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
theonlymichellereyes@gmail
Michelle Reyes English 2nd
.com
Mentor Email School/District Date
christinesherrill92@gmail.co
Christine Sherrill Frontiers Academy 3/18/21
m
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.2.4
Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated
lines) supply rhythm and
meaning in a story, poem, or
song.

CCSS.ELA-LITERACY.W.2.5
With guidance and support
from adults and peers, focus on
a topic and strengthen writing
as needed by revising and
editing. Students will be able to
notice how and why authors
CCSS.ELA-LITERACY.RF.2.4 use line breaks in their
Read with sufficient accuracy poems.
Poetry: Big Thoughts in Small
and fluency to support Listening for Line Breaks
Packages
comprehension. Students will be able to
● CCSS.ELA-LITERACY.RF. experiment with line breaks
2.4.A Read grade-level in their own poems in
text with purpose and different ways.
understanding.
● CCSS.ELA-LITERACY.RF.
2.4.B Read grade-level
text orally with
accuracy, appropriate
rate, and expression on
successive readings.
● CCSS.ELA-LITERACY.RF.
2.4.C Use context to
confirm or self-correct
word recognition and
understanding,
rereading as necessary.
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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
NT pedagogical skills are newly formed and just 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
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.)
T- T - Plans instruction using a wide range of strategies to address learning
Integrating styles and meet students’ assessed language and learning needs.
Planning instruction that incorporates
Provides appropriate support and challenges for students.
4.4 appropriate strategies to meet the
S-
learning needs of all students.
Integrating S - Integrates results from a broad range of assessments into planning
to meet students’ diverse learning and language needs.
T - Uses a variety of assessment data to set student learning goals for
T - Applying
Using assessment data to establish content and academic language.
5.4 learning goals and to plan, differentiate,
S - Applying
and modify instruction. S - Plans differentiated lessons and modifications to instruction to meet
students’ diverse learning needs.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
J.C. needs visuals and directions
repeated regularly. This student D.F. has a difficult time controlling
Focus Students also has a hard time asking his emotions and often gets upset V.O. is below grade-level in
● Summarize critical needs and how
you will address them during this
questions and asking for help when when he is not called on. He is also reading and writing and needs
lesson. lost, making it difficult to monitor very meticulous when it comes to one-on-one support and
and make sure this student is on writing which slows him down scaffolding to complete her work.
task and completing the work considerably.
correctly.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus is to determine if students can
show grade level mastery of the lesson
objectives. I will break down the lesson into
Students would be able to write their own
Inquiry Focus/Special Emphasis steps that I model and read through multiple
poems using line breaks in the methods that
● What is your inquiry focus and/or special emphasis? times throughout the lesson. I will also give the
● How will you incorporate the inquiry focus and/or you modeled or were shown in mentor
special emphasis into the lesson? students a chance to practice the steps during
● What specific feedback do you want from your ME? texts(rather than random line breaks, or line
the guided practice prior to releasing them to
breaks in the middle of words).
complete the task on their own. What do you
think would be the best way for students to
show their level of mastery for this skill?
I would consider giving V.O. lower-level mentor
texts as model books she could keep on her
desk to assist her. I would not set a
requirement for length.

D.F. might benefit from a quiet space to write

his poem if he is feeling emotionally
overwhelmed. He might even enjoy mentor
Inquiry Focus/Students
● What specific feedback regarding your focus students
What are some ways I can differentiate to help poems that are about emotions. This student
do you want from your ME? my focus students? would benefit from additional positive
feedback.

J.C. may benefit from limiting the scope of

Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
mentor texts available. He might do better
with only 1 or 2 books on his desk as a
reference so that he is not overwhelmed, lost,
or attempting to use multiple different writing
styles at once.
Do you think it would be beneficial to create a A poster or visual reminder would be
poster that breaks down the steps of the lessons extremely beneficial. There are also a number
so when they are ready to do their independent of poetry songs and videos available on

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
practice they have a visual to remind them of Youtube that might be catchy enough for them
what to do? to remember when writing their poems.
The lesson is structured by first making a
connection by getting students’ attention,
setting the context and stating the teaching
point. Next, teaching the students the lesson by
giving them a demonstration of how to read a
poem with line breaks, noticing the flow and
thinking about why the author chose to write
her poem this way. Then model how to draft my
own poem with line breaks. Next, the active
engagement, this is where the students will go
through their notes from the day before and
decide what they are going to use for their
poem today and share with a partner. Finally,
the link, I will remind the students of the
This lesson sounds excellent. I would make
teaching point and send them off to draft their
sure to include a closing in which students
poems. During this time they will practice
have the opportunity to share their work
independently experimenting with different line
either with each other or in front of the class
breaks and deciding which way is the best way
(if they feel like it). A closing also gives you a
to express the point they were trying to make.
chance to offer feedback or final thoughts.
I will present an anchor chart at the beginning of
the lesson that includes the teaching point and
the strategy that I will refer to often throughout
the lesson. I have the students do a “turn and
talk” to a partner during the active engagement
. I will also check for understanding throughout
the lesson by having the students give me a
“thumbs up or thumbs down” or rating their
level of understanding on a 0-4 scale. From
these checks I will see which students are
understanding the lesson and which students
need more practice.
The mentor poems I provide the students in
their poetry folders will include topics they are
familiar with. They will also be easy to read and
These all sound like wonderful strategies. Since
range from serious to light-hearted. The
you are very familiar with your students, you
students will have multiple opportunities to
might be able to pick out specific poems to
practice the skill being taught in the lesson
share with them that you know align with
during the guided practice and the independent
particular interests (i.e. fishing, going on
practice. I also believe allowing them to discuss
vacation, etc.) to keep them engaged.
their plan for their poem with a classmate will
make the lesson more engaging and relevant to
them.
Before the lesson begins I will post the supplies
they need for the session on the board with
pictures. Since students love to talk and love to
I think that giving them designated time to
share their ideas, I believe giving them a
share and turn and talk is a great idea. This will
designated time to talk with a partner will help
help cut down on interruptions while showing
with class disruptions and talking out of turn. I
students that you value their ideas.
will also provide students with what they can do
when they are finished with their classwork to
avoid confusion.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I will close my lesson by having the students
share out the poem they wrote and restate the
teaching point one final time. I will assess the
students by having them take a look at a short Post-It boards are a fun way to keep students
poem on the board asking them to rewrite it engaged while keeping track of their progress.
with line breaks on a post-it and put their post-it This closing sounds great! How are you
on the board when they are finished. By looking organizing the data that you collect in this
at what they wrote down on their post-its, I will lesson?
be able to check in with students that need
more practice and support with the lesson that
was taught before moving on to the next lesson.
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 of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you 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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
● This lesson followed the
curriculum and format of ● Allowing students to have
units of study very well. The choice in whether they
teacher was very prepared joined the small group
and displayed this by having allowed them to practice
materials prepared ahead of advocating for themselves.
time for students. These This also demonstrated
students were a bit restless how safe students feel
as can be expected for around you and in the
lessons after lunch. I would classroom environment as
suggest taking additional a whole. For the student
Students experimented with line
time to review that was having difficulty
breaks based in their own poems and
behavior/academic getting started writing, he
focused on how the line breaks
expectations with students seemed to respond very
affected the sound of the poem. I
when they are behaving this well to a soft tone and
need to give students more than one
way, and using positive reminder of the amount of
example of a mentor poem with line
reinforcement to help guide time left. It might help to
breaks next time to expose them to
their behavior. I would also provide this student with a
multiple ways to use line breaks.
suggest checking for visual or smaller, personal
understanding earlier in the timer at their desk so they
lesson than the link, which don’t feel like they need to
might help cut down on the be by your side while they
amount of students wanting write. Students responded
to participate in the small very well to the exit ticket
group. Overall, students and it looks like this is a
were able to complete their well practiced and fully
work and demonstrated understood part of your
understanding of the routine!
content.
● The teacher monitored ● In the time immediately
learning by pausing to check following instruction,
The students examined two different
for understanding, pulling a students were on task and
poems. One that was written in
small group for review, very engaged in
prose and the other that was written
individually conferencing instruction. They were
with line breaks. They got to turn and
with students, and using an actively working on their
talk to a partner about which one
exit ticket at the end of the poems and using their
they liked better and why. As a class
lesson. tools effectively.
we reflected on why the poem with
● The focus students were ● Toward the middle of their
line breaks sounded better than the
pulled in a small group to independent work time,
one written in prose.
review elements of the some students became off
lesson. The teacher helped task, playing with
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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.
guide their writing process materials in their desks,
and released them to write leaving their desks, or
on their own when they engaging in another
were ready. The teacher activity.
continually checked in with ● Students contributed to
students for individual their learning by asking
conferencing during the clarifying questions in a
lesson. small group setting,
sharing their work with
their peers, and actively
working to rearrange a
poem.
Before the lesson started, I posted
the materials that the students
● The teacher reviewed skills needed on the board and gave them
and helped students gain a count down to get their materials
● The students asked
confidence by offering ready. Throughout the lesson I
clarifying questions and
supportive feedback to followed the “I do, we do, you do”
were able to identify when
students. The teacher format, giving them opportunities to
they needed additional
scaffolded her support and talk with a partner. I also posted on
support and join the small
sent students back from the the board what students could do
group. They enjoyed
group one by one as it when they were finished with their
sharing their final product
became apparent that they independent practice. Next time, I
with their peers.
understood enough to work will be clear with what the classroom
independently. expectations and their options for
what they can do when they finish
their work early.
● The students constructed
knowledge of subject
matter by writing their
own poems, rearranging
the structure of an existing I wrote the mentor poem on chart
poem, and supporting paper for the students to see and to
● The teacher began her
their peers by giving notice how poems can be written in
lesson by connecting to
feedback after sharing different ways. I also modeled for
previous lessons
their poems with one students how to write a poem using
(“Remember last time when
another. the notes we took from the day
we…”). The teacher
● Students were not aware before and experiment with line
prepared writing folders for
that a poem could have breaks. Next time I will make sure to
each individual student.
more than one structure. put more emphasis on why poets use
The teacher gave examples line breaks and model more than one
both orally and visually of example.
how the structure of a
poem can change the way
a poem is read.
● The teacher checked for I asked students for their level of
understanding throughout understanding at the end of the
the lesson. The teacher lesson and asked students who were
asked students to rate their below a level 2 to come to the carpet
comfort level with their ● Students created their for more support. This allowed me to
understanding. Students own poem and rearranged meet with students and answer
were pulled into a small an existing poem to fit into questions. Next time, I will ask all
group or allowed to join a a new structure. students to try this work on their
small group if they felt they own for a short period of time (5
needed review. The teacher minutes) while I walk around and
worked with students in a observe their work. After the five
small group and individually minutes I will pull students who I feel
Page 5 of 7

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
through conferences. The need support based on what I
teacher released students observed from their independent
back to their desks when practice.
they were able to
demonstrate understanding
of the skill.
● The teacher contributed to
learning by providing
differentiated instruction to
students of varying reading
and writing levels. She was
able to focus in on students
that needed additional
support through small group
instruction and individual
conferences.
●
Students demonstrated
achievement of objectives
by successfully writing The students completed an exit ticket
their own poem. Students where they were asked to rewrite
● The teacher reviewed the
were also asked to the poem on the board with line
lesson in a small group and
demonstrate by breaks. Some students were
then specific skills or
rearranging an existing confused about whether or not to
vocabulary during individual
poem as an exit ticket. rewrite the poem using the exact
conferences. The teacher
● Students demonstrated words or to create their own
helped support choosing a
struggle or limited rendition of the poem in their own
topic for one struggling
understanding by words. I reminded students to copy
student by giving potential
repeatedly asking what the poem and add line breaks where
options and allowing them
they were supposed to be they felt necessary. I need to take the
to look back on previous
doing, asking for time to clearly state what my
work in their writing
clarification on vocabulary expectations are when it comes to
notebook.
(“line breaks”), or the exit ticket.
becoming frustrated and
not writing at all.
Section 4: Post Observation Conference
The majority of the students were able to demonstrate understanding of the lesson. From the exit tickets, I was
able to see who needed more support with adding line breaks to the poem. Out of the whole class only three
students needed remediation with the lesson, two of those students consisted of my Focus Students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
J.C. needed remediation of the
V.O. needed remediation of the
lesson and support thinking of a
D.F. was able to show mastery of lesson. I went through the steps to
topic for his poem. I went through
the lesson independently. He show her how to experiment with
the steps with him again and gave
thoughtfully placed line breaks in line breaks until the poem
him options to choose from for her
his poem and practiced moving sounded right to her, emphasizing
topic. Once he had chosen a topic,
them around until the poem important parts of her poem. With
he was able to show understanding
sounded best to him. guidance, she was able to show
of the lesson by writing a poem with
understanding of the lesson.
two line breaks.
I would make the lesson objective more clear. This lesson mainly focussed on the practice of using line breaks in
poems and the students could have used more examples and more time for independent practice.
My three top Lesson Strengths:
1. The connection of my lesson. The students were able to activate prior knowledge about poetry and
make the connection that poems can sound different depending on how they are written.
2. Student engagement during the lesson. The students had opportunities to practice on their own and
with a partner.
3. Breaking down the steps of how to practice the skill were written on an anchor chart and visible to
students throughout the lesson, making it easy for me to refer to them when they needed help.
Page 6 of 7

What were three top areas for
improvement?
What are next steps?
My top areas for improvement:
1. Time management of the delivery of the lesson. The students needed more time to practice this skill.
2. Clearly explaining what activities the students could do when they were finished practicing the skill and
setting a time limit for how long the students should practice before moving on to the next activity.
3. Clearly explaining the expectations of the Exit Ticket.
My next steps are to revisit experimenting with line breaks as a warm-up for the next lesson. I want to make sure
that all students are understanding how to use them and the importance of line breaks in poetry. I will also make
sure that I move through my lesson in a timely manner to give my students a longer time period to work on the
skill independently. I will also be sure to clearly state what my expectations are for when they are finished with
the independent practice as well as write them on the board to remind them.
Other Comments/Notes

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 7 of 7