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
Megan Ha Mha@fairmontschools.com ELA/ELD 3
Mentor Email School/District Date
2/28/22
Brandon Adame Badame@fairmontschools.com Fairmont Private School
Date of Observation: 3/7/22
Content Standard Lesson Objectives Unit Topic Lesson Title
ELA: RI.4.2. Determine the
main idea of a text; recount
the key details and explain
how they support the main
Students will summarize the
idea.
text “The Right Dog for the
W.4.2.c. Write
Job” with scaffolding.
informative/explanatory texts Summarizing: Informational Summarizing: The Right Dog for the
to examine a topic and convey Texts Job
Students will write a
ideas and information clearly.
summary of the text using
Use linking words and phrases
transitional phrases.
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
ELD: PII.C.6. Connecting ideas
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.)
Selects strategies for single lessons or sequence of lessons that
4.4 Planning instruction that
respond to students’ diverse learning needs.
incorporates appropriate
4 Exploring
strategies to meet the learning
Seeks to learn about students’ diverse learning and language needs
needs of all students
beyond basic data.
6.1 Reflecting on teaching Begins to engage in reflection on teaching practice individually and
6 practice in support of student Exploring with colleagues that is focused on methods to support the full range of
learning learners.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Critical needs: Critical needs:
Critical needs:
Tier 2 student in need of Explicit instruction on organizing
Language and vocabulary
development individualized attention and ideas and sequencing
Focus Students
• Summarize critical needs and how
How I will address: extremely scaffolded lessons How I will address:
you will address them during this
How I will address: Scaffold by breaking down the
lesson. introduce vocabulary before
Scaffold by breaking down the elements of a summary, brainstorm
lesson, use visual representation
elements of a summary, student will ideas, partner work
with vocabulary terms, slower
sit at the desk next to me for
speech, word bank
individualized attention
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

Inquiry Focus/Special Emphasis
•
What is your inquiry focus and/or special emphasis?
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
• What specific feedback do you want from your ME?
Inquiry Focus/Students
• What specific feedback regarding your focus students
do you want from your ME?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Completing a rough draft is an authentic
The focus of my lesson/special emphasis is CSTP
assessment of student progress. Consider
6: Reflecting on teaching practice in support of
when you will conference with each student to
student learning. I will use students’ first draft
provide them immediate feedback. You may
as an informal assessment to reflect on how I
want to conference with the first few finishers
can further develop their writing for the second
in front of the whole class so other students
and final draft.
can hear and see your expectations.
I would like feedback on how better to help my
third focus student generate and organize her
It seems like your focus student needs a strong
ideas. This student does not have a problem
topic sentence to keep her/him writing on
writing a lot. However, most of her writing is
topic. Working with this student one-on-one to
redundant and strays away from the topic. I
write a topic sentence may be beneficial. Also,
plan to help her by having her generate ideas
reminding this student to check that each
with a partner before beginning to write her
detail sentence relates to the topic sentence.
summary. Perhaps a graphic organizer or outline
may be useful.
I would like specific feedback on encouraging
students to refer back to the text to look for
evidence. Often, students will come to me and
ask for assistance on locating details. When I Encouraging student independence is very
instruct them to go back and read, they say they important. Having explicit written instructions
already have but still do not understand. I then on the board and modeling how to find
re-read part of the text with them which quickly information in the textbook is helpful. Walking
helps them. However, I feel that it is late into around the room and praising students who
the academic year and they should be able to are finding information in the text
do this independently now. Should I encourage independently may encourage others to do the
them to be more independent and to rely on same.
themselves more by stopping this practice? It
sometimes seems as if the students want me to
find the information in the text for them.
We will begin the lesson by informing students
of the learning goal. I will then introduce the
vocabulary with visual representation to aid in
comprehension of our text “The Right Dog for
the Job.” In the body of the lesson, students will
listen to a reading of the text. After, we will
Your instructional plan is well thought out! If
complete an example of summarizing a reading
you find that some students are having trouble
together as a class. They will then work with a
with paragraph structure or summarizing, it is
partner to generate three to four key details
always okay to have students pause and while
about “The Right Dog for the Job.” I will then
you implement a mini lesson.
guide them through the elements and
paragraph structure of a summary. I will then
collect students’ first draft to use for assessing
and reflecting on the lesson. This will inform
how I can guide them in their second and final
draft.
It is helpful for students to skip lines while
writing their rough draft so they can easily edit
Students will show progression towards and revise. Encouraging students to edit and
mastering the learning objective through their revise with a colored pencil prior to turning in
first draft writing. They will show mastery by the their rough draft or meeting with you will
final draft. encourage them to make improvements
independently. Praising students who are
editing/revising is also important.
Classroom procedures for reinforcing positive You already have a strong positive behavior
behavior and redirecting behavior are verbal management system in place. Reviewing it and
warnings, verbal encouragement, awarding or following through with it is important. Since
deducting Dojo points after warning, and taking students will all finish at different times, you
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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.
a break if needed. I will maintain a positive, fair, may want to have a list of activities to
and respectful learning environment by complete when finished so students don’t get
reviewing our class norms before we begin the off task.
lesson.
Using TILT is a great idea. Having students
verbally reflect on what they learned will help
you understand what went well and what you
I will use a TILT (today I learned to) form to close
need to focus on next. You may want to keep a
my lesson. Students will summarize what they
list of what students have taken away from
learned in the lesson and rate how confident
your writing lesson. Also be mindful in having
they feel about reaching the learning objective.
students share what they did to solve their
problem independently. This may encourage
others to be problem solvers.
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 Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Individuals were called to offer
their ideas during the small passage
Ms. Ha did an exemplary job
warm-up. When Ms. Ha mentioned Students were able to grasp the key
scaffolding this lesson. Ms. Ha read
that students had to recall last skills targeted in the sequencing and
aloud a short passage and asked
week’s grammar practice with summarizing lesson. I agree with my
volunteers to help her write the
transitional words and phrases, mentor teacher. Students were
main idea, 3 key details, and a
several more hands shot up much more self-reliant after
closing/resolution. During this
because they wanted to share their completing the guided warm-up
warm-up activity, Ms. Ha
knowledge of transition words. activity with the shorter story. After
consistently reminded students
Once the students were asked to students practiced sequencing and
about last week’s grammar lesson
work in groups to write a summary summarizing while using transition
on transitional words and phrases
for the longer story, “The Right Dog words, they “got the hang” of
and prompted them to start each
for the Job” they were self-reliant picking out key details and selecting
sentence with one. Guiding students
and sought their own answers in appropriate transition words to
through this short passage proved
the story rather than running up to make their writing flow more
helpful as students took on
Ms. Ha for support. This seemed smoothly.
summarizing a large story in their
largely due to the Ms. Ha’s guided
groups.
practice with the shorter story.
Students were highly engaged
throughout the lesson. They enjoyed
Ms. Ha used a variety tools to
Overall, students were very listening to the audio read aloud of
appeal to all learning modalities.
engaged. They seemed very the text, volunteering their answers
She introduced vocabulary in which
interested in the Summary video while we completed the class warm-
students had to write the definition
Ms. Ha played. I noticed several up activity, and were especially
and illustrate a picture. Some of the
students bobbing their heads to the engaged when working with their
students enjoyed illustrating so
beat of the song and all eyes on the partner. Students were not as
much that Ms. Ha had to remind
board. I did notice a couple of engaged during the “music video”
them to move on and write the
students who didn’t finish the (Cram Jam) on how to summarize. I
definition. Ms. Ha also played a read
vocabulary definitions from earlier initially chose to include this for my
aloud, song, and video. Finally, Ms.
in the morning trying to finish and auditory learners, however, some of
Ha had all students search and find
listen at the same time. my students who did not finish their
key details from their own Journey’s
vocabulary chose to use this time to
book.
finish their vocabulary instead of
paying attention to the song.
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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?
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.
Ms. Ha displayed the reading
passage and summary sentences
while students worked in small
groups to summarize another large
reading selection. This served as a
great reference to keep students on
task. Students knew the classroom
routines, which was evident when
they quietly retrieved their
Journey’s book from their cubbies.
Ms. Ha continuously reminded
students about the importance of
including only important
information from the text and
breaking the text down into three
different sections. Ms. Ha also
reminded students about the
transition words they worked on
last week.
Ms. Ha implemented a variety of
student participation options. She
called on volunteers, asked students
to discuss questions with their table
partners, and asked students to
independently write a summary
from the board that they worked
on.
Ms. Ha required students to write a
rough draft so she could assess their
independent ability to produce a
summary. In order to support her
students, Ms. Ha continuously
walked around the classroom to
offer help and displayed the five
elements of the summary required.
Section 4: Post Observation Conference
Upon reflection of students’ rough draft summary of “The Right Dog for the Job”, all students successfully met
the learning goal. All students were able to identify key details from the story, sequence them in the correct
order in order to summarize the story. Additionally, students were very successful at choosing transition words
and using them in the appropriate chronological order.
Focus Student 1: English Learner
Focus Student 1 successfully met
the learning objective.
Students worked willingly and
cooperatively together. One
student lost her book and another
offered to share her book. They
discussed the topic and were eager
to finish. Students knew the
classroom routines, which was
evident when they quietly retrieved
their Journey’s book from their
cubbies.
The students seemed to grasp the
concept of including only important
details in their summary but
needed frequent reminders to
begin their sentences with
transitional words and phrases.
All students were held accountable
during the lesson. There were a few
students who never raised their
hand and shared their ideas with
the entire class, but they were
more than willing to share their
ideas with their neighbor. All
students were asked to produce a
written rough draft summary, so
they had to participate and
demonstrate what they have
learned.
All students completed and
submitted their rough draft
summaries. Ms. Ha’s next step is to
edit and revise with students and to
have them write a final draft. We
will meet to view the rough drafts
in our post-observation meeting.
Focus Student 2: Student w/ILP/504
Focus Student 2 successfully met
the learning objective with one-on-
one instruction.
I kept students on task and
contributed to student learning by
modeling how to summarize as well
as guiding students through a short
summary exercise. Students
remained engaged and paid
attention during almost the entire
lesson with the exception of the
Cram Jam video. Students also
contributed by sharing out their
suggestions and volunteering their
thought and ideas throughout the
lesson.
By activating their prior knowledge
of transition words, students felt
more comfortable incorporating
them into their writing. A common
misconception or obstacle that some
students faced was deciphering
which details were important
enough to include in the summary
and which details to omit. I
anticipated this and provided
scaffolding though examples of
important details that drive different
stories we had read as a class before.
I am aware that some of my students
are too shy or nervous to share their
ideas aloud, especially when called
on at random. Thus, I give students
an opportunity to share their ideas
with their table group and elbow
partner. Talking to their peers takes
off a lot of the pressure to “have the
right answer” and allow students to
take risks and share their thoughts
without the fear of “being wrong.”
Students demonstrated their
understanding by volunteering their
thoughts and ideas with me and
their peers. They also demonstrated
what they learned by writing a
summary on the text we read. The
rough draft will serve as my informal
assessment of student learning.
Focus Student 3: Your Choice
Focus Student 3 successfully met
the learning objective.
Page 4 of 5

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.
Because all of my students successfully met the learning goal, I will decrease the amount of scaffolding next
time in order to challenge them more and move them towards independent mastery. I will not guide students
through a complete summarizing activity before the learning task. Instead, I will activate prior knowledge of
summarizing and continue to provide written examples of the parts of a summary such as topic sentence,
supporting chronologically ordered details, and a concluding sentence.
My top three lesson strengths indicated by my mentor are monitoring and checking for understanding
throughout the lesson, providing various options and opportunities to demonstrate understanding, and
student engagement. Last time, I forgot to do mental progress monitoring throughout the lesson so I made
sure to check multiple times for student understanding. Additionally, I added a TILT form for the closure of the
lesson. I also provided many different opportunities and methods for students to share their understanding,
from small group discussions to partner brainstorming to their written rough draft. Students were able to
demonstrate their learning both orally and on paper and had chances to work collaboratively and
independently which contributed to the overall success rate in terms of reaching the learning goal.
My mentor indicated that I could improve on lesson pacing and making the task more challenging for students.
There were certain times in the lesson that I could have sped up and other times where students needed more
time, but I moved on. I wanted to ensure I completed the lesson in the indicated time on the lesson plan so I
sometimes cut parts of the lesson short. I tried to stick to the lesson plan timing too closely and allotted more
times for parts that did not need it.
Next year in fourth grade, students are expected to know how to sequence and summarize a text
independently. Thus, I will cultivate my third graders’ ability to independently select important details from the
text and order them in the correct sequence without as much guidance. It will be challenging for me to identify
which scaffolds to remove and which to keep.
In terms of the next steps in this sequence of lessons, I will guide students through editing their rough draft. I
typically do most of the editing, but I want students to be able to revise and edit their work independently as
well because it is a vital part of becoming a proficient writer. I will meet with them individually and work on
editing their papers with them to prepare for their second draft.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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