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
Michael Meza mmeza3850@gmail.com English 10
Mentor Email School/District Date
Rtodoroff@calca.connection
Ryan Todoroff CalCa Oct 17 2022
sacademy.org
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will use their time
wisely and choose a
breakout room that will
ultimately help them
understand what they need
CCSS-ELA-LITERACY.W.9-10.2 to do for their essay
Compare and Contrast Essay Unit 2 Literature Live Lesson
CCSS.ELA-LITERACY.W.9-10.5 revisions

Students will understand the

different types of irony and
how they can help develop a
theme.
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 elements Skills are polished as NT expands ability to
just 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- Michael should be experimenting with new opportunities to use this
tech and not only use it when it is convenient. l
Monitoring student learning and
5.6 3 S- I want to be more consistent at using the available technology and
adjusting instruction while teaching.
then keep an eye out for more ways to utilize it.

T-Michael can be better by implementing more strategies to reach the

students that are not reaching out and are suffering in silence. He can
Planning instruction that incorporates
utilizing the technological tools to help organize these kids and call
appropriate strategies to meet the
them strategically.
learning needs of all students
S- I think that I can take a more active role in helping the struggling
4.4 3
population of my classroom. I tend to wait until another homeroom
teacher or school counselor lets me know of a student. I can schedule
out time to not only hunt down these kids but make sure they are
getting the support they need.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
Aby Quevedo Stephen Sims Armen P.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Does utilizing all 7 teachers in the breakout
room result in better essays and turn in rates?
This question is the basis of my large agency
based breakout room part of my lesson. As a
PLC we are starting to move to every teacher
The special emphasis that you aligned with is a
gets their own breakout room instead of sharing
great start to try and get more engagement in
with 2-3 other teachers. I am looking to see
your lessons.
success with this model in terms of engagement
and understanding of feedback.
What I want to see from my mentor is if he feels
like his students in his room were engaged and
comprehending the feedback.
I want to see if giving the students agency to
Remember that these kids might not be tech
choose which breakout room they were in
literate enough to understand how to join
would help them get better more targeted
rooms. Also remember that many students
feedback. Also if that would help with
just join the LL and then leave it running in the
engagement and comprehension. They are
background. Just be mindful of this when you
literally taking their learning into their own
do your lesson.
hands.
I want to know if I paced my lesson correctly.
You only need about 60 seconds or so to make
Last year I went too fast and the switch from the
it feel like a natural pause.
1st topic of the lesson to the 2 nd was jarring.
Students will answer a couple of discussion
based questions about the essay that they were
supposed to have turned in. Then we will have
breakout rooms where all 7 other teachers will
be running them. Each room has a particular
name that will cover that aspect of the essay. So
students will join the room that they are
needing help in. After 10-15 minutes breakout
rooms will end and after a short break we will
The biggest issue in the last lesson was that
transition into the next part of the lesson.
you did not pause between the two topics
which was jarring and you did not let kids
By having whole class discussions, small group
flounder with their answers enough/lead them
discussions, and video lessons I am hoping to
to the answer.
really steer engagement into the positive.
Students will submit the rough draft before the
lesson. Which will be counted and graded. Then
after the lessons students that had not yet
finished will turn in theirs. After about a week
all the assignments will be graded and feedback
provided. Then the students will submit their
final drafts which will be their post assessment.
I plan on making the lesson relevant by giving
them the option to control what they learn. By
having 7 different breakout rooms, all different This is something that other teachers have
focusing on specific feedback areas, I hope that utilized this year and it has seemed to be
they are wanting to take charge of their helpful with student engagement.
education.
Page 2 of 5
 Informal assessments will identify areas of
weakness and can gauge buy in from the
students.

I plan to start the lesson off with music and end

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.
with music. I also plan on going over the
classroom rules and how to use the chat pod.
Designating roles for the other teachers will
also help manage the class.
Any student that is acting up in the Chat pod will
be removed from the lesson, the incident will be
documented and the parents will be called.

After the irony lesson I will ask my students

Closure This feels like a good natural end point. This
● How will you close your lesson? about theme and what they learned.
also keeps the main idea of our lessons of how
● How will you assess student learning and prepare They will then answer what they think the
them for the next lesson? to find theme.
theme is in the Nearpod.

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
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 two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Looking back at my lesson at my

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
I think Michael could have done a
better job preparing the students on
how to utilize the breakout rooms
effectively. I think with a proper
loom video or even a prior training
in a prior life lesson that could have
stopped the majority of the
confusion that occurred when the
breakout rooms started.
Overall the lesson as a whole was
very well done and successful
special emphasis which was all about
how effective choice based breakout
can rooms be, I think they were
definitely effective however there
was an unforeseen complication. If I
were to do this again I would make
sure that students were able to and
understood how to choose and
change their breakout rooms.
A fairly large amount of students I had many students that never left
had a hard time understanding how the main room because they didn't
to get into the breakout rooms and know how. I ended up having to
how to change them. manually move at least 50 to 60
children into specific breakout
rooms. Which was a good fix for the
problem then but not how I wanted
to spend the time.

I think another issue of student

chosen breakout rooms is that many
of the students that did not move
into the breakout rooms simply
either didn't care or felt it was not
necessary for them.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
From the amount of students that
were signed into the Nearpod and
participating in the chat I would say
this lesson was very successful with
engagement.
Michael did a good job of keeping
the chat moving and bringing back
focus on to the lesson when the
students fell off track.
Utilizing the other teachers in the
room seemed to work well. I
received a few direct messages from
my students that I would not have
received otherwise based on past
experience.
I made sure to hammer into Michael
that having a break in between two
separate ideas of a lesson can really
benefit the flow and curb confusion
with the students. It also makes it
more personal and fun for the
students.
He took the feedback to heart and
we had a solid 60 second break,
which he used to talk about
dinosaurs which only made him
more endearing to the students.
Michael did a wonderful job of
speaking from the heart when he
talked about how it is okay for the
students if they have never written
a five paragraph essay before. This
is something that we've been talking
about in our plc and I did receive
more direct messages from students
during the lesson letting me know
that they were not made to write
any sort of essays during distance
learning in their local schools.
I think that addressing this as their
learning experience was very well
done and supportive to the students
that are lower achieving.
Students answered questions in the
chat pod and in the Nearpod
activities. The switching back and
forth helped focus the students
that fell off track.
Students worked in tandem with
the teachers to understand the
concepts and answer the questions.
Students were able to take a break
between the breakout room activity
and the irony lesson. This allowed
time for them to get out some of
the social energy that they built up
during the essay part of the lesson.
Students had greater access to their
specific teacher and the other 7
teachers to get supported. Students
answered questions in the Nearpod
activities and in the chat. Students
were even able to hear from other
students who volunteered to speak
on the microphone.
Besides the issue with students not
knowing how to get into the
breakout rooms I think overall the
lesson was successfully engaging.
With the breakout rooms, the
Nearpod activities, the chat podcast
questions and the dinosaur theme
that is present in all of my lessons,
students seem to have a fun time
and jumped on the microphone a lot
to help with the lesson.
Having all seven teachers work with
the 200-plus students that were in
the room really created a cohesive
and collaborative environment. I was
glad to see that engaging all of the
teachers really helped engage the
students. Especially in the informal
parts where I would just call on
random teachers to help answer
questions
I think having the small break in
between the breakout rooms and
the irony lesson made the
organization much easier and
allowed for the students to engage
with the lesson better
Having all seven teachers work with
the 200-plus students that were in
the room really created a cohesive
and collaborative environment. I was
glad to see that engaging all of the
teachers really helped engage the
students. Especially in the informal
parts where I would just call on
random teachers to help answer
questions
Page 4 of 5
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?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
My last comment on this lesson is that I am thankful for having a PLC team that works so well together that we can effectively
collaborate on one life lesson such as this.
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.
Students answered probing
As for usual Michael did well with questions about their prior The discussion questions,
his informal assessments. In all of knowledge of essay writing and of collaboration boards, and use of the
his past live let lessons that I have irony. After the activities and videos chat pod with probing questions
witnessed this has never seemed to students answered questions based provided a good informal
be a problematic area for him. on the concepts they had just assessment of the students learning
learned.
Section 4: Post Observation Conference
Based on the final numbers of the compare and contrast essay final drafts I would say that 70% of the students
achieve the lesson objective.
A good portion of the 30% that did not achieve the lesson objective I've been stuck on the unit 2 test that
precedes the essay. For those students calls and emails have been sent to the families
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Abby did extremely well on her Armen did not attend the live
Steven sadly did not right his essay.
compare and contrast essay. She lesson but I made him watch the
He did very well attending the
was at the live lesson participated recording. I am not sure if he was
lesson and participating however,
in the breakout rooms and it able to get the full benefit of the
due to personal reasons regarding
seemed to make a real difference in live lesson via the recording,
his 504 he did not write the essay
her writing. Her revisions were however his essay was decent
and I did not force him to.
more focused. enough to earn a passing grade.
If I were to do this lesson again I would have more of a training session on how to choose your breakout rooms
from the student perspective. Or I would get rid of student choice breakout rooms all together. I think the idea
is very good however I don't know if our school with live lessons not being mandatory really makes this Avenue
beneficial.
Involving the other teachers more is definitely something I would do again.
Pacing, engagement, and variety of activities
Student Choice breakout rooms is the biggest area of improvement with this lesson. If I had to think of more
areas of improvement I think boiling down the lesson to where there is only one curriculum concept we are
focusing on instead of two separate ones.
I think having two different concepts makes the lesson feel more diverse but I can easily see how it doesn't
allow enough time for either curriculum concept.
The next steps are to focus on the around 30% of students that still have not submitted a rough draft or final
draft.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5