Fullerton Online Teacher Induction Program

P​​re/​O​bservation/​P​ost 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
abaker01@csu.fullerton
Alexandra Baker General Education 3​rd
.edu
Mentor Email School/District Date
lstahl@humanitree.edu.
Laurie Stahl Humanitree 10/09/2018
mx
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL
.3.1
Ask and answer questions Students will be able to
to demonstrate cite 1-3 pieces of
understanding of a text, evidence from the text
referring explicitly to the and will be able to
text as the basis for the accurately identify in Literacy- Reading and
answers. writing which character responding to narrative Literacy- Inferring character
trait the evidence texts. traits by referencing the text
CCSS.ELA-LITERACY.RL demonstrates. They will Focus: Character analysis and role-playing.
.3.3 verbally and accurately and description of setting.
Describe characters in a respond to at least
story (e.g., their traits, three questions from
motivations, or feelings) the perspective of a
and explain how their chosen character.
actions contribute to the
sequence of events
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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 10
NT pedagogical skills Skills are Skills are applied Skills are refined as Skills are polished as
are newly formed and developing as NT as NT makes NT combines NT expands ability to
just coming into investigates and increased relevant elements into a add new methods
prominence examines and suitable use cohesive and unified and strategies into
pedagogical of pedagogical pedagogical pedagogical
practices choices repertoire repertoire
CST Initial Rating Description (Identify both teacher and student
Element
P Rating rating for CSTP 1 and 2.)
I have used presentation rubrics and plan to use more
rubrics to give students detailed feedback.
Promoting critical thinking
1.5 through inquiry, problem Exploring
Students are required to give themselves feedback on
solving, and reflection
writing assignments so they have the opportunity to reflect
and improve their writing.
I create supports for students and differentiate lessons to
Creating a rigorous learning meet all student needs. I am aware of student achievement
environment with high patterns, but I think I could improve my targeted instruction.
2.4 Exploring
expectations and appropriate
support for all students I scaffold for ELs using graphic organizers and other
supports.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan
lesson plan. reflection.
I am focusing on promoting critical Making sure that you plan
thinking through reflection while creating open-ended questioning to help
a rigorous learning environment with develop critical thinking. It is very
Inquiry Focus/Special
high expectations and appropriate important to include in your
Emphasis
support for all students. planning. Perhaps a guiding/key
● What is your inquiry focus
question for this particular lesson
and/or special emphasis?
I will promote critical thinking by having might be “How do the characters
● How will you incorporate
students role-play as characters from from the Jungle Book influence the
the inquiry focus and/or
the book. They will answer questions story/ interact with Mowgli?”
special emphasis into the
posed by the teacher and other students
lesson?
while in character. The use of Roleplay in your planning
● What specific feedback do
will be very effective in helping the
you want from your ME?
I would like feedback on whether you students analyse the characters and
think this is an effective strategy to help them think critically about the
promote critical thinking. effect they have on the story.
Focus Students Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
● Summarize Learner w/ILP/504 Choice
critical needs and
how you will
address them Mattis Sandberg José Carlos Herrera Eva Zimmerman
during this
lesson.
● What specific feedback Do they appear engaged during the
regarding your focus lesson? Are they able to meet the Agreed, to be completed after
students do you want from modified expectations of the learning observation
your ME? outcome?
I want feedback on my timing and Agreed, to be completed after
Specific Feedback
pacing, as well as how I help students to observation
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 10
● What additional specific transition from one part of the lesson to
feedback do you want from another.
your ME regarding lesson
implementation?
Opening:​​ Students summarize what we Opening: Perhaps use some visual
have read in the book so far (The reminders in your slides to help
Jungle Book or one from the Biff & Chip different types of learners access
series). I pre-teach vocabulary they will what has happened so far.
see in the day’s reading. Pre-teaching vocabulary will be very
useful - where appropriate you could
Read as a class, answer discussion ask peers to give examples or even
questions. act the vocab out.
Think about time: would it be better
Body: to have read the text the day before?
I will model inferring character traits and
referring to the text to get evidence to Body: You could model using one of
back up my claims. I will model filling your graphic organisers. Will you
out the graphic organizer using the model using a character from the
interactive SMART board. Students will same book or one from a previous
then fill out their own differentiated read story that they know - to avoid
graphic organizers and use a PDF form using a choice of character students
of the book on the class set of iPads to may want to use.
Instructional Planning
pull evidence from the text. Lower
● How is the lesson
achieving students will only be expected Differentiation: This is good because
structured (opening, body,
to give 1-2 pieces of evidence and you have differentiated input and
and closing)?
corresponding character traits. output expectations. Remember that
● What varied teaching
Higher-achieving will be expect to do Mattis (or other students) may need
strategies and differentiated
2-3 and if time permits, do the same for even more specialised instructions
instruction will help
a second character. They will also write or different graphic organizers that
students meet lesson
3-5 sentences about how the character involve more pictures to aid
goals?
they chose impacted the sequence of understanding.
● What progress monitoring
events.
strategies will be used?
As students finish, they will pair up with You have quite a lot of writing in this
How will results inform
a partner who chose a different lesson. Make sure you will have
instruction?
character. Each partner shares what enough time to write the questions or
they wrote about their character. They have them just ask them at the time
must listen well, and think of questions (not write them down).
to ask their partner when we play Hot
Seat. They can write down questions on
mini-whiteboards if they need help Progress Monitoring: I like that they
remembering. I will display question have a presentation rubric - however,
words (who, what, where, when, why, is this really about presenting or is
how) and encourage them to ask there something else more important
open-ended questions. to assess?

Closing:
Play Hot Seat as a whole class. When
students sit in the “Hot Seat” they must
act as their character and answer
questions from the perspective of their
character. Partners ask their
pre-prepared questions and the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 10
 students in the Hot seat answer in
character. Other students can ask
questions and I will ask questions as
needed to fill gaps. Students in the Hot
Seat will be successful if they answer
questions accurately and reasonably.
Students in the “audience” will be
successful if they ask open-ended
questions.

Differentiation​​:
Students will fill out differentiated
Graphic Organizers to help them make
inferences. Lower achieving students
will only be expected to give 1-2 pieces
of evidence and corresponding
character traits. Higher-achieving will be
expect to do 2-3 and if time permits, do
the same for a second character.
They will also write 3-5 sentences about
how the character they chose impacted
the sequence of events. Lower
achieving students will be expected to
write 3 sentences with teacher support,
while Middle- and High- achieving
students will be expected to write 5
sentences. Target students such as Eva
will only be expected to write 1-2
sentences with proper punctuation and
spelling.

Progress Monitoring:
I will monitor progress through a
Presentation Rubric, which I will go over
with students. They will be familiar with
if from previous lessons. Their main
goal will be to speak clearly with
appropriate speed and volume.
I will also monitor progress by assessing
their writing when inferring character
traits through their Graphic Organizers
and writing 3-5 sentences about how
their character impacts the plot. I will be
looking for proper sentence structure,
specifically capitals and full stops, and
that they chose appropriate evidence
and make reasonable inferences.

The book chosen will be relevant to all You are also making it relevant by
Student
students. We will have a previous using differentiation and by creating
Engagement/Learning
lesson “getting to know” the book and individualised learning plans for

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 10
● How will you make the characters and connecting to prior some children. The small class size
lesson relevant to all the knowledge. makes this possible.
students?
● How will students show The Presentation Rubric will show Presenting learning
progress towards master of student progress toward presentation objectives/rubrics or goals at the
lesson objectives? goals. Students will show progress beginning of the lesson which is
toward Common Core State Standards referred back at the end of the lesson
by writing in their graphic organizers, may be useful. The students could
writing in their Literacy Notebooks, and then evaluate themselves on the
presenting their answers to questions criteria you set. As well as your own
while acting as their character. observations and ongoing
assessment.
I maintain a positive learning
environment with a welcoming climate
of caring, respect, and fairness through
a variety of strategies. We have a
classroom agreement, which the
students generated and signed.
Classroom Management Students have classroom jobs, and
● How will you maintain a students understand the expectations
positive learning for behavior and work ethic.
environment with a
welcoming climate of Specific classroom procedures and
The students also work as a team to
caring, respect, and strategies for preventing/redirecting
acquire reward cards.
fairness? challenging behaviors starts with a
● Identify specific classroom stoplight paper with all the students’
procedures and strategies names written on it. All students start in
for preventing/redirecting green, but if they need redirection their
challenging behaviors. name is moved down to yellow. If they
move to red the get a Reminder. If they
receive three Reminders they must
speak with the principal or other
disciplinary action is taken. This is a
school-wide policy.

I will close the lesson by having the

students play Hot Seat, in which they
act as their character and must answer
questions about the book from the
perspective of their character.
Closure The good thing about Hot Seating is
● How will you close your that the idea is you put the children
We will reflect on the challenges and
lesson? on the spot and they have to react
benefits of the lesson. To prepare
● How will you assess quickly in the way they think they
students for the next lesson I will ask
student learning and should respond. This is an indicator
them to make predictions about what
prepare them for the next for you of what they have truly
they think will happen next in the story.
lesson? understood about that character.
I will assess student learning by marking
their writing in their graphic organizers
and Literacy Notebooks. I will also
assess their performance answering the

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 10
 questions based on the Presentation
Rubric.

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
When teacher reviewed worksheet questions that Students completed the
EXAMPLE
worksheet, she asked included all levels of Bloom’s worksheets and were able to
CSTP 1:
additional questions of analysis (“Identify 6 problem-solving ask questions. Most groups
Engaging All
and evaluation (“which strategies; pick two strategies needed revisions for their
Students
problem-solving strategy do and identify at least one questions; comparison/contrast
● In what ways
you prefer? How could you similarity and one difference was the most common
were
create a math problem that between them”). Groups then analysis question. I need to
students
could be solved with this selected a strategy and give them a Bloom’s question
engaged?
strategy?”) created two math problems to stems handout next time.
exchange tomorrow.
Students responded well to
Ali used various methods to
auditory cues - clapping, line
help transitions and pacing of Students completed all the
Specific up song. The only auditory
the lesson, for example: activities set for them. the
Feedback cue which may need extra
● music cue introduction, main activities
● What work on was the “come to the
● line up song and plenary were all carried
information carpet” music cue - the
● time warnings out. Review the effectiveness
can you children needed to be
● clap and respond of the music - were they
provide the reminded verbally that they
Her calm manner and tone of responding to the music or
NT regarding needed to be on the carpet.
voice helped ease this process your verbal reminder? Also
requested Children had to be verbally
and she was able to use the experiment using visual
special reminded to open laptops to
time she had previously positive reinforcement for
feedback? begin work. Students got
allocated to carry out and speeding up transitions.
through the tasks needed to
complete the lesson.
complete the lesson.
CSTP 1: Ali used mixed media to help Students were engaged when
Students were engaged in the
Engaging All keep her students engaged. they were finding examples
main lesson through:
Students The combination of using from the text to fill out the
● technology
● In what ways technology (the laptop) for text graphic organizer, then they
● a good lesson pace
were examples and the written sheet were writing their questions,
● timely transitions
students to record their findings meant and when we played hot seat.
● prompt support from
engaged? that the children were more They were not as engaged
adults when needed
How were interested and consequently during the introduction when I
students not achieving deeper learning skills was explaining what we were
Students really engaged in
engaged? by combining the two tasks. about to do. I used fair sticks to
the plenary activity
● How did This also meant that different get students to participate, but
-Hotseating. The enthusiasm
students ability children were able to not that many students were
was high from most students
contribute to access appropriate information offering to participate.
and ultimately the students
their independently.
were promised that they
learning? Ali constantly walked around I monitored learning by talking
could continue the activity at
● How did the class stopping to talk to with individual students and
a later date so that more
teacher groups or individual students. checking their work while they
people could participate.
and/or When she realised there was a were completing it. Students
The effort put into the voices
students misconception about using monitored learning by reading
used to play the different
monitor punctuation (speech marks) their work to me and to each
characters was incredible.
learning? she quickly grabbed their other.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 10
● How were attention through clapping and Our grade-level assistant
the focus swiftly advised them about how supported focus students by
students to use it. sitting with them and asking
engaged and As well as Ali who was walking and answering questions while
supported around monitoring progress, they were working. She helped
throughout the classroom assistant was guide them and correct
the lesson? monitoring different groups of misconceptions. I also checked
students, in particular in with them, read their work
supporting the table of focus and asked them questions to
students. She was able to help them stay on task and
address their questions and achieve the learning
needs quickly and objectives.
appropriately.
The students contribute to the
class displays and actively
Ali creates a conducive
use the helper chart and daily
learning environment by having
timetable without teacher
a well-organised classroom We use clapping as an
guidance.
CSTP 2: with neat and eye-catching attention getting signal, which
Effective displays. the students responded to well.
The children were very
Learning She creates a sense of I played music to bring
responsive to Ali’s lesson and
Environment fairness by using lollipop name students to the carpet, but they
objectives. Their behaviour, in
● How did sticks when asking for are not moving or transitioning
general, was excellent and
students and participation in class. fast enough in response to
there were no disruptions to
teacher Ali uses her tone of voice to this.
class.
contribute to create a calm work
an effective environment. The tables are arranged in
The transition to carpet song
learning The next step would be to use groups so students can ask
needs to be revised as I feel it
environment? a more visual positive each other questions and help
could work well; however, on
reinforcement more regularly one another.
that particular occasion, Ali
e.g. marbles in a jar, class
still had to verbally remind
dojo.
them to make their way to the
carpet.
CSTP 3: Children used their The learning objective was to
Organizing knowledge of the character infer character traits by
Subject Matter traits online document to referring to the text, so to make
● What actions extract and infer information sure students learned that, I
of the NT Ali built up knowledge and from a text. They were able to first reviewed character traits
contributed to understanding of character independently use the and what they are. I provided a
student traits through previous lessons document, which was shared list with basic traits such as
assimilation and a review within the via google classroom, to aid “nice” and up-levelled
of subject introduction of the observed their descriptive writing. vocabulary to replace it such
matter? lesson. She made sure that the as “cheerful.” We read about
● How did children were able to use the There was one student in two different characters and
students character trait vocabulary particular who found it hard to discussed their traits.
construct words online document by disassociate her knowledge
knowledge of modelling an example on the of the film to what she was Students constructed
subject interactive whiteboard. reading in the original knowledge of subject matter by
matter? passage from the chosen referring back to the text to find
● What text. The teacher promptly examples that demonstrate a
misconceptio addressed this problem character trait.
ns did verbally and showed her that
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 10
 students she wouldn’t be able to We read about characters from
have and reference the scene she was the book Matilda and many
how were describing because it wasn’t students have seen the movie.
they in the passage she had been A common misconception was
addressed by assigned. that students wanted to use
the teacher? examples from the movie as
opposed to examples from our
reading that day. I redirected
them to the text, which they
had in front of them, and even
pointed out parts of the page
they could read to find an
example they were struggling
with that concept.
Ali provided differentiation
through scaffolding sheets and
between herself and the
assistant addressed any I differentiated instruction by
misconceptions or questions provided different graphic
that arose. organizers for different learning
abilities. I also allowed
To enhance this further Ali students to write down
CSTP 4: needs to make sure to plan a questions in case they were
Learning mini introduction for the worried they would forget what
Students participated in every
Experiences scaffolding sheet that is not they wanted to ask.
activity. When they didn't
● How were presented during the whole
want to participate directly in
students class introduction. Either by Students participated when I
the acting part of the
supported herself or by the assistant. The called their name using fair
“hotseating” activity, they
through lower ability group had not sticks, or by volunteering.
could still actively participate
differentiated seen their scaffolding sheet
in the audience with
instruction? before and would have I contributed to student
questions.
● How did benefitted from being shown learning by helping them refer
students the different expectations in to the text and asking them to
The lollipop name sticks
participate? order to fill it out appropriately. explain their thinking. For
meant that students were
● How did the example, I would ask them
able to participate by being
NT contribute Ali contributed to student how they knew a character
chosen at random.
to student learning by visiting many was selfish or caring. I would
learning? students individually and ask them how the examples
mentoring groups of children they chose really showed the
sitting at different tables during trait they had chosen. If it didn’t
the main activity. She made really fit, I would have them go
sure that the students were back to the text and try to find
finding relevant evidence to another example.
support their character traits
and reminding them to use the
correct punctuation.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 10
 Ali had clearly set lesson
objectives, which were
presented at the beginning of
the lesson.
She verbally reminded children
Students demonstrated
of the objectives as she worked After completing the main
CSTP 5: achievement of lesson
with various individuals during activity of filling in the
Assessing objectives when they found an
the main activity. character trait scaffolding.
Student example from the text that
The children are just beginning Students demonstrated their
Learning accurately matched the
to learn about how to find understanding by designing
● How did character trait they had
evidence from the text to questions that they would like
students chosen. Also, when they
support their beliefs.This is to ask either of the two
demonstrate accurately answered questions
something that should be characters about some of
achievement from the perspective of the
developed over many lessons their character traits, e.g.
of lesson character.
throughout the year. During “Why are you so mean?”. The
objectives?
this class, she consistently children who took part in
● In what ways Some students found it difficult
aided children who struggled acting as the characters
did students to choose an example from the
with finding the correct quote strongly showed that they
struggle or text and not the movie, while
from the passage of text. understood what they had
demonstrate others chose examples from
learnt about the character
limited the text that didn’t quite
She also introduced challenge traits.
understandin demonstrate the trait they had
objectives later on. A very small amount of
g? chosen.
students were still referring to
● What teacher
Although the objectives were the movie and not the text
actions To help correct this, I
not shown at the end of the they had read even during the
contributed to redirected students to the text
lesson, she was able to plenary. For the most part,
student and did not let them move on
ascertain their understanding children showed very good
achievement to the next activity until they
through the plenary understanding of the
? had found an appropriate
“hotseating” activity. She made objectives given.
example.
sure that as well as her own
questions that the children
were using good question
vocabulary when giving peer
feedback.
Section 4: Post Observation Conference
The majority of students achieved lesson objectives objectives of referring to the text to infer
To what degree
character traits. The focus students reached modified lesson objectives. I have one student
did students
who is lower achieving in Literacy, but was not a focus student and she struggled to complete
achieve lesson
the assignment. She was grouped with the focus students and had the support of the
objectives?
Teaching Assistant, but still had difficulty and asked for adult help often.
To what degree Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
did focus students Learner w/ILP/504 Choice
achieve lesson
Mattis Josè Carlos Eva
objectives?
What would you do I would have students log out and shut down laptops so they are ready for the next teacher to
differently next use. I would improve transitions by having a timer, and I would use more positive
time? reinforcement such as Dojo Points.
What were three
The scaffolding was appropriate to student need, students completed the activities scheduled
top Lesson
in the time allowed, and students were engaged.
Strengths?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9 of 10
What were three
Transitions should be smoother and faster, there could have been more peer feedback, and I
top areas for
could give more positive feedback.
improvement?
My next steps as a teacher are to research more effective transitions and apply them to my
daily routines. I will continue to give differentiated worksheets in order to scaffold for my lower
What are next achieving students and I will encourage my students to ask for adult help when they need it,
steps? not because they want attention. In future lessons I will continue to require that students refer
directly to the text when answering questions because I can see that they are able to do this,
but need more practice to master that skill.
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 10 of 10