Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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

Alison Waters awaters@californiaops.org Multiple Subject Grade 4

Mentor Email School/District Date

Mindy Hall mhall@californiaops.org CA Connections Academy 10/4/2023

Content Standard Lesson Objectives Unit Lesson Title

Topic
(CCSS.ELA-LITERACY.W.4.3) Students will be able to Narrative Writing, Narrative Writing: 5-Paragraph Essay
Write narratives to develop real identify the five parts within Writing Structure Structure
or imagined experiences or the writing structure of a
events using effective five-paragraph narrative
technique, descriptive details, essay.
and clear event sequences.

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 coming into
prominence
Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
as NT investigates NT makes combines elements NT expands ability to
and examines increased relevant into a cohesive and add new methods and
pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices

CSTP Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
2.2 Creating physical or virtual learning T- T-
environments that promote student Exploring Experiments with and/or virtual learning environments that support
learning, reflect diversity, and
student learning.
encourage constructive and productive S-
interactions among students Exploring Structures for interaction are taught in single lessons or sequence of
 lessons to support student learning.

S-
Students use resources provided in learning environments and interact
with each other to understand and complete learning tasks in single
lessons or sequence of lessons.

1.1 Using knowledge of students to T- T-

engage them in learning Exploring Gathers additional data to learn about individual students.

S- S-
Exploring Students engage in single lessons or sequence of lessons that include
some adjustments based on assessments.
Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
Summarize critical
needs and how you
will address them To best support this student, I will
during this lesson. incorporate graphic organizers into
my lesson and provide clear visual
aids. Academic language and key
vocabulary words will be
emphasized and repeated
throughout the lesson. This student
has access to Spanish closed
captioning that provides
in-the-moment translation while I
am teaching in English.
Focus Student 2: Student
w/ILP/504
This student has difficulty focusing
for long periods of time. Throughout
the lesson, I will prompt students to
show me hand gestures, answer
aloud, or draw on their screens.
This will help keep this student’s
attention by keeping constant pace
and encouraging movement or short
brain breaks.
Focus Student 3: Your Choice
This student is three grade levels
below in reading and writing. I will
give the students opportunities to
answer aloud and use a matching
game style to answer, versus writing
down answers, to avoid frustration.
Having this student answer by
matching the vocabulary to the
essay structure will check if this
student is understanding the learning
objective while meeting their needs.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson Provide feedback on lesson plan reflection.
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?
How can I incorporate constructive and
productive interactions among students when
teaching this lesson?
How can I have all students of differing levels
reach the learning objective in this lesson?
In breakout rooms with a think pair share.
Example: Join your breakout room and share
the topic you would like to write about. BO
session two, share your main idea. BO session
3, tell your BO room at least one detail you will
add to your story. Or create a collaboration
board for students to share ideas with the
whole class.
Utilize the portfolio modifications for students
that you identify that need whether or not they
are identified by an IEP or 504.
Use differentiation for your various levels of
ability students. Students far below can still
find success with the right guidance and
scaffolding.

Inquiry Focus/Students
 What specific feedback
regarding your focus students
do you want from your ME?
What other teaching practices can I incorporate
into my lesson to best support my focus
students?
Sentence starters and paragraph frames to go
with your graphic organizers, especially for your
EL and below-grade level students.
Choice of writing topic. Break down big
assignments into small parts.
Specific Feedback
 What additional specific
feedback do you want from
your ME regarding lesson
implementation?
The 30-minute ELA lessons sometimes feel I would break it down into tiny chunks as
rushed, and it is not enough time; I would benefit separate lessons if needed. ~complete
from suggestions on time management. sentences~main idea and details~ descriptive
words,~paragraph writing, etc.

Instructional Planning Lesson Structure: Great lesson structure. Engaging students' prior
 How is the lesson 1. Share “good news” knowledge is an excellent start to a lesson.
structured (opening, body, 2. Previous Knowledge Recall: Writing
and closing)? Structure for an Essay Enable students to have a download or access
 What varied teaching 3. Introduce Concept: Hamburger Essay to the hamburger essay graphic for planning
strategies and differentiated 4. Direct Instruction, Key Vocabulary after the lesson.
instruction will help students 5. Guided Practice: Matching Key
meet lesson goals? Vocabulary and Sentences to Essay
 What progress monitoring Structure
6. Exit Ticket/Check for Understanding: Exit ticket for this lesson is a great way for you to
strategies will be used? How will
Matching Activity- Independently identify students who may need more practice
results inform instruction?
Students will be prompted to answer orally or following the lesson. Work with those students
match their answers on their screens through
and focus students on organizing their own
Nearpod. This meets the needs of my students
who have difficulty typing; they can demonstrate thoughts on paper for the beginning of their writing
their understanding through other means. assignment.
Throughout the lesson, I will progress monitor by
having students participate aloud during the
Guided Practice. This will inform me on whether
my students are understanding and are ready for
the exit ticket, or if I need to reteach and continue
the practice.

The writing structure of the five-paragraph essay

Student Engagement/Learning
 How will you make the
lesson relevant to all the
students?
 How will students show
progress towards master of
lesson objectives?
will be introduced with the use of a hamburger
graphic organizer. Using the hamburger is
age-appropriate and encourages engagement.
Students will be informally progress monitored
throughout the lesson, especially during our
guided practice section. Students will complete
an exit ticket of the learning objective, which is to
identify each of the 5 layers of the hamburger
(each part of the essay).
I love how you will introduce this writing standard
with an easy to follow, graphic of the hamburger
essay for engagement. Identifying the parts of the
essay is a great start for their own essay writing.
For the struggling students, an idea would be to
keep for extra support and review the parts and
maybe tackle the first part of the assignment
together and revisit it the next lesson.

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.
To maintain a positive learning environment, we I love how you are utilizing Capturing Kids Hearts
start every lesson with sharing aloud “good
for good news and class expectations. Holding
news”. After good news is shared, we briefly take
a look at our Zoom expectations on behavior to your students accountable with daily reminders is
ensure it is top of our mind before we begin our a powerful classroom management strategy.
lesson. Students are to raise their hands and be Students thrive when there are clear
called upon before unmuting, and the chat pod is expectations.
only set to allow chats to the teacher to prevent
distractions. If needed, redirections are quickly
given in a kind and respectful manner.

Closure
 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the next
lesson?
Students who scored 100% on their exit ticket
will be dismissed. Students who missed one or
more, will complete the exit ticket in a small
group with me. Students are encouraged to stay
on if they have any questions for me.
I love this plan. I would encourage your 100%
group getting dismissed to start brainstorming
their plan as soon as possible. Having these
students share their drafts in future lessons can
really encourage and motivate some of your
struggling students. Reviewing with the others
will really help and show your students that you
care for their success. Possibly, if time, start a
brainstorming session with them.
POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions

EXAMPLE
CSTP 1:
Engaging All
Students  In
what ways
were students
engaged?

Specific Teacher flow and timekeeping of Students participated the whole Thank you for the
Feedback the lesson seemed right on target lesson with great engagement. timekeeping suggestions
 What for the 30 minute lesson. Students followed pace easily. given at our previous meeting.
information
can you
Great organization of lesson that I agree the timing was on
provide the supports a timely learning target for the 30-minute
NT session. lesson, and pacing was
regarding comfortable and beneficial.
requested
special
feedback?

CSTP 1: Class opener, Sharing Good Students come to the Most students raised their
Engaging All News. Engages students lesson excited and willing hands and were eager to
Students
 In what ways
right away and starts the to share some good news share their good news at
were students lesson in a positive way. with class. Had a lot of the beginning of the
engaged? How
were participants. lesson. All students were
students not
The teacher facilitated the engaged in the learning
engaged? participation and created activities in Nearpod
 How did interactive engaging throughout the lesson and
students
contribute to
writing lesson. raised hands to answer
their learning?
questions or gave hand
 How did Teacher monitored learning Students using matching
teacher and/or gestures representing their
by oral answers, matching activity in Nearpod.
students answers. All students
monitor activities, and having completed the activity at
learning?  students complete a exit
How were the Students were invited to the end for the exit ticket.
focus ticket.
stay after if they needed
students engaged
and additional support.
supported
throughout the
lesson?

CSTP 2: Teacher created a safe, Multiple students called on At the beginning of each
Effective collaborative classroom. It is lesson, we briefly view our
to name the five parts of
Learning evident that students are Zoom rules which include
Environment comfortable with their teacher the essay using academic being kind and respectful to
 How did
and classmates. vocabulary with graphic one another. This sets the tone
students and
teacher
organizers. Lots of class for our classroom
contribute to an collaboration and environment, making it a safe
effective discussion. and comfortable space to
learning
share aloud and make
mistakes.
 environment?

CSTP 3: Teacher provided graphic Students used multiple The lesson progressed from
Organizing organizers, recalled previous modalities to participate in previously learned knowledge
Subject Matter knowledge, introduced key lesson. Students answered to the new concept and
 What actions
of the NT
vocabulary, checking for orally, matching activity, so vocabulary. Graphic
contributed to understanding throughout the students left prepared to organizers, visuals, and
student lesson. complete their writing tasks. repeated practice helped
assimilation of students master the new
subject
matter? learning. Misconceptions
 How did regarding the essay structure
students were addressed by showing
construct visuals and explaining the
knowledge of
subject
why.
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?

CSTP 4: Teacher provided visual aids, Students were provided a With all accommodations in
Learning graphic organizers, Spanish cc variety of ways to contribute place, all students were able to
Experiences on Zoom for EL, matching and participate in the lesson. participate and had a fair
 How were
students
activity for Exit Ticket instead And an opportunity given to opportunity to meet the
supported of writing/typing. Teacher stay after class if needed more learning goal. I provided a
through shared a good example of her support. visual of the material that we
differentiated own story. covered and also verbally
instruction?
 How did presented the
students information. For the students
participate? who are not comfortable
 How did the
NT contribute
typing full sentences, I had the
to student exit ticket be a matching
learning? activity so all students could
participate. One student who
is an English Learner uses the
Spanish cc feature on zoom to
aid with translation.
CSTP 5: Teacher designed a great lesson Students were given several Throughout the lesson, I
Assessing on organizing a narrative writing opportunities to share their progress monitored to check
Student piece. knowledge on the narrative in on student understanding,
Learning
essay format. while also allowing students
 How did
students opportunities to participate.
demonstrate If students still needed support All students completed the
achievement after the exit ticket they were matching activity exit ticket.
of lesson
objectives?
able to go over that concept The students who scored
 In what again with the teacher. 100% were recognized
ways did individually and dismissed
students from the lesson. The students
struggle or
demonstrate
who did not, stayed on in a
limited small group and completed
understanding the activity with me. We were
? able to talk about why each
 What teacher
actions answer is the correct match
contributed to and clear up any confusion
student
achievement?
before all students were
dismissed.

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
The students were able to achieve the lesson objective to a high degree. 14 students understood the concept, who
To what degree
scored 100% on the exit ticket and were dismissed. 4 students did not score 100% and in a small group were able
did students to identify the errors made and the concepts that needed to be retaught prior to being dismissed.
achieve lesson
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
This student met the learning objective This student met the learning objective This student did not score 100% on
lesson
and scored 100% on their exit ticket. and scored 100% on their exit ticket. their exit ticket; however, in the
objectives?
reinforcement small group this
student was able to verbally explain
their new understanding and correct
the mistake they’ve made.
Next time I would begin the lesson with a better attention-grabber. For this lesson I put a picture of a hamburger on
What would you do
the screen and asked the students to say aloud what they see, then describe it. This then led into us talking about
differently next
the different layers and how they relate to the structure of an essay. However, instead of showing a picture of a
time? hamburger, I would find a funny video or song to better grab their attention and add another movie/song element to
the lesson.
1. Visuals and graphic organizers, 2. Time management to allow students to complete the entire lesson with fidelity,
What were three
3. Academic Language
top Lesson
Strengths?
1.Collaborative learning, 2. Student self-assessment, 3. Depth of questioning
What were three
top areas for
improvement?
Next steps in this sequence of lessons is to teach lessons on each part of the essay structure, starting with the
What are next steps?
introduction paragraph.

Other Comments/Notes
The lesson included several technology components including: Zoom, Google Slides, Nearpod, Digital Drawing Tools, Screen Sharing, and
the virtual matching activity.

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