own
clearly.
S.L.3.3 Ask and answer
questions about
information from a
speaker, offering
appropriate
elaboration and detail.
ELD: 1. Exchanging
information and ideas
with others through oral
collaborative
discussions on a range
of social and academic
topics 2. Interacting
with others in written
English in various
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
communicative forms
(print, communicative
technology, and
multimedia) 3. Offering
and supporting opinions
and negotiating with
others in
communicative
exchanges 5. Listening
actively to spoken
English in a range of
social and academic
contexts 11. Supporting
own opinions and
evaluating others’
opinions in speaking
and writing

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Creating a rigorous learning
environment with high expectations
2.4 and appropriate support for all
students
Collaborating with colleagues
and the broader professional
6.3 community to support teacher
and student learning
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
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
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
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
My students all engage in differentiated instruction, however I feel that
I could include more rigor in my lessons. I find myself scaffolding
2 almost too much when I am trying to reach higher order thinking and I
would like to improve on how to challenge my students without
discouraging them.
In PLC we use testing data, power standards, and student data to best
support informed decisions for teaching.
2
We are able to use the variety of resources provided by our school as
well as additional resources that we share with each other.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Edward: I will provide sentence
Maya: I will allow extended time Yasin: This student can lose focus
frames and a word bank to help
and provide frequent checks for easily and can distract others. He
with his response. He is able to
understanding prior to individual sometimes turns the mic on
read certain sight words and sound
work. This student can sometimes randomly to talk about something
out short cvc words, but this can
forget what the task is so I will off topic and will also have siblings
limit his ability to write a complete
Focus Students check in with her prior to going to playing with him during class. I
 Summarize critical needs and how sentence that is on task. When he
the exit ticket so she completely will remind him at the start of
you will address them during this types responses, he will type a long
lesson. understands the task that is class to be focused during the
run on word without spaces to
expected of her. She also may lesson and that I will be checking
indicate separate words. I will
require extended time to complete in during the session for his ideas
emphasize the use of the word
the task. She does not like to leave as the lesson goes on. I will have
bank and putting spaces in
work unfinished so I will make sure him repeat the directions and
between words in his response in
she has ample time to complete check for understanding
addition to using the sentence
the exit ticket. frequently.
starter.
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? Since this lesson will be following a sequence of This is great. As we discussed, a quick
 How will you incorporate the inquiry focus and/or lessons, I will be able to add more rigor since review/warmup of what has already been
special emphasis into the lesson?
 What specific feedback do you want from your ME? this will not be the first time the students are taught will provide scaffolding for the new
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

Inquiry Focus/Students
 What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
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?
Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
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.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
Teacher Actions
EXAMPLE
When teacher reviewed worksheet, she asked additional questions
CSTP 1: Engaging All Students
of analysis and evaluation (“which problem-solving strategy do
 In what ways were students you prefer? How could you create a math problem that could be
engaged? solved with this strategy?”)
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
exposed to this topic. I hope this allows me to
add more rigor to the lesson and will provide
lesson.
the students with a deeper understanding of the
topic.
I would suggest holding back your opinion until
How to redirect the students who may get off you get the students’ opinions/perspectives. As
task or who have a difficult time developing for off topic comments, see if you can find
their own opinions. I notice at times they can anything from what they said that would relate
just agree with the teacher or will respond to the topic and emphasize/praise the effort. If
completely off topic. nothing, then you can say something like “I love
the way you’re thinking, keep it up.”
I would like to know the best way to lead the I think a full read through without pausing
discussion on point of view at the close of the prevents interruption of thought and
story. I would also like to know if its best to processing. Then as you read through again,
pause throughout the story to discuss or read you can pause and ask the students to look for
the entire story then discuss after? the clues to perspective.
Students will review the definition of point of
view (direct instruction) then we will read a
short story, discussion the difference between
the narrator and characters. We will discuss the
You may consider differentiated exit tickets that
points of view within the story and then for the
students can choose from.
closing students will complete an exit ticket
where they state their own point of view and
whether they agree with that of the
narrator/characters.
Prior to this lesson students have practiced
distinguishing point of view with short
paragraphs. This time they will be read a short
story and will be expected to compare their Will you use a graphic organizer for this? A venn
point of view with that of the story. I think diagram could help organize thoughts.
students will be able to show progress by
identifying their own point of view and by
discussion the points of view read in the story.
We will begin the lesson with a social emotional
goal of the day/affirmation. In our virtual
classroom students are to respect one another
and raise their hand to receive microphone
You do a great job with this. 😉
permissions. I keep the chat box turned off
during the lesson and students can directly
message me with questions rather than the
general chat.
At the close of the lesson, we will discuss the
different points of view in the story and that of
the students. Then they will be directed to the
exit slip and will complete the slip on their own Great!
to check for understanding. I will assess student
answers and determine next steps for learning
based on their responses.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Page 3 of 5
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?

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?

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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
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. Page 4 of 5
What would you do differently
next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

What are next steps?

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 5 of 5