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
Chelsea Beauregard Frommyhome2u@aol.com Multiple Subject (ELA) 8
Mentor Email School/District Date
Kimberly Mundala kmundala@fullerton.edu CAVA 10/24/21
Content Standard Lesson Objectives Unit Topic Lesson Title
W.8.8
Gather relevant information
from multiple print and digital
sources, using search terms
Students will be able to
effectively; assess the
apply research to writing a
credibility and accuracy of
speech on a topic of their Components of Speech Writing Speech Writing Workshop
each source; and quote or
choice using at least 2
paraphrase the data and
credible sources.
conclusions of others while
avoiding plagiarism and
following a standard format
for citation.
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.)
Connecting subject matter to Explore using additional real-life connections to subject matter in single
1.3 Exploring
meaningful, real-life contexts lessons or sequence of lessons to support understanding.
Developing, communicating, and Uses multiple strategies including culturally responsive instruction
maintaining to develop and maintain high standards for individual and group
2.5 Applying
high standards for individual and behavior.
group behavior
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
To what degree did students use Flipgrid to
argue their viewpoint on an issue that is
important to them?

We will be working on a series of lessons that

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?
I like the breakdown of the writing process for
will lead up to students submitting their
the students and that they are presenting and
speeches and commenting on other classmates’
giving feedback via Flipgrid to hold them more
speeches via Flipgrid.
accountable for their work.
Student will begin by learning how to research
and write a speech, followed by writer’s
workshops to allow them to write, and
delivery/review.

Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 This student struggled on his first
writing assignment because he had
a hard time coming up with a topic.
He has a hard time understanding
the reading and needs extra
support.
 Summarize critical needs and how
By watching speeches as well as
you will address them during this reading them, I hope to give him a
lesson.
visual of what a strong speech
looks like. I will also provide him
with topic ideas he can choose
from if he needs it.
Additional support can come in the
form of sentence frames and
outline help if needed.
 What specific feedback regarding your focus students Tips to help students with
do you want from your ME?
brainstorming/writers’ block/writing anxiety.
Specific Feedback
Any tips on ways to be more interactive in a
 What additional specific feedback do you want from
your ME regarding lesson implementation? virtual setting.
Instructional Planning Models
 How is the lesson structured (opening, body, and
closing)?
 What varied teaching strategies and differentiated Opening: Warm Up (Grammar based for review
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? before writing)
How will results inform instruction?
This student is a bright student, but
struggles with anxiety which leads
This student is a bright kid but
to other medical issues, specifically
hates writing. She struggles with
with writing. He has a really hard
motivation to write because she
time writing more than a few
doesn’t like it, which can cause
sentences and begins to get
her to fall behind on assignments.
anxiety.
I am hoping that by allowing her
I am hoping that by helping him to
to choose her own topic, she will
break down the speech
have more motivation to
assignment, he will have an easier
complete her speech. I am also
time with the writing process. He
hoping that by breaking down the
also may have the option to only
speech into smaller parts, it won’t
give his speech to me, to avoid
feel so overwhelming.
anxiety of having other students
see his speech.
Try modeling and working with students to do
a “Brain Dump” to help get thoughts down o
paper. No spelling or grammar to worry about,
just getting ideas out.
Think of things the kids like to help guide
them. Use your knowledge of them to help
them get started.
Use the virtual setting to your advantage. Can
students create blog posts for a writing
assignment? Or a “Zine”?
How are you teaching the kids Thesis? This is
something that college kids still struggle with.
Make sure to add that you are providing
frames to the lesson plan.

Body: Day 1: Intro to assignment and topic How are students researching? How will you
brainstorm. Breakout group brainstorm with show them what sources are reliable vs not?
partners.
Day 2: Discussion of credible sources. Show For peer review, try using the actual rubric for
students examples of credible vs not credible the speech. Give students the top column of
and how they can tell. Video on how to find the rubric. On once side students will write
credible sources/Credible source practice. strengths, on the other students will write
Students will participate in a Breakout room to “needs”. I tell students to choose only one or
research credible sources with partners with two sections of the rubric to focus on. This
similar topics. way, students are looking at the actual rubric
Day 3: Review elements of a speech. How to they will be graded on.
write a Thesis Statement video and breakout
activity.
Provide Thesis frames for students to help them
with their first Thesis statements.
Day 4/5: Student choice day – Students can
choose to work on their drafts of their speech
with a partner or independently.
Day 6: Review speech delivery techniques. Peer
review of speeches in breakout rooms.
Day 7: Deliver speech on Flipgrid

Closing:
Day 1 – Exit Ticket – What topic (or topics) did
your group brainstorm?
Day 2 – Exit Ticket – Is this a credible source?
Why or Why not?
Day 3 – Exit Ticket – Submit your Thesis
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 Statement for your speech
Day 6 – Exit Ticket – What is one thing your
partner did well on their speech? What is one
thing you are going to work on before delivering
your speech?

Teaching strategies: I will be using a mixture of

leveled breakout rooms and student choice
breakouts so students can get the help they
need and work on their speech in a way that
works best for them.

I will be checking in via breakout rooms and

google classroom to make sure students are
making progress on their speeches.
Students are able to choose a speech topic that
Student Engagement/Learning
 How will you make the lesson relevant to all the
interests them, so they are researching topics
students? they are passionate about. Great way to get engagement!
 How will students show progress towards master of
lesson objectives? Students will show progress through check ins
and completion of a draft of their speech.
We have been working on classroom culture
from the first week of school. Students know
the class expectations for mic/chat. Following
Classroom Management the expectations ears them Fun Friday, not
 How will you maintain a positive learning
environment with a welcoming climate of caring, following the expectations can lose the chat
respect, and fairness? Good management strategies.
privilege.
 Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors. If a specific student is creating a problem, I will
usually send them a private chat to try to re-
direct them and give them a chance to fix the
issue.
I’ve planned my exit tickets for this unit to try to
give students next steps for their speeches. For
example, day 1 we are sharing our After they deliver their speech, you can add in
Closure
 How will you close your lesson? brainstorming topics for our Exit Ticket. This the metacognitive element by having them
 How will you assess student learning and prepare way, any students who are having trouble reflect on the writing process. What went well,
them for the next lesson?
thinking of a topic can see what other students what didn’t, etc.
are doing. Everyone should leave class with a
topic idea.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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.

Teacher:
 Encouraged student
participation throughout Students:
the lesson.  Shared their knowledge &
Students did well responding using
Specific Feedback
 What information can you
 Utilized a variety of understanding of credible
the various methods. More students
provide the NT regarding methods to engage claims and reliable sources
on microphone than usual – which
 Added their learning to a
requested special
feedback? students (chat, oral
was awesome!
response, & virtual virtual whiteboard after
whiteboard) watching the video.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The students were respectful and
stayed muted while the teacher
Teacher provided visual and verbal
was talking. It is evident that the
cues to ensure that the students Students took notes and participated
students feel comfortable in the
were on task. She monitored the in a variety of ways (mic, chat,
teacher’s class and feel safe
students’ learning through their whiteboard, breakout)
contributing to the learning
verbal and written responses.
environment by sharing their
knowledge.
Teacher: Students: Students had time to work together
 Activated the student’s  Shared their knowledge in breakouts to practice finding
prior knowledge regarding and were able to define reliable sources.
“credible claims” credible claim and
determine if a source is
 Created Slideshow – reliable
defined credible claims and  Contributed to the class
provided examples or discussion verbally, Zoom
reliable sources (authority, chat, and on the virtual
purpose, accuracy, whiteboard.
verifiability, &
relevance/currency)
 Shared a video: Writing
Videos for Kids: How to
Evaluate Sources for
Reliability by Teaching
without Frills
– Prepped students
before (sharing
definition and
example of a
credible claim)
and after
(checking for
understanding).
Reviewed previous
day’s session
(introduced ELA
Speech Writing
assignment &
brainstormed
topics)
 Provided a Virtual
Whiteboard - students
shared what they learned
from the video on a virtual
whiteboard
 Assessed the students’
knowledge – Is this a
reliable source?
 Summarized how to find
reliable sources (look for
sources from .org or .edu)
Page 4 of 6

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Provided the students with
a checklist to use when
looking for reliable sources.
A variety of methods were used to
ensure that all the students could
access the lesson. Teacher used a
slideshow and YouTube video to
In this lesson, the students didn’t Students had a variety of ways to
help the students comprehend
demonstrate any misconceptions. check understanding.
credible claims. Students were
provided with options to respond
either verbally, in the Zoom chat,
and on the virtual white board.
Teacher encouraged student
participation throughout the lesson
The students responded verbally,
and never required any of the Students have a option in how they
typed responses in the Zoom chat,
students to respond verbally. She want to participate for the day, but
and added responses on the virtual
allowed students to respond they must participate in some way.
whiteboard.
through Zoom chat.
Students:
Teacher utilized a variety of
 Shared their knowledge &
methods (slideshow, video, & virtual
understanding of credible
whiteboard) to engage students and
claims and how to find I assessed the next day by seeing
used their verbal and written
reliable sources what sources students were finding
response to assess (virtual
 Commented (verbally, and correcting them if they did not
whiteboard & exit slip) their
Zoom chat, & virtual find a reliable source.
understanding.
whiteboard) during the
lesson
Section 4: Post Observation Conference
Overall, most of the students achieved the lesson objectives, but it took more than this one lesson. Most of the
students achieved the lesson objectives by the end of the unit.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student struggled to achieve
the lesson objective, mostly
because I struggled to get
participation/work from him. He This student did achieve the lesson
This student did achieve the
has been very checked out with the objective, but with one-on-one
lesson objectives and did a great
upcoming holidays and hasn’t been help. He seems to understand, but
job on her speech. I think getting
participating or completing his needs the extra push to complete
to choose her topic helped her a
assignments. He has uploaded his assignments without anxiety
lot.
many blank assignments or just getting in the way.
says he is confused. Student may
benefit from more outside supports
in place.
There was ample time provided for the students to complete their scripts, but some students still rushed to
complete the assignment towards the end of the unit. Next time will add a Google doc/form to help monitor
the students’ progress on the script.
Three strengths:
1. Flipgrid – the students enjoyed presenting their speeches on Flipgrid
2. Spreading out the lessons so students had time to understand how to find credible and reliable
sources in their speeches
3. Research Groups – students worked together to create a Google Slideshow with links to research
Three areas for improvement:
1. Monitor speech writing
Page 5 of 6
 2. Add more time for peer review and editing
3. Add visual elements to the speeches
Students will work to create a thesis for their speeches, and eventually record themselves giving their speech
What are next steps?
on Flipgrid.
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 6 of 6