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.
Kirstie Music 8
.org
Mentor Email School/District Date
noemi.
Noemi t 3/24/23
.org
Content Standard Lesson Objectives Unit Topic Lesson Title

8.MU:Cr2 a: Select, organize, and

document personal musical ideas for
arrangements, songs, and compositions
within expanded forms that demonstrate
tension and release, unity and variety,
SWBAT: Evaluateand analyze early
balance, and convey expressive intent. American folk ballads

8.MU:Re8: Support personal

Early American Folk Music
SWBAT: Compose individual ballads Early American Folk Music
interpretations of contrasting programs of
music and explain how creators’ and
based on predetermined criteria Lesson Plan *(LINKED HERE)
and modeled after American Folk
performers’ apply the elements of music
and expressive qualities, within genres, Ballads
cultures, and historical periods, to convey
expressive intent.

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.)
NT:: In my ensemble and general music classes I am developing the
habit of writing the objective of the day on the board. I may also write the
standard as an “I can statement.” I am growing in setting high standards
when I have students with different skill levels.
For ensemble classes, long term goals include concerts and various
performances which are posted on the school website. Other goals
include developing self-assessment strategies. I consult with my mentor
as I create lesson plans and units so that they can give me feedback as
Establishing and articulating goals for to whether my music goals are developmentally appropriate. I am
4.2
student learning NT: 2 emerging in my use of different types of rubrics which help communicate
ME: 3 goals to students and parents. (1/9/23)

ME: Your goals were clearly stated for all learners to see. I am
sure your students appreciated the information. maybe you can
have students reflect how they met their goal in an exit ticket.

Applying knowledge of the purposes, NT: I am exploring and growing in how I look at multiple sources of
5.1 characteristics, and uses of different NT: 2 information and student data. I am developing my use of culturally
ME: 3 responsive formative (EL & PM) assessments. I am aiming to develop
types of assessments my repertoire of varied formative assessments. I am emerging in how to
use student assessment data to inform future instruction. I am emerging
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 in aligning my formative assessments and summative assessments so
that the learning outcome is supported and achieved. (1/9/23)

ME: You used engaging assessments. Your assessments were

effectively used and appropriate for your students.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner
FS1 English learners are
strategically seated in the class.
For today students will be paired
Focus Students
with partners that can model and
● Summarize critical needs and how
you will address them during this support English Language skills.
lesson.
Student will be given advanced
notice of the ballad writing
assignment so they have extra
time to develop their ideas.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
Focus: To develop Artistic Literacy of Early
American Folk Music
Inquiry: In this unit, students have already
engaged in inquiry activities through a
variety of listening tasks. Students will
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis? compare and contrast 2-3 folk (ballads
● How will you incorporate the inquiry focus and/or primary sources).Students will analyze
special emphasis into the lesson?
● What specific feedback do you want from your ME? ballads and compose individual ballads.
Students will evaluate common themes and
elements in ballads and incorporate those
elements into their own ballads
ME: additional engagement strategies for
facilitating engagement in this unit.
Ideas for more effective strategies to serve
Inquiry Focus/Students the needs of my focus students. What
● What specific feedback regarding your focus students scaffolds and supports are appropriate for
do you want from your ME?
the FS’s. Should they be allowed to write
their ballad in their home language
Ideas for more effective strategies to
achieve the objectives of this lesson. Are
Specific Feedback
● What additional specific feedback do you want from assessments too challenging or too easy?
your ME regarding lesson implementation?
What concepts should I include in this unit
to enhance the music learning?
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Students will have access to the
powerpoint in the google Advanced students will be
classroom. FS2 will be allotted assigned extension activities and
additional time to complete activities.
Advanced students will be
assigned coursework. Student strategically paired with partners.
will be given advanced notice of Teacher will provide additional
the ballad writing assignment so critical thinking reflection
they have extra time to develop questions.
their ideas.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
ME:This was a fun topic for your students.
Your inquiry focus was very clear to me and
your students. You incorporated the inquiry
focus with fun and engaging activities for
your students.
ME: Provide questions beforehand to Focus
1 and focus 2 students so they are prepared
for the lesson. It will eventually help them
understand later what to look for.
ME: 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 there are any misconceptions that
you can address later.
Maybe in one assessment you can meet
with their writing teacher to see what kind of
essay they can write regarding this lesson,
one where they might be able to give an
opinion.

This lesson includes an intro body &

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?
conclusion.
Teaching strategies include: inquiry-based
listening tasks, teacher facilitated
whole-class discussions, and TPS activities.
Differentiation includes: strategically pairing ME: Looks like you have enough here for all
students for T-P-S tasks. All students will be focus groups.
given strategies and scaffolds for how to
write a ballad.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
This lesson is relevant to the students
because it compliments the curriculum that
they are learning in their social studies
classrooms. This is relevant for all students
because students can write original ballads
that are meaningful to them. My various
formative assessments make student
ME: Looks good. Got it covered
thinking visible. Student responses to the
formative assessments will allow students to
demonstrate if they have achieved the
learning objectives. Student ballad
compositions will demonstrate mastery of
goals. The pre-assessments will facilitate
mastery towards goal.
I greet each student as they enter the
classroom. I make eye contact with each
student and say “good afternoon ______.” I
ME: 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 a
self-assessment activity using a rubric. ME: Exit tickets are great to see where they
After I assess students’ ballads, I will have are, but how will you know that they
students read and share their ballads with grasped the whole lesson and that they
the whole class. know how it relates to them?
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
ME: Miss Sells has prepared her mixed musical skills. Some students
lesson with a lot of information and ME: Students were engaged. They have never had music classes taught
enough ways to reach every style of knew what Miss Sells was teaching in their previous schools. Some
learner; the visual, auditory and and were able to contribute students have received prior music
kinesthetic learner. She is also answers to her questions and their instruction - and some play an
bringing in everyday experiences for peers' questions. You saw and instrument. I am exploring what
the students to understand the heard the excitement of learning strategies are engaging for all levels. I
importance of the arts in all topics, the topic. am exploring how to organize a
not just music. standards-based curriculum since the
our school has not adopted a
designated general music curriculum
ME:Miss Sells greeted each student, Students were engaged in
which shows the student that she completing the practice ballad as a
cares about them. She is very calm whole class, then they focused on
and shows how important it is to her ME:The students were engaged in their individual ballad compositions.
what she is teaching them. She this lesson. They all had something Students were engaged by
engaged the students by playing to say and contribute. They participating in think-pair-share
music, showing a powerpoint for corrected each other and Miss Sells discussions and whole class
visual learners. She led the whole helped guide this discussion so that discussions.
group discussion and had them pair they stayed focused. Students contributed to their own
share. The focus students were learning by having the choice to
paired with chosen partners by Miss write about any topic of their choice.
Sells so that they can get the extra
Page 3 of 5

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
support. Miss Sells also walked Teacher monitored student learning
around to guide them. by facilitating whole
class-discussions, walking around the
room, and directing students creative
ideas and providing scaffolds as
needed.
Focus students were supported by
being strategically paired with
think-pair-share partners.
Students contributed to an effective
learning environment by arriving to
class on time, participating in class
ME: Students came into class
discussions and being cooperative
knowing and sticking to the routine
ME:Miss Sells shared with the with the teacher. The teacher
of coming in and sitting at their
students what they will be learning. contributed to an effective learning
desks, praying and listening to Miss
She was prepared with her different environment by providing a safe and
Sells to know what they were going
styles of teaching/learning. inclusive learning environment based
to learn. They helped each other to
on respect and kindness. I made
understand.
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
ME:It was helpful to the students strategy to make the music content
that she related the topic to history more accessible. Students
ME:Miss Sells had mentioned to me
lessons that they are learning now. constructed knowledge by building
that she was relating what she was
Because she related it to recent upon prior knowledge of social
teaching to social studies/history
lessons they were able to use this studies knowledge -specifically
lessons of what they are learning.
to help understand what she was US history. Students did not know
She helped the students understand
teaching. They seemed to about the origins of worship music
where American Music came
appreciate when Miss Sells would and its relationship to politics and
address the misconceptions. theology. Teacher addressed these
misconceptions by relating them to
the present day in subsequent
lessons.
Students were strategically paired in
ME:Miss Sells had not only led the groups based on their various funds
class discussion, but she had auditory of knowledge base and needs. I
ME:The students were interested
bits with samples of music, and slides walked around the classroom to
in the lesson due to the various
to help the visual learner, and peer listen to student discussions. I
ways that she was presenting the
discusion, and used popsicle sticks to provided in-the-moment scaffolds
points.
engage and call on students to based on students’ needs. I would
participate. like to explore more ways to
implement differentiated instruction.
ME:Miss Sells had the formative
assessments of: discussions, the
ballad analysis activities, the
ME: Students demonstrate The summative activity was the
whole-class ballad, and individual
achievement of lesson objectives by student ballad compositions in which
ballad compositions.
completing the group ballad and students demonstrated mastery and
One way to incorporate the
individual ballads. How will you achievements. Pre-assessments and
vocabulary use would be to have
engage students who were formative assessments included the:
them in the question part of the
off-task? You helped your students listening exercises, ballad song
questions that are given to them. Or
brainstorm ideas to create a ballad. analysis, the brainstorm activity.
have them in a box and letting them
know that they must use the
vocabulary to answer.
Page 4 of 5

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?
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.
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 Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
English learners encountered English Students 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 present
day ballads like those of Bob Dylan or the Beatles. I could consider teaching the students a song or melody that
is representative of modern folk 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.
Mt next step is to teach the students a song/ballad using the classroom instruments that is representative of this
genre. 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