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
Jennifer Lecheler Jennifer.lecheler@hfsj.org Grammar and Writing 7th
Mentor Email School/District Date
Charlynn Koss Charlynn.koss@hfsj.org Diocese of San Jose October 2019
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.L.7.1.A Students will be able to differentiate adverbial
Explain the function of phrases and clauses in and adjectival prepositional phrases in a
general and their function in specific sentences. sentence by identifying the words that the Prepositional Phrases Types of Prepositional Phrases
phrases modify.

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 Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence investigates and examines increased relevant and suitable use elements into a cohesive and unified to add new methods and strategies into
pedagogical practices of pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Establishes and communicates to students clear learning goals for content that are accessible, challenging, and
4.2 4.2 Establishing and articulating goals for student learning Applying
differentiated to address students’ diverse learning needs.
Uses multiple strategies including culturally responsive instruction to develop and maintain high standards for
individual and group behavior.
2.5 Developing, communicating, and maintaining
2.5 Applying
high standards for individual and group behavior Utilizes routine references to standards for behavior prior and during individual and group work.

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?
Focus Student 1: English Learner
Focus Students Nico- Developing academic English but is not consistent
 Summarize critical needs and
in practice and use of grade level specific vocabulary.
how you will address them
Receives outside tutoring, so extra practice is available
during this lesson.
to him through his tutor (she is a faculty member at the
school).
 What specific feedback regarding your focus
students do you want from your ME?
Specific Feedback
 What additional specific feedback do you want
from your ME regarding lesson implementation?
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.
Students follow behavior expectations, accept consequences and increase positive behaviors.
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.
Maintaining an appropriate pace for 7th grade is a good way to start to
How can I maintain high teaching standards in a class with such varied
maintain high standards of the students. Allow them time to work with the
abilities? Does the articulation of goals and purpose help aide student
material, but require them to be engaged during that time by challenging
understanding and engagement? How has my ME worked with these
them to think critically and apply their background knowledge. Having
students successfully in the past? What are some strategies for making
taught these same students last year, it is important to provide quality
grammar interactive while providing multiple scaffold opportunities to
examples that really demonstrate the concept, try to also utilize videos and
engage with the material?
games to really engage them in the practice.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Grant- Diagnosed learning difficulties and requires
supplied notes, extra time on assignments, and
Ryan A. – Advanced student with good background
consistent reminders to stay on task. He will be supplied
knowledge of foundational grammar skills. Will need
with a typed copy of notes and examples as well as
to be challenged with higher-level sentences and a
provided an opportunity to take his classwork and
more in-depth study of the concept.
homework home over the weekend to allow for extra
time to complete and understand the assignment.
Nico- I have never related the grammar concepts back to Spanish grammar,
but if that is possible it may be a helpful way to bridge the gap in his
Nico- Have you ever related the grammar concepts back to Spanish language
understanding of academic English.
concepts? Does it help to do so?
Grant - His seating does matter, he works best in the middle of the room,
Grant - Does his seat placement impact his ability to focus and stay on task?
where he is far enough away from the windows that he doesn’t get lost
Who would be a good partner for him to sit next to that may provide support
looking outside. Some good partner options may be Megan, Isabella, or
and guidance if needed?
Connor.
Ryan A- How have you challenged him in the past? Does he like to provide
Ryan A- Is not usually the first one to volunteer to help people; he would be
help to others, or does he feel like it is a burden?
better challenged by given additional sentence aspects that are trickier or by
adding the next level concept on for him.
25-30 minutes is a good amount of time to spend on grammar in the block.
How much of the 80 min block period would you spend on grammar? If you The amount of days you spend on the lesson will really depend on the
spent about 25 minutes of that block on grammar, how long would you stick concept’s difficulty and how well the students understand it. Exit tickets
with a particular concepts before moving to the next? would be a great way to check in with the students and see if they are ready
to move forward with the unit.
Lesson Opening- Lesson begins with a review of how to identify a
prepositional phrase in a sentence. A couple of sentences to practice this
review concept and then an introduction of the objective and purpose of the
lesson.
Lesson Body- Students will be given examples of how adverbial prepositional This is a good lesson structure; I like how you were able to incorporate the
phrases differ from adjectival prepositional phrases. Examining what exit ticket that we talked about in the lesson. I also like that a video and
question the phrase answers will help students identify whether they have some interactive games are incorporated to help the students practice. Will
an adjective phrase or an adverb phrase. A Brainpop video will be shown to the students be given homework to practice at home?
reiterate concepts.
Lesson Close- Students will practice the concept on their whiteboards, play a
Kahoot, and then will complete an exit ticket in Google Forms to demonstrate
their understanding.
Page 1 of 3

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?
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Example sentences will be created from the novel that the students are
reading or from the unit the students are completing in Social Studies in
order to incorporate other topics they are working on in school.
The whiteboards are a great way to monitor individual progress. Sometimes
Sentences could also be about some of the kid’s interests like sports that
I have students write what they have on their whiteboards on the class
they play, or even those that they watch on TV.
whiteboard to build their confidence and show that they are getting it!
 Individual progress checks will be possible through the use of
whiteboards as well as an exit ticket at the end of each lesson. The
students will also be assessed at the end of the unit with a 20 point quiz.
A routine for practice has been established in the classroom. The students
expect to have a chance to review the previous concept in order to start
moving towards a new concept. Then the students take notes and are given
I have observed your classroom, and I really like how the students know
examples that continuously build in difficulty. The students are not required
that everyone if going to participate in the practice and examples. It was
to raise their hands, but are called upon by using their name, asking the
clear that the students know that if they do not know the answer that you
question, and then giving them space and other prompting questions to
are there to support them in finding the answer. This was one of the
support their answering. The Kahoot! and whiteboard activities provide a
highlights of my last observation in your classroom.
way for students to practice the information without the pressure of other
eyes constantly on them. It also gives them immediate individualized
feedback.
Each individual lesson will end with an exit ticket that checks for
understanding from the students. As the end of the unit, a quiz will be given
to the students to keep them accountable for their work. This unit moves These two units connect well. What will you do if the students demonstrate
into a unit on misplaced modifiers, so if the students perform well on both that they are not ready to move on to misplaced modifiers?
formal and informal assessments, I will know they are ready for the next
unit.
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 Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick
questions of analysis and evaluation (“which problem-solving questions. Most groups needed revisions for their questions;
two strategies and identify at least one similarity and one
strategy do you prefer? How could you create a math problem
difference between them”). Groups then selected a strategy and
comparison/contrast was the most common analysis question. I
that could be solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.
The students were engaged and participating. They did
Jennifer spent about 30 minutes of the 80 minute block on
not raise their hands, as Jennifer just called on students
grammar, which seemed to be the perfect amount of time It is good to see that the amount of time I am spending on
since it enabled her to incorporate all parts of the lesson
to participate at random. It seemed very natural, and I
grammar seems to appropriately fill the block schedule
could tell that this was very normal for the class as the
without feeling rushed or prolonged. She started by that I am trying to get used to at the moment. I think that
students did not seemed surprised to be called on, nor
reviewing concepts related to prepositional phrases, and making sure that I stick to the grammar time frame is
did they seem ill prepared to answer the questions.
then she moved on to introducing the new concept. She important because the writing curriculum is so full, and
Students periodically would ask questions when they
gave easy to follow example sentences and asked there is very little space for any unused time.
were confused, and Jennifer would give an example and
questions along the way.
help them work through their misunderstanding.
The students were engaged in the lesson. Jennifer took
some time to discuss the importance for knowing the
Students needed very little re-prompting when called
different prepositional phrase types, so the students could
upon to answer questions. They were all mostly with the I am still having a difficult time with the seventh grade
see why they were working on the skill. As she was
group conversation and were ready to participate. because they have so many different levels that it is
teaching, Jennifer called on a variety of students and
Students completed work in their workbooks and asked difficult to simultaneously work with all of them. Right
moved around the room looking at the practice sentences
questions that were grade level appropriate. The focus now, I am covering the middle and low students, I know
they were completing in their notebooks. At the end of the
students were appropriately engaged. Ryan A. sometimes that I need to build in work for the high students more
lesson, Jennifer had the students complete an exit ticket,
seemed bored with the sentence examples as he was one consistently.
so she could identify areas that students were confused
of the first people to finish each time.
about and whether or not they were able to move forward
or not.
The environment for learning seemed to be conducive to It was nice to see the students engaged and remaining in
It is great to see that the seating is working so well for the
the students’ needs. Students with required seating their seats. Students had space and were appropriately
students right now. A lot of them really like to sit, stand,
locations were all in the right spot, and each student had sat, so that no one looked like they were struggling to
have a stool, so I like to provide those options in the
the appropriate space to learn. It might be beneficial to see. They did not have to get up to see the board; they
classroom. This helps them feel as comfortable as possible,
add an easier way for students to work in groups if ever remained facing forward with their eyes on what they
so they can focus on the learning.
that were part of the lesson. were working on.
Going over the required objective, and identifying exactly
what the students were working on was a really good way
for Jennifer to help students understand what they were
Students were extremely comfortable speaking with
learning. She also utilized an exit ticket to ensure learning
Jennifer. They made eye contact and would even smile Students have been progressively building their grammar
at the end of the lesson. Throughout the lesson, she
when they got their answer right or were able to clear up skills. We have finally reached the point where they are
circulated the room, checking notebooks and providing
a misconception. You could tell that this was something getting really comfortable with what they know. This has
immediate feedback for the students as they worked on
that they have been building all year because they were enabled them to work through some of their own thoughts
the practice problems. Some of the students had
able to answer questions about a variety of grammar by thinking about what they already know to build their
questions about phrases that appeared to be adjectival
concepts that directly related to what they were working understanding.
but answered adverbial questions, and Jennifer easily
on in this lesson.
helped them work through their misunderstandings and
gave them more examples to practice what they were
asking about in their questions.
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?
There was a wide variety of entry points to the
information for students that had different needs in the
classroom. It also really helped that Jennifer walked
around the classroom and worked with students one on
one to help them with any of their individual needs. There
were written examples, verbal explanations, color-coding,
and videos to help students understand. All students
participated by answering and asking questions. It was a
very open learning environment.
Different students seemed drawn to different aspects of
I try to provide the students with multiple entry points. It
the lesson. Some students were really into the initial
is something that I really believe helps them process the
practice, some students seemed to like the video, some
information in so many different ways. I am really still
students even seemed to prefer the exit ticket. The
looking at ways to incorporate more group work into the
students were given a variety of sentence examples, and
lessons in order to have them bounce ideas off each other
students were drawn to the sentences because they were
and be the expert in their own understanding.
about the book that they were reading in literature.

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?
Students demonstrated achievement of objective multiple
ways: through interaction, practice work in worksbooks,
and an exit ticket at the end. At the start of the next days’
lesson, Jennifer showed me her Kahoot! that would also
help the students practice the skill and demonstrate their
understanding. Some students had trouble on the exit
ticket, so Jennifer met with them individually to work
through their misconceptions. Jennifer was very open to
questions and helped the students with problems very
calmly and in a welcoming manner. You could tell that the
students felt safe in the learning environment.
Participation plays a huge role in grammar instruction
Students also seemed familiar with showing what they
because it allows the students to hear the sentences. This
know. They knew exactly how to take an exit ticket and
is important in developing the natural ear for grammar
were done with it fairly quickly. They participated a lot in
that can be seen in their writing and speaking. It is great to
the discussion and were able to really demonstrate
have so much participation in class because it shows that
understanding.
the students really understand the concept.

Section 4: Post Observation Conference

To what degree did students A large majority of the students were able to grasp the concept worked on in this lesson. The exit tickets had very little misunderstandings and 18 of 22 students were able to
achieve lesson objectives? properly answer the exit ticket questions.

To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Nico performed well on the exit ticket getting all 3
Grant- had more questions than more of the students in Ryan A. also got 3/3 on his exit ticket. He was quick to
the classroom. Even when taking the exit ticket he asked give answers when participating and had no problems
questions right. He had a more difficult time
two questions. This did help him overcome his while completing the practice problems in class. He
participating in the classroom, but in the end was able to
misconceptions, and he was able to get 2 out of 3 correct could use more challenge to be better engaged in the
demonstrate his understanding through his work.
on his exit ticket. lesson.
Next Time I would try to have a greater variety of sentences prepared so that the students could see as many different examples as possible. Since this is my first time teaching
7th grade, I also wasn’t entirely sure what to expect as far as how much they could be challenged. (Despite having a pre-assessment, I really believe that they could have been
challenged a little more in the lesson.)

Lesson strengths: There was a clear, obtainable, and measurable objective for the students that they were made aware of and were able to show by the end of the lesson. All the
What were three top Lesson
students were involved in the lesson, both by participating verbally and practicing skills on their own. The teacher addressed misconceptions both individually and as a whole
Strengths? group. She answered questions and was attentive to the students’ needs.
It would be great to find some way to incorporate group interaction into the grammar lessons, A time when students can work with each other and build skills through helping
What were three top areas for one another. There also could have been more challenging examples for some of the higher students. It was a lot of effort to get the chrome books out for a three-question exit
improvement? ticket, after combining the aspect with Kahoot! was a good way to keep the chrome books in use, but it might be possible to do the exit ticket on the whiteboards, or something
that didn’t need as much time.
The next step is to make sure the students are ready for the test, which will incorporate three grammar lessons and built the concepts onto each other. Two of the focus students
What are next steps? have a heard time managing the amount of work required on a test, so this will be a good way to check in with them and make sure their accommodations are utilized and are
helping them.

Other Comments/Notes

This was a grammar lesson that I am really comfortable with as it is a concept that is taugh in younger grades and is just reintroduced in 7th grade. I would really like to be able to set up my next POP Cycle observation
for a writing concept because I really found this collaboration process helpful.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 3