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
Lacey Woolston lwoolston@bousd.us Multiple Sub 2
Mentor Email School/District Date
Kimberly Mundala kmundala@fullerton.edu BOUSD 10/11/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
W.2.1 , ELD.PI.2.1.Ex,
ELD.PI.2.12a.EX, SL.2.1 SWBAT label parts of an
opinion and brain storm for Mini Unit: Opinion Writing What’s an opinion?
a shared writing

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.)
I consistently share the learning / goal and objective for each lesson
Establishes learning goals that can be and have students read it out loud. I chunk objectives and work
4.2 differentiated and challenges all Exploring piece by piece for easier comprehension of content. I base all
learners. learning from state/state/district standards.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is one of three ELL
This student has a noticeably short
students. My goal is to make sure My third student is reading two
attention span and can lose
he has access to the content and grade levels below grade level. I
interest in activities quickly.
Focus Students vocabulary, as well opportunities will provide instructions orally and
 Summarize critical needs and how However, he engages well with s
to collaborate with other students in written form as well as use
you will address them during this read aloud and opportunities to
lesson. about ideas relating to the topic. I visuals. He will be able to
move around. Our hook is a
will provide support through participate equally in this lesson
picture book, and we will have
concrete examples and visuals. I through the use of guided, verbal
opportunities to move around
will also provide sentence stems questions and visuals.
during the lesson.
during our writing lessons.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My focus is to begin a writing unit that models
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis? and walks students step by step through the I will focus on introducing the topic and then
 How will you incorporate the inquiry focus and/or writing process. The observed lesson will engage in a shared brainstorm to model the
special emphasis into the lesson?
 What specific feedback do you want from your ME? introduce opinions and set the stage for the first stage in our mini unit.
unit.
I will meet the needs of these particular
Inquiry Focus/Students
I am looking at how to specifically support my students by using visuals, think-aloud, and
 What specific feedback regarding your focus students
do you want from your ME? three different learners in this lesson. providing examples that are accessible for all
students.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
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?
Teacher Actions
EXAMPLE
When teacher reviewed worksheet, she asked additional questions
CSTP 1: Engaging All Students
of analysis and evaluation (“which problem-solving strategy do
 In what ways were students you prefer? How could you create a math problem that could be
engaged? solved with this strategy?”)
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I will start with my hook and define an
I am looking for support on how to model and opinion. Next, provide students with examples
chunk a mini writing unit that will span multiple to practice identifying an opinion. Last, engage
days. I want it to be simple yet effective. in a shared brainstorm to begin the first part of
our writing unit.
I am opening with a question and then a read
aloud to engage students and provide examples
of opinion writing. Next, students will practice
with examples of facts/opinions and will also
provide examples of their own opinions. I will
check for understanding by thumbs up and
thumbs down and monitoring questions.
Students will also engage in a shared brain
I will simply define what an opinion is and
storm. This will help activate their knowledge as
model through our mentor text. Students will
they engage in collaborative conversations with
engage in a practice
peers and teacher. We will take down examples
and then add details to support the topic.
Students will complete an exit ticket where
they will define an opinion and share one
example.
Lesson will take about 35 minutes and includes
a brain break.
Students are familiar with opinions. We have a
daily “would you rather” question each
morning, where they have been practicing We will chunk the lessons into sensory details
giving the “because” part of their answer. This by using adjectives and reading real reviews of
lesson will frame opinions more explicitly and candies from online retailers. We will also
hopefully demonstrate how we all have work on a hook and closing for their writing. I
different opinions and that is ok. will use mentor texts and online texts to
We will continue to have mini lessons on model strong and weak examples of opinion
forming opinions and they will refine their writing.
opinion throughout the unit with follow up
lessons.
I will engage all students with enthusiasm,
positivity, and will always state expectations for
learning. Our biggest concern is students who Will continue to set high expectations and
talk without being called on. They unmute welcome and value all contributions from
themselves and call out during a lesson. students.
Student’s will be reminded of expectations for
cooperating in a group zoom lesson.
I will remind students they will select their
topic for homework and will complete the
We will close with our brainstorm, select the
provided graphic organizer which defines
topic for our shared writing, and have students
opinion writing. Students will complete the
respond to an exit slip.
graphic organizer and will be ready for the
follow up lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery 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.
Page 2 of 4
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?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher encouraged student
participation throughout the lesson. Students:
A variety of methods were utilized  Shared their knowledge & I did a good job of engaging all
to engage students. understanding of opinions students by hooking them with the
 Commented during the initial question in my opening. I used
Read Aloud – Engaged students read aloud a read aloud, questions, and visual
before (making predictions), during  Added their favorite resources to meet the needs of
(stopping to monitor candies to the whole class students.
comprehension), and after (asking brainstorm
questions).
Overall, the students were
At the start of each day we go over
respectful and stayed muted while
the expectations for a successful
the teacher was talking. It is evident
Teacher provided visual and verbal learning environment. (This was
that the students enjoy being in the
cues to ensure that the students done before recording.) I consider all
teacher’s class and feel safe
were on task. contributions that are shared and let
contributing to the learning
each student know what they have
environment by sharing their
to say matters.
knowledge.
1. Teacher started the lesson
by activating the student’s  I posed a question at the
prior knowledge regarding start and then activated
the term “opinion” their knowledge of opinions
2. Slideshow – students from earlier activities.
practiced determining Students shared their knowledge  The students were engaged
opinion vs. fact before and were able to define the term with the mentor text, but I
learning the literal “opinion” (they had previous could have just selected a
definition. experience with “Would you few examples or read
3. Read Aloud: I Wanna an rather…” discussions in class). before the lesson to allow
Iguana – helped the more time to engage with
students understand how Brainstorm – a few students the objective.
to write an opinion and misunderstood the writing topic.  Students were excited
provide reasons to support They shared other snacks/desserts about the writing topic

the opinion. (chips, ice cream, etc.) instead of Some students did not
4. Introduced the writing candies. The teacher helped them understand the concept of
assignment with a with the misconception. candy and were asking
brainstorm. Made a whole about donuts and other
class list of favorite snacks. I redirected them to
candies. candy examples for this
5. Modeled writing an assignment,
opinion.
I try to incorporate visuals, examples
A variety of methods were used to
and front load vocabulary to ensure
ensure that all the students could
The students responded verbally all students have access to lesson
access the lesson. Students were
and through body motions (thumbs objective. I like the graphic organizer
provided with a graphic organizer,
up, stand up, pointing to brain, etc. as a space to spring board their ideas
but they could choose to use it or
…) and writing but want them to have
create their own in an ELA
choice in creating something that
notebook.
works for them.
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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.
Teacher provided the students with I checked for understanding
two methods to assess learning: informally by having students
 Writing an opinion about a physically respond (thumbs up, stand
Students will complete both tasks.
favorite candy assignment up, point to brain). Also, by checking
 Exit slip to assess student their first draft graphic organizer and
learning. their exit tickets.
Section 4: Post Observation Conference
My students were quite successful with meeting the stated objective of this lesson. Based off in class
observation (like thumbs up and asking and answering questions) students showed they grasped the concept
of an opinion. I also used a formative assessment with a google form. Out of my 30 students, 28 answered the
questions correctly. The other two students were able to tell me in their own words what an opinion is.
However, they selected incorrectly from the multiple-choice selection of opinion/fact statements.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student was able to explain an
opinion and select from the Student was successful in meeting Student 3 was successful in
multiple-choice statements. the objective and achieved 100% mastering the objective. He
However, he missed one opinion on exit ticket. Student participated participated in class with thumbs
statement. He also missed the in class learning by sharing an up/down and answered the exit
true/false question that all people example. He ticket correctly.
have an opinion.
I would have front loaded the mentor text and then gone back through during the lesson to home in on specific
examples of powerful opinions. This would have allowed more time to explore examples and engage students
in more conversation about opinions related to the mentor tex. I would have also used the spotlight feature on
Zoom (just learned about it!)
First strength was my interactive read aloud. I previewed the text and students made predictions. Another
strength was stopping throughout the reading to ask purposeful questions and check for understanding. A last
strength would be how specific my objective was.
I think one area I could have improved was previewing the text before our lesson. This would provide more
time for students engage with engaging with examples from the text. Another area I could improve would be
giving students an opportunity to practice with creating their own examples of an opinion and fact and then
share out for other students to guess. Another area I could improve was the technology. I learned about the
spotlight feature which would allow a larger screen for students to see the mentor text better and more
clearly.
This lesson introduced our mini writing unit. Students selected their favorite candy to write about. They
completed a graphic organizer, and I modeled each part of the writing process with them with a shared writing
topic which was a twix candy bar. For this first writing, students focused adjectives. The second writing topic
was best place to visit. We also engaged in a shared writing to model the steps. This paper focused on using
sensory details and concluded with a travel brochure.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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