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
Heather Vizzini heathervizzini@gmail.com English 11th Grade
Mentor Email School/District Date
bgregory@calca.connections California Connections
Brittney Gregory 10/10/22
academy.org Academy/San Juan Capistrano
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of
eighteenth-, nineteenth- and
early-twentieth-century -Students will be able to
foundational works of American show their understanding of
literature, including how two or Gothic and
more texts from the same Transcendentalism authors
period treat similar themes or by their written and verbal Unit 2: Lessons 4-7
Unit 2: Romanticism
topics.CCSS.ELA-LITERACY.SL.11- responses. Poe, Emerson, and Thoreau
12.1 -Students will be able to
Initiate and participate select a topic for their Unit 2:
effectively in a range of Descriptive Essay.
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 11-12 topics,
texts, and issues, building on
others' ideas and expressing
their own clearly and
persuasively.

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.)
T-Integrates connections from subject matter to meaningful, real-life
contexts, including those specific to students’ family and community.
Connecting subject matter to T + S-
1.3 Applying
meaningful, real-life contexts
S-Students utilize real-life connections regularly to develop
understandings of subject matter.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Developing and sequencing long-term
4.3 and short-term instructional plans to
support student learning
Use questions to guide reflection on the lesson plan.
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?
Establishes short- and long-term curriculum plans for subject matter
T-
Applying
concepts and essential related academic language and formats that
support student learning.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Provide feedback on lesson plan reflection.
● Inquiry Question: Will communicating
assessment data through different
forms of technology more often to
students and caretakers improve their
overall performance?
○ I’m also focusing on
connecting the subject matter
to my students’ personal lives
to help them have a stronger I suggested focusing on a more
connection with the material. compare/contrast model throughout the lesson
● Students will be asked to reflect on versus a linear run-through of authors. Begin
their own lives and how it relates or with Poe/Gothic then move to
differs from the authors’ writings and Thoreau/Transcendentalist and touch on other
beliefs. Students will be reminded that authors as one or the other. Include a
the skills and concepts build on each pre-assessment and post-assessment of
other throughout the year. I will review genre/author match-ups. Combine some slides
the Unit 2: Descriptive Essay Rough and collaborate boards. End on the Portfolio
Draft instructions and rubric. They will review and have an exit ticket where they state
be reminded of the importance of their topic for the essay.
receiving feedback and revising.

● What should I remove or revise to

ensure my goals are met and that I’m
able to complete the lesson in less than
an hour?

Focus Students
● Summarize critical needs
and how you will address
them during this lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner
TL- EL/ IEP: English is not his first
language, but he is able to
communicate clearly with his
verbal and written responses. He
struggles with academic language,
reading comprehension, and
analytical writing. He currently has
an F, 47% in English 11, but is
passing all his other courses. He
currently has an F because he is
behind since it takes him longer to
complete his lessons. His dad is
heavily involved in his education
and provides daily support with his
lessons.
Students will be able to follow
along with the Nearpod on their
computers. Students will have
several opportunities to participate
with verbal or written responses.
There are examples and sentences
in the Nearpod to help them
respond to the questions. I will stop
periodically to answer any
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
MG: She is new to the school, so
JA- 504 Plan: He is a bright, smart
she is still adjusting to the online
kid. This student has an A in English
system and being a more
11 and has As, Bs, and Cs in his
independent learner. She has good
other courses. This student has
grades except in Geometry and
mild autism which impacts his
Physical Science. She currently has
social skills. He is a member of the
an A in English 11 and has done
Academic Decathlon team. He can
well on all the assessments. She
get frustrated easily but is always
often needs one-on-one meetings
able to express his feelings calmly.
to explain her portfolio
Students will be able to follow
instructions and can successfully
along with the Nearpod on their
complete them on her own.
computers.
Students will be able to follow
Students will have several
along with the Nearpod on their
opportunities to participate with
computers. Students will have
verbal or written responses. There
several opportunities to
are examples and sentences in the
participate with verbal or written
Nearpod to help them respond to
responses. There are examples
the questions. I will stop
and sentences in the Nearpod to
periodically to answer any
help them respond to the
questions that students have. The
questions. I will stop periodically
lesson will be recorded, so
to answer any questions that
students can rewatch it if needed.
students have. The lesson will be
Page 2 of 5
 questions that students have. The
lesson will be recorded, so students
can rewatch it if needed.
● 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?
recorded, so students can rewatch
it if needed.
I think adding the slide where they match up
the author with the appropriate genre at the
beginning and the end is a great way to
incorporate a mini-assessment - it will give ST JA
What other accommodations can I include in my a clear idea of what the lesson is about/focused
lesson to better support my focus students? on. The videos and immersive experiences will
help connect TL with the readings. MG - I think
going over the portfolio at the end and having a
clear send-off with “what is your topic” will
launch her into the portfolio confidently.
Write out a time on a piece of paper next to
Do you have any tips for staying on track with your keyboard - 10:00-10:03 mins for warm up,
time? for example. Set a goal to reach the portfolio
portion by 10:40?
Lesson Agenda: The lesson is structured to
compare/contrast Gothic and Transcendentalism
and finish with reviewing the Unit 2 Portfolio
Instructions.
● Opening
○ Poe Slideshow
○ Celebrations!
○ Quiz Prep
● Body
○ Edgar Allen Poe
○ Gothic + Transcendentalism
○ Ralph Waldo Emerson I really like the structure of the lesson. The
○ Henry David Thoreau immersive opening and exit ticket bookend the
● Closing lesson well. There is more of a clear focus with
○ Unit 2 Rough Draft several opportunities for student engagement.
○ Exit Ticket
○ Questions/Office Hours
My lesson includes a variety of activities and
resources such as Google Slides, Youtube
Videos, VR, collaborate boards, open-ended
questions, and matching pairs.
I will give students the opportunity to ask
questions throughout the lesson. I will review
the students’ responses during and after the
lesson to help me plan for the following week.

Students will be asked personal questions to

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
help them connect with the material. I will
remind students about how this unit and the
skills practiced will be helpful for the rest of the
semester. I will look at students’ responses in
the Nearpod to determine if they understand
the material. Their quiz score and rough draft
will help me determine if they are mastering
these skills/standards.
I will remind students of the LiveLesson
expectations at the start of the lesson such as
raising your hand, sending questions in the chat,
and participating in the Nearpod. Students will
have an opportunity to do Celebrations!, so they
Students will connect to personal experiences,
learn from a variety of modes: video, immersive
VR, reading passage, etc. The check-in/check
out will be a clear indicator if students gleaned
the takeaways from the lesson.
Heather’s class has a clear understanding of
respect and creating a safe and brave space.
With so many opportunities to share personal
experiences, students have to feel comfortable
opening up. There are clear live lesson norms
Page 3 of 5

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?
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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
can share something positive going on in their and chat guidelines to keep the environment on
lives. Students will be praised for their task.
participation and effort throughout the lesson.
Students will be asked what their Unit 2:
Descriptive Essay topic will be. They will have an I think this closure is an excellent way to launch
opportunity to ask questions during office hours them into the portfolio.
which is directly after the lessons.
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
When teacher reviewed worksheet, she asked additional
included all levels of Bloom’s (“Identify 6 Students completed the worksheets and were able to ask questions.
questions of analysis and evaluation (“which
problem-solving strategies; pick two strategies and Most groups needed revisions for their questions;
problem-solving strategy do you prefer? How could you comparison/contrast was the most common analysis question. I
identify at least one similarity and one difference
create a math problem that could be solved with this need to give them a Bloom’s question stems handout next time.
between them”). Groups then selected a strategy and
strategy?”)
created two math problems to exchange tomorrow.
NT asked me to comment on the
pacing of the lesson. I think the Overall, the lesson went well. I didn’t
beginning of this lesson moved a bit have as much time as I originally
quicker than the lesson I observed for STs logged into Nearpod and planned to review the portfolio.
the last POP cycle. There were clear participated in activities. Students were able to demonstrate
expectations from the beginning, and mastery of the material and meet the
everything in the lesson was touched lesson objectives.
on.
Students were engaged throughout
the lesson by participating in the
Teacher provided Nearpod login. Nearpod activities. I saw that some
Teacher provided open-ended students weren’t responding to all
questions, a matching game to assess Students logged into Nearpod, the questions, but they were still
prior knowledge, and collaborate responded to question prompts, able to listen and see the lesson. The
boards to connect author:self and participated in the matching game focus students were supported by
world views: self. Teacher and collaborate boards. being able to login into the Nearpod
commented on student submissions lesson. The activities included
as they were coming in. examples or sentence frames as extra
support. Students can rewatch the
recording if needed.
I strive to create a positive learning
environment for my students. We
Teacher provided learning
start the lesson with “Celebrations!”
opportunities in different modalities:
so students can share something
video, immersive VR experience, text
Students respectfully engaged in positive that is going on in their lives.
to self connections. Teacher held
the learning activities. Students are encouraged to try their
students accountable for
best and take risks to improve their
participation throughout the entire
skills. Students were given the
lesson.
opportunity to ask questions
throughout the meeting.
I created a positive learning
NT built on prior knowledge by environment where students felt
Students recalled what they
connecting the previous week’s comfortable participating. Students
learned in last week’s lesson and
lesson and asking students to recall were encouraged to use their prior
the curriculum. Students expanded
what they had already learned in the knowledge to help them better
their thinking by diving deeper into
curriculum. She expanded their understand the lesson material.
the concepts and relating the
knowledge by providing more Students had the support of the
material to themselves personally.
in-depth concepts. Nearpod activities to help them
better understand the material.
Page 4 of 5
 addressed by the
teacher?
CSTP 4: Learning
Experiences There were several supports built
Students watched a couple of
● How were students Teacher provided learning into the lessons, so all my students
videos about the authors, listened
supported through opportunities in different modalities: could be engaged and participate
differentiated to the teacher speak about the
video, immersive VR experience, throughout the lesson. Students
instruction? author, connect the author’s views
● How did students text-to-self connections, and visual participated in the Nearpod
to their own, and describe in detail
participate? learning opportunities to build on the activities, sent responses in the chat,
settings like Poe’s room and
● How did the NT descriptive writing standard. and could share their responses
contribute to Walden.
aloud.
student learning?
CSTP 5: Assessing
Student Learning
Students demonstrated achievement
● How did students
demonstrate There was assessments throughout of the objects by their responses.
achievement of the lesson. I did not witness any Only a few students had questions
lesson objectives? struggle understanding the material. Students had to identify, rephrase, throughout the lesson. I didn’t
● In what ways did
Teacher provided different ways to explain, describe, and observe students struggling with any
students struggle or
demonstrate limited learn the same concepts. Introducing compare/contrast. of the concepts. Students may
understanding? the topic, explain the topic, describe struggle with the rough draft, but I’ll
● What teacher in detail, and compare/contrast. be able to leave them feedback for
actions contributed
when the final draft is due.
to student
achievement?
Section 4: Post-Observation Conference
Students achieved the lessons objectives by showing their understanding of Gothic and Transcendentalism
To what degree did students
achieve lesson objectives? literature. The majority of students selected their topic for the Unit 2: Descriptive Essay, but some students were
still deciding on what topic to write about.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
TL- EL/ IEP: This student achieved JA- 504 Plan:This student achieved MG: This student showed
the lesson objectives by completing the lesson objectives by understanding of the lesson
To what degree did focus the Nearpod activities throughout responding to the Nearpod material, but didn’t respond to all
students achieve lesson the lesson. He didn’t unmute to activities. I followed up with this the questions in the Nearpod. She
objectives?
respond verbally to any questions student after the lesson and he did well on the Unit 2 Quiz and
though. He works at his own pace, didn’t have any questions. He Rough Draft. Based on her
so he hasn’t completed the Unit 2 successfully completed all the Unit assessment scores, she showed
Rough Draft yet. 2 Assessments with an A. mastery of the lesson objectives.
What would you do differently I would move through the Opening portion of the lesson more quickly. I would also give students more
next time? opportunity to respond verbally to questions and read aloud.
1.
I created a lesson with several different activities to keep students engaged.
2.
I used the compare and contrast model to make it easier for students to understand the sub-genres of
What were three top Lesson
Strengths? Romanticism.
3. I have focused on short and long-terms goals, so students understood how this unit prepares them for
the following units.
1. I need to improve my time management skills to ensure I have to fully complete all activities in my
What were three top areas for lesson.
improvement? 2. I need to encourage students to participate more often verbally.
3. I should include more examples and sentence frames to ensure the success of all my students.
My next steps are to follow up with the students that didn’t select a topic at the end of the lesson. I will leave
What are next steps? detailed feedback on the Unit 2 Rough Draft, so students can revise before submitting the Final Draft. At the end
of Unit 2, I will compare students’ grades with Unit 1.

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