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
Jordan Owen owenjordan@gmail.com Science 3 Grade
rd

Mentor Email School/District Date

Lmills@stratfordschools.co
Lesley Mills N/A 10/12/22
m
Content Standard Lesson Objectives Unit Topic Lesson Title
Continue working in the
(3-LS1-1) plant life cycle unit.
Life cycle and traits Plant Life cycle
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 Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence investigates and examines pedagogical increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
practices pedagogical choices repertoire pedagogical repertoire
CST
Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
P
using a variety of instructional strategies,
My students are still learning how to navigate the different components
1.4 resources, and technologies to meet emerging
students’ diverse learning needs of Clever and are still in the applying stage.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner
Focus Students
struggles organizing thoughts,
 Summarize critical needs and how
you will address them during this staying on task, and displaying
lesson.
them
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?
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?
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
the school does not provide ILP or
504’s but this student operates at a a GATE student who is operating
2nd grade level due to language at a higher learning level.
boundaries
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I will use CSTP 1.4 “using a variety of instructional
strategies, resources, and technologies to meet Different levels of engagement were being
students’ diverse learning needs”. I will incorporate used. However, a few students struggled to
this into my lesson via a PowerPoint, worksheet, and stay on task while reading.
real-life examples.
I want my focus students to be able to
understand the material and follow along Focus students were engaged most of the
through pictures and oral explanations to the best time. Lost interest while reading.
of their abilities.
Is there a section I should focus more on or Have more hands-on examples so each
provide extra visuals in certain pieces student receives one
The lesson is structured with a hook, to get the
students engaged, a body which covers the main
Had fluid transitions but can work on passing
components, and a closing which monitors the
out materials. Would benefit from a
students’ progress via a worksheet and Q and A
designated material passer out.
portion. Students will turn in their worksheet to
be checked by the teacher.

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?
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?
I will give them real examples of each stage of
the cycle and relate it to our classroom plant we Great use of correlating information to
are growing. Students will show progress by everyday materials the students are already
being able to complete a worksheet and answer used to seeing.
teacher questions.
I use seconds and tickets to provide incentive for
my students to stay on tacks. I also use popsicle
Did not use her voice to gain attention, but
sticks to make sure every student has a chance to
instead had silent ques
participate. I also encourage students to voice
their opinions by using kind language.
I will close my lesson by having my students
answer questions altogether about the different Lesson closing needs a bit more time
stages of the plant life cycle.
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
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
two strategies and identify at least one similarity and one
you prefer? How could you create a math problem that could be
difference between them”). Groups then selected a strategy and
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.
The lesson was delivered effectively.
It had many different forms of
Students would be introduced to the instruction through curriculum
different stages, then a real-life reading, a presentation for visual
The NT kept the students’ attention
example where they would have to learners, hands on representation
by introducing them to living
identify the main pieces. After, the through manipulatives, and a
manipulatives and passing these
teacher asks them questions leading worksheet for an assessment of
around having them see if they can
to higher thinking (if part of the root understanding. Students were able to
identify the different parts. This
of a plant is cut off, do you think the understand the questions and answer
engagement allowed for limited need
plant will die or live?) Students are them. I need to group the students
to regain attention of the students.
assessed individually through 1 of 2 together when passing out
worksheets. manipulatives to get back on small
arguments. I need to allow more time
to complete the worksheets
Students were engaged throughout
Teacher had students read textbook
the presentation and examples. They
first, then she broke down each stage
were not engaged through the
of the life cycle through a
curriculum reading and the focus
presentation that had structured steps
students struggled to stay on task.
and pictures for focus student 1 and
Students were able to contribute
2 to stay organized and understand
their learning by answering the I would like to have my students
what is happening in each stage.
teacher’s questions, showing her create their own definitions list of
Focus student three was given verbal
through the manipulatives, and each stage and its key vocabulary as
challenge questions to predict what
completing a worksheet where they to make them responsible for their
might happen. The teacher engaged
depict their knowledge. The own learning and challenge them to
all students by having them read
PowerPoint presentation provided a stay on task and engaged.
aloud, work with hands on material,
list for focus student 1 to stay
identify vocabulary terms and point
organized and pictures for Focus
to them in each example, and
student 2 to understand the different
complete a worksheet where they
stages. Focus student three was
test their own knowledge and
given challenge question to think
compare answers with peers.
beyond.

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?
What would you do differently
next time?
The teacher created an involved
space by giving each student the
opportunity to share their ideas
either to the whole class, or a group
of other students through peer
sharing.
Teacher used a repetitive approach
to the lesson which was reinforced
through hands on learning. First the
teacher had them read the textbook,
next she gave them a complete list of
the steps. After that, she broke down
each step through a presentation
which was reinforced through hands
on activities. Finally, the teacher
asked them questions about their
learning and had them complete a
worksheet tot apply their new
knowledge. The teacher addressed
the students ‘misconception about
the parts of a seed through a brief
explanation and correlation to
something else.
Teacher used curriculum reading,
presentation, examples, and
worksheets to help students identify
the different stages of the plant life
cycle. She contributed to the
students learning by providing
visual, kinesthetic, and auditory
instruction and examples to help the
students recognize the steps.
The teacher used questions and a
worksheet to test whether the
students understood the information
and what parts may need to be
reviewed.
Section 4: Post Observation Conference
They achieved the lesson objective and were able to identify the different stages.
Focus Student 1: English Learner
Was able to follow along and could
name what happened in each stage,
but struggled to identify the correct
order
I would add a technology component besides the PowerPoint presentation.
Students either answered the
teacher’s questions in front of the
I need to have my students work on
whole class or were asked to discuss
not blurting out the answers and
it with their classmates and then 3
taking other students turn.
groups would be picked to share.
There was a bit of shouting out
Students were able to follow along
with the stages through auditory and
visual instruction along with hands
I would like to have a list of
on learning. They became a bit
definitions for my students to fill out
confused as to why a seed would no
for them to understand certain key
longer work if the embryo was cut
information in each stage.
in half. After explanation, most
students understood and were able
to give their own correlations.
Students were supported in their I supported them through pictures,
learning through the use of pictures real life examples, and discussion
and hands on examples. with peers.
Students answered the teacher’s
I would like to add a technology
given questions, discussed it with
aspect besides the PowerPoint to this
their peers, and completed a
lesson.
worksheet.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Answered the questions with Easily able to follow along and
scaffolding but required a few was challenged to think bigger and
teacher prompts. come up with more examples.
What were three top Lesson
Strengths? Organization, hands on learning, and ending assessment

What were three top areas for

improvement? Engagement, verbal instruction, and challenging the GATE learner

What are next steps? The next step is to move forward into identifying the different traits parent plants pass to their offspring.
Other Comments/Notes

Well done lesson, would like to see each student or a group of students given a set grouping of manipulatives to work with.

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.