Fullerton Online Teacher Induc on Program

Pre/Observa on/Post Cycle Form (POP)

Revised 4.20.17

Direc ons for Prepara on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden fy date for lesson observa on and set dates/ mes for pre- and post-observa on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec on 1: New Teacher Informa on, lesson plan, and Sec on 2, Part A NT Re ec on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc ons for Pre-Observa on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec on 2, Part A: New Teacher Re ec on; completes Sec on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa on conference. Lesson plan is adjusted as needed and nalized for delivery.
Direc ons for Observa on and Prepara on for Post-Observa on Conference
7. During lesson delivery, ME completes Sec on 3A: ME Observa on of Lesson Delivery, no ng both Teacher Ac ons and Student Ac ons.
8. Prior to Post-Observa on Conference, NT re ects on lesson outcomes and completes Part 3B: NT Re ec on on Lesson Delivery.
Post Observa on Conference Direc ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa ons and outcomes; complete Sec on 4. All parts should be transcribed into one document and submi ed to course instructor. Informa on is used for ILP.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

Meghan Harney meghaneharney@gmail.com Composi on 7

Mentor Email School/District Date

Monica Michalak mmichalak@ssjschool.org Saints Simon & School 10/18/2021

Content Standard Lesson Objec ves Unit Topic Lesson Title

Use and apply demonstra ve,

CCSS.ELA.L.7.7 Demonstra ve, Interroga ve, and
interroga ve, and inde nite Adjec ves
CCSS.ELA.W.7.4 Inde nite Adjec ves
adjec ves

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

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra ng 5 – Innova ng

NT pedagogical skills are newly formed and just coming into Skills are developing as NT inves gates and examines Skills are applied as NT makes increased relevant Skills are re ned as NT combines elements into a cohesive Skills are polished as NT expands ability to add new
prominence pedagogical prac ces and suitable use of pedagogical choices and uni ed pedagogical repertoire methods and strategies into pedagogical repertoire

CSTP Element Ini al Ra ng Ra ng Descrip on (Iden fy both teacher and student ra ng for CSTP 1 and 2.)

T - Utilizes a variety of strategies including culturally responsive pedagogy, resources, and technologies during ongoing instruction to meet students’
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning
needs
T - Applying
S - Applying diverse learning needs.
S - Students participate in instruction using strategies, resources, and technologies matched to their learning needs.

T - Maintains regular use of routines and procedures that are culturally responsive and engage students in the development and monitoring of norms.
Provides positive behavior supports.
Responds appropriately to behaviors in ways that lessen disruptions to the learning climate.
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in
which all students can learn
T - Applying
S - Applying
Students participate in routines, procedures, and norms and receive reinforcement for positive behaviors.

S - Students receive timely and effective feedback and consequences for behaviors that interfere with learning.

Sec on 2: Pre-Observa on Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Focus Students The English learner will need repeated

The student with the ILP will need the This student will need mul ple
• Summarize cri cal needs and how you will
direc ons and visual notes. They will
address them during this lesson.
homework wri en in mul ple spots and examples for prac ce and in class
also need the closed cap oning during
adequate me to complete each task. instruc on.
the video.

Part A: NT Re ec on Part B: ME Feedback

Use ques ons to guide re ec on on the lesson plan. Provide feedback on lesson plan re ec on.

Inquiry Focus/Special Emphasis -To what degree will the use of YouTube help students with learning adjec ves? -The lesson plan was informa ve of the subject
• What is your inquiry focus and/or special emphasis? -YouTube will be used as a learning tool in the lesson. A song will be played with lyrics
• How will you incorporate the inquiry focus and/or special emphasis into
that include the four demonstra ve adjec ves. ma er and organized in a way that others could
the lesson?
• What speci c feedback do you want from your ME? -Do you think the song is too fast for students to catch all of the song lyrics? understand.

-Meghan interacts well with her students. There was

Inquiry Focus/Students
• What speci c feedback regarding your focus students do you want from
-Do you think the ILP student will have a moment when a student ques oned the content,
your ME?
enough time to complete each task? but Meghan was quick to provide ra onale to the
content.

-I enjoyed that I was able to learn something new

Speci c Feedback -Do you think the high achieving students will be
• What addi onal speci c feedback do you want from your ME regarding about the recent technology that we have
lesson implementa on? challenged?
implemented at our school.

Instruc onal Planning

• How is the lesson structured (opening, body, and closing)? -Review homework, opening, body, conclusion
• What varied teaching strategies and di eren ated instruc on will help -The class pacing was logical and was not
students meet lesson goals? -Ac vi es, notes, discussions
• What progress monitoring strategies will be used? How will results inform overwhelming for students.
instruc on? -Google Classroom ques on, song ac vity, homework

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Student Engagement/Learning
• How will you make the lesson relevant to all the students?
-Using music, compe on, structure of notes -I liked that your example song was relatable to the students.
• How will students show progress towards master of lesson objec ves? -Ac vi es and homework They seemed to enjoy it. .

-Meghan’s classroom is very neat and does not have a

Classroom Management -Classroom rou ne, visuals on the screen, fair
• How will you maintain a posi ve learning environment with a welcoming lot of distrac ons. It is helpful for students to have
climate of caring, respect, and fairness? direc ons
• Iden fy speci c classroom procedures and strategies for preven ng/ visual aids and those are represented in the
redirec ng challenging behaviors. -Repeated direc ons, warnings, wai ng for silence
classroom.

-Close the lesson with a ques on on Google -The closing was interes ng, especially using Google
Closure
• How will you close your lesson? Classroom (virtual exit cket) Classroom. How would you use the data in future
• How will you assess student learning and prepare them for the next
lesson? -Song ac vity, Google Classroom ques on, and I will lessons? How would this data help to drive the
review this homework during the following lesson instruc on?

Sec on 3: Observa on of Lesson Delivery

Part 3A: ME Observa on of Lesson Delivery Part 3B: NT Re ec on on

Teacher Ac ons Student Ac ons
Lesson Delivery

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

-I think the song ac vity worked well. I

Speci c Feedback -When Meghan introduced the song, she might consider having students write
• What informa on can you provide the -The students asked many clari ca on
NT regarding requested special prepared the students with necessary their answers on white boards and
feedback? ques ons.
instruc ons. having a check in at the middle of the
song.

-At the end of the day some students

CSTP 1: Engaging All Students
• In what ways were students engaged? seemed to have more ques ons than
How were students not engaged? -Meghan instructed students to work in -The students worked with peers during
• How did students contribute to their students from the other sec on that also
learning? groups for the rst ac vity. the song ac vity.
• How did teacher and/or students heard this informa on. I wondered if
monitor learning? -Meghan called on every student to -All of the students par cipated in
• How were the focus students engaged they need di erent engagement at the
and supported throughout the review the homework. reviewing the homework.
lesson? end of the day to help keep them
focused.

-Meghan frequently uses visual aids and

-Students have a e ec ve work space
works at a pace that is comfortable for
and are able to ask ques ons when -I liked that I was able to use a YouTube
students.
CSTP 2: E ec ve Learning needed. video in my lesson. I do not o en show
Environment -It was clear that Meghan thinks ahead
• How did students and teacher -The board has many visual aids as well video clips in my class but I think it was
contribute to an e ec ve learning of her next step so that she can be
environment? as instruc ons for various tasks. helpful for students to get out of the
prepared to answer ques ons or move
-The students seemed to understand book and see grammar in a new medium.
near students who will need her
the class rou ne.
a en on.

CSTP 3: Organizing Subject -The students seemed to be confused

Ma er
-A few students needed clari ca on with my direc ons. I think it would be
• What ac ons of the NT contributed to
-Meghan was very knowledgeable of the
student assimila on of subject
with various steps of the direc ons. helpful next me to have a slide that
ma er?
subject ma er as well as the technology
• How did students construct knowledge
Meghan addressed them individually provides wri en direc ons. It might also
of subject ma er?
that she integrated.
• What misconcep ons did students
have and how were they addressed
and as a class when applicable. be helpful to have a student retell the
by the teacher?
direc ons before they start the ac vity.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 -I think it was helpful for students to
CSTP 4: Learning Experiences -Meghan’s ac vi es met students where -The students had various assignments work in groups for their rst ac vity in a
• How were students supported through
di eren ated instruc on? they were at with their knowledge. that allowed for use of technology. They new unit. I struggle with di eren a on,
• How did students par cipate?
• How did the NT contribute to student -Meghan’s lesson design allowed for were able to answer the exit cket at but I think that students were able to ask
learning?
various ways of communica ng answers. their own ability level. their peers for assistance in learning the
new content.

-Meghan used the ac vity, textbook -Using various forms of assessment is

CSTP 5: Assessing Student
Learning work, as well as an exit cket to evaluate -Students were excited about the helpful for this class. They always work
• How did students demonstrate
achievement of lesson objec ves? students. ac vity. from the textbook but the addi onal
• In what ways did students struggle or
demonstrate limited understanding? -Meghan’s strengths of engaging -They used technology well in the lesson ac vi es and exit cket were a nice way
• What teacher ac ons contributed to
student achievement? students and thinking crea vely helped to demonstrate their learning. to encourage teamwork and independent
to teach the lesson well. thinking.

Sec on 4: Post Observa on Conference

To what degree did students achieve

lesson objec ves? -The students achieved the lesson objec ves.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

-This student was able to read the lyrics

To what degree did focus students -This student required a lot of repe on
achieve lesson objec ves? to the song. The student needed some -This student asked a few good
with the direc ons and seemed
redirec on and assistance fro the ques ons about the content.
confused by the assignment direc ons.
teacher and peers.

What would you do di erently next

me? -I think that the direc ons to the ac vity should have been wri en out for student.

What were three top Lesson

Strengths? 1. Crea vity thinking of an engaging ac vity. 2. Use of technology. 3. Classroom rou ne.

What were three top areas for

improvement? 1. Di eren a on. 2. Clarifying direc ons. 3. Introducing too many “new” ac vi es in one class.

What are next steps? -My next steps will be to evaluate the exit ckets and see what should be implemented in my next lesson.

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-wri en) into a single document and submi ed to course instructor.
Informa on from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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