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 April 4, 2019
School/Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
R1.K.1 – With prompting and support, ask and Strategy focus: Reread
anser questions about key details in a text
R1.K.2 – with prompting and support, identify the Skill: Main topic and key details My USA: What do you know
main topic and retell key details of a text Leveled Readers
HFW focus: this, what about our country?
R1.K.4 – Read emergent-reader texts with purpose
and understanding Phonics focus: initial z and/or y
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.)
Incorporates differentiated instructional strategies into ongoing planning that addresses culturally responsive pedagogy,
Plan instruction that incorporates appropriate strategies to meet the
4.4 Applying students’ diverse language, and learning needs and styles. Uses assessments of students’ learning and language needs to inform
learning needs of all students
planning differentiated instruction.
T - Creates, adapts, and integrates a broad range of strategies, resources, and technologies into instruction designed to meet
Using a variety of instructional strategies, resources, and technologies T – Integrating
1.4 students’ diverse learning needs.
to meet students’ diverse learning needs S – Applying S - Students participate in instruction using strategies, resources, and technologies matched to their learning needs.

Section 2: Pre-Observation Conference

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?
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
My inquiry focus is on the impact of targeted small group learning. This lesson
will occur during small group instruction time. Other students will be in their
groups working on other targeted areas in other modalities including an iPad
review, writing, and high frequency words.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
Remember to focus on asking the students comprehension questions after
reading each page. This will enable you to assess both listening skills and
reading comprehension. It’s always a good idea to ask students to make
predictions about what will happen next in the story.

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
 What specific feedback regarding your focus students
do you want from your ME?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Camden – she is an exceptional Kindergarten student
Arthur – While Arthur speaks English well, he comes from a
Aarika – has difficulty participating and cooperating during who reads and writes above grade level standards, and is
dual-immersion school where he has learned everything in
lessons. Her current ILP, limits addressing non-cooperative performing academically beyond her peers. Fine motor
Spanish. He is adjusting to a new format of learning and
behavior in the moment tasks such as writing and drawing are very time
gets frustrated easily.
consuming.
What is your plan to address Aarika when/if she interrupts you when you are
Any feedback to better address their needs is appreciated. working with a small guided reading group? Is Camden being challenged with a
higher level writing assignment?

Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
Timing and speaking too much. Ideally I want the most time available for kids to Challenge yourself to give minimum verbal directions. See where the kids are at
work. and wait for their questions prior to feeding them with more instructions.
I will be looking for specific differentiation among the four leveled reading
groups – different stories, word count, review of sight words with the low
group, different levels of questioning for each group.

Check for understanding by asking questions:

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?
See lesson plan for individual opening, body, and closing of each lesson.
- What letter does the word “zoo” begin with?
For this lesson each group has the same strategy, skill and sight word foci. What
- Do you remember the two sight words we are working on this week?
sets each group apart is the word count and difficulty of each text. The advanced
- Can you find the sight words on page ___ ?
group will sound out words containing both initial z and y sounds, while the
- Will you tell me a word that starts with the letter ___?
other groups will have one new phoneme to concentrate on (z or y). I will be
listening in as students whisper-read to guide them through phonetics and
Remind the children to finger track and point at the words while reading. This
making the connections between the main point and the key details.
will help them follow along and stay focused.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
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.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
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?
Do you display “Google Earth” on the Promethean Board? This would be a great
My students tell me how they want to travel all of the time. We go on ‘virtual way to show the students the exact places you are visiting in the stories you are
fieldtrip’ as a class on Google Earth. They are already aware that at the reading.
conclusion of the unit, we will have the opportunity to learn how to go on virtual
field trips on our own. The subject matter is enticing, the places are not too Are the students answering the questions orally? Individually?
foreign to them-we will be referencing places like Washington DC and places we
will have become familiar with from our previous week. Ask questions that will extend the students’ thinking:
My students will show progress towards mastery by reading the text fluently and - Where does this story take place (setting)?
by being able to answer and discuss their answers from the lesson to - What just happened on that page you read?
demonstrate comprehension. - What happened when ______?
- What do you think will happen next?
Students are expected to adhere to classroom rules and behavior plan. The keys Remember to stay calm and even keeled; the students will follow your lead.
are having structure, plan, and consistency. I maintain a friendly and calm Positive feedback is always a good strategy. Focus on what your students are
appearance, keep my voice low/moderate, and provide high rate of positive doing correctly and ignore (as best you can) the behaviors you want
feedback. Specific strategies used: redirection, classroom routines, behavioral extinguished.
scripts and focus consistent with PBIS Be consistent with all students in all situations.
I am closing the lesson by checking to see if the strategy assisted students with
Please do remember to close the lesson at the end – this is often easy to
retaining information. I will close the whole ELA time, by asking students to
overlook.
share what they learned today.
Ask the students questions:
If my observations of student learning and the students’ indicate that they
understand the focus elements of the lesson, then I will know they are prepared
- What is one thing you learned today?
- Is there a new word you learned?
to move on to new high frequency words and having tackled all of our letters;
- What was your favorite part of today’s lesson?
phonetic blends.
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
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
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
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Ms. Sammy opens class with all the students sitting on the
carpet. She reviews sight words by pointing to the words on
a wall chart and directs the students to read them in unison. The students read the sight words out loud together as Ms.
Ms. Sammy introduces a new sight word, “what.” Sammy points to the words one at a time. It is difficult to
Daily review of sight words is a practice for retention.
She then tells the students what they will be working on tell if individual students know the sight words as a few
Students are pulled aside for one-on-one check in on sight
today: louder children tend to drown out the majority of the
words every few weeks.
iPad center – Bumblebees will practice high frequency words students. I am hoping this will be addressed in the small
and work on a spelling activity. guided reading groups.
Instructional Assistant was directed to supervise other
Chipmunks will be at the pink table with Mrs. Curtis. Today
stations however, saw the principal at sight word station and
you will finish your brainstorming if you didn’t get a chance Students followed directions and walked to their designated
didn’t feel comfortable heading over. She did help situate the
to finish yesterday. You will write about a place you would centers as directed by the teacher. It appeared that
iPad station as the parent volunteer ran late.
like to visit in the U.S. Brainstorming means writing down all classroom expectations have been established and the
your ideas before you write. students knew what to do. Once at their respective stations,
At the first rotation I struggled to help in overall class focus as
Grasshoppers start with a sight word worksheet. however, students were not entirely clear how to proceed,
I was dealing with a student having a major breakdown. IT
Rabbits start with Ms. Sammy in the small guided reading specifically the sight word and iPad stations. Directions
took me longer to settle myself and focus.
group. need to be given in the whole group before breaking down
There was a great deal of direction given at this time, but I into small groups, or the Instructional Assistant could go
believe it was necessary. There could have been even more between the writing station and the sight word station as
frontloading and modeling of the sight word center and the necessary.
iPad activities.

A ‘virtual field trip’ on Google Earth is a wonderful way to

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?
engage the students. Apparently, Ms. Sammy did this in a
previous lesson. A quick recap and a short video/picture of
Yosemite as an introduction would be a great strategy to
introduce the lesson prior to breaking into small groups for
centers. This would provide more engagement for all
students.
During small group guided reading Ms. Sammy asked
questions of analysis: Today we are going to read a story
called “My Trip to Yellowstone.” Looking at the cover, what
kind of story is this – fiction or informational? Ms. Sammy
guides the students, “Let’s look at the cover – is this a
drawing or a photograph? Yes, It’s a photograph. What is the
clue that tells you this book is fiction or informational? A
photo tells you the book is informational. We are going to
find out information in the book. We are going to find out
about places to go.” Ms. Sammy guides the students to
understand that since the cover shows a picture that is real
as opposed to a drawing, this is an informational text. Next
she asked them, “What do you call the writing next to the
picture?” After some prompting from Ms. Sammy, the
students came up with “It’s a caption!”
In the first group (advanced) Adelyn at first says the book is
fiction. When the other students disagree with her and say
it’s informational text, she changes her mind. She is
convinced by the other students that the picture looks real
and that’s why it’s informational text.
My students are very engaged learners most of the time. I am
quite blessed to have this group. I like the idea of a recap
In the next group (leveled) Harper says the book is
video, however, moving students back to their seats to show
informational because there is a picture of a mountain on
it, would lose more time to complete their work.
the cover. Lukas says it is a photograph glued on the cover.
The students were very engaged as demonstrated by their
excitement to share personal experiences about places they
have previously visited.

CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
The children know the ringing of the bell signals they will be
rotating to a new activity. Students quickly move to the
next center following Ms. Sammy’s directions. More
Ms. Sammy spoke in a quiet, calm voice with her small
specific directions would be helpful here. Perhaps you could
guided reading group. This helped lower the loudness in the
direct the children to put their hands on their heads and
classroom as a whole. When the students were all reading
walk to the next center or establish an action song when
aloud at the same time at her table, the room progressively The classroom environment was louder than normal and a lot
got louder and louder as everyone was trying to talk over
students are moving from one activity to another.
more chaotic in their working behavior and transitions.
them. Internally I was still fraught from my student’s meltdown and
I would like to see the overall classroom environment more
Ms. Sammy rings a little bell when it is time for the students the stress of being observed, and quite frankly took a long
organized and quieter. The noise level needs to be
to rotate centers. She gives directions and tells each group time to recover mentally, to get the other kiddos on track.
monitored more effectively in order to ensure a calming
where they will be moving. Throughout the lesson, Ms.
environment conducive to learning for all students.
Sammy maintains a friendly and calm appearance, and
Perhaps your instructional assistant could take a more
provides positive feedback.
active role keeping the children focused and on task at the
other centers so you can concentrate on your small guided
reading group.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

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?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Ms. Sammy tells the students, “Today we are going to read a
story about places to go in the U.S. We will reread to
understand; we need to read the story at least three times.”
She gives the students a purpose for reading the story three
times: first time blending the letters to make words, the
second time to understand the main idea of the story, and
the third time to find out more information. She directs the
children to read their story and all students in the small
group read at the same time – she gets close to each student
one by one and listens to them read. When she is finished,
she asks the students if they all read the story three times.
She asks them if they got more out of the story by rereading.
After the students all read the story on their own, Ms.
Sammy brings the group together for directed guided
reading. She reads a page aloud and has the students repeat
after her all together. This is a good strategy, but it would be
more effective prior to independent reading of the story.
Ms. Sammy has the class divided into four small groups –
one beyond/advanced, two leveled, and one approaching.
Each group has a small leveled reading book on the same
topic of places to go in the U.S.
When the students are reading and they don’t know a word,
Ms. Sammy encourages them to sound out the word – she
says, let’s break the word apart - cac + tus = cactus.
After reading, Ms. Sammy asks the students some questions
about the story:
What is this book mostly about? Places to go.
What are some places in the United States that we can see?
What else did you see in the book? A cactus.
Would you see a cactus in NYC or in a desert? A desert.
What does the book say that we can find in the ocean? Colin
says “fish” – he didn’t know at first but goes back to the
book to look for the answer. Ms. Sammy says, “I like that you
knew to go back to the book to find the answer.“
With the approaching/low group, Ms. Sammy spent more
time reviewing and having the students practice the sight
words prior to reading. This was helpful as most the students
struggled with the sight words. It is recommended to
incorporate this into all the level groups.
Section 4: Post Observation Conference
Overall the students were able to select the main idea and the key details from the story. I had a few students who had difficulty discerning the main idea of the text. The majority of the
students struggled with the sight word “what;” saying “want” when reading and I did a review game of the words to develop understanding the difference.
Focus Student 1: English Learner
Arthur – did well reading independently, was able to
discern main idea versus key detail
I will try having students read aloud independently in small group situations.
1. Engaging learners
2. Flexibility – saw a big lesson failing and recovered it
3. Assessing student learning
1. Classroom management
2. Guided Reading Routine
3. My own ability to be recover from stress of student meltdown during observation
I need to observe experienced teachers with guided reading closer to my grade level to create a better routine for my students.
Other Comments/Notes
The children all read at the same time, but this not a choral
reading. They are all reading at their own pace and are at
different parts of the story. It is difficult to understand who
The funny thing is that I am following exactly what the
is reading and what they are reading because there are 5
teachers’ edition says to do for support and instruction for
children reading out loud at the same time.
guided reading. I thought it would be safer for an
observation.
When asked if they got more out of the story by rereading,
I’m not sure the students understood this concept. It would
Most instructors I’ve had in my teaching coursework have
be helpful to use suggestions in the teacher’s edition for
preached the downfalls of having students read aloud
support and instruction for guided reading.
individually.
Directing individual students to take turns reading one page
The plan was to have the students read individually. I saw
at a time would better enable you to assess students’
that one group was really struggling with the material
blending of the sounds and knowledge of the sight words. It
independently, so I dropped the plan and switched to choral
may be helpful to have the students not reading aloud to
reading for that group so that they could gain comprehension
follow along with a finger. You could ask questions
which was the point of the lesson.
throughout the story, such as “What just happened on the
page your read?” or “Is there anything in the picture that
tells you this is a desert?”
The students are excited to answer Ms. Sammy’s questions.
They tell her the book is about places to go. Some of the I agree that more structure was needed, and that the
things they saw in the book are a cactus, a mountain, a city, classroom management was very poor today.
etc.
More structure is needed in the guided reading groups. As I like the idea of asking questions throughout reading as we
the students are reading, it would be helpful to take more do that during our daily story times; however, when the
time asking the students comprehension questions, making students are tested on comprehension, this group of students
predictions, and discussing story elements. As these are needs to practice recalling the information.
Kindergarten students, they may benefit by answering
questions throughout the story, and not waiting until the
end of the book.
The students seemed to know that sight words need to be
memorized; they can’t necessarily sound them out. Elita
says, “We need to just know the sight words.” It is
The low group did get more frontloading on sight words as
recommended to incorporate some sight word games,
they (for the most part) demonstrated that they do not know
flashcards, or practice activities to check for recognition of
their sight words as well from the previous day.
the sight words prior to guided reading.
Harper’s response may be due to the fact that her parents
Overall, the students were able to answer comprehension
just told her that she is going to Paris, France over summer
questions regarding the content of the stories. They
vacation. At her developmental level, it is common for her
enjoyed writing about a place they want to visit. There was
focus on an excited trip like this.
a little confusion regarding places in the U.S. versus outside
the U.S. Harper, for instance, wants to visit Paris (France,
not Texas).
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Aarika – did well reading independently, had difficulty Camden – did well reading independently, was able to
discerning main idea versus key details discern main idea versus key detail
Page 3 of 4
 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 4 of 4