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
Lawrence Reyes lreyes@sandi.net Multiple Subject 5th Grade
Mentor Email School/District Date
Leah Allen lallen@sandi.net Barnard/SDUSD 10/28/18
Content Standard Lesson Objectives Unit Topic Lesson Title
CA CCSS ELA Reading 3.4 Identify Universal Themes ELA: Theme Two Texts, One Theme
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.)
Plans single lessons or sequence of lessons using additional
Use knowledge of students’ assessment information on student academic readiness, language,
academic readiness, language cultural background, and individual development.
4.1 proficiency, cultural background, T
and individual development to plan Becomes aware of potential areas of bias and seeks to learn about
instruction. culturally responsive pedagogy.

Use available technologies to assist Explores use of additional technologies to implement individual
5.6 in assessment, analysis, and T assessments, record results, and communicate with administration,
communication of student learning. colleagues, and families about student learning.
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.
Your focus is clear. I believe the technology
The focus of this lesson is to teach students to resources you have to aid your students is
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
identify universal themes across different appropriate and will yield positive results. Your
• How will you incorporate the inquiry focus and/or mentor texts. My focus question is, how will lesson connects with prior learning and will
special emphasis into the lesson?
• What specific feedback do you want from your ME? differentiated instruction using technology build upon itself. Providing small group
affect student learning outcomes? instruction before and after instruction will
greatly benefit your focus students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Student is currently reading at a 3 rd Student is currently reading and Student is currently reading at a
grade level. His Lexile and DRA writing at a 4rd grade level. Her 3rd grade level. Student is new to
scores showed difficulty in initial writing and reading the district and school. Student
understanding grade level reading. assessment at the beginning of has no IEP or 504 plan in place.
Student struggles with academic the year were at the 4thgrade Student is far below grade level in
Focus Students
• level. Her current writing
Summarize critical needs and how
vocabulary and inferential ELA and math. This student is an
you will address them during this samples show that she is missing
lesson. comprehension of the text. Student at risk student who may have not
key components in writing
was selected for being far below been identified as having an
structure, grammar, punctuation,
grade level in a critical area. and story elements. Student was educational need.
Teacher has implemented a SST selected because of her
meeting for this student to address behavioral issues that have
his academic needs for the year. impeded her academic ability.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Teacher would like to see this
student reach grade level To address this students needs a Student will be brought to SST for
proficiency. focus on story/narrative structure evaluation and to plan a course of
will help student develop both her action. To address his immediate
To address this student needs I will understanding of fictional needs I have helped this student
help student select texts that are at literature and her narrative writing. select appropriate reading texts,
his independent reading level. In Whole group lessons will include a placed him in a leveled reading
addition, I will have student keep a focused look at story elements. group with other readers at his
reading journal to write down Students will use a graphic level, and will provide small group
summaries of his reading for organizer to organize their instruction to aid and monitor his
reference. I will also provide online thoughts. progress.
reading resources for him at home
to aid in his reading development.
This in combination with class
discussion and book clubs will help
this student meet his goals.
For focus student 1 you can also implement
small group instruction to front load any
tricking vocabulary and clarify any
misconceptions. You can also provide visuals.
I would like to know if I am sufficiently meeting
• What specific feedback regarding your focus students
do you want from your ME? their academic needs of my focus students with Focus student 2 will benefit from a reward
the course of actions I have laid out for them. system aimed at keeping her on task.

For your 3rd focus student providing this

Specific Feedback
• What additional specific feedback do you want from
your ME regarding lesson implementation?
student with a reading buddy to help support
his reading in class.
Besides the Fast assessments used at the
I would like feedback on resources
beginning of the year you can also use online
(online/technology) that I can use to help me
resources such as Achieve3000 and Reading A-Z
with both assessment and reading
to give both in class and at home reading
development.
support.
Opening: Lesson begins with a review of our
prior lesson and our objective for today. I than
launch into a brief connection to our mentor
text and our current topic of story elements
(theme) to engage students. I pose a discussion
question to get students engaged and ready for
the lesson.

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?
Body: I introduce to students the idea that there
are universal themes. I will explain that text
hold common themes and that authors write
these universal themes in different ways. I then
post a visual for students to reference in the
future and review with them the most common
universal themes for them to know.
I then conduct a read aloud from another
mentor text. Once complete I ask students to
think about the universal themes that we have
reviewed and our other mentor texts to try to
determine the text theme. Student are directed
to discuss with their neighbors.
This lesson sounds good. I would also assess
student understanding by speaking with
students one on one while they are discussing
the questions you have asked them. Make sure
that you conduct a small group lesson for your
target students to discuss these concepts
further to ensure that they fully understood the
lesson. You may also want to provide them with
their own copy of the universal themes chart
for their folders.

Once done with continue with a whole group

discussion linking the two mentor texts by their
universal theme.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 Closing: Students are reminded that universal
themes exist throughout texts, poems, and even
songs, and that once they are familiar with what
they are identifying them is easier.

Progress monitoring: Students were given pre-

assessment at the beginning of the unit to
evaluate a number of story elements. Post
assessments will be given to see if students can
identify universal themes between two text
comparing the similarities of the two.

Differentiated Instruction is used in a variety of

ways. The lesson uses teacher lead instruction,
peer collaboration, whole group discussion,
teacher modeling, and post lesson assessment
using google files do finish an online exit slip.
I will explain that being able to understand and
identify theme is a key strength strong readers
Student Engagement/Learning posse. I will explain that developing inferential
You can also connect theme to everyday life by
• How will you make the lesson relevant to all the skills allows us to understand abstract ideas.
students? explaining themes underlying intention to teach
• How will students show progress towards master of
lesson objectives? us something about life in general.
I will know students have mastered progress in
this area by successfully identifying universal
themes in grade level readings.
I will maintain a positive learning environment Allowing students to talk amongst themselves is
by calling on students who wish to participate. a great way to get students who do not
Students also have the opportunity to show normally participate in whole group discussion
Classroom Management participation with their hands if they do not to share their thoughts since it is safer for them.
• How will you maintain a positive learning
environment with a welcoming climate of caring, want to orally participate. I will provide
•
respect, and fairness?
Identify specific classroom procedures and strategies
insightful feedback and praise those who I have been in your room and love the flexible
for preventing/redirecting challenging behaviors. volunteer. I provide students with a flexible seating. It is amazing to see students in a free
seating classroom that allows learners to select environment that allows them choice. Your
seats that are comfortable for them and allow students are always engaged in your whole
them to do their best work. group discussions.
I will close the lesson by reviewing our objective
and reminding them of what we learned about
universal themes and how they can be found To prepare your students for the next lesson
Closure
• How will you close your lesson? across a variety of mediums. you can preview what you will be teaching
• How will you assess student learning and prepare them and explaining how the work today will be
them for the next lesson?
I will monitor progress from student responses, built on next time.
teacher observation, and post exit slip
assessment on the topic.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
• In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Lawrence met the needs of his I agree that the choice menu was a
students in a variety of ways. You hit with my students. I did notice
I felt the “Choice Menu” was a fun
spoke with a clear and calm voice that many students gravitated
interactive way for students to
when presenting new information towards a few of the easier choices
demonstrate what they knew. Your
and setting the lessons learning regardless of their academic abilities.
focus students were just as
goals. Your focus students received I feel that future choice boards I will
engaged as the rest of the class.
additional time for constructing be more strategic with what they
their responses. You worked with need to select.
Page 3 of 6

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?
CSTP 2: Effective Learning
Environment
• How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
focus students during peer to peer
talk time to help further their
understanding of the content. You
engaged focus students in
conversation asking questions that
expanded on their responses to
further their own understanding.
You made the material available to
all students in the form of a
handout, document projection, and
read aloud to support all learners.
Additional online supports that you
can use are SDUSD FAST assessment
portal which has a variety of
assessment tools to target different
areas of reading deficiency.
Lawrence began by discussing the
students learning goal for the day.
You first engaged student’s prior
knowledge of story elements, and
posed a focus question for students
to know what they should be
thinking about. During the body of
your lesson you engaged the
students in conversation as a whole
group and with peers. Students
contributed to their learning by
participating in group conversation
to further develop their ideas about
the story element of theme and the
connection between the two texts.
Lawrence monitored student
learning by listening to student
responses during group discussion,
answering questions, and listening
to student talking amongst
themselves. Focus students were
engaged by Lawrence working with
them during their peer to peer talk
in addition to pairing them up with
other students. You also had visuals
to help differentiate your lesson.
Lawrence provided strong
differentiated instruction by
establishing the learning goal,
providing visuals, interactive
learning, inquiry, peer talk, and one-
on-one support.
Your students first activated their
prior knowledge at the launch of
the lesson. The learning objective
was clearly stated and looked to be
understood.
Your students contributed to their
learning by engaging in group
discussion and listening to your
instruction. Student participation
was good, and all students
discussed what they thought the
connection of themes was during
student talk time.
Your students were great. They
actively participated in group
conversation by staying on task
throughout the lesson. They also
contributed to an effective learning
environment by completing tasks to
show their understanding of the
learning goal by selecting
assignments with the “Choice
Menu”.
Based on our conversations about
the FAST assessment options I am
going to begin using the assessment
they have that is similar to the DRA.
It is quick and will give me more data
to use in future lesson planning.
I have made it a point to set the
lessons learning objective because I
feel I still struggle with that. One
reason is because of our accelerated
teaching schedule and also because
I’m still getting the hang of it. I feel
this group really thrives on group
discussion. It generates a lot of great
discussion and everyone participates
in a way that works for them.
I am really fortunate this year to
have such a great bunch of students.
With support from my ME and past
mentors I have really been
developing my classroom
management skills that lead to an
effective leaning environment. I
hope to create a student survey to
get feedback on what they do and
do not like about our learning in
class.
Page 4 of 6

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?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My students have all been active
You used a variety of differentiated Students constructed knowledge by participants in our classroom
teaching methods. You prior participating in whole group and discussion. One reason students I
knowledge before introducing the small group discussion. They feel have been invested in their
lessons learning objective, you had developed their thoughts, allowed learning when it comes to discussion
visual aids, used whole group peers to share their ideas, built on is because we have selected mentor
discussion, and ideas, and asked question. They texts that are engaging for them. I
answered questions to clear up any used their built knowledge still am trying to develop a method
confusion students had regarding developed in this lesson to apply it that helps students understand
theme and how to identify it. to their “Choice Menu” activities. theme easier. It is the most difficult
thing for most readers to master.
Lawrence supported his classroom
by using a variety of teaching
methods to reach learners of all
I thought this lesson went well. We
types. This included him establishing
Students all joined the teacher at have had enough time to understand
the learning goals, providing
the carpet. From there student my expectations of the classroom
students the time to discuss, and
listened to their teacher speak and how we do our lessons. One
engaging them with technology.
about story elements with the focus thing that really added to this
being on theme. Students learning experience for students was
You contributed to your students
participated by discussion their the “Choice Menu” they really were
learning by engaging them in active
thoughts, raising their hands, and eager to get started and make
thought and allowing them the
talking with their peers. choices on how they would show
opportunity to add to their learning
their knowledge.
experience in group discussion. You
built off their thoughts and guided
them when needed.
Students demonstrated their
Students demonstrated their
learning in class discussion and by
achievement during your lesson
completing a choice menu.
through discussion. Based on their Overall, I think my students did well.
responses and conversations that My struggling readers and focus
Students struggled with explaining
were observed they then used their students still have a long way to
how the theme of “Hope” in one
“Choice Menus”. Student did come but given the tools they were
text was used differently in another.
struggle with theme. Many able to discuss their ideas and show
The way you clarified this was by
identified “Hope” as the theme of what they knew on their “Choice
asking question about how the main
both texts, but had a hard time Menus”.
character responded to challenges
distinguishing what made them
or problems. Students then made
different.
the connections as a group.
Section 4: Post Observation Conference
I believe that after our lesson on universal themes that all students were now aware that universal themes are
present in all texts and they are easy to identify when we know how to find them. Student were able to
connect the two mentor texts that we used after whole group and small group discussion.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student had success accessing
This student had success accessing
this lesson because I made sure to
this lesson because with support
have her sit in an area with This student had success
they were able to make the
students who would not be as accessing this lesson because I
connection of universal themes
great as a distraction as others. I supported their reading deficiency
between two texts. I provided
also set my expectations and gave by reading the text to the class for
differentiated instruction by
reminders to raise their hands to both mentor texts. Focus student
reading the text, working directly
share and be good listeners. By 3 was then able to participate in
with the student, and providing
doing this focus student 2 had class discussion.
multiple ways to access the
greater success when participating
information.
in her learning.
I would structure my “Choice Menu” differently so that there would be three categories to choice one selection
from: a teacher selected option, a student assignment that was challenging, and a fun pick.
Page 5 of 6
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
I think my top three strengths were: establishing learning expectations, being prepared by knowing my
content, and having an activity that was engaging for the students to do afterwards.
My top three areas for improvement were: meeting up with more students, controlling the amount of time
speakers spoke, and my closing review. Our learning time is so limited that sometimes the discussion is going
so well that we go past our set time and have to end things a bit early.
My next steps are to finish reviewing my students “Choice Menu” assignments and see how well they truly
understood our lesson. I will also be continuing the exploration of universal theme with them.
Other Comments/Notes

1) Rework future “Choice Menus”

2) Be mindful of lesson time.
3) Utilize district FAST assessment tools

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 6 of 6