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
Jordan Owen owenjordan@gmail.com Science 3rd Grade
Mentor Email School/District Date
Lesley Mills Lmills@stratfordschools.com N/A 10/12/22
Content Standard Lesson Objectives Unit Topic Lesson Title
Continue working in the
(3-LS1-1) plant life cycle unit.
Life cycle and traits Plant Life cycle
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.)
using a variety of instructional strategies, My students are still learning how to navigate the different
1.4 resources, and technologies to meet emerging
students’ diverse learning needs components of Clever and are still in the applying stage.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner
Focus Students
 struggles organizing thoughts,
Summarize critical needs and how
you will address them during this staying on task, and displaying
lesson.
them
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?
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
the school does not provide ILP or
504’s but this student operates at a a GATE student who is operating
2nd grade level due to language at a higher learning level.
boundaries
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I will use CSTP 1.4 “using a variety of instructional
strategies, resources, and technologies to meet Different levels of engagement were being
students’ diverse learning needs”. I will incorporate used. However, a few students struggled to
this into my lesson via a PowerPoint, worksheet, and stay on task while reading.
real-life examples.
I want my focus students to be able to
understand the material and follow along Focus students were engaged most of the
through pictures and oral explanations to the time. Lost interest while reading.
best of their abilities.
Is there a section I should focus more on or Have more hands-on examples so each
provide extra visuals in certain pieces student receives one
The lesson is structured with a hook, to get the
students engaged, a body which covers the
Had fluid transitions but can work on passing
main components, and a closing which monitors
out materials. Would benefit from a
the students’ progress via a worksheet and Q
designated material passer out.
and A portion. Students will turn in their
worksheet to be checked by the teacher.
I will give them real examples of each stage of Great use of correlating information to
the cycle and relate it to our classroom plant we everyday materials the students are already
are growing. Students will show progress by used to seeing.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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.
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.
being able to complete a worksheet and answer
teacher questions.
I use seconds and tickets to provide incentive
for my students to stay on tacks. I also use
Did not use her voice to gain attention, but
popsicle sticks to make sure every student has a
instead had silent ques
chance to participate. I also encourage students
to voice their opinions by using kind language.
I will close my lesson by having my students
answer questions altogether about the different Lesson closing needs a bit more time
stages of the plant life cycle.
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.
The lesson was delivered effectively.
It had many different forms of
Students would be introduced to instruction through curriculum
The NT kept the students’ attention the different stages, then a real-life reading, a presentation for visual
by introducing them to living example where they would have to learners, hands on representation
manipulatives and passing these identify the main pieces. After, the through manipulatives, and a
around having them see if they can teacher asks them questions worksheet for an assessment of
identify the different parts. This leading to higher thinking (if part of understanding. Students were able
engagement allowed for limited the root of a plant is cut off, do you to understand the questions and
need to regain attention of the think the plant will die or live?) answer them. I need to group the
students. Students are assessed individually students together when passing out
through 1 of 2 worksheets. manipulatives to get back on small
arguments. I need to allow more
time to complete the worksheets
Teacher had students read textbook Students were engaged throughout
first, then she broke down each the presentation and examples.
stage of the life cycle through a They were not engaged through the
presentation that had structured curriculum reading and the focus
steps and pictures for focus student students struggled to stay on task.
1 and 2 to stay organized and Students were able to contribute
understand what is happening in their learning by answering the I would like to have my students
each stage. Focus student three was teacher’s questions, showing her create their own definitions list of
given verbal challenge questions to through the manipulatives, and each stage and its key vocabulary as
predict what might happen. The completing a worksheet where they to make them responsible for their
teacher engaged all students by depict their knowledge. The own learning and challenge them to
having them read aloud, work with PowerPoint presentation provided stay on task and engaged.
hands on material, identify a list for focus student 1 to stay
vocabulary terms and point to them organized and pictures for Focus
in each example, and complete a student 2 to understand the
worksheet where they test their different stages. Focus student
own knowledge and compare three was given challenge question
answers with peers. to think beyond.
Students either answered the
The teacher created an involved
teacher’s questions in front of the
space by giving each student the
whole class or were asked to I need to have my students work on
opportunity to share their ideas
discuss it with their classmates and not blurting out the answers and
either to the whole class, or a group
then 3 groups would be picked to taking other students turn.
of other students through peer
share. There was a bit of shouting
sharing.
out
Page 2 of 4

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?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher used a repetitive approach
to the lesson which was reinforced
through hands on learning. First the
teacher had them read the
textbook, next she gave them a Students were able to follow along
complete list of the steps. After with the stages through auditory
that, she broke down each step and visual instruction along with
through a presentation which was hands on learning. They became a I would like to have a list of
reinforced through hands on bit confused as to why a seed definitions for my students to fill out
activities. Finally, the teacher asked would no longer work if the embryo for them to understand certain key
them questions about their learning was cut in half. After explanation, information in each stage.
and had them complete a most students understood and
worksheet tot apply their new were able to give their own
knowledge. The teacher addressed correlations.
the students ‘misconception about
the parts of a seed through a brief
explanation and correlation to
something else.
Teacher used curriculum reading,
presentation, examples, and
worksheets to help students identify
the different stages of the plant life Students were supported in their I supported them through pictures,
cycle. She contributed to the learning through the use of pictures real life examples, and discussion
students learning by providing and hands on examples. with peers.
visual, kinesthetic, and auditory
instruction and examples to help
the students recognize the steps.
The teacher used questions and a
Students answered the teacher’s
worksheet to test whether the I would like to add a technology
given questions, discussed it with
students understood the aspect besides the PowerPoint to
their peers, and completed a
information and what parts may this lesson.
worksheet.
need to be reviewed.
Section 4: Post Observation Conference
They achieved the lesson objective and were able to identify the different stages.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Was able to follow along and could Easily able to follow along and
Answered the questions with
name what happened in each was challenged to think bigger
scaffolding but required a few
stage, but struggled to identify the and come up with more
teacher prompts.
correct order examples.
I would add a technology component besides the PowerPoint presentation.
Organization, hands on learning, and ending assessment
Engagement, verbal instruction, and challenging the GATE learner
The next step is to move forward into identifying the different traits parent plants pass to their offspring.
Other Comments/Notes
Page 3 of 4
Well done lesson, would like to see each student or a group of students given a set grouping of manipulatives to work with.

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