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  

Austin Pedue apedue@stedschool.org English Language Arts 5

Mentor   Email   School/District   Date  
Ashleigh Vachon avachon@stedschool.org St. Edward the Confessor 12/8/22
Content  Standard   Lesson  Objectives   Unit  Topic   Lesson  Title  
RI5.1 Quote accurately from a text when explaining
what the text says explicitly and when drawing
SWBAT cite text evidence to determine
the text structure in nonfiction text
Nonfiction Text Structures
inferences from the text

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.)  

Section  2:  Pre-­‐Observation  Conference  

Part  A:  NT  Reflection   Part  B:    ME  Feedback  
Use  questions  to  guide  reflection  on  the  lesson  plan.   Provide  feedback  on  lesson  plan  reflection.  
Inquiry  Focus/Special  Emphasis     Identifying text structure How are you applying higher orders of thinking and
What  is  your  inquiry  focus  and/or  special  emphasis?
•
• How  will  you  incorporate  the  inquiry  focus  and/or  
mastery demonstration in your lesson expectations?
special  emphasis  into  the  lesson?  
• What  specific  feedback  do  you  want  from  your  ME?

Focus  Students   Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
• Summarize  critical  needs  and  how  
OV Oral instruction delivery, partner work to KP KH
you  will  address  them  during  this  
lesson.   provide support. social-emotional support and peer support

Percentage of students working on task, how partners are decided

• What  specific  feedback  regarding  your  focus  students
do  you  want  from  your  ME?  

Provide a class whole group sample as guided work - follow up with

Specific  Feedback  
• What  additional  specific  feedback  do  you  want  from   Rigor, differentiation leveled pairs or specifically assigned level passages and have pairs
your  ME  regarding  lesson  implementation?   share with the class what structures they identified

Instructional  Planning  
-Review on text structure types
• How  is  the  lesson  structured  (opening,  body,  and how are you utilizing the technology beyond a mere replacement for
closing)?   -Read a text for third time
-Work in partners to identify textual evidence to support structures traditional paper and pencil - how does the technology help
• What  varied  teaching  strategies  and  differentiated
instruction  will  help  students  meet  lesson  goals?   -Partners for support transform the instruction, student input, and mastery of the
What  progress  monitoring  strategies  will  be  used? concept?
• -One on one support
How  will  results  inform  instruction?  

Student  Engagement/Learning     -The text is engaging and has been read prior to facilitate Consider tying the text to other content areas such as history or
• How  will  you  make  the  lesson  relevant  to  all  the  
deeper understanding science to make it relevant and cross curricular.
students?  
• How  will  students  show  progress  towards  master  of -Students will work with a partner
lesson  objectives?  

Classroom  Management  
How will you review the expectations?
• How  will  you  maintain  a  positive  learning   -Setting clear expectations
environment  with  a  welcoming  climate  of  caring,   -Thoroughly explaining instructions
respect,  and  fairness?  
-Talking, movement and technology
• Identify  specific  classroom  procedures  and  strategies
for  preventing/redirecting  challenging  behaviors.  

Closure   -Students will compare work done with a new partner to assess themselves
• How  will  you  close  your  lesson? -I will look for any misconceptions before moving on to more rigorous and longer
• How  will  you  assess  student  learning  and  prepare   texts
them  for  the  next  lesson?  

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 1 of 3  
 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  w orksheet  questions  that  included  all  
EXAMPLE   When  teacher  reviewed  worksheet,  she  asked  additional  questions   Students  completed  the  w orksheets  and  w ere  able  to  ask  questions.  
levels  of  Bloom’s  (“Identify  6  problem-­‐solving  strategies;  pick  two  
CSTP  1:  Engaging  All  Students     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  
• In  what  ways  were  students you  prefer?  How  could  you  create  a  m ath  problem  that  could  be   comparison/contrast  was  the  m ost  common  analysis  question.    I  
between  them”).    Groups  then  selected  a  strategy  and  created  
engaged?     solved  with  this  strategy?”)     need  to  give  them  a  Bloom’s  question  stems  handout  next  time.  
two  m ath  problems  to  exchange  tomorrow.    

The text selects "Roars and Snorts" as the Partner worked helped lower leveled
Looking ahead, providing students with different texts at
mentor text was robust, with varied students access that text. Further different levels can differentiate instruction further. For
Specific  Feedback   vocabulary, rich sentence structures and of differentiations wold be leveled texts students who are still learning text structures,
• What  information  can  you   high rigor. Using this text as the whole class assigned to specific pairs. More complex a simpler text could provide a scaffold, and a more difficult
provide  the  NT  regarding section with multiple read-throughs was an texts would have a variety of text text could be used for students who are ready for a challenge.
requested  special   structures to identify with lower leveled
feedback?   insightful way of providing whole class
rigor. texts having fewer or simpler structures.
Pairs would share with the class or share
with a different pair group their findings
Mr. Pedue completed a whole class reading of Looking hard, how can I be sure that all students are
CSTP  1:  Engaging  All   Mr. Pedue provided repeated guided
Students     the non-fiction text, which was the 3rd time actively engaged in the read aloud? If only 80% of students
reading of a complex text. Within this text the class has seen the text. During the read are engaged, how can I reach the other 20%?
• In  what  ways  were  students  
engaged?    How  were   were a variety of text structures for aloud, I observed about 80% of students
students  not  engaged?   students to identify and then pull the following along based on visual observation.
• How  did  students  contribute information out and apply it to the
to  their  learning?  
• How  did  teacher  and/or  
appropriate chart. An area to reflect: Class began with a
students  monitor  learning? Partners switched part way through to homework check. Is that information checked
• How  were  the  focus   analyze each others results. for completion or for understanding?
students  engaged  and   During partner work Mr. Pedue circled to
supported  throughout  the transition time, pacing, unstructured time.
lesson?   each group to provide support.

I noticed personalized interactions tailored use of time at the beginning of class - I can make the classroom more student-centered by building
to the needs of individual students as you what routines are in place to streamline more effective routines to begin class.
CSTP  2:  Effective  Learning   checked homework. use of class time and create a student-
Environment   "Thursday Rewind" routine - students were cetered environment.
• How  did  students  and  
able to respond or opt out and each choice
teacher  contribute  to  an
effective  learning   was reaffirmed in a positive supportive way.
environment?  

CSTP  3:  Organizing   Review Pair support - pairs pull-out relevant

Instead of copying, I need to create lessons in which
Subject  Matter   Re-read evidence into graphic organizers. I noticed students focus on main ideas and details, rather than copying
• What  actions  of  the  NT   most pairs were pulling huge chunks of
contributed  to  student  
check in on groups large sections of the text.
assimilation  of  subject   text out and re-typed it into the boxes
matter?   rather than identifying and and rephrasing
• How  did  students  construct   as shorter ideas - recognizing the concept
knowledge  of  subject  
matter?  
rather than just transferring whole
• What  misconceptions  did sentences.
students  have  and  how  
were  they  addressed  by  
the  teacher?  

Instructions provided through a variety of One student completed the assignment

means - board, oral, repeated. independently within 3 minutes. How can I can provide a self-check or rubric in order for students
CSTP  4:  Learning  
Experiences   you check for quality of work or varied to monitor their own progress toward mastery.
• How  were  students   difficulty or an enrichment activity that
supported  through   takes it to the next level of mastery.
differentiated  instruction?
• How  did  students
participate?  
• How  did  the  NT  contribute
to  student  learning?  

Thursday Rewind - students share what they

CSTP  5:  Assessing  Student   Mr. Pedue used name sticks to give each are learning and interesting items from the How can i use the data gathered in the lesson to inform
Learning   student a chance to share something they week. further instruction? I can analyze the work and
• How  did  students   had learned that week. Students were able put students into small groups based on ability to either
demonstrate  achievement   to pass, or opt out. Most students took an Students submitted completed slides
reteach or extend learning in next lessons.
of  lesson  objectives?  
• In  what  ways  did  students opportunity to share - Mr. Pedue provided showing a variety of text structures
struggle  or  demonstrate   short, yet meaningful affirmations and identified from the mentor text: Roars and
limited  understanding?   positive replies to each student. Snorts"
• What  teacher  actions  
contributed  to  student  
achievement?  

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 2 of 3  
 Section  4:  Post  Observation  Conference  
To  what  degree  did  students   Students were able to identify textual evidence to support each text structure, but students still lack mastery in
achieve  lesson  objectives?   identifying key ideas and details, rather than copying large sections of the text.

Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
To  what  degree  did  focus  
students  achieve  lesson   Identified textual evidence, but copied the text Showed mastery, but relied on partner. More support needed
Mastery shown. Worked well in partners.
objectives?   word for word. in order to show mastery independently.

Next time, I would not give away the text structures. Students would have to identify the text structure, and then explain the textual
What  would  you  do  differently  
evidence to support each text structure, rather than the text structure being given.
next  time?  

1. The text was complex and rich.

What  were  three  top  Lesson   2. Students were able to work in partners which provided supports and a chance to speak about the text.
Strengths?   3. Students were able to identify textual evidence effectively.

1. Provide different levels of text to support different students.

What  were  three  top  areas  for   2. Lesson can be extended by having students identify the text structures.
improvement?   3. Students need a checklist or rubric in order to track their own progress toward mastery.

The next steps include further practice identifying text structures and using main ideas and details to rephrase textual evidence in their own words, rather than copying the text.
What  are  next  steps?  

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 3 of 3