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 Kailakacz@csu.fullerton.edu History 7th
Mentor Email School/District Date
Austen Courter Acourter@stjohns-es.org St. John’s Episcopal School 3/4/2021
Content Standard Lesson Objectives Unit Topic Lesson Title
-I will be able read about
the comparison
between power of the
church and state.
-I will be able to
understand why monarchs
grow in power and creates
conflict in the region.

-I will be able to explore

conditions in the town and
7.6.5 and 7.6.6 the country during the
Middle Ages in Europe Events of the Early Middle Ages
High Middle Ages.
-I will be able to
understand how medieval
farming methods increased
food supply.
-I will be able to explain
how trade also brought out
change throughout this
medieval period

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.)
T – I will survey the student for what type of notes they
personally prefer to get a better sense of my students
favorite learning tool.
Using knowledge of students’
academic readiness, language S – Students will feel validated that I value what type of
4.1 proficiency, cultural S notes they like and want to take that into account in my
background, and individual teachings.
development to plan instruction.
T – I will continue to commit to get my students’ personal
opinions and the recourses/tools that benefit them.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

Planning instruction that
incorporates appropriate
4.4 strategies to meet the learning
needs of all students
Focus Students
• Summarize critical needs and how
you will address them during this
lesson.
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 Focus/Students
• What specific feedback regarding your focus students
do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
S – Understanding that learning is a partnership between
their teacher and them each personally. This will also build
trust and stronger teacher-student relationship.
T – I currently use a range of note taking methods in my 7th
grade history course. I am also considering introducing a
flipped classroom model.
S – Students partake in different reading methods and note
taking strategies. I recently asked students’ which method
they prefer and the data is mixed.
S
T – My goal is to try different methods and use a pop quiz
to compare the learning done after different strategies.
S – Students will take pop quizzes after different styes to
give data as to what method worked better for them
personally.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
SN was selected because he is a
very capable student however has
struggled with developing study
habits that best suit him and his
personal learning needs. SN is from AG is a student who struggles with For my student of choice, I am
China and has been in the US for self-confidence. AG feels picking ZZ. I am picking this
the last 3 years. According to his uncomfortable asking questions in student because academically she
English teacher he is still a whole group setting. We have is strong but is a C student due to
developing his writing skills. In developed a system where she consistently not completing the
terms of history class, SN is a C to B puts a colored sticky note on her homework. I have been in contact
student. I feel that depending on desk to indicate she has a question with her family several times and
how the information is delivered to in class. I will then discretely she have a few things going on in
him will make a large difference in approach her and quietly discuss her home that cause he
his performance. I am expecting SN her question. She does not like to distraction. For ZZ, I am expecting
to perform better after the whole have the class’ attention on her or that on both whole group and
group discussion and note taking. feel that people are judging her. small group, she will perform
SN struggles still to take content With AG I expect that she will about the same. She could score a
and synthesis it himself. When a perform better in a small group. lot higher on exam if she would
group discussion takes place, I see She likes to read but does not put in the time to study. I think
stronger participation from SN. In volunteer in the whole group that with these pop quizzes soon
whole group discussion I am able setting. When she reads the after learning the content, she will
to break down the reading section content in a small group, I feel that perform much better that when
by section, ask questions and build she is less stressed by her peers we have learning lots of content
understanding with the text. I and can focus on learning instead. across a few weeks span.
believe this verbal connection with
the connect allows SN to develop a
stronger understanding of the
content at first exposure.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My focus for this lesson is to develop student My mentor gave me great feedback, we have
learning while reading and taking notes. Having tv’s on all walls in my classroom. She suggested
questions that drive student to understand and having the tv’s project the question I am
produce deep thinking about the content. targeting each reading or section.
For my focus students, I want my mentor to My mentor agrees that sometime shy students
observe their participation in a small group vs who do not excel in whole group will in small
whole group. These students tend to be shy. In group. She advises that students who are shy
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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?”)
small groups I believe for the most part will also do perform well in large groups because
preform better. they prefer to absorb information. Balance these
are key.
I would like my mentor to focus on my delivery I think this is a great place for Kaila to focus on.
of whole group directions and dialogue between This takes lots of time to develop as a teacher.
students. When they are in small groups am I Allowing everyone to have their thoughts shared
able to meet the needs of my learners and are the and also check for learning is a skill that takes
learners engaged and staying on task. time to develop.
I think this lesson does have a wide range of
strategies, so differentiation is a key component.
Some learners understand content presented in My mentor share that she agrees, she is looking
different ways. The assessment will not only tell forward to seeing the results that are produced
me which works better for each learner but will and altering lessons going forward.
also tell the student themselves so they can be
more aware of their own learning style.
For these lessons, there are great points to relate
to the modern day. For instance, the
development of the Magna Carta and common
law vs. parliament is the foundation of our US Kaila does a great job connect students with the
government system. history they are learning about. She finds points
In addition, the second section about Trade and that the students will find relatable or interesting
Industry, the best point to connect to the students and honing in on these particular ideas can drive
today is medieval banking. It is fascinating to student mastery due to fascination and
compare to modern banking and medieval engagement.
banking. Even talking about apps like Venmo
that make transfer of money easy between
people not only different banks.
My mentor teacher reminded me that this is a
Classroom management this year is more for me
very unique year where classroom management
the balance between online and in person
in terms of the normal environment is out the
students. Keeping the students online feeling like
window. Making adjustments on the fly and
they are still a part of our in-person lesson and
focusing on the online learners is important
that they are included is so important. I make
because based on a school survey our online
sure to call on them consistently and ask for their
learners do struggle to feel the same inclusion as
thoughts more often than my in-person students.
they would if they were at school.
For closure, the pop quiz to close out this section
will serve as review and also feedback to me to
determine student learning. These assessments
will also prepare them for future lessons because I want my mentor to focus on peer interactions
we will continue to talk about the middle ages during small group work time and see if groups
and build upon these key ideas. Having a deep who didn’t spend their time to the highest level,
understanding will lead to success in the future. shows in their assessment score.
It will also allow them to know where their own
personal strengthens and areas of improvement
are.
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.

Across the four-day lesson plan I

Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?
was able to observe day 3 of this I told Austen that I made a last-
Focusing on how student worked
plan. Kaila wanted me to focus on minute change about giving out
during group time, I think the
how she was able to give directions group arrangements before the quiz
directions were clear, the activity
for the day and if she created an started. I think this ended up being
was engaging, and the focus
engaging activity. First, Kaila later very beneficial and gave students
questions were great guiding tools
told me that she switched ordering more time to work on their
while students worked individually.
in the moment when she realized assignment.
she had a better layout. She first

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
told students what groups they
were working in and then told
students to start their quiz. I think
this was a great change. Students
could start working on the activity
as soon as they finish their own
individual quiz, rather than having
to wait for everyone to finish. Great
use of time!
In Kaila’s class students were
engaged the full class. There were of
course students who got distracted
for moments at a time. Kaila’s
constant circulation helped clear up
any questions and also keep
learners on task.
Kaila set up great guiding questions
that ensured the learning targets
were hit as well as guide struggling
learners to success.
As Kaila went around the room
spending different amounts of time
with each group. This continuous
flow allowed for any misconceptions
to be cleared up within a few
minutes. Some groups that Kaila
spent more time supporting clearly
benefited from her support. After
clarifications were made students
jumped straight into the
assignment.
This series of lesson had great
differentiation in the types of lesson
delivery and note taking style.
Student who prefer or learn better
from one type are not expected to
always learn that way. Student are
supported with their strengthens as
well as challenged with the areas of
need.
The student were definitely
learning a lot in this lesson. The
After reflecting on the lesson, I am
motivating factor was that Kaila let
very happy that I added the guiding
them work in groups that they were
questions. I was very easy to walk
already friendly with; however, it
around and guide students’
was clearly stated that any misuse
notetaking once I had set up the
of these groups would result in a
parameters, I wanted them to focus
reassignment. This gave students
on. Not only for this lesson but also
the responsibility to have fun but
future assessments.
also learn or they would lose the
privilege.
After reflecting, a struggle that
Students were held accountable for remains is to always ensure equal
the work they completed in class. group work support. Meaning all
They had to fill in a sectioned off members work equally hard to
note-taking guide. Here they had to produce the final product. This is
showcase what they learned in an someone accomplished by each
organized fashion. This not only had student having their own set of
to be turned in for a grade but then notes to fill in. Even if some students
can be later used to study for do more copying than other
assessments. students, the rewriting process still
supports overall learning.
For the most part, the directions
and lesson was very straight
I have done several group work type
forward and it was clear Kaila has
lessons like this so students were
great classroom management.
familiar with the process which
Students asked questions freely and
always make the learning easier and
were open to accepting support
flow better.
and feedback throughout the
lesson.
As I observed the classroom
students were very engaged with
In my classes, I did not have a
the content and learning was
student who needed this type of
clearly happening. Group work
differentiation, but if I did, I could
gives students the space to
also provide a student with
communicate what is being
condensed noted from the reading
discussed in the text and also find a
and they could then use these notes
way to summarize the ideas and
to then support and guide them as
record them on paper in their own
they take notes for themselves on
words. Each of these pieces support
the handout.
different typed of learners
throughout the lesson.
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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?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
No other comments at this time!
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.
There were not any students who
did not work hard to complete this
Kaila created an online submission assignment during this first part of
for this assignment to be uploaded. class time. Student will now be In my reflection, I would next time
From here she can assess how well given the following class period to re-ask groups some of the guiding
each group and individual student finish taking their notes as a team. I questions that I can see they already
was able to process and take notes am looking forward to reviewing answered. This would give me more
on this reading. She will also have the assessment with Kaila to in the moment feedback as to
the follow up assessment from this determine the level of whether or not they are being able
lesson to also determine how well understanding from this lesson. to read and comprehend the content
students understood and processed From my personal in class in groups as they work.
the learning targets. observation, learning was definitely
occurring and students were
engaged in the content.
Section 4: Post Observation Conference
After reviewing the assessment results the average was a 79. Since this was a pop quiz, meaning students did
not know, nor study for the quiz, I believe these are results that suggest learning was done within these
groups.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
AG was predicted to volunteer ZZ surprised me with her
much more in the small group performance after both types of
As predicted SN did perform well
setting rather than the whole lesson. I felt that she might have
on day 3 and the quiz on day 4. He
group setting. This held true. What performed the same on both.
is a more social learner and he was
happened that I did not predicted However, it was clear she learned
able to make deeper connections
is that AG preformed equally well much better in the whole group
with the content in comparison to
on both assessments. Overall, she setting. She did get distracted
the whole group note taking
is clearly more comfortable in a often from her peers and was
session.
small group where she has at least focused on the social piece of the
one buddy. lesson than the content.
Next time I would support student with providing an example of what good notes from the text look like.
Austen suggested this and it was a wonderful idea that I plan to add into my future lessons.
1. Provided guiding questions
2. Pop quiz to ensure true results
3. Selective group placement where they were with at least one buddy, but one that I felt would not
become a problem
1. Provide examples
2. As student the guiding questions as I circulated the room
3. Assign group leader to guide the groups
Next steps are to develop a summative assessment and compare those results to the ones found in these
quizzes.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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