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
grecia_gamiz29@csu.full
Grecia Gamiz Art 6th
erton.edu
Mentor Email School/District Date

Tate Murphy tmurphy@calca.connections San Juan Capistrano October 27,2022

academy.org
Content Standard Lesson Objectives Unit Topic Lesson Title
California 6th Grade Visual Arts
Standards
2.1 Use various observational
drawing skills to depict a variety
of subject matter.
2.3 Create a drawing, using
varying tints, shades, and
intensities.
3.2 View selected works of art
from a culture and describe
how they have changed or not Students will understand
changed in theme and content one-point perspective and
over a period of time.
have an overview of the unit The Elements of Art Art Studio: One-Point Perspective
CCSS.ELA-LITERACY.SL.6.1.C 3 portfolio.
Pose and respond to specific
questions with elaboration and
detail by making comments that
contribute to the topic, text, or
issue under discussion

CA ELD.6.I.B.5
Listening actively to spoken
English in a range of social and
academic contexts

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 just 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
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.)
S​ tudents engage in critical thinking as they analyze artworks' use of depth and
1.5: Promoting critical thinking perspective.
Students engage in critical thinking and problem-solving as they use one-point
1 through inquiry, problem solving, and Exploring perspective to create a drawing of a city.
reflection Students will engage in inquiry and reflection as they reflect about the success of
their drawing and what they can do differently.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6

3.4 Utilizing instructional strategies
3 that are appropriate to the subject
matter
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Instructional strategies include lecture, modeling, demonstration, and Zoom Focus
Mode​
Exploring This lesson will be presented on Nearpod, and includes a variety of assessment
activities to check for understanding such as open ended questions and drawing
board.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Asch has an IEP for Other Health
Impairments. I want to make sure
Asch has a clear understanding of
Runo has been identified as EL 1-
1-point perspective. During the
Non-English Speaker. I want to
lesson Asch will be able to have
make sure Runo has a clear Kenzo has been Identified as
access to closed captioning. A copy
understanding of 1 point Gifted. Kenzo has also
of captions will be sent via
perspective. I will model demonstrated Advanced art skills.
WebMail if needed. In order to
pronunciation of keywords, provide During the guided practice Kenzo
participate in open ended
definition and visual examples. I along with art students will be
questions I will make sure Asch has
will also model 1-point perspective provided more advanced
enough time to write the response,
technique. Optional 1-point examples and steps such as adding
they may also respond in short
perspective worksheet will be detail and additional buildings to
bullet points. Activities have been
provided prior to Live Lesson, and the drawing. Optional 1pt
included in which the student can
during guided practice. Optional Perspective worksheet will be
draw in order to identify key
1pt Perspective worksheet will be provided prior to Live Lesson, and
concepts instead of typing.
provided prior to Live Lesson, and on screen during guided practice.
Optional 1pt Perspective
on screen during guided practice.
worksheet will be provided prior to
Live Lesson, and on screen during
guided practice.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
The strategies you selected for this assignment
For this lesson I am focusing on
are very appropriate. The use of examples
CSTP 1.5:
from professionals and students demonstrates
-During the lesson STs will be asked to recall the
how an artist can use one point perspective to
elements of art.
establish depth within their work. I also liked
-STs will be asked to analyze artwork and discuss
your use of an example where depth wasn’t
the use of depth/space and provide suggestions
present with a follow up question asking how
how artwork can increase depth.
depth could be added to it.
- STs will be asked to identify Vanishing Point,
Horizon Line, Orthogonal Lines in images.
I don’t think you need any other instructional
-ST will draw a city using a one-point perspective
strategies. The examples you used were clear
following very specific steps.
and concise in demonstrating the one point
-ST well analyzed their artwork, identify and
perspective.
correct mistakes.
After I have created my lesson, I like to review
CSTP 3.4:Instructional strategies include
it and think about what I would be saying
-Nearpod Presentation
during each slide. At the same time I try to
-Nearpod Activities: Open ended questions,
think of what possible questions that students
-drawing Board
may have and use that as part of my teaching.
-Visual Examples
If I can anticipate it, then I can address it while
-Discussion
discussing the material with them. I also have
-Modeling
established with my class that I may not get to
-Zoom Focus Mode
every question during the lesson, but I always
stay after to address any questions or help as
What specific feedback do you want from your
well. I do look at certain points in my lesson
ME?
where I can pause and check in with the class
Page 2 of 6
 ● Are the strategies selected for understanding before moving on. During
appropriate? this time I keep it short and if I’m unable to
● Any other instructional strategies I can answer any questions, then I will answer them
try that would seem appropriate? at the end.

● Sometimes during LiveLessons STs have

many questions. Although I want to
help students. This can sometimes
affect the time I have to teach my
lesson. Any suggestions on how to
proceed?
● Any suggestions of how to observe and
monitor specific STs in a large class
setting? My current go-to's for
Inquiry Focus/Students
● What specific feedback regarding your focus students monitoring include nearpod, chat, if
do you want from your ME?
possible on camera.
● What steps to take if a focus STs does
not attend LiveLesson?
Specific Feedback ● Suggestion for redirecting challenging
● What additional specific feedback do you want from behaviors?
your ME regarding lesson implementation?
● Any parts of the lesson I can clarify?
Unfortunately, in an online setting, it is very
hard to focus on specific students with the
total number of students attending your class
being as large as it is. I would rely on Chat to
observe any communication that the student
may have with you or a classmate. I would
always recommend reaching out to your focus
students and creating 1:1 sessions in zoom to
work with them directly.
For the student that doesn’t attend LieLesson, I
would start with a phone conversation and try
to get him into your online classroom where
you can have an in depth conversation.
For students that are off-topic in the chat or
being distracting, I would verbally redirect
their attention to the lesson and ask them to
stop distracting the other students. For a
second behavior issue, I will message them
directly with a final warning that he will be
removed from the LiveLesson room. If it
happens a third time, I will remove the student
from the class and soon after my class has
finished, I will call the parent to discuss the
distracting behavior and what the student will
need to do to be allowed back in.

Your lesson was great and easy to follow and

understand.
LiveLesson
● 10 min before LL: Question of the day
● 2:00-2:05 Welcome & Discuss Question
● 2:05-2:10 Expectations, Lesson
Your lesson has all the makings of an expected
Objectives, Standards, POC Lessons
lesson in a classroom. Students have a warm
● 2:10-2:20 Direct instruction, Students
up to work on followed by a class discussion.
Participate on Nearpod, check for
Instructional Planning The lesson is very engaging and has students
● How is the lesson structured (opening, body, and understanding.
participating through responses and
closing)? ● 2:20-2:40 Guided Practice/DEMO
● What varied teaching strategies and differentiated annotating. Towards the end of your lesson
instruction will help students meet lesson goals? ● 2:40-2:45 Closing/Exit Ticket
● What progress monitoring strategies will be used? How you check for understanding and have the
Instructional Strategies
will results inform instruction? students practice what they learned. Students
Nearpod Presentation
are expected to participate and they do, great
Nearpod Activities: Open ended questions,
use of tools to get them involved rather than
drawing Board
sitting and staring at the monitor.
Visual Examples
Discussion
Modeling
Zoom Focus Mode
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Progress monitoring
Observation on Webcam and chat
STs will be asked to submit artwork for
participation points via Webcam/or dropbox
How will lesson be relevant to all STs
● STs will be briefly introduced to their
upcoming portfolio. I will explain how
they will be using a one-point
Your lesson is great in teaching the one point
perspective in their assignment.
perspective. Your use of samples from
previous students gives the current student a
How will ST show Progress
starting point to completing their own work. I
● Check for understanding/ exit ticket
like the fact that you have given examples they
activities on Nearpod. STs will be asked
can use, but also discussed letting them be
to identify Vanishing point, Horizonline,
creative in completing their assignment. The
orthogonal line in images.
students will need to upload their work into
● STs will create a one-point perspective
the dropbox or by email to get credit.
drawing of a city
● STs will be asked to submit artwork for
participation points via WebMail/or
dropbox
TE will present LiveLesson expectations to ST:
● Remove Distractions
● Use Complete worlds in the chat
● Stay on topic
● No Spam
● Be respectful of others Questions and
opinions.
● Be ready to participate: cameras on,
use the chat, raise hand to use mic,
Nearpod.
In an online classroom, it is very easy for
● Try your best and HAVE FUN!
students to stray off topic in the Chat box or
become a distraction. You have created a
STs will Let TE know they are ready using the
classroom where the students know the rules
Zoom Reaction Tool.
and expectations of the class and abide by
them.
Classroom procedures and strategies for
preventing/redirecting challenging behaviors:
● Zoom Tools/Settings: Chat is directed to
host, STs muted upon entrance (TE will
unmute), Focus Mode activated.
● STs will be reminded of expectation if
needed.
● STs may be removed, Caretaker
contacted via WebMail or Call.
Closure Your closure to the class is perfect. You finish
● STs will show their drawings on with an Exit Ticket to check for understanding.
Webcam to TE. The students can then either leave or stay after
● Review lesson objective to ask questions or get help. Through the use
● TE Remind STs of Unit 3 Portfolio of the Exit Ticket, you are to use the student
Review LiveLesson responses as a self monitoring moment as you
● STs will complete Exit ticket determine whether or not the students
(assessment) understood the lesson. You then use this data
● TE will address questions and self reflection to help create the next
lesson you will teach.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Page 4 of 6

EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
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?

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 6 of 6