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
kirstie.sells@
Kirstie Sells Music 8
.org
Mentor Email School/District Date
noemi.schabert@ i
10/9/22
.org
Content Standard Lesson Objectives Unit Topic Lesson Title
8.MU:Cn11
Examine and demonstrate -Analyze the church
connections between music and
societal, cultural, and historical
music of the Puritans
contexts when creating, performing, and Pilgrims
and responding. The Music of the Massachusetts Bay Colony
-Evaluate how music Early American Music Lesson Plan
8.MU:Re7.2 was informed by and
b. Identify and compare the context
of programs of music from a variety political and religious
of genres, cultures, and historical aims
periods
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.)
-In ensemble classes, students are connecting basic
mathematical concepts to music. Students are making
cross-curricular connections and deepening musical and artistic
literacy. Students reflect on the music in their own lives.
-As students are learning music repertoire, they are learning
studio habits of mind which complement SEL topics.
- In Gen. Music, students relate artistic ideas with societal &
cultural topics learned in social studies.
Connecting subject matter to -Students compare & relate their own musical and
1.3 1
meaningful, real-life contexts 3 religious identities to that of the Puritans.
-I sometimes facilitate discussions and tasks that draw upon
current music events. (9/17/22)

- so many ways that reflect real-life and connections to

other disciplines. Maybe have them relate in a project
how it connected to them and share.

Focuses the rigor of the learning -I write down the objective for the day/unit on the board so that
environment on accuracy of students are active participants of the learning.
answers and completion of learning 1 -I am emerging in implementing developmentally appropriate
2.4
tasks. 2 higher-order thinking questions and formative assessments.
Is aware of the importance of I implement scaffolds when necessary so all students can access
maintaining high expectations for the content and concepts.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 students.
Some students ask for teacher
support to understand or complete
learning tasks.
Focus Student 1: English Learner
FS1 English learners are
Focus Students
strategically seated in the class. powerpoint in the google
● Summarize critical needs and how
you will address them during this For today students will be paired classroom. FS2 will be allotted
lesson.
with partners that can model and additional time to complete
support English Language skills. assigned coursework
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?
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?
Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
(9/17/22)
Hard to find higher order, but just asking them with an exit
ticket to answer objective using evidence
Section 2: Pre-Observation Conference
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Advanced students will be
Students will have access to the assigned extension activities and
activities.
Advanced students will be
strategically paired with partners.
Teacher will provide additional
critical thinking reflection
questions.
Part A: NT Reflection Part B: ME Feedback
Provide feedback on lesson plan reflection.
Focus: To develop Artistic Literacy of Early
American Music
Have students use a venn diagram to help
Inquiry: Students will engage in inquiry
with compare and contrast. You might need
through a variety of listening tasks. Students
to lead them at first so they can see what
will compare and contrast various styles of
you are wanting them to look for. Maybe
music. Students will compare the Sacred
have them do it again with modern songs to
Music styles of the Reformation as strategy
older songs.
for inquiry. ME: additional strategies for
facilitating inquiry for this level.
Provide questions beforehand to Focus 1
Ideas for more effective strategies to serve
and focus 2 students so they are prepared
the needs of my focus students.
for the lesson. It will eventually help them
understand later what to look for.
Vocabulary is always fun to learn. They will
store it in their memory and then it will be
recalled later. Assessments as in exit tickets
are good to have so that you know where
Ideas for more effective strategies to
there are any misconceptions that you can
achieve the objectives of this lesson. Are
address later.
assessments too challenging or too easy?
Maybe in one assessment you can meet
Should I teach more content-specific
with their writing teacher to see what kind of
vocabulary?
essay they can write regarding this lesson,
one where they might be able to give an
opinion.
This lesson includes an intro body &
conclusion.
Teaching strategies include: inquiry-based
listening tasks, teacher facilitated
whole-class discussions, and TPS activities.
Looks like you have enough here for all
Differentiation includes: strategically pairing
focus groups.
students for T-P-S tasks. Differentiation
includes including visual art examples which
serve as scaffolds for developing Artistic
Literacy skills.
This lesson is relevant to the students
because it compliments the curriculum that
they are learning in their social studies
classrooms. This lesson is relevant to
students because I relate the content to Looks good. Got it covered
students’ religious identities. I make this
lesson relatable because I prompt students
to make comparisons to worshiping in the
present day. My various formative
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
assessments make student thinking visible.
Student responses to the formative
assessments will allow students to
demonstrate if they have achieved the
learning objectives.
I greet each student as they enter the
classroom. I make eye contact with each
student and say “good afternoon ______.” I
Do they raise their hands?
begin every class period with a prayer.
How do they know their thoughts,
Students will be seated individually.
comments, questions are valued?
Students will sit in pairs for one T-P-S
activity. All student voices are valued and
welcomed during class discussions.
I will close the lesson with positing an exit
ticket question. I will analyze student
Exit tickets are great to see where they are,
responses (data) from the exit ticket and the
but how will you know that they grasped the
in-class formative assessments. Students'
whole lesson and that they know how it
responses and depth of understanding will
relates to them?
inform my next instructional decisions .
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 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.
This lesson was delivered to an 8th
grade class where students have
Miss Sells has prepared her lesson mixed musical skills. Some students
with a lot of information and enough have never had music classes taught
Students were engaged. They knew
ways to reach every style of learner; in their previous schools. Some
what Miss Sells was teaching and
the visual, auditory and kinesthetic students have received prior music
were able to contribute answers to
learner. She is also bringing in instruction - and some play an
her questions and their peers'
everyday experiences for the instrument. I am exploring what
questions. You saw and heard the
students to understand the strategies are engaging for all levels. I
excitement of learning the topic.
importance of the arts in all topics, am exploring how to organize a
not just music. standards-based curriculum since the
our school has not adopted a
designated general music curriculum.
Students were engaged by critically
Miss Sells greeted each student, listening to music. Students were
which shows the student that she engaged by participating in
cares about them. She is very calm think-pair-share discussions and
and shows how important it is to her whole class discussions.
what she is teaching them. She The students were engaged in this Students contributed to their own
engaged the students by playing lesson. They all had something to learning by drawing upon prior
music, showing a powerpoint for say and contribute. They corrected knowledge of music, their religious
visual learners. She led the whole each other and Miss Sells helped identity, and social studies
group discussion and had them pair guide this discussion so that they knowledge.
share. The focus students were stayed focused. Teacher monitored student learning
paired with chosen partners by Miss by facilitating whole
Sells so that they can get the extra class-discussions.
support. Miss Sells also walked Focus students were supported by
around to guide them. being strategically paired with
think-pair-share partners.
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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.
Miss Sells shared with the students
what they will be learning. She was
prepared with her different styles of
teaching/learning.
Miss Sells had mentioned to me that
she was relating what she was
teaching to social studies/history
lessons of what they are learning.
She helped the students understand
where religious/worship music came
from
Miss Sells had not only led the class
discussion, but she had auditory bits
with samples of music, pictures and
slides to help the visual learner, and
peer discusion.
Miss Sells had the formative
assessments of discussion with
question and oral answer from
various students, questions and
answer, and exit tickets. One way to
incorporate the vocabulary use would
be to have them in the question part
of the questions that are given to
them. Or have them in a box and
letting them know that they must use
the vocabulary to answer.
Section 4: Post Observation Conference
Based on the various formative assessments, most students achieved the learning goals. Students gained a
deeper understanding of the content goals. Students met the set standards-based SWBAT goals.
Focus Student 1: English Learner
Students came into class knowing
and sticking to the routine of
coming in and sitting at their desks,
praying and listening to Miss Sells
to know what they were going to
learn. They helped each other to
understand.
It was helpful to the students that
she related the topic to history
lessons that they are learning now.
Because she related it to recent
lessons they were able to use this
to help understand what she was
teaching. They seemed to
appreciate when Miss Sells would
address the misconceptions.
The students were interested in the
lesson due to the various ways that
she was presenting the points.
Students completed question and
answer and exit tickets. Miss Sells
continued to make sure the
students understood what she was
teaching, guided them to use the
correct verbage to answer.
Focus Student 2: Student w/ILP/504
Students contributed to an effective
learning environment by arriving to
class on time, participating in class
discussions and being cooperative
with the teacher. The teacher
contributed to an effective learning
environment by providing a safe and
inclusive learning environment based
on respect and kindness. I made
explicit my learning objectives and I
created a student-centered learning
experience.
Students were able to assimilate to
the subject matter because I made
cross-curricular connections as a
strategy to make the music content
more accessible. Students
constructed knowledge by building
upon prior knowledge of social
studies knowledge -specifically
US history. Students did not know
about the origins of worship music
and its relationship to politics and
theology. Teacher addressed these
misconceptions by relating them to
the present day in subsequent
lessons.
Students were strategically paired in
groups based on their various funds
of knowledge base and needs. I
walked around the classroom to
listen to student discussions. I
provided in-the-moment scaffolds
based on students’ needs. I would
like to explore more ways to
implement differentiated instruction.
Students demonstrate achievement
of lesson objectives by completing
written questions and checks-for
understandings and the exit-ticket. .
Students also demonstrate
achievement of lesson objectives by
engaging in whole-class and small
group discussions. Students
struggled with using vocabulary to
describe the soundscape of what
they heard. I probed for student
understanding and explicitly stated
what element they were hearing in
music. I would use the song to serve
as a teaching point for vocabulary.
Focus Student 3: Your Choice
Page 4 of 5

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
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.
English learners encountered english Student had access to slides in
in multiple modalities. EL google classroom before the
FS3 engaged with music and
successfully completed check-for- in-class lesson. The FS2 was able to
language in multiple modalities.
understanding questions using engage in the lesson because they
Student
complete sentences. EL successfully were prepared with the content
engaged in think-pair-share tasks. and goals for the lesson.
Next time, I would teach content specific music vocabulary. I would like to make more connections to real-world
music worship music. I could consider teaching the students a song or melody that is representative of Puritan
worship music.
1) Student engagement, 2) organization of subject matter, 3) classroom management approach
I would like to expand my repertoire of engaging instructional strategies for this course. I would also like to teach
and embed more content-specific vocabulary. I would like to explore other ways to assess students and explore
more ways to make student thinking visible. I would like to learn how to differentiate more effectively.
My next steps include: engaging in self-reflection, plan for upcoming units, plan for teaching content-specific
music vocabulary, collaborating with my mentor, focus on other standards, incorporate STEM activities, and
incorporate technology into my upcoming lessons.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5