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
Shampa Gangopadhyay forshampa@csu.fullerton.edu English Language First
Mentor Email School/District Date
Jennifer Clark j.clark@villagecharteracademy.com Village Charter Academy 9/29/22
Content Standard Lesson Objectives Unit Topic Lesson Title
The purpose of the lesson is to
introduce students to the concept of
L1.1c Use singular and
plural and singular nouns. Students Regular Nouns
plural nouns with matching
will differentiate between words Plurals ending in -s or -es Singular & Plural Nouns
verbs in basic sentences.
that need ‘s’ or ‘es’ to make regular Irregular Nouns
plurals. They will also be
introduced to irregular nouns.
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 and Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Develops physical environments that I make classroom seating accommodations according to
reflect student diversity and provide a individual/ group needs. Students use available technology and
range of resources for learning. resources in the classroom. Our classroom is text rich and
student work are displayed all around. Classroom rules are
Utilizes a variety of structures for 3 Applying displayed too, so that students are continuously aware of them.
interaction during learning activities 9/21/22
that ensures a focus on and
completion of learning tasks.
2.2
9/21/22

Students use resources provided in My students use the group seating arrangement to interact
learning environments and interact 2 Exploring and work as a group when they are assigned work and also do
with each other to understand and independent work using a divider when they need to. The
complete learning tasks in single students use technology and help each other figuring out
lessons or sequence of lessons. logging into their account.
9/21/22 9/21/22
1.6 Monitoring student learning and 3 Applying I am elaborate with my lesson plans. Yet, if for some reason I
adjusting instruction while teaching. feel it is not being effective, I make adjustments while
teaching. This sometimes leads to interactive lessons where
Makes ongoing adjustments to the students decide how they want to learn and I just become
instruction based on observation of a facilitator.
student engagement and regular 9/21/22
checks for understanding.
9/21/22
I have structured intervention that does not change with any
Students receive assistance 2 Exploring change in my lesson plan. The small group intervention

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 continues like clockwork because the students receiving
individually or in small groups during intervention sometimes need to improve their skills to get to
instruction.9/21/22 grade level material.
9/21/22
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student struggles with English

orally and in writing. She
This student is hardworking and
consistently struggles with sentence
inquisitive who needs more
structures orally when the noun is The student has a difficult time
challenging work. He loves
changed from singular to plural and sitting down and focusing.
leadership and helping students
how the verb in the sentence also Digitally interactive and
who struggle. He will be able to
changes to match the noun. This movement make the student
come to his own conclusions about
Focus Students lesson introduces the concept of engaged in learning. Movement
forming plurals. He can also do
● Summarize critical needs and
singular and plural to students to in different areas of the classroom
how you will address them extra worksheets (if he wants).
during this lesson. help differentiate singular and will help this student. Working
The last part of the lesson about
plural. This will also make students with a partner for exit slip will
irregular nouns is to make him
conscious of the singular and plural help him keep focus and stay on
excited and curious to find more
in future texts. Beginning the lesson task. The student is motivated by
words that are irregular nouns. He
with wrong use of plurals will help competitiveness so the exit slip
will be paired with focus student 2
students finetune ears for plural will help.
to help with staying on task and
mistakes. There will be visuals to
understanding.
help to go with the text.
Generalization of grammar rules will
help in learning the language better.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Special emphasis is on being able to understand the
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
difference between singular and plural nouns
● How will you incorporate the inquiry focus and/or auditorily (listening to ending sounds), visually Skip the irregular nouns.
special emphasis into the lesson?
● What specific feedback do you want from your ME? (reading) and writing. Tips on improving the lesson
plan?
Inquiry Focus/Students
Calling on EL during lesson. Choral
● What specific feedback regarding your focus students What more can I do for my ELs? responses. Use the singular and plural in
do you want from your ME?
sentences to challenge the ELs.
Are you adding a lot? Are you doing a lot
Specific Feedback
Is it ok if I change the order of activities in my lesson more than you have to? Focus on purpose
● What additional specific feedback do you want from plan? Is it ok if I do not get through everything I of lesson. What is the objective of the
your ME regarding lesson implementation?
planned for? lesson? Time management tips: student
helpers, timers.
Instructional Planning The parts of the lesson are: Opening, Direct Start with the wrong use of plural to tap
● How is the lesson structured (opening, body, and
closing)? Instruction, Independent Work and Closing Activity. into their unconscious knowledge of
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? plurals. Time management and being
● What progress monitoring strategies will be used?
How will results inform instruction?
Teaching Strategies and Differentiation: Interactive aware of the focus of the lesson.
lesson, movement during class, verbal interaction
with students, the lesson builds on something they
already know, continuous practice of the skill to
master it.

Calling on students to participate during class to

check understanding, walk around the class when
students do independent work after they are taught
the concept will be used to monitor progress.
If there are a few students who do not understand
the concept I will reteach it to them in a small group
setting.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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.
Students’ ability to complete the worksheet will
Model using the ambiguous or wrong
mean that they have understood the concept. They
plural to give it relevance. Self-identifying
have to practice the skill regularly through writing,
errors would help towards mastery of the
finding examples in reading and oral practice
lesson.
throughout the year.
I will set clear classroom expectation and what I
would like them to achieve at the end of the lesson.
Each section of the lesson will be provided with
verbal cues and reminders. Students will be asked
to repeat the instruction to confirm understanding.
Keeping students who have difficulty focusing on Use a lot of positive reinforcement.
the rug with a lap desk to complete the
independent work. Talking it through with students
who feel overwhelmed easily.

Breaking the task into chunks to make sure the

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?
students can keep their focus while working.
The lesson will close with students in groups of two
pretending to be noun detectives and finding nouns Have students share their findings with the
in the classroom and making them singular or entire class. Pair share with someone who
plural. was not their detective buddy.
When the noun detectives worksheet is completed Find the word/item and make singular and
by students, it will be assessed before we move on plural.
to the next lesson.
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 ask
When teacher reviewed worksheet, she asked additional questions of
all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you prefer?
pick two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy I need to give them a Bloom’s question stems handout next
strategy?”)
and created two math problems to exchange tomorrow. time.

I had requested specific feedback

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?
on my lesson plan and I made
changes as recommended by my
Your students understood the
It appeared that the lesson flow and mentor. I skipped the irregular
objective of the lesson but still
pace worked for your class and your nouns. I called upon my EL
needed practice on differentiating
instructional objective. The changes that students to check on their
when to use “s” or “es”. Adding
you made contributed to the overall understanding. I also made sure I
irregular verbs may have been
effectiveness of your lesson. kept asking my students with IEP
more than they were ready for.
to repeat what I said so that I
could make sure I had their
attention during the lesson.
Teacher engaged students by asking Students responded to guided Students were engaged when they
them what a noun is and having them questions chorally and when were called upon to access prior
identify “plural/singular mistakes”. called on. Student completed knowledge.
independent work. Students were engaged in choral
Teacher played High Interest video to responses and in responding
Recap lesson. Students demonstrated individually when they were called
engagement and active upon.
Teacher provided appropriate wait for participation by tracking the I monitored learning by having
student responses teacher, choral responses, students use the interactive white
completion of work, and raising board and letting them choose the
Teacher monitored learning through their hands. correct answer. I also corrected
individual response, choral responses wrong understanding while the
and through independent work. Focus students worked with students were selecting answers.
teacher as needed to

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The focus students were engaged
in all the activities. Focus students
1 and 3 completed all work to
prove understanding with minor
Teacher called on focus students, mistakes that were corrected 1 on
providing structured support to help demonstrate understanding. 1. Focus student 2 was on task
with any understanding challenges. and understood the concept . I
had to sit with him when he
completed the worksheet. He only
completed the mandatory
worksheets, not the optional ones.
Students demonstrated comfort
Teacher reminded students of
in the learning environment by I made sure I began each part of
procedures, provided wait times,
participating and being willing to the lesson with clear expectations
supported both correct and incorrect
take risks with possible incorrect and what I wanted students to do
responses.
responses. that made transitions into
Students allowed time for peers different sections of the lesson
Teacher used positive reinforcement and
to participate and showed easy.
allowed
support when errors were made.
Tapping into students'
unconscious knowledge of the use
of plurals in conversations helped
them understand and assimilate
the subject matter.
Teacher organized the subject matter in
an effective way. She provided an
Students did not have any Students learned to look for the
engaging introduction She built upon
misconceptions but still struggled ending letters in the word to make
their prior knowledge of nouns and what
with differentiating when to use the choice between ‘s’ and ‘es’
they already knew about singular and
“s” or “es” when making a noun while making plurals.
plural.
plural.
The second set of worksheets
brought out some misconceptions
but I addressed them by asking the
students to say the plural of a
noun and that helped clear some
misconceptions.
The lesson began as a regular
lecture where I interacted with the
students verbally using anchor
Teacher provided 1:1 and small group charts. Then the interactive white
support for student that struggled. The students were actively board exercise made the students
engaged with the majority of the think critically and decide. The
The teacher contributed to student students raising their hand to engaging video was helpful.
learning through the development of a answer questions, nearly The first set of worksheets were to
lesson that integrated multiple learning complete participation in choral make sure the students
modalities, addressed individual needs responses and completion of understood and had a basic
and built upon the students foundational assigned classwork. understanding of plurals using ‘s’
understanding of the topic. or ‘es’. Some students moved
further and did more worksheets.
I sat 1 on 1 with students who
always need it.
Teacher provided a variety of Students were able to Students demonstrated
opportunities to demonstrate their demonstrate their understanding achievement of lesson objective by
understanding through lesson of the content through lesson -interactive white board activity
participation and work completion. participation and the completion -oral responses
Teacher gave students opportunities to of student work. Students -worksheets
explain their reasoning. struggled to demonstrate Some students struggled to choose
Page 4 of 5

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?
Overwall the lesson went well. I will make some changes. Students had a very good understanding.
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.
between ‘s’ and ‘es’, I asked them
to underline the last two letters of
the singular noun and posed the
understanding when having to questions
choose which way to make the -is it ‘ss’?
noun plural. -is it ‘ch’?
-is it ‘sh’?
-is it ‘x’?
If not, we add an ‘s’.
Section 4: Post Observation Conference
Students had a good initial understanding but they need more practice with the skill. Some students
completely understood it and some needed more practice.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student achieved the lesson Working towards his IEP goal.
objective and was able to complete Completed his work and has an Achieved the lesson objective.
the worksheets independently. initial understanding.
The lesson would be split into 3 parts: 1.adding -s to make plural 2. adding -es to make plural 3. When to use -s
or -es
1.Interactive using the interactive white board 2. Effective to ask the students to find something in the room
and say the plural 2. Wrong use introduction
1. time management by breaking the lesson into parts 2. I would have used an activity where they would have
to choose between -s and -es before independent work 3. find different ways to determine understanding
before follow up activity
Integrate some activities during the year. Remind them of the rules. Use an anchor chart to remind students
of the rules of making plurals.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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