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
John Cross johncross@kcislk.ntpc.edu.tw English 9
Mentor Email School/District Date
Kang Chiao International
Kenneth Wall kennethwall@kcislk.ntpc.edu.tw 10/18/2022
School (Linkou Campus)
Content Standard Lesson Objectives Unit Topic Lesson Title
Clarify students’ understanding
Draw evidence from literary
of basic graphic design
or informational texts to
principles (based on their prior
support analysis, reflection, John Steinbeck’s The Pearl Graphic Design Principles Review
research) in order to help them
and research (CCSS.ELA-
make posters that effectively
LITERACY.W.9-10.9)
communicate their ideas.
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 Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified 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.)
T-- Develops a rigorous learning environment that includes accuracy,
analysis, problem solving, and appropriate levels of challenge. Holds
Creating a rigorous learning T— high expectations for students. Has an understanding of
environment with high expectations Applying achievement patterns, and uses scaffolds to address achievement
2.4
and appropriate support for all S— gaps.
students. Applying S-- Students engage in a variety of differentiated supports and
challenges in ways that promote their accuracy, analysis, and
problem solving in learning.
T-- Selects, adapts, and utilizes appropriate instructional materials,
Using and adapting resources, resources, and technologies for concept and skill development in
technologies, and standards-aligned subject matter. Resources reflect the diversity of the classroom and
T—
3.5 instructional materials including support differentiated learning of subject matter.
Applying
adopted materials, to make subject
matter accessible to all students Guides students to use available print, electronic, and online subject
matter resources based on individual needs.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and
how you will address them  This student has a Language  This student has a high  This student has some
during this lesson.
Arts proficiency that lags level of ability but a low suspected emotional
below that of her peers. She level of focus and often issues (nothing officially
does display a good attitude distracts other students confirmed) along with
towards the class and has a with off-topic more frequent absences
solid work ethic. She recently conversation, preferring than her classmates.
requested some grammar to chat with his She can be a high
resources to help her classmates. He achiever but sometimes
improve. sometimes does not shows signs of impulse
 I will support this students’ check his work control issues as well.
needs by reinforcing the thoroughly, leading to  This student should be
lesson topics visually with lower than expected okay during this lesson
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 PPTs (adapting the PPTs that levels of achievement on
students submitted) and some assignments.
then posting those for the  Choosing interesting but I’ll watch for any
class’s reference as they CCQ’s at regular intervals signs of distraction and
work on the assessment. She during the presentation pay attention to her
will then have time to review may help this student to engagement and
the material, look up any indulge his desire to talk behavior during the
unfamiliar terms, and ask without derailing the conversations.
questions about anything class from the lesson
that’s unclear. focus.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My emphasis for this lesson is correcting any
misunderstandings, and further developing
understanding, of graphic design principles that
will help students to make effective posters. The
lesson is designed as a flexible “mini-lesson”
Inquiry Focus/Special Emphasis This seems likely to work well as long as the
during part of one class period of a double-period
 What is your inquiry focus and/or special emphasis? original student slides are of high quality. As
 How will you incorporate the inquiry focus and/or block with this as its main emphasis; due to its
special emphasis into the lesson? an honors teacher myself, I think this is likely
 What specific feedback do you want from your ME? importance, it can therefore be further expanded
to work well.
if more time is needed. I’d like my ME to focus on
the clarity of instruction regarding the graphic
design principles and how well he thinks students
are likely to be able to incorporate them into their
own work.
Basically, I’d like my ME to just make sure that I’ve observed John’s classes before and he
they are maintaining an acceptable level of focus usually has a good handle on his students.
Inquiry Focus/Students
and engagement (he can probably gauge this by He may be underestimating their level of
 What specific feedback regarding your focus students whether and/or how effectively they’re taking focus a little by focusing on the most
do you want from your ME?
notes) and recording any times when (and how) observable behaviors. I’ll definitely keep an
they get off-track, recording any factors that may eye on the focus students while taking their
have contributed to this. needs into account.
The timing and overall effectiveness of this as a
lesson that I deliver online while he is observing
my students in person, and any feedback
Specific Feedback regarding how this might compare to a lesson Good idea to keep it with flexible timing.
 What additional specific feedback do you want from
your ME regarding lesson implementation? delivered in-person: especially if there’s anything That’s best for an online setting.
that he thinks might impact their understanding
of the topic that I should re-teach or scaffold
further.
It uses a traditional opening/body/closing and is
based largely on conversation and presentation.
The presentations are based on student-made
content which may help to hold their interest
more strongly than teacher-made slides – that
remains to be seen. Allowing conversations to
develop mostly naturally while providing some
Instructional Planning
 How is the lesson structured (opening, body, and possible talking points will help accommodate a Good for a mini-lesson, an honors class
closing)? variety of student learning styles. Monitoring should be able to handle this much
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? these conversations, especially during the Closing discussion and presentation fine. It might be
 What progress monitoring strategies will be used?
How will results inform instruction?
of the lesson, will help me gauge their a little much for a lower level in this grade.
understanding, as will the CCQ’s during the Body
of the lesson. Any results where students seem
uncertain will be noted and addressed promptly in
lessons the next day, to ensure that students have
equitable opportunities to fully understand the
graphic design concepts and incorporate them
into their work.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2
 Using slides that the students themselves have
made top present will increase their interest,
particularly when I am looking at the slides that
they made personally. All of these concepts will
be relevant to the students’ poster project.
Student Engagement/Learning
 How will you make the lesson relevant to all the
Students will demonstrate their current level of This is likely to work well and provide some
students? progress in any responses to the feedback on their informal assessment data that John can use
 How will students show progress towards master of
lesson objectives? own slides and in the group discussions. Also, to make future changes.
students will likely have time after the lesson to
begin working on their Canva posters, so I can
informally evaluate their initial poster designs and
how well they seem to use the graphic design
principles.
I will be mindful of how I addresses changes and
additional clarification to students’ original slides,
emphasizing that this was an exploratory task to
see what they could find and how they could I’ll also be listening to how students stay on
Classroom Management convey this information in preparation for the task during conversations from the
 How will you maintain a positive learning
environment with a welcoming climate of caring, poster project. Classroom management will be a classroom and then I can compare notes

respect, and fairness?
Identify specific classroom procedures and strategies
little bit of an issue compared to normal because I with John. It will be interesting to see how
for preventing/redirecting challenging behaviors. will be teaching online due to contracting covid, our notes differ from online versus in-
but I will pop in and out of breakout rooms during person.
the discussions to make sure they’re staying on
task and use CCQ’s to refocus their attention
when necessary during the presentation.
 This will be the first period of a two-
period class, so I will allow students to
end the lesson with informal group
discussions about the content, what they
Closure got out of it, and anything they’re still
 How will you close your lesson? This seems like it will work fine as long as
unclear about.
 How will you assess student learning and prepare students are invested in the discussions.
them for the next lesson?  I will be listening during these discussions
and can further clarify any specific needs
that students mention during the
discussions to help prepare them for the
assessment.
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 all
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Seems like, as predicted, my IEP

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
student (FS2) got FS3 and a few
-As always, student engagement
other students off-task through
online is a challenge. Handled this
conversation. Glad to hear the
well with structured pacing. -Students maintained focus on task
conversation was mostly related to
-Interaction strained but paced well mostly
the lesson. This should be less of an
with lesson so that comprehension -In-person would have stopped
issue when I return to the
could be assessed some of the chatter
classroom in-person, but I plan to
-Lost students in meet
look for more ways to cut down on
-Shared Doc
student “chatter” to improve
overall focus.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3
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?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
-Finding personal examples
-Called on specific students to answer -Too much focus on commentary I will admit a tendency to
-Directed questioning -Almost all was banter related to
sometimes indulge (in myself and
-Call and response - general questions lesson though
my students) some unnecessary
-Reminders -Few students strove to answer the commentary. Sometimes it helps
-Connect with known questions with finite responses
extend ideas, but sometimes it can
terminology/concepts instead of discussing them
throw off the lesson pacing. I’ll pay
-Personal tech questions to individual
attention to it.
students
-GC Post of material
-Trying to maintain the environment
of an in-person class online
- Clear participation It does seem that they overall were
-Reminders
-Extended research and ideas focused on the main lesson
-Required examples at many stages
beyond the assignment content, which will hopefully be
-Contributions and comments on
reflected in their performance on
comments made in groups
the post-assessment later.
provide feedback during the
discussions
-Direct Questioning
-Required Examples
-Read instructions & objectives
I do think this is a strength of mine
-Verbalization (questions and -Discussion in groups
– my lessons tend to be pretty
instructions) -Asking teacher questions
organized and I proactively think of
-Time spent with each group -Possible misconceptions addressed
ways to extend understanding and
-Used Model examples by teacher’s examples
mitigate misunderstandings.
-ID unusual examples of concept
- maintaining a presence during their
discussions
-Responses to specific students’ work -Asking relevant questions I think I’ve incorporated basic
with extra clarification -Taking class notes differentiation, but they are
-Building on concepts researched by -Class discussions before and after probably more targeted strategies
students the main lesson for accountability that I can employ.
This did seem to go pretty well –
-Discussion responses -Answering with examples
again, I’ll know for sure after seeing
-Direct questioning -Responding to the lesson content
their post-assessment
-Required Examples in post-content discussion
performance.
-Personal relevant connections
Section 4: Post Observation Conference
Overall, although students were chatty, they did meet the lesson objectives. However, there is room for
improvement in managing their behavior to maintain a more productive learning environment in person.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was focused and handled This student distracted Focus #3 This student was distracted by
the research/Google Slides and other group members to a Focus Student #2 but, while
components well. degree but did meet the learning engaging in conversation,
objectives and contributed to the remained somewhat more
group Google Slides. productive than him and did
Page 4
 meet the lesson objectives.
If it is another online class, require cameras on during the entire lesson so that I can better monitor behavior; if
What would you do differently
next time? in person, use proximity and firm guidance to keep students on task while also using it as an opportunity to
provide greater support.
What were three top Lesson
Strengths? Thoroughness of the content; personal examples; extending “big picture” ideas.

What were three top areas for

improvement? Behavior management; Google Meet technical issues; maintaining constant focus.

What are next steps? Analyze student data in more detail to adjust the planned ILP.
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