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
Kelsey Bates kbrunell@opaschools.org Science First grade
Mentor Email School/District Date
Oxford Preparatory
Bianca Buss bbuss@opaschools.org 10/22/2021
Academy/CAPO
Content Standard Lesson Objectives Unit Topic Lesson Title
1-LSC1-1: Use materials to design a
solution to a human problem by
mimicking how plants and/or Students will be able to show How can Spruce the Sea
animals use their external parts to how animals and plants use Turtle’s offspring survive Introducing Offspring
help them survive, grow, and meet their structures to survive. where there are sharks?
their needs

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.)
Uses gathered information about students’ prior knowledge, cultural
Connecting learning to students’ prior backgrounds, life experiences, and interest to support student learning.
1.2 knowledge, backgrounds, life experiences, Exploring
and interests Students participate in single lessons or sequences of lessons related to their
interests and experiences.
Creating physical or virtual learning Structures for interaction are taught in single lessons or sequence of lessons to
environments that promote student support student learning.
learning, reflect diversity, and encourage
2.2
constructive and productive interactions
Exploring
Students use resources provided in learning environments and interact with
among students each other to understand and complete learning tasks in single lessons or
sequence of lessons.
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.
How will online research prior to science lab help
succeed in knowing and understanding the
Inquiry Focus/Special Emphasis meaning of the word offspring and how an I love how the students will be conducting
• What is your inquiry focus and/or special emphasis? offspring uses its structures to survive. This will be their own research in this lesson! It allows the
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? utilized throughout the lesson where I will be able students to investigate this topic and be more
What specific feedback do you want from your ME? to sit with a group of students at a time and be
•
involved!
able to work with them on their tablets to research
and also look at pictures and/or videos.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student one will have access to a Focus student three will be able to
Focus Students Focus student two, with the help of his
• Summarize critical needs and how tablet that can translate words when complete with answers having depth
aide, will be able to research his animal
you will address them during this needed. He will also have an EL aide and complexity. I will be sure to
lesson. and then talk type his answers with the
with him. FS1 will also be able to make monitor focus student three during
use of this feature on his chrome book.
drawings or be able to act out an idea. their research time in the classroom.
I would like my ME to look for how focus student two
With help from their aide, focus student two
• What specific feedback regarding your focus students will be able to research and also be able to
can listen to his aide read information about
do you want from your ME? understand the information and vocabulary used in
the lesson. the animal and he can recall that information
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 to show understanding.

I would want my ME to assist me with my time

Specific Feedback
You can set a timer for certain parts of the
management for this lesson. Given the time I have for
• What additional specific feedback do you want from lesson that you want to make sure you only
your ME regarding lesson implementation? this lesson, I would like my ME to give me feedback
on how to manage my delivery for this lesson. spend a certain amount of time on.
The lesson will open with a brief discussion and then
into a partner discuss where the students will talk
Instructional Planning
about what they already know about offspring and
• How is the lesson structured (opening, body, and anything that they wonder. I will lead the students I love how you are using a spiral review to
closing)? into their discussions, then walk around and monitor allow the students to reflect back and use
• What varied teaching strategies and differentiated
instruction will help students meet lesson goals? while also listening and assessing. what they have previously learned to guide
• What progress monitoring strategies will be used? Throughout the lesson, I will also be asking students their discussions in this lesson.
How will results inform instruction?
questions about vocabulary we have already learned
and discussed to help aide them with their
discussions and writings.
The lesson will be relevant to all the students because
humans use their structures (eating, sleeping, etc.) to I love how this lesson is directly connected to
Student Engagement/Learning
• How will you make the lesson relevant to all the
survive. They are connecting how animals and plants them! It is great! I love how many resources
students? offspring use their structures to survive, just like you are going to be using. The mini book is a
How will students show progress towards master of
•
lesson objectives?
humans do. The students are going to have picture great way to keep all the students engaged
cards with words and also a mini book they will be during the lesson as well.
making and writing in.
You can maintain a positive learning
environment by handing out scholarships to
Classroom Management I will maintain a positive learning environment by also promote our school’s PBIS. You can give
• How will you maintain a positive learning engaging and supporting the students throughout the
environment with a welcoming climate of caring, scholarships to students who are having the
lesson.
•
respect, and fairness?
Identify specific classroom procedures and strategies I will make sure to have everything visible for the
proper discussions with their partners and for
for preventing/redirecting challenging behaviors.
students to see. those students who are exhibiting on task
behavior. The visuals are also great for keeping
students engaged.
I will close this lesson by having the students
read their mini books with their partner for the
I love that you are allowing all students the
Closure purpose of communicating and sharing what
How will you close your lesson? opportunity to share by having them share
they have learned. I will give students time to
•
• How will you assess student learning and prepare with a partner. You can have them share with
them for the next lesson? revise, pointing out that this is how scientists
multiple peers to they can hear multiple ideas.
and engineers check that they are being clear in
their writing.
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
EXAMPLE 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
CSTP 1: Engaging All Students 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
• In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Use more proximity to ensure all

students are focused throughout
the lesson. A couple of students I really like the idea of a signal word,
Specific Feedback Since proximity was used in
were playing with scissors and other that way I can ensure I have all my
• What information can you minimum, some students were
provide the NT regarding things in their desks. You can also students attention when I am
requested special distracted during whole group
feedback? create a hand signal or signal word standing at the front of the
discussion time.
for those students easily distracted. classroom.
When they hear the word or see the
signal they know to be focused.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
CSTP 1: Engaging All During group work, NT walked
Students around to all the groups and asked I decided to grad a clipboard and
• In what ways were students
engaged? How were them specific questions about what paper and record some of the
students not engaged?
• How did students contribute
they were discussing. Students had many opportunities to answers that I was listening to. This
to their learning? discuss things they observed and to also helped keep the students
• How did teacher and/or
students monitor learning? Pulled sticks with student names to share their ideas with one another. engaged because they knew I was
• How were the focus randomize answers and to ensure going to come up to them and ask
students engaged and
supported throughout the ALL students were participating them a question.
lesson?
during whole group time.
NT used plenty of visuals. Those
visuals included the chapter
question, vocabulary, and pictures
of parents and offspring all on the
Students were encouraged to use
board and she encouraged students The visuals really helped my low
the vocabulary and did so very well
to use the vocabulary in their students and my EL’s because it had
in their discussions.
CSTP 2: Effective Learning discussions. a picture to go along with the text. I
Environment
• How did students and also used students as an example,
Students stayed on task very well
teacher contribute to an NT pulled sticks to ensure all telling them that when an they were
effective learning while NT passed out Scholarships.
environment? students were involved and born as an offspring, their parents

participating. were there to protect her and also
Students raised hands during whole
show them how to protect themself.
group instruction.
Positive reinforcement was used
consistently. She passed out our
school Scholarships to motivate the
students to stay on task.
Students pair shared as the lesson Throughout all of the science lessons
went on. I teach I am always reinforcing the
CSTP 3: Organizing NT referred to past lessons
vocabulary with my students. We
Subject Matter consistently to connect the new
• What actions of the NT The students constructed their have vocab cards, pictures and
contributed to student information being taught to her
knowledge by using their past chants we say to help them
assimilation of subject students.
matter? knowledge. remember. I always enjoy doing the
• How did students construct
knowledge of subject whisper repeat with my students,
NT went over the vocabulary word
matter?
Students repeated the definition, and since it was around Halloween
• What misconceptions did in depth and told the student the
students have and how they whispered it to their and we were learning about bones I
were they addressed by definition. She had them repeat it in
the teacher? neighbors, and they whispered it to had a skeleton up in the class and
multiple ways.
the skeletons hanging from the they loved telling Mr. Bones their
ceiling, which the students enjoyed. new vocab words.

NT provided word rings with Not all of my students need the

CSTP 4: Learning
Experiences vocabulary words attached. This vocab word rings, but I always make
Students had the opportunity to
• How were students allowed those students who needed sure to give one to each student. It
supported through write more in their mini books.
differentiated instruction? help with spelling to access ALL of has all the vocab words on it from
• How did students They could write a complete
the current and past vocabulary the unit and it allows the kids to
participate?
sentence instead of just the word.
• How did the NT contribute words. They were able to utilize the write more independently. This is
to student learning?
rings during discussions and writing. really helpful for my lows and EL’s.

NT collected the student’s mini

books.
CSTP 5: Assessing Student Students completed their mini
Learning
• How did students NT walked around to each small books to show understanding.
demonstrate achievement
of lesson objectives?
group and asked questions during I was glad I was able to have this
• In what ways did students group time. Students discussed their offspring small discussion time with each
struggle or demonstrate
limited understanding? they were researching on their group.
• What teacher actions While working with the small groups tablets with one another and their
contributed to student
achievement? on the tablets, NT would ask the teacher.
students specific questions related
to the lesson and about what animal
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 offspring they were looking up.

Section 4: Post Observation Conference

To what degree did students At the end of the lesson the students were able to explain what the word offspring means and also be able to
achieve lesson objectives? write or draw the structures that an offspring has compared to its parent.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The vocabulary word rings helped He had his aide with him during the
assist him in his writing and lesson, which helped him maintain
To what degree did focus understanding of the concept. If he his focus. He did need assistance He achieved the lesson objective
students achieve lesson
objectives? needed a visual he would use his with using his tablet, but he was and was able to participate in the
tablet to look up the word and was able to formulate a sentence on his lesson with no needed assistance.
able to use the picture along with own in his science interactive
his vocab card. notebook.
What would you do differently I would walk around more in the beginning of my lesson. I was using PowerPoint and was up front at my
next time? computer during the beginning part of the lesson.
What were three top Lesson
Strengths? Top three lesson strengths were: 1. Visuals 2. Student involvement 3. Vocabulary word rings

What were three top areas for

improvement? Top three areas for improvement: 1. Scaffolding 2. Transitioning 3. Timing

What are next steps? The next steps for this lesson would be for the students to share their findings with the rest of the class.

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 4 of 4