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
Ricca Sarmiento rsarmiento@bishopodowd.org English 11th
Mentor Email School/District Date
Kate Cunnane kcunnane@bishopodowd.org Bishop O’Dowd High School 10/27/2019
Content Standard Lesson Objectives Unit Topic Lesson Title
Proper paraphrasing skills and
CA.ELA.WS11-12.8 Research Paraphrasing Practice
understanding
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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
 T - Guide students to think critically through use of questioning strategies,
posing/solving problems, and reflection on issues in content.
Promoting critical thinking through inquiry, T –Applying
1.5
problem solving, and reflection S - Exploring  S – Students are reliant on open web research and have basic knowledge on
database research

Using and adapting resources, technologies, and  T - Explores how to make technological resources available to all students.
standards-aligned instructional materials
3.5 including adopted materials, to make subject T –Applying  S – Students know they have databases available to them, but rarely utilize
matter accessible to all students S - Exploring them for their research

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.
This is a good place to begin with students
who are new to research, as it’s a foundational
Inquiry Focus/Special Emphasis

skill and it helps students avoid plagiarizing.
What is your inquiry focus and/or special emphasis? Do students understand the purpose of
 How will you incorporate the inquiry focus and/or It’s often overlooked as an obvious thing, but
special emphasis into the lesson? paraphrasing and how to do it properly?
 What specific feedback do you want from your ME? it’s really important to provide kids with the
skills and language and purpose of
paraphrasing.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students S3 – Student was identified as a “core”
 Summarize critical needs and how
you will address them during this
S1 – Primary language is Mandarin, but has S2 – Student has ADHD and has troubles student as an incoming freshmen,
lesson. attended English-speaking schools with executive functioning indicating lower level skills, with no
identified learning difference or IEP
Think about creating materials in the lesson
 What specific feedback regarding your focus students that students can interact with in different
do you want from your ME? Is the lesson accessible for all students?
ways: written/visual, oral and paper they can
work with.
It certainly seems clear! When students leave,
Specific Feedback
Is my instruction clear and concise? Is my end
they should have some clear feedback about
 What additional specific feedback do you want from product effective in assessing students’
your ME regarding lesson implementation? whether or not they have successfully
understanding of the lesson?
paraphrased. If they don’t have it, consider
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
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?
offering opportunities for practice
- Defining paraphrasing
Very nice structure. “I do, we do, you do”
- Identifying why and when we use it
model lends a good amount of support,
- Short examples
especially for kids who don’t know how to do
- Paraphrasing a passage together step by
it but would feel hesitant to ask. Provides a
step
good amount of practice within the lesson
- Paraphrasing a passage individually and
with different texts to make sure they get it.
submitting to TurnItIn to see similarity
This is especially important bc students will be
scores
navigating all different types of texts as they
- Reflection
research independently.
Kids have a current assignment for which this
skill is essential. You also have nice flexibility
This is relevant because students need proper within the lesson for students to try
paraphrasing skills for this research project, as individually and construct a paragraph on their
well as for college classes own, and later demonstrate their learning
through their own product they have to
produce.
Well structured and paced lesson will help kids
Whole group class instruction and individual stay on task. Also, having the product at the
check ins and work end of the lesson will help kids feel responsible
for their learning
Reflection on the activity and identifying their The concrete feedback from Turn it in is a nice
strengths and areas of improvement 3rd party “check” on their paraphrasing skills.

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
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
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

NT did nice read aloud, calling Fielded a question about

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
on different kids to read when if students paraphrase
sections of it. in the same way. (Question
was about how they can
Presented good definition of prevent plagiarism-- what part
paraphrasing (on the red slide) is in their control. NT
& clear explanation of why, explained it well to allay Students were clear on the
focusing on learning. concerns.) necessity for paraphrasing practice,
Instruction was clear and especially with their research
concise When NT asked when they’d projects on the horizon.
use this skill, all the students
NT selected a good passage knew they would use it in the
to do this activity with! research paper literature
Technical but also review (understood its
straightforward relevance)

CSTP 1: Engaging All After quiet work time, asked

Students
A student asked question
 In what ways were students “how we doing?” and students about evidence that he can
engaged? How were
students not engaged? responded tell is important but doesn’t Students found it easier to
 How did students understand. You had a slide participate when going over easier
contribute to their
learning? up that gave the steps for steps of the paraphrasing process,
 How did teacher and/or
students monitor “How’d it go?” A few kids paraphrasing and referred the but definitely were more hesitant to
learning?
shared. student to step 1, but I think share out their own paraphrasings.
 How were the focus
students engaged and another step is to consult
supported throughout the
lesson? experts— bring it to someone
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 who can help him understand
how it might fit in. This is a
common issue that comes up
in research!

Students were all working on

their sheets. If you had them
read to their buddy, they
would’ve all gotten the chance
to hear their writing aloud and
get feedback.

Student who volunteered first

paraphrased very well-- it set
the bar high, maybe making it
uncomfortable for less skilled
students to volunteer?

Students were attentive, working

with the NT to paraphrase the
excerpt as a class.
Teacher put on music for quiet
Students had questions as NT
CSTP 2: Effective Learning work time, circulating as
Environment instructed and she fielded them
 How did students and students worked. It was very Students were focused and
well
teacher contribute to an
effective learning
quiet and students were transitioned well between sections
environment? focused.
Students transitioned very smoothly
from full class instruction to
individual work. Throughout the
class period, students were focused
and engaged with the tasks.
Students voiced concerns about
being “busted” for plagiarism when
the language similarity was just a
Teacher had slide deck with steps for
coincidence. This misunderstanding
paraphrasing clearly laid out. The
was important to clear up as it
CSTP 3: Organizing
slides had information and nicely
distracted students from the real
Subject Matter scaffolded questions to help
 What actions of the NT important issue, which was making
contributed to student students learn this skill!
assimilation of subject
sure they knew how to restate Students got a little distracted when
matter? research in their own words. Shifted TurnItIn was brought up, but
 How did students construct NT had a well-designed handout that
knowledge of subject focus from worrying over the redirecting the conversation wasn’t
matter? students completed independently
 What misconceptions did
software to the ideas of the lesson. too difficult
at the end of the lesson that
students have and how Students generated a paraphrase
were they addressed by required them to paraphrase on
the teacher? with a text that the teacher selected
their own and submit to the Turn It
(an easier task than doing it for
In software that can scan for
research they find since they’re
plagiarism.
likely to find slightly harder
material). This was an effective
scaffolding technique!

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4

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
 time (how we doing?) and the
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.
NT circulated, clarified and worked
one-on-one with any student that
needed it. Some students
participated in the full class lesson,
Students raised hands with Handout and scaffolded slides
though many were silent (yet
questions, then read examples of worked really well
following along, tracking the speaker,
student work aloud, and finally
looking engaged)
completed a written assignment. Circulated the classroom to answer
any questions
NT created a variety of modes to
participate and plenty of time-- it
didn’t feel rushed at all -- for
students to process this skill
Students submitted their
NT assessed through verbal
paraphrase and got feedback. All
questioning, check-ins after work
students were successful because of
Students submitted their
this effective lesson!
written assessment paraphrased work and most
students scored 0% similarity rates,
Students were calm and focused
The lesson was challenging, but no meaning none of their work was
during this last part and seemed
one was obviously struggling. NT (accidentally) plagiarized
confident in the task.
might have discovered this in her 1-
on-1 work with students.
Section 4: Post Observation Conference
Most students achieved lesson 100%
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
90% 100% 100%
Incorporate more group/partner work
Structure, scaffolding, handout materials
Group work, discussion protocols, addressing all questions
Working with my mentor to develop discussion norms and protocols to avoid conversations being dominated
by a small group of students
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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