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 Emai Subject Area Grade

l Level
Nicole Williams nwilliams2@sandi.net Special Edu. M/S K-3rd grade

Mentor Emai School/District Date

l
Nancy Weber nweber@sandi.net SDUSD 12/82023

Content Standard Lesson Objectives Unit Lesson

Topic Title

CCSS.ELA-LITERACY.RF.1.2
Phonological Awareness:
Demonstrate understanding
of spoken words, syllables,
and sounds (phonemes).
Students will participate Word Families Word Families -ag and -ad
in an engaging
interactive lesson series
to learn and connect with
the word families of -ag
and -ad.

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 Skills are Skills are applied Skills are refined as Skills are polished
are newly formed and developing as NT as NT makes NT combines as NT expands
just coming into investigates and increased elements into a ability to add new
prominence examines relevant and cohesive and unified methods and
pedagogical suitable use pedagogical strategies into
practices of repertoire pedagogical
 pedagogical repertoire
choices
CST Initial Rating Description (Identify both teacher and student
P Element Rating rating for CSTP 1 and 2.)
4-
3.3
Organizing curriculum to facilitate Integrati Integrates knowledge of curriculum and resources to organize and
student understanding of the ng adjust instruction within and across subject matter to extend
subject matter. student understanding.

5.2 Collecting and analyzing 4-

assessment data from a variety of Integrati Designs and integrates an assessment plan that provides formal
sources to inform instruction ng and informal assessment data on student learning.

Uses data analysis of a broad range of assessments to provide

comprehensive information to guide planning and differentiation of
instruction.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English
Summarize critical Learner
needs and how you
will address them This student is an English
during this lesson. Learner. His first language is
Russian. He can identify all
letters and letter sounds. He is
working on the ability to identify
beginning sounds in CVC
words. Student has an IEP. This
lesson incorporates a variety of
images both digitally and
physical images to help student
connect with the content.
Focus Student 2: Student
w/ILP/504
This student has an IEP. He can
identify all upper and lower case
letters. He is currently working
on the ability to identify all letter
sounds. This student might
struggle with differentiating the
sounds -ag and -ad. Repetition,
practice, and visual
representations should assist
this student in learning these
word families.
Focus Student 3: Your
Choice
This student has an IEP. This
student knows all letters and
letter sounds. He can read
words at level C but continues
to work on his ability to
consistently decode beginning,
middle, and ending sounds.
This student may be challenged
by differentiating the sounds -ag
and -ad. Providing student with
ample examples and picture
support, songs, and games will
help this student’s success.

Part A: NT Reflection Part B: ME Feedback

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?
Use questions to guide reflection on the
lesson plan.
Will using a variety of technological
resources and activities via a Boxlight
interactive whiteboard throughout a
word family lesson increase student
engagement, learning, and ability to
retain the information? I plan on
incorporating a variety of tech
tools/resources into the lesson to
engage students and help them to show
what they know: ME Question: What are
Provide feedback on lesson plan
reflection.
The activities were aligned with
objective.
Perhaps also try tapping into auditory
learning by saying a word and having
students give a thumbs up if it has the
ag or ad ending, thumbs down if it
does not.

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?
other ways in which I can allow students
to show what they know?
ME Question: What is your opinion about
the lesson topic of word families for my
focus students?
ME Question: What are your thoughts about
the pacing of my lesson plan?
For focus students, limiting the lesson to
just one word family ending could result in
better mastery.
Lesson pace and length is important to
ensure your students stay focused. Your
lesson plan seems to have short sessions
to ensure students will stay engaged and
focused.

Instructional Planning During the opening of the lesson, repeat

 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?
Students will take the Post-test
objective multiple times so students have
individually. Students who require more
more success as picture appears. Before
support will take the Pre-test with support
from staff. each picture appears, remind students of
the focus. “Remember we are thinking of a
Opening: As a whole group, students will word that ends in “ag”
come to the carpet and watch the
YouTube video of words and pictures that
end in -ag and -ad
Body: Students will break into small
groups for 7-9 minute rotations:

Group 1: -ag worksheet

Group 2: -ad worksheet

Group 3: Students will take turns

playing a match game on the
Boxlight interactive white board.
Students can use their fingers or
stylus to interact with the white
board and game.

All students will come to the carpet and

take turns playing a “missing letter”
activity on the Boxlight white board.
Teacher will create a sentence example
for each word.

Closing: Whole group circle time:

Students will sit in a circle on the carpet.
Each student will get a chance to spin the
digital spinner to select a word. A talking
ball will be passed around as each
student creates a sentence with the word
they spun.

Students will take the Post-test.

 ********

The use of a variety of verbal, auditory,

and kinesthetic learning options will help
student success in learning -ag and -ad.
The technologies used during the lesson
will save student data to help monitor
progress. Results from the lesson will
provide data to drive future instruction.

The lesson is created to meet the needs of

Student
Engagement/Learning
 How will you make the
lesson relevant to all
the students?
 How will students show
progress towards master of
lesson objectives?
all students within my special education
classroom. I will be able to walk around the
room and observe how students are doing
with the material.
Before sending off to small group, check in
with each student as they leave rug, Repeat
ending sound and see if student can give
example of a word with that ending.

Classroom Management
 How will you maintain a
positive learning
environment with a
welcoming climate of
caring, respect, and
fairness?
Each of my students have individual needs,
strengths, and challenges. I, along with my
aids, work hard to ensure each student is
supported. We use positive reinforcement to
ensure students feel heard, safe, and ready
to learn.
Each student has specific ways within their
IEP for staff to address any challenging
behaviors.
I like how you have a variety of activities to
keep the students’ interested and engaged.
This helps minimize behavior/inattention
issues.
Closure:What are your next steps for future
plans? What is the plan if some students
are struggling? Is there room for
review/repetition?

 Identify specific classroom

procedures and strategies for
preventing/redirecting
challenging behaviors. Closing: Whole group circle time: Students will
sit in a circle on the carpet. Each student will
get a chance to spin the digital spinner to
select a word. A talking ball will be passed
around as each student creates a sentence
with the word they spun.

Students will take the Post-test individually.

Closure
 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the
next lesson?

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

Specific Lesson pace and length is important to ensure your I felt the pace and flow of the
Feedback lesson went well even with a
 What information students stay focused. Your lesson plan seems to have moment or two when a few
can you provide short sessions to ensure students will stay engaged and students had challenging
the NT behaviors and/or students were
focused.
regarding
disrupting others. Special
requested special
feedback? education classrooms are
always a fly by the seat of your
pants type environment and I
feel that as a team (myself and
para educators) were able to
successfully keep the classroom
calm for learning and growth.
CSTP 1:
Engaging All Active engagement Students were raising hands to Students were engaged in the
Students learning techniques were share their ideas. All students lesson and were having fun
 In what ways were used to keep students were participating by participating. It is always
students engaged?
How were engaged. The use of responding to questions. challenging to find ways to
students not engaged? technology helped the Misbehaviors were redirected. engage a whole group activity
 How did students students pay attention. A Eyes were on the board and with a group of students with
contribute to their
learning? variety of resources were students were focused on the special needs due to their
 How did teacher used including learning words and pictures on the preferences (i.e. some like
and/or videos, drag and drop screen. music, some do not, some do
students monitor
learning?  How
activity, matching memory not like certain videos or
were the focus game, and a digital characters/people in the video,
students engaged and spinner. etc.). I do feel that the lesson
supported
was meticulously written to
throughout the
lesson? Students were redirected engage all students without
if off task. Instruction and triggering sounds/activities so
questions were adjusted they were able to focus on the
as needed to meet student lesson.
needs.

CSTP 2: Students were addressed Students were able to access

Effective Learning in a respectful way. Room materials and resources. Board I have spent a lot of time
Environment environment was was easily accessible. creating a classroom
 How did students conducive to the lesson. Students transitioned smoothly environment that is conducive to
and Large group was lead by from large group setting to learning where students feel
teacher teacher on the carpet and small group instruction. They
contribute to an supported and safe. I feel this
then small groups were moved from one area to
effective lesson flowed smoothly.
learning used to further promote another quickly and safely.
learning and interactions
between students.

environment?
CSTP 3:
Teacher used turn and learn Students used the visual cues from
Organizing technique so students were the board to guess the ag or ad I feel the lesson went really well.
Subject Matter accessing prior knowledge. words. Students who produced In retrospect I probably would
 What actions Teacher also used repeated errors were directed to try again.
prompts and choral responses to have liked a little more time for
of the NT
contributed to keep foci on objective. Answers small groups however I wanted
student were reinforced by questioning. “ to keep the rotations short
assimilation of Who agrees with ……?”
enough to keep students
subject
matter? At times students would call out engaged and focused.
 How did words that did not follow the ag or
students ad pattern. Teacher would give
construct verbal reminders and prompt
knowledge of students to think of target words.
subject
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?

CSTP 4: Teacher gave cues to students Students:

Learning who needed them. Teacher Turn and talk. I feel that with the help of my para
Experiences modeled for other students as Used words in a sentence. educators I was able to successfully
 How were needed. Teacher gave verbal Completed worksheets for extra support all students during the
students prompts and pointed to the practice. lesson. Since all students require
supported Took turns to answer questions.
screen to help students focus. differentiation, I created the lesson
through Spin digital spinner to select a
differentiated Teacher gave verbal praise for word. so that all students could participate
instruction? effort and completion. Teacher in their own unique way. Many
 How did adjusted prompts for each times, students with special needs
students student according to skill level. require extra time to process a
participate?
“That’s a great guess. Thank question and answer which can
 How did the
NT contribute
you for answering. Let’s make it hard for other students in
to student remember these, Let’s go over the classroom to wait. I think that I
learning? these. have taught students to be
respectful and patient and we all do
the best we can to allow a student
their turn.

CSTP 5: Teacher provided multiple levels of Completion of worksheet to

Assessing opportunity to practice and demonstrate understanding of ag During the lesson I was able to
Student demonstrate mastery of objectives. and ad words. observe to see which students were
Learning Teacher called on all students to Students replied verbally to understanding the target lesson
 How did participate and all students were questions and others raised a
goal and which students required
students given a worksheet to complete to hand for agreement.
show level of understanding. more help. I accomplished this via
demonstrate
achievement using technology as well as
of lesson Teacher used Technology tools to observation and data tracking.
objectives? assess and track student
 In what understanding during the lesson as I did my best to give struggling
ways did well as had worksheets during students more time to digest the
students which time she observed student’s
material as well as more
struggle or level of understanding and tracked
demonstrate data during the lesson. opportunities to show what they
limited know. I felt that I was able to get a
understanding very good idea of where each
? student fell in terms of their
 What teacher
 progress by observation, technology
actions
contributed to tools during the lesson, and prior to
student the post test.
achievement?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Page 2 of 3
Students increased their ability to identify the word families collectively by 20%. Students who were not
To what degree
able to correctly identify word families improved on their ability to show what they know as well as match
did students
a word with a picture which will help with prior knowledge in the follow up lesson.
achieve lesson
objectives?
To what degree Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
did focus Learner w/ILP/504 Choice
students The student objective was to The student objective was to The student objective was to
achieve lesson improve his ability to identify the identify (by his preferred mode of improve his ability to identify the
objectives? word families of -ag and -ad with communication) the -ag or -ad word families of -ag and -ad with
no more than 2 verbal or gestural word when asked, “which word no more than 3 verbal or gestural
prompts.Student had challenges has the -ag sound?” or “which prompts. Student experienced
staying on task and in the word has the -ad sound?” with no moderate to severe behavior
assessment area. Student tended more than 3 verbal or gestural issues during pre and post
to choose answers quickly to move prompts. Student was distracted assessment as well as during the
away. Although the student needed by the audio icons and wanted to lesson. He did not meet the
more than 2 prompts, he did select them vs. focusing on the objective. Pre-test was 3/10 and
improve upon identifying -ag and task. Once redirected, he was post was 2/10.
-ad words by 50%. more successful. He did improve
his ability to identify the words by
62%.
What would you When planning the follow up lesson, I will give more time for the small group rotations. I will also group
students a little differently based on learning level and staff accommodations.
do differently next
time?
What were Lesson strengths included the whole group YouTube video lesson of -ag and -ad. The video was paused
at each word and discussed, the students were engaged. The students also positively reacted to the
three top
missing letter game, they loved taking turns creating sentences. Last, the students had a blast spinning
Lesson the wheel during the closing circle time activity. They did a great job of creating sentences using the
Strengths? information the learned in the lesson.
What were The rotation times should have been longer, students should have had a choice at the centers on how
they wanted to engage with the material., There should have been more hands-on activities at the
three top areas
centers vs. two worksheets and one hands-on activity.
for
improvement?
What are next Next steps are to take what I learned from this POP Cycle and observation and incorporate what I
steps? learned as well as mentor suggestions and ideas into future lessons.

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