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
Michelle Reyes
Mentor
Christine Sherrill
Content Standard
HSS 4.13 Identify the state
capital and describe the various
regions of California, including
how their characteristics and
physical environments (e.g.,
water, landforms, vegetation,
climate) affect human activity.
ELA L.4.2 Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
L.4.3 Use knowledge of
language and its conventions
when writing, speaking,
reading, or listening.
ELA W.4.2 Write
informative/explanatory texts to
examine a topic and convey
ideas and information clearly.
1 - Emerging
NT pedagogical skills are newly formed and just
coming into prominence
CSTP
Planning instruction that incorporates
4.4 appropriate strategies to meet the
learning needs of all students
Involving all students in
5.5 self-assessment, goal-setting, and
progress monitoring
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Email Subject Area Grade Level
theonlymichellereyes@gmail
Social Studies 4th/5th Grade
.com
Email School/District Date
christinesherrill92@gmail.co
Frontiers Academy 10/13/21
m
Lesson Objectives Unit Topic Lesson Title
Students will be able to
familiarize themselves with
the rubric and how to read
it.
Students will be able to set a
California’s Geography: Natural Goal-Setting with Business Proposal
realistic learning goal they
Resources Business Proposal Rubric
can focus on during the
course of their work.
Students will be able to
collaboratively use
technology.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
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
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
Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T - Plans instruction using a wide range of strategies to address learning
styles and meet students’ assessed language and learning needs.
T - Integrating
Provides appropriate support and challenges for students.
S - Integrating
S - Integrates results from a broad range of assessments into planning
to meet students’ diverse learning and language needs.
T - Implements structures for students to self-assess and set learning
T - Integrating goals related to content, academic language, and individual skills.
S - Integrating S - Integrates student self-assessment, goal setting, and progress
monitoring across the curriculum.
Page 1 of 6
 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.
My inquiry focus is to increase student
motivation and self-reflection of their own
learning and growth by providing them with a
final project rubric before they begin their work.
From the rubric they will circle an overall “goal
score” and set a goal that explains how they are
going to achieve their “goal score.” Providing students with a rubric at the
beginning of a project is a great idea. This
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
My special emphasis is to incorporate the use of allows students to understand the expected
● How will you incorporate the inquiry focus and/or technology. I will have students add their goals outcome and develop a goal for themselves.
special emphasis into the lesson?
● What specific feedback do you want from your ME? to the class Padlet and have them monitor their Padlet is an excellent tool that students
progress throughout the project. generally enjoy using. A reflection at the end of
class sessions is a great idea.
I am planning on using the class Padlet as a way
to check-in with the students and have them
refer to it throughout the project to monitor
their progress towards their goal. Should I have
them write a reflection at the end of each
session that they work on their proposal?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
D.K. needs directions repeated K.T. fears being wrong and taking
C.D. has difficulty focusing and
regularly. This student also has a risks in the classroom. K.T. is
completing tasks in a timely
hard time asking questions and unable to work completely
Focus Students manner. She often needs
● Summarize critical needs and how asking for help when lost, making it independently. She needs support
you will address them during this one-on-one support and
difficult to monitor if he is and reassurance that she is on the
lesson. scaffolding to complete her work.
completing the work correctly. I will right track at all times. will
will individually conference with
individually conference with this individually conference with this
this student during the goal-setting
student during the goal-setting student during the goal-setting
process.
process. process.
I would frontload this process with social
emotional lessons on motivation and trying
your best. This can be done with books, videos,
What do you think is the best way to get these discussion, and even roleplay. I would model
students to challenge themselves with their this behavior for students, setting your own
● What specific feedback regarding your focus students “goal score”? I am concerned they will settle for goals with the class and discussing when you
do you want from your ME?
a score that is below what they are capable of achieve them or fall short. I would conference
achieving or they will do the opposite and set an individually with students to set goals so that
unrealistic goal that is not achievable. you could understand their decision making
process. This would offer you the opportunity
to guide them to more realistic goals if
necessary.
I would highlight the things that are most
essential to cover. Give yourself grace, because
we can’t always get to everything we’d like to,
Specific Feedback I am concerned about timing. This is a lot to which is why it’s important to highlight the key
● What additional specific feedback do you want from cover in one class period. What is the best way points ahead of time. You can set alarms for
your ME regarding lesson implementation?
to keep myself on task throughout the lesson? yourself or use anchor charts. I find that
anchor charts not only help the students have
a reference point, but help me as the teacher
when I am moving through a lesson.
I will begin by asking students to list a few
Instructional Planning I like that you are showing them the
● How is the lesson structured (opening, body, and resources and brainstorm what types of
differences between one score and another. I
closing)? businesses might use each resource. This will
● What varied teaching strategies and differentiated think this will help them understand the rubric
instruction will help students meet lesson goals? help students generate ideas and start to think
● What progress monitoring strategies will be used? How and how to achieve their goals.
will results inform instruction?
about what kind of business they are planning
on creating. I will then remind students that the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 goal of their business proposal is to explain what
their business will do and how it will use natural
resources. Students are to use Google Slides or
Prezi for their finished proposal.
After reviewing the project and familiarizing
students with the tools they’ll be using to
complete their project, I will provide every
student with a copy of the exact rubric I’ll be
using to score their completed work.
You may want to offer K.T. an additional,
smaller checklist to go with her rubric. The
rubric may be overwhelming to continually
reference, and she might feel more reassured if
she can have a smaller, more concise material
to check in with more frequently.

Once students have had time to read through

the rubric, they will circle the overall score
they’re aiming to achieve – this is their “goal
score”. I will remind them to set realistic goals
and to challenge themselves so growth results
from the project they’re working to complete.

Next, we will take a closer look at what it takes

to achieve that score. I will have students
carefully read all the requirements for achieving
their goal score. I will also use this time to check
in with students who need support or who are
still developing their goal-setting skills. They will
read the requirements aloud to myself or to a
partner to allow for comprehension of the score
requirements.

After all students have had the opportunity to

read the expectations for their goal score, I will
prompt them to read the requirements for the
score lower than their goal score. For example, if
I am looking to earn a 4, I will read the
requirements for earning a 3. I will model for
students how to highlight any words that make
the two scores different from one another.

I will close the lesson with modeling for students

how to write their goals for achieving their “goal
score” and how to add these goals to the class
Padlet.

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.
In the rubric, students can easily see each of the
individual requirements for reaching their goal
score. This also makes the rubric easier to read
and comprehend.
If I see a student pick 1 or 2 during this lesson, I
will conference with them to learn more about
why they feel they are unable to reach for a 3 or
4. Rather than moving forward with a plan to
reach for a 1 or 2, we will make plans to modify
the activity so they can be successful reaching
for a 3 or 4.
Before the lesson begins I will make sure all
students have the supplies they need for this
class period ready and on their desk. Since
students love to talk and love to share their
ideas, I am giving them a designated amount of
It might be worthwhile to spend a brief period
modeling for students what to do when they
either don’t understand an element of the
rubric, or don’t understand how to achieve an
element of the rubric. By doing this, students
won’t feel that their only opportunity to talk to
the teacher is when the teacher comes to
conference.
Overall, I think the use of the rubric is a great
idea to help students understand the expected
outcome.
It sounds like you’re very prepared for
potential distractions in your classroom!
Page 3 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
time to talk with a partner will help with class
disruptions and talking out of turn. I will check
in with students who need more support and
scaffolding throughout the independent work
time. I will also provide students with what they
can do when they are finished with their
classwork to avoid confusion.
I will close the lesson by projecting the Padlet
and asking students to share the goals they
I think that using a social studies folder is a
added.
great way to help students stay organized. Will
the Padlet be somewhere they can continually
I will make sure all students have added their
reference (such as posted in Google Classroom
goals to the class Padlet and have students keep
for them to look at when at home or
their highlighted rubric in their Social Studies
completing schoolwork)?
folder so it can be referenced throughout their
work process.
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 was a great lesson. It may have
been helpful to review behavior
expectations prior to the lesson as I modeled for students how to read
some students were shouting out The students seemed to love through the rubric and determine a
and not listening to your reminders. feeling heard and sharing their “goal score.” Most needed reminders
It may have also helped to give a answers. They loved giving their to raise their hands to speak. On the
teacher example on the Padlet prior input. It was obvious that students Padlet, I gave a sentence starter
to the students putting in their own felt that this was a safe learning example but I agree I should have
examples. This could have helped environment for them to share. gone over how to post more
them write more rubric-specific thoroughly on the Padlet.
Padlet responses for how to achieve
their goals.
The students were very excited to
These students love to be called on
start their business proposals. I had
and demonstrate their knowledge
them work with a partner to discuss
to others. It may have been helpful
Students are asked to find the and find the differences in score
to have them create a real time
differences in score categories on categories. While they were reading
word cloud or Jamboard to review
the rubric and analyze differences through the rubric, they highlighted
the terms in the beginning (so that
and how to achieve a 3 vs. 4. The words or phrases that differentiated
they are creating it, versus saying it
teacher monitored learning by the scores. I assigned the partners so
and having the teacher create it).
walking around the classroom and the focus students were partnered
The students were so excited at
reviewing the Padlet comments. The with students who I thought would
the end of the lesson that they
teacher conferenced individually be good mentors to them throughout
wanted to keep going and start
with focus students. this process. I made sure to walk
their business proposals
around the room and check in with
immediately (comment: “I want to
partnerships to make sure they were
do it today!”)
on the right track.
Before the lesson started, I posted
The teacher asked students to
the materials that the students
analyze the rubric and create goals
needed on the board and gave them
based on the learning expectations. The students analyzed the rubric
a count down to get their materials
The teacher asked students to think and added their own contributions
ready. Throughout the lesson I
about what it would take for them to the Padlet. The students also
followed the “I do, we do, you do”
to reach their ideal score. This shared out their responses from
format, giving them opportunities to
helped students figure out how the Padlet.
talk with a partner. Next time, I will
much effort it would take for them
be clear with what the classroom
to be able to achieve their goals.
expectations and be sure to give
Page 4 of 6

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The teacher reviewed prior
knowledge from past lessons on the
board with students before
beginning. The teacher also used a
rubric to review academic
expectations for the project. This
helped students gain an
understanding of the expectations.
The teacher supported students by
offering specific feedback and
praising students for desired
classroom and academic behaviors.
The teacher had a well organized
Google Classroom and Padlet for
students to be able to find their
classroom materials and contribute
with ease. Students had clearly been
instructed previously in using Google
Classroom and Padlet.
The teacher created an organized
digital space for students to find and expectations on the rubric and set
use their materials with ease. The
teacher went through the rubric
with students, modeling how to find demonstrated an understanding of
differences to help student
understanding. The teacher also
conferenced individually with
students struggling to understand as them achieve their desired score,
well as the focus students.
Section 4: Post Observation Conference
The majority of the students were able to demonstrate understanding of the lesson. From the Padlet posts, I was
able to see who needed more support with creating a learning goal. Out of the whole class only one of my focus
students needed support with the lesson.
Focus Student 1: English Learner
D.K. needed me to work with him
one-on-one so I could give him
prompts on how he could go about
making his plan to achieve his goal.
He was able to demonstrate
understanding in his post by using
the sentence starter I gave him.
clear expectations for what their
Padlet post should consist of.
I began my lesson with reviewing
natural resources in our local
Students wrote goals related to
community and discussing possible
spelling, grammar, or other things
ideas for their business proposals. I
like staying on task. While these
then reviewed the rubric in depth
things may help them achieve their
and modeled for students how to
goals, there may be other things
create a “goal score.” I emphasized
they can focus on in order to help
that your goal score should be
them achieve their goal score. The
challenging but also maintainable.
teacher pointed this out and
The only misconception was the
students were able to add more to
quality of their Padlet post. Students
their responses.
started to play around with the
images they added to their post.
The students were engaged
throughout the lesson. I made sure
to praise desired classroom
behaviors and share out examples of
student work as I walked around the
Students participated by reviewing
room. I also made sure students
and highlighting the rubric. They
could easily navigate the different
also shared out their ideas and
sites we were using in class by
wrote their goals on the classroom
posting everything in Google
Padlet.
Classroom. While students were
working individually I met with all
students to conference and made
sure they were staying focused and
on the right track.
Students demonstrated their
understanding by posting on the
class Padlet. Students took their
The students wrote a post on Padlet
knowledge of the learning
consisting of how they were going to
achieve their “goal score.” I gave
goals for how to achieve their
students an example post with a
desired score. Students
sentence starter to give them ideas
of how to start their post. I noticed
how to do this by posting on the
students struggling with giving the
Padlet. Some students struggled
“how” they were going to achieve
with specific goals that would help
their goal. Next time I will make sure
to go over this part more thoroughly
posting things like “I will stay on
and give more clear examples.
task”, but not defining what that
meant or how it would help them
achieve their desired score.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
C.D. needed remediation of the
K.T. did very well in this lesson.
process of going through the rubric
She needed minimal support and
and setting a challenging “goal
was able to challenge herself with
score.” At first she set her goal
her “goal score.” When she was
score very low and I showed her
writing her Padlet post needed
the differences between the scores
support in coming up with the
are just a little more effort. She
“how” she was going to achieve
then set a more realistic and
her score.
challenging goal for herself.
Page 5 of 6

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
Next time I would take my mentor’s advice and include a Jamboard to review terms and phrases. I really like this
idea and it would give students an opportunity to be more hands on during that part of the lesson. I would also
make sure to go over classroom expectations and behaviors during a Social Studies lesson. Social Studies is a
newer subject area at my school and the students only have it for six weeks each quarter so they tend to be over
excited when I teach it. I would also make sure to give clear expectations and examples of the quality of
students’ Padlet posts. Not only do I want to know their “goal score,” I want to know the “how” they are going to
achieve it.
My three top Lesson Strengths:
1. The connection of my lesson. The students were able to activate prior knowledge about natural
resources and make the connection that before they begin a project, it is important to think about what
you want your end result to be.
2. Student engagement during the lesson. The students had opportunities to practice on their own and
with a partner.
3. I spent time front loading prior to the lesson about reading rubrics thoroughly so this would be an easy
task for students to complete in the class period.
My top areas for improvement:
1. Time management of the delivery of the lesson. The internet was a little finicky and this caused a slow
down in getting Google Classroom up and running.
2. Setting a time limit for how long the students should take to create their Padlet post.
3. Clearly explaining the expectations of the Padlet post.
My next steps are for the students to start their projects and refer back to their Padlet posts to make sure they
are tracking the goals they created. At the end of the project, students will refer back to the Padlet and write a
reflection on if they reached their goal and what they would do differently in the future.
Other Comments/Notes

I really appreciate the feedback my mentor gave me on this lesson. I will definitely take it to heart and make some changes to this lesson
in the future.

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 6 of 6