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
Samantha Goodman sgoodman@opaschools.org ELA – Writing 4th
Mentor Email School/District Date
Oxford Preparatory Academy –
Ann Troung atroung@opaschools.org 3/20/2022
SOC
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.4.1
SWBAT to write an opinion
Write opinion pieces on
piece about if dogs should
topics or texts, supporting a Should Dogs Be Allowed on the
be allowed on the beach by Opinion Writing
point of view with reasons Beach?
using text evidence to
and information.
support their argument.
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.)
Involving all students in self-assessment, goal-
Giving students different methods to check in with their own work through various
5.5 setting, and progress monitoring Exploring
rubrics.
Collecting and analyzing assessment data from a
5.2 Exploring Using data from weekly writing lessons to plan for the upcoming week
variety of sources to inform instruction
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student will need a lot of one-on-
This student will need additional
one support from me and the
Focus Students support from our ELD teacher, so that This student is someone who loves to
 Summarize critical needs and how instructional aids. This student is on an
he can have extra time to work on his write, so I want to challenge them
you will address them during this IEP and is also an English Learner. I will
lesson. writing. The ELD teacher can also work when I meet with them to talk about
have to meet with the students and
with him on reading the passage and their writing.
may need to modify the assignment as
really understand the prompt.
we go.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
 Inquiry Focus: How will students be able to  Providing students with their own
self-assess themselves and know that they are checklist is super important for them to be
effectively working towards the goal of the
able to self-reflect.
Inquiry Focus/Special Emphasis lesson? 
 What is your inquiry focus and/or special emphasis?  I will provide students with a checklist before  You will want to include your expectations
 How will you incorporate the inquiry focus and/or they begin writing on what my expectations for them in each paragraph they have to
special emphasis into the lesson?
 What specific feedback do you want from your ME?
are for them. write.
 What specific things should I have on my  It might also help to show them an
checklist? example of how they should write before
they start writing.
Inquiry Focus/Students Since you have a wide range of learners in
 What specific feedback regarding your focus students
 How should I address the needs of all 

do you want from your ME? of my learners? the classroom, you should provide
different methods for students to grasp
the information. You can show videos,
have students work together, or have
students work alone.
 Showing students something in a variety
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 of ways can really help.
 You can do a mixture of both! You can
start off by teaching the lesson whole
Specific Feedback  Do you think this is best to teach whole group and see if students need small
 What additional specific feedback do you want from
your ME regarding lesson implementation? group or in small groups? group time to work on it.
 If you want your students to perform well,
I suggest have one or two small groups.
 Opening: Explaining what an opinion writing
essay is/having students complete a “cold write”
 Body: Teaching the students how to write an
opinion essay
Instructional Planning  Closing: Students will complete their writing with
 How is the lesson structured (opening, body, and  It is really great that you are going to check in
closing)? self-assessment and peer editing
with your students multiple times, that way you
 What varied teaching strategies and differentiated  Students will check in with me during their
instruction will help students meet lesson goals? are really able to see their growth and areas
planning for each paragraph so I can monitor
 What progress monitoring strategies will be used? they need improvement in.
How will results inform instruction? their progress
 I will meet with students one-on-one before they
turn it in.
 When I check in with students, this will
determine if I need to re-teach something.
 Students will get to write an opinion piece, so
this means they get to pick their own side.
 Students do really love opinion pieces.
Student Engagement/Learning  I have always found opinion pieces to be a
 How will you make the lesson relevant to all the  After this writing assignment, you can always
students favorite because they have a say in
students? have students come up with their own type of
 How will students show progress towards master of what they are writing about.
question to answer and support it with
lesson objectives?  Students will check in with me multiple times so
evidence.
that I can see they are progressing towards the
lesson objective.
 I will maintain a positive learning
environment for all my students by
Classroom Management providing support to each one of my  Walking around the room and
 How will you maintain a positive learning
environment with a welcoming climate of caring, students. meeting with your students will be

respect, and fairness?
Identify specific classroom procedures and strategies
 I will make sure to answer all questions beneficial for them so they can see
for preventing/redirecting challenging behaviors. students have. you are checking in on their work
 I will make sure to walk around the
room to monitor student progress.
 I will close my lesson by having
students check on each others work
and also meeting with each student
 You should bring up the CAASPP
before they turn it in.
Closure rubric for your students and go over it
 How will you close your lesson?  I will grade the essays based on the with them. This will help them to see
 How will you assess student learning and prepare
them for the next lesson?
CAASPP rubric and share these scores expectations on a bigger scale.
with my students.
 Students will most likely complete
another writing assignment with much
less support from me as well.
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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

 I think you did a great job  Student who understood

Students were able to follow along
instructing the class as a what to do completed the
as I went over the outline of how an
whole, and then providing assignment by themselves.
Specific Feedback opinion writing went, and then
additional support in small Students who needed
 What information can you students who were unsure of what
provide the NT regarding groups to students that extra supported were
requested special to do, I was able to provide
feedback? needed the extra help. I am instructed to meet with
additional support to them. It is nice
glad you took that extra Ms. Goodman so she could
to do writing in the afternoon, since
time to help those provide more support to
we have more time.
students. them.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2

CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
 What actions of the NT
contributed to student
assimilation of subject
matter?
 How did students construct
knowledge of subject
matter?
 What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Teacher had students turn
their bodies to face and
also instructed students
when to turn and face the  Students were showing
TV to watch what she was they were engaged by I have very good classroom
doing. Teacher called on actively turning their management in my classroom.
students who were bodies while the lesson Students know when they should be
answering question and was going. Students were following along. When they are
rewarded them with PBIS raising their hand to following along, they get rewarded
points. When students answer questions or ask with PBIS points, which motivates
were working questions. All students them to want to participate more.
independently, she was were on task and focused.
actively walking around the
room and monitoring
students.
 During the lesson, students
were respectful while I was
The teacher has student desks set  Students heard the
giving instructions. I do
up in groups of 4, so students are expectations before the
have some students that
able to work together if they need lesson, and all gave a
interrupt me, but they were
help. Teacher let students know if thumbs up to show that
quickly re-directed and got
they need help, they can ask they understood what was
back on track to what they
another student. The teacher set said. Students were
were supposed to be doing.
her expectations in the beginning of respectful to each other
Students were helpful to
the lesson, so students were when they were talking to
one another if they were
expected to follow along. each other.
unsure of what they were
supposed to be doing.
The teacher was using the students
understanding from the past writing Since this is the 3rd trimester and the
 Students were using their
assignments to guide her class has done multiple writings, the
knowledge of how to write
instruction. Teacher asked students are very familiar with how
a narrative and informative
questions about how to set up an to set up an essay. The students
essay to help guide
essay, and students were able to knew the format of the paper, they
themselves to write an
clearly answer. If students had just needed guidance on how an
opinion paper.
questions, teacher was able to opinion paper looks.
answer.
Students were able to talk to Students were able to meet with me
Teacher was able to provide one-on- teacher about their paper and one-on-one to talk about anything
one support to students that discuss any concerns they had they wanted to for their essay.
needed extra help. Teacher had about their writing. Students were Students were also assigned a
students collaborate with their able to self-reflect on their writing. partner so that they could both peer-
peers to help each other out. Students worked with each other to edit each other’s work, which they
edit each other’s work. greatly benefitted from.
Students had about an hour each
While students were independently
day to complete their writing. The
working, teacher walked around to Students were able to complete the
writing assignment was scaffolded,
help assist anyone that had writing by the end of the week and
so we completed one paragraph at a
questions. She gave them a lot of show their understanding of how to
time, which helped me check in with
time to complete the writing write an opinion essay.
students to make sure they were
throughout the week.
meeting the lesson objective.
Section 4: Post Observation Conference
Each writing was graded out of 10 points. The class average was between a 8/10 and 9/10. For students that
received below a 7/10, I met with them to discuss where they could improve in their writing.
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To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Even with the help from myself and
This student took longer to
multiple aides, the student was not
complete the writing because they
able to complete the assignment. This student went above and
needed more support from our ELD
This student has a hard time beyond in her writing and got a
teacher. The ELD teacher provided
working on assignments that last 10/10 on her writing. She asked
extra support on top of the support
for a week. They usually “lose” many questions when we were
that was already given in the
their work to avoid doing their planning out her writing, which
classroom. This student did not
work. Even when given new showed me how well she was
include an introduction or
worksheets, the student would trying to do. This student met the
conclusion paragraph in their finale
“lose” them again, and was unable lesson objectives.
paper, so this student did not meet
to complete the writing
the lesson objectives.
assignment.
Next time, I would pull back from how much scaffolding I provided to students and have them create their own
outline for their writing.
My top three strengths were student participation, collaboration, and student support.
My top three areas for improvement are more freedom to writing freely, peer-editing with multiple students
instead of one, and getting all student to complete the writing.
The next step is for students to complete an opinion writing with less guided instruction from myself.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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