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
Single Subject Art
Sydney Ortiz sydneyhope@csuf.fullerton.edu 9-12
Credential
Mentor Email School/District Date
California Connections
cschaefer@calca.connectionsaca
Caitlyn Schaefer Academy- San Juan Observation on March 28th
demy.org
Capistrano District.
Content Standard Lesson Objectives Unit Topic Lesson Title
Acc.VA:Cr1.2
1.2 Enduring Understanding: Artists
and designers shape artistic
investigations, following or breaking
with traditions in pursuit of creative
art making goals.
Choose from a range of materials SWBA transfer the contour line
and methods of traditional and image of a reference photo
contemporary artistic practices to using the grid method to a
plan works of art and design. blank piece of drawing paper.

ELD 2.1,Expanding 5 SWBA to use the grid method Drawing fundamentals Grid or Portrait
as a means of developing their
Part 1 Expanding 5. Listening artwork related to their
Actively concentration theme.

Demonstrate comprehension of oral

presentations and discussions on a
variety of social and academic topics
by asking and answering questions
that show thoughtful consideration
of the ideas or arguments with
moderate support.
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 Skills are developing as NT investigates and examines Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical
repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T-Establishes short- and long-term curriculum plans for
Developing and sequencing
T- Applying subject matter concepts and essential related academic
long-term and short-term
S-Applying language and formats that support student learning.
4.3 instructional plans to
S- Uses familiar concepts that scaffold onto new
support student learning
information in future planned projects allowing them to
further develop a skill they learned and try something new.

Section 2: Pre-Observation Conference

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 5
 Summarize critical needs and
how you will address them
during this lesson.
Struggles with verbal instructions. I expect the
student will find the syllabus helpful in
identifying expectations. May need
clarification based of video demos.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
Inquiry focus: If I create a detailed syllabus with
recorded demos with clear direction regarding their
online assignments, will students be able to not only
clearly understand what is expected with each
assignment, but be able to work independently more
self-aware of short and long term goals?
Inquiry Focus/Special Emphasis

I will be incorporating this focus by assessing how well
What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or they understand the assignment using progress
special emphasis into the lesson?
 What specific feedback do you want from your ME? monitoring and reviewing the goals and expectations of
the assignment listed in the syllabus.
I would like feedback from my ME on how clear my
explanation of the techniques were for my students and
whether or not I Identified clearly the expectations in
my syllabus.
Student with gifted talent.
Cognitive disability that causes
Students will struggle to
difficulty following instruction.
grasp complex concepts for
I anticipate so modification to
assignment requirements
wording of the syllabus if any
and lean towards only
confusion based of the writing
completing basic
is identified.
requirements.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
Demos are a great use of time and
resources or the students. Nice job
having the expectation clearly set for
students at the start of the lesson.
Something to include in the syllabus
would be detailed rubrics.
Reviewing the goals is an excellent
plan. What strategies will you use to
review?

Syllabus is very organized and detailed.

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?
I would like feedback on the following:
Both elements aligned with your target
My syllabus and verbal instruction aligned with each
students including your EL and 504.
other to benefit my EL and 504 students.
Great job having a syllabus with
I gave suggestions and opportunities for my advanced
pertinent information to help students
students.
be successful in your course.
Excellent work with organization. One
element to keep in mind is to make
Do you have suggestions for lesson organization that
sure not to try to include extensive
would benefit the students more?
amounts of information into one
lesson/one class period.
 Opening: Described the process going to be used in
the demo- transferring a created reference photo to
a larger paper then adding shading, details and
additional illustration after the grid method.
Skillful flow from each section of the
Identified expectations for students work.
lesson. Remember that transitions are
 Body: Walks through the process of the grid method
very important.
and how to transfer it to a larger paper.
 Closing: Giving suggested tips for completing their
Throughout lesson make sure to reflect
own work. And reminding them of the
and check for understanding.
requirements.
 Progress monitoring strategies- reminding them of
Good use of demos for visual help and
tips of using the grid method and monitoring the
comprehension.
class for questions and clarification throughout the
demo. Students should be familiar with this method
already so I will be mainly looking for clarifying
questions.
 I relate the technique to real-world context, Real-world content and relation is of
creating murals or any artwork that requires a great value for the students. Will you
reference image but may not be focus on a stylized have your students share there
design. selected themes?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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?
EXAMPLE
CSTP 1: Engaging All Students
 In what ways were
students engaged?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Students will be completing a work of their own
using this technique to create a drawing under their How will you specifically be checking
concentration theme. Students are welcome to for progress on the learning objectives
practice this technique along with me for extra for both the large group and individual?
credit.
Excellent use of technology and use of
 I play soft music in the background of my class and
multiple senses.
spend the first 5 mins for class allowing the students
What are some of your best practices
to chat and talk about their day with my and their
for monitoring the chat? What policies
fellow classmates before getting started.
do you have in place for inappropriate
 Chat conversations get changed from including the
chats?
whole class to being directed to only the teacher
Beneficial strategy for the chat during
during lecture to prevent distraction.
the lecture.
Great job on allowing both your
I give my students time at the end of class to ask any last students and yourself time to reflect on
minute questions about this portfolio or the ones prior the lesson.
to it.
Students are given access to the following lessons Allowing students to have access to
expectations and lecture notes to prepare for it before I materials prior to the lessons is of great
teach it live so they can formulate their questions early. value for not only the whole class but
also your EL and 504 students.
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 Students completed the worksheets and were able to
When teacher reviewed worksheet, she asked additional questions of analysis and all levels of Bloom’s (“Identify 6 problem-solving strategies; ask questions. Most groups needed revisions for their
evaluation (“which problem-solving strategy do you prefer? How could you create a pick two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy analysis question. I need to give them a Bloom’s
and created two math problems to exchange tomorrow. question stems handout next time.
Skillful use of the camera and technology Students were to follow along Found students to quite
throughout lesson. with the demonstration for the responsive to my directions
Great example and directions using the ruler. portfolio assignment. Students and demonstrations. Students
Clear verbal directions that are in line with were to work on and examine were able to understand the
your visual examples. Good tone and speed of their own image in the grid view order of events and
lecture throughout. as NT went over the directions. expectations when asked.
Students were engaged by engaging in the
Grid Method along with the teacher.
Sydney did a great job of giving multiple visual
aids to engage students. Students were engaged by
transferring dots and drawing Students overall were very
Students were focused by Sydney giving lines. They were also engaged by responsive. When observing
verbal cues to move on to the next step. looking back and forth between students progress little to no
the two images as well as students were off task or
Focus students were engaged throughout the watching the example that NT confused by instruction.
lesson by given multiple options for the was given.
project and given directions in multiple
formats.
It was an effective learning environment for The background music added to Student always comment on
the students by Sydney having an organized the learning environment for how they enjoy going to class
and structured environment. Students know students. Environment was and find the music and
the class policies and behavioral expectations welcoming for students to ask welcoming environment as a
for the virtual environment. questions. NT emphasized that place to breath. We start each
error would happen as they class with centering ourselves
Sydney displayed respect and intent for her happened to her and how to and the students get excited
students. move forward from them. to learn .
Page 3 of 5

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?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT integration of steps into the
NT shows mastery of the content and details of the portfolios was very
materials. She has confidence in her skills and helpful for students. NT
is shows in her art examples. adaptation for beginner drawers
and how to break down the
Students constructed knowledge of the Grid images helped students construct
view task by learning from NT examples and knowledge of the subject matter.
practices their skills. This also helped for students to
stay engaged in their learning and
NT emphasis the importance of accuracy not get overwhelmed.
within drawing in the grid and let students Adjustments were made
know what they needed to do to be throughout lesson by NT as
successful with their drawing. needed for the material and
individual students.
Students were able to ask NT any clarifying
questions. Lesson was well organized for
students to follow along.
Students were supported by the
Students were given the directions in many
availability of one on one
formats.
support. Students were able to
participate as they felt
Students could participate through chat and Students felt comfortable to
comfortable.
use of the microphone. ask questions and if not in
front of others but one on one
NT led by example and walked
Sydney contributed to learning by giving step with me.
students through each step in
by step directions and examples for her
very precise and descriptive
students. She stayed focus and on task
details which contributed to
throughout the lesson.
student learning.
NT was able to evaluate if students
demonstrated achievement of the lesson One area in which students
Overall students were
objective by collecting the portfolio struggled with understanding was
successful with the lesson.
assignment. within the measurements. Some
Some students struggled on
NT described importance of elements such as students are unable to measure
the math visualizing portion
shadows, textures and directions. and do the needed math as
but overall were able to
NT actions of demonstrations, confidence and quickly as the lesson progressed.
understand the objective.
time checking for understanding contributed
to student achievement.
Section 4: Post Observation Conference
90% of students were successful in completing the objects, the rest sought extra help and were able to get on
the right track.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The advanced student was
Was able to complete the
able to move beyond the
assignment with the assistance
Was able to complete the objectives with some directions and use it in a
of the recorded demos and
one on one assistance to clarify instruction. more creative and
through instructions in the
challenging way when
syllabus.
suggested by myself.
I would consider making graphic organizers to explain the change in scale ration easier to my students who need
visual aids.
Students went in the lesson knowing the expectations and had the ability to become familiar with the material
before hand. Students felt comfortable to ask questions and seek clarification if they needed it. Students were
able to connect how the skills they have learned prior were being scaffolded in this lesson.
Graphic organizers to reiterate important information. Moments of pause to allow students the chance to ask
more questions. Pacing myself to not overwhelm students with how quickly I go through material.
Students will be using these scaffolded techniques in their next project with only a few reminders to further
instill this technique.
Page 4 of 5
 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