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
Jade Sammy jsammy@serraschool.org Multiple Subject Kindergarten
Mentor Email School/District Date
St. Junipero Serra Catholic
Ellen Burrola eburrola@serraschool.org October 22, 2018 at 8:30am
School/Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.L.K.1
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking. Students will be able to sort 80% or more of the
CCSS.ELA SL.K.4 Describe familiar people, places, nouns correctly.
things, and events.
Grammar: Parts of Speech Nouns
CCSS.ELA LK.1.B – Use frequently occurring nouns
and verbs.

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.)
Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural
Connecting learning to students’ prior knowledge, backgrounds, backgrounds, life experiences, and interests to connect to student learning.
1.2 3
life experiences, and interests. Students make connections between curriculum, and their prior knowledge, backgrounds, life experiences, and
interests
Begins to encourage students to establish learning goals through single lessons or sequence of lessons that include
Involving all students in self-assessment, goal setting, and goal-setting exercises.
5.5 2
progress monitoring Provides students with opportunities in single lessons or sequence of lessons to monitor their own progress toward
class or individual goals.
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 Do the students know what a noun is?
 What is your inquiry focus and/or special emphasis? My focus is making the material engaging and relevant to my students by Has there previously been any introduction to parts of speech?
 How will you incorporate the inquiry focus and/or incorporating their excitement about the upcoming holiday. I also want to Alternate standards to consider: CCSS.ELA SL.K.4 Describe familiar people,
special emphasis into the lesson? engage students in rating their understanding of learning. places, things, and events.
 What specific feedback do you want from your ME? CCSS.ELA LK.1.B – Use frequently occurring nouns and verbs.

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
Focus Student 1: English Learner
Arthur – While Arthur speaks English well, he comes from a
dual-immersion school where he has learned everything in
Spanish. He is adjusting to a new format of learning and
gets frustrated easily. The progression of “I do, we do, you
do” builds confidence and gives him practice in a group
setting.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Aarika – has difficulty participating and cooperating during
Camden – she is an exceptional Kindergarten student
lessons. Her current ILP, limits addressing non-cooperative
who reads and writes above grade level standards, and is
behavior in the moment, however, she is excited about
performing academically beyond her peers.
Halloween and I hope will engage her in the task.

 What specific feedback regarding your focus students I will be looking to see that all students are engaged, on task, and actively
Engagement levels, especially in rating themselves with self-assessment.
do you want from your ME? learning during the lesson.

Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Timing, student engagement, closing the lesson Timing and closing the lesson take practice and are easy to overlook.
Opening: First, I will share that nouns are a person, place, or thing. A gesture is
assigned to each aspect. We will go through a series of words that I preselect to
assess their understanding.
Body: Independently, the students will complete a Halloween picture sort to
classify person, place, or thing. Finally, we will complete the picture sort on the
board so that students can check their work.
Closure: the lesson will close with the students self-assessing their This looks to be a great introductory lesson. I like how you are going to
understanding. incorporate verbal, auditory, and kinesthetic skills in the lesson.
The gesture assigned to each aspect of nouns engages all students in using
verbal, auditory, kinesthetic skills; helping to commit the information to
memory.
My more advanced students will also use the word labels in their sorts, while my
at-level and below level students will sort pictures only.
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Student Engagement/Learning
 How will you make the lesson relevant to all the Based on pre-assessment, none of my students have indicated that they know
Using gestures is a wonderful technique to engage all students. I like the
students? what a noun is. The students will show progress informally via gestures, correctly
progression from hands-on to verbal and then to a sorting activity.
 How will students show progress towards master of identifying the noun in sentences, and formally, through the sorting activity.
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.
Students are expected to adhere to classroom rules and behavior plan. The keys
are having structure, plan, and consistency. I maintain a friendly and calm
It is critical to have a consistent behavior plan in place that includes positive
appearance, keep my voice low/moderate, and provide high rate of positive
feedback.
feedback. Specific strategies used: redirection, classroom routines, behavioral
scripts and focus consistent with PBIS

Closure I am closing the lesson with a quick review of the aspects of a noun and having
 How will you close your lesson? students provide me with self-assessment. Based on the results from the sort
What is your specific plan for student self-assessment?
 How will you assess student learning and prepare and the student self-assessment I can determine whether the students are ready
them for the next lesson? to move on to other parts of speech.

Section 3: Observation of Lesson Delivery

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?
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
When teacher reviewed worksheet, she asked additional questions
of analysis and evaluation (“which problem-solving strategy do
you prefer? How could you create a math problem that could be
solved with this strategy?”)
Ms. Sammy did a wonderful job keeping all the children
focused and on task during the entire lesson. There was
enough variety of activities to provide progression and keep
the students engaged throughout. She closed the lesson
with a review of what a noun is and the students repeated
the opening phrase, “A noun is a person, place, or thing,”
accompanied by hand motions. There wasn’t any clear self-
assessment however; a suggestion is to project the
worksheet on the Promethean Board and allow the children
to view the correct category for each picture and then
compare it to their worksheet. Hands up/hands down is also
a good strategy to employ when asking, “Who thinks candy
is a thing?” for example.
When Ms. Sammy introduced the lesson, she opened with
the phrase, “A noun is a person, place, or thing,” and
directed students to repeat the phrase. Next she added hand
motions assigned to each aspect of the phrase (circle around
face for person, point to the ground for place, fist on
opposite palm for thing).
Next, Ms. Sammy named some familiar nouns and asked the
students orally whether they were a person, place, or thing.
She selected nouns that she knew would elicit a positive
response from the students - students in the class,
Disneyland, candy, etc.
When she observed that the students were accurate in their
verbal responses, Ms. Sammy moved on to an individual
picture sort in which the students were directed to cut out
pictures of Halloween items (i.e. witch, haunted house,
pumpkin) and place them in the appropriate category –
person, place, or thing – on a sorting map.
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students were engaged and involved in the lesson. This was
evident from the high level of participation in their
repeating the “A noun is a person, place, or thing” phrase Student engagement was exactly what I had hoped for in
and performing the hand motions. There was also limited creating this lesson. I completely forgot to have the students
need to redirect challenging/disruptive behaviors. The use my finger rating system to assess learning.
completed sorting worksheets demonstrated there was a
high level of mastery of the lesson objectives.
The sing-song phrase and hand motions kept the students
motivated and engaged throughout the opening part of the
lesson. They were clearly having fun repeating the phrase
and performing the hand motions.
The students were very engaged in the lesson. Students
Students were equally on task and engaged during the
contributed to their own learning when I had them all
verbal portion of the lesson. When Ms. Sammy asked, “Is
answering at once with gestures. I used visual assessment
Harper a person, place, or thing?” the students smiled,
while the students were gesturing to see if students were
pointed to Harper, and shouted, “She’s a person.” When
ready to move on to the sorting activity. The focus students
asked, “Is Disneyland a person, place, or thing?” the
were engaged and working continuously, however, Camden
students unanimously answered “A place!” and then
struggled with cutting out the extra word sort pieces. When
individual shout- outs of “I love that place!” and “My
time was up, I offered her extra time to complete cutting and
favorite place in the whole world!” Candy elicited similar
sorting, while the other students were introduced to the
responses of “It’s a thing” and “I love candy,” “Yummy
letter of the week.
thing!”
The students once again remained on task as they had to
focus in order to cut out, sort, and glue pictures on the
worksheet sorting activity.

Ms. Sammy has classroom rules and an established behavior

CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
plan that the students are familiar with. She maintained a
friendly and calm demeanor throughout the lesson, she
never raised her voice, but kept it loud enough so that all the
students could clearly hear and understand her, and she
consistently provided positive feedback.
Ms. Sammy provided visual cues on the white board to
ensure the students were following directions and
completing the steps in the correct order.
1. Write your name at the top (picture of paper
with Name on it)
2. Cut out the pictures (pair of scissors)
3. Stop and wait until the teacher gives the go-
ahead to move forward (STOP sign)
4. Now you can glue (glue stick)
The students were clearly familiar with the classroom
norms and expectations. When the children got excited and
a little noisy during the verbal portion of the lesson, Ms. I’m glad that my students know our classroom expectations.
Sammy said, “No shouting out” and “One person talks at a
time,” the children quickly quieted down. The visual prompts are something new I added, and am
getting sued to using them regularly. I have found them to be
When it was time to complete the sorting activity, the very helpful with this developmental age.
students followed directions by listening and looking at the
visual prompts on the white board.

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?
Ms. Sammy introduced the topic of nouns by using students’
prior knowledge, life experiences, and interests to connect
to student learning. She used familiar people, places, and
things that she knew would spark interest in the children.
Since she knows the children are excited about Halloween,
she used Halloween words as examples of nouns.
Some of the students were confused whether a ghost was a
person or a thing. Ms. Sammy explained that it could go in
either category. Though technically a thing, you could have a
person dressed up in a ghost costume.
As the students were completing the sorting activity, they
waited for the go-ahead from either Ms. Sammy or the
instructional assistant to glue their pictures in place.
I believe that the ghost is a prime example of Kindergarten
Students excitedly raised their hands, yelling out, “I’m ready
to glue,” “Are my pictures all in the right place?” etc.
critical thinking skills. Depending on the thought process of
the student, it could be interpreted in different ways.
Overall, there were just a few pictures placed incorrectly
and the students moved those pictures into the correct
category when prompted.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3

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?
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.
There was a large range of completed worksheets. Several
students finished quickly and went on to color and add
more pictures to each category. There was extremely neat What surprised me was that neither of the ‘advanced’
coloring with the student(s) staying in the lines, and there students remembered what a cauldron was as it was a word
Students who finished quickly were encouraged to color the they had seen before. I knew that the ‘au’ diphthong was a
were a few students who scribbled all over the paper.
pictures and to draw a picture of one more noun that would new concept as they had just been introduced to it the day
Very impressive were two students who also received an
fit in each category. At-level and below level students sorted before. Two days later the word appeared in one of our
additional set of Halloween word labels without pictures.
pictures only while the more advanced students were also stories and both students were “That’s a cauldron!” Many of
Both students were able to sound out most of the words
provided with an additional set of Halloween word labels my students took a very long time to cut out their pieces.
and sort to the correct category. The word “cauldron”
with no pictures. Those who can cut finished quickly, while those who struggle
proved daunting; neither student could read the word and
with fine motor activities took much longer than I has
when it was pronounced for them, they had no idea what it
estimated.
was. Ms. Sammy provided positive feedback to all students,
regardless of the accuracy or level of completion .
For the most part, the students showed mastery of the
lesson objectives. Those few students who struggled were
quiet during the verbal portion of the lesson and looked
When the students were working on the sorting activity, Ms. around at the other students to make sure they were I used visual observation during the verbal portion, to see
Sammy roamed among the students, providing feedback by making the correct hand motions. which students were copying others in order to make a list I
indicating that all the words were in the correct category, or When working on the sorting activity, those students with in my head of students to check in with first when they began
providing hints if one or more pictures were not placed limited understanding initially placed all the pictures in one to work on their own to check for individual understanding of
correctly. category and waited for the teacher to offer suggestions the material.
and help in completing the activity. Ms. Sammy’s quick
observations and positive feedback contributed to student
achievement.
Section 4: Post Observation Conference
I had 19 out of 21 students place the objects in the correct spaces; so there was a 90% success rate overall. One of the students incorrectly placed 1 item (88% success) and the other
student incorrectly placed 2 items (77% success).
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Medium-high level of achievement – I noticed Arthur
struggled with the gestures portion of the lesson and I
checked in with him during the sort. I had to work with him High level of achievement, followed directions the first High level of achievement – struggled with cutting and
on 3 pictures before he got the hang of what he was time, worked cooperatively with others at seat ‘au’ dipthong
supposed to do. He understood the categories, but was
unsure of the sorting aspect of the assignment.
I plan to utilize the hands up/hands down idea from my mentor to assess student learning at the close of the lesson. Like the gestures, they allow for all students to show what they
know increasing student engagement. If possible, I’d like to see if I could use the Snipping Tool for Microsoft, in order to make a larger version to use to check answers at the end of the
lesson. Or draw it on the whiteboard and use tape and enlarged pieces. I would also like to let the students who drew in their own ideas share some of them.
1. Engagement
2. Student understanding
3. Incorporating kinesthetic learning
1. Self-assessment
2. Using instructional strategies that include all students at once
3. More time for student work, cutting is still a struggle.
1. Identify nouns in a sentence
2. Write with nouns
3. Mini-lesson on cutting
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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