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
Funanya Uchemefuna-Carbajal f.uchemefuna@lausd.net Multiple Subject 1
Mentor Email School/District Date
Kevette Wilson-Taylor kdw9494@lausd.net LAUSD 10/20/2022
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and
experiences of characters in stories.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major
events in a story, using key details.

ELD. PI.1.1.Em: Exchanging information
Students will be able to compare
and ideas Contribute to conversations and
and contrast key details from a Unit 4: Many
express ideas by asking and answering Stories Have Compare and Contrast
fictional text by analyzing a
yes-no and wh- questions and responding stories’ details with a partner Lessons
using gestures, words, and simple phrases. using and using a Venn Diagram.

ELD. PI.1.6.Em: Reading/viewing closely
Describe ideas, phenomena, and text
elements based on understanding of a
select set of grade-level texts and viewing
of multimedia, with substantial support.

CSTP Element(s) Focus for POP Cycle
1 - Emerging 2 - Exploring
NT pedagogical skills are newly formed Skills are developing as NT
and just coming into prominence investigates and examines
pedagogical practices
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes increased relevant and suitable use of Skills are refined as NT combines Skills are polished as NT expands
pedagogical choices elements into a cohesive and ability to add new methods and
unified pedagogical repertoire strategies into pedagogical
repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student
rating for CSTP 1 and 2.)
T: Paces instruction with students to provide adequate
time for instruction, checking for understanding,
Using instructional time to optimize completion of learning activities and closure.
learning T: Applying
2.7
S: Applying
S: Students participate in and complete a variety of
learning activities in the time allotted with options for
extension and review.
T: Collects a variety of formal and informal assessment data
Collecting and analyzing assessment on student learning.
data from a variety of sources to inform T: Applying
5.2 instruction. S: Uses data to self-reflect on how to improve their skills or
S: Applying understanding of a concept

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
• Summarize critical needs and
how you will address them
during this lesson. Needs:
-needs additional time -producing ideas
Support:
-think, pair, share
-timer and extension activity for those
finished to provide more time to slower
workers.
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Needs:
Needs:
-energetic -kinesthetic learner
-lacks motivation
-Reading at a A/B level
Support:
Support:
-think, pair, share
-Brain Breaks
-jotting down name next
-Acting out the story with body
to idea when sharing
movements
-choice in how to display
-Partnering student with higher level
knowledge.
reader
Part B: ME Feedback
Part A: NT Reflection
Provide feedback on lesson plan
Use questions to guide reflection on the lesson plan.
reflection.
How will the data gathered from my Kahoot! quiz guide my future lessons?
Terms understood or not
I will incorporate technology into my lesson by having exit tickets in the form of
an online quiz (Kahoot!).
understood from Kahoot! can be
reintroduced in a different lesson
How can I pull out specific data to guide extended instruction?
with a game like activity.
How do I get my students to pull out key details from a story Small group instruction to choral
when they struggle with reading? read the story.
What guiding questions can I ask my students to assist them in What is important to remember?
understanding what details in a story are important? What did we learn about ____?
Opening:
-Objective
-Vocabulary terms
-Video on objective
-think, pair, share
Body:
-Teach compare and contrast with powerpoint
-Students repeat
-Engagement activity with academic terms
-Modeling of finding key details (I do, we do, you do) Opening needs to introduce
-Partner read provided book sentence starters with visuals for
students to use when sharing.
Closing:
-Provide Venn Diagram to sort key details analyzed Closing needs a link statement for
-Kahoot! Game on Compare and Contrast why we use comparing and
contrasting to remember details.
Strategies/Differentiations: Ending needs a closing discussion of
-think, pair, share what was learned.
-visual aide: compare and contrast images in powerpoint
-think time
-summative assessment options: Kahoot!, Discussion, Venn
Diagram with words and pictures
-Partner reading
Guided questions
Informal Assessments:
-Kahoot! Game
-Discussion with partner during partner reading
-Whole group discussion during modeling
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 Progress Monitoring:
-observation during guided questions and think, pair, shares
-chart that is used to jot down ideas

Use chart to provide additional guided questions and

prompting.

To make the lesson relevant to all students I will be using a

Student Engagement/Learning
• How will you make the lesson relevant to all
the students?
• How will students show progress towards
master of lesson objectives?
realistic fictional text about the comparisons of the past and the The level of progression through
present between family members. guided support, student with
Students will show progress towards mastery of the lesson student support, and then
objective by responding to guided questions through partner independently will allow students to
and whole group reading, verbally retelling the story with a show their understanding on
partner, and jotting down compared and contrasted key details different levels.
from the reading in a Venn Diagram.

I will maintain a positive learning environment by providing

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.
students with the opportunity to choose their reading partner.
Parameters be made for students to select from predetermined
partner options.
Remember to give reminders
Redirecting: before going into consequences, so
-“Ready bodies, hands, ears, eyes...” etc. -“123, eyes on me” students can correct behavior.
-quiet think time
-SLANT (Listening to classmate)
-Clip method (Green, yellow, red)
-Take a minute chair

Closing of lesson will include student verbal sharing and a link to

Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
the objective. Students will be chosen to share Venn Diagram
which will be displayed through an ELMO Projector. Students need to analyze learnings
and what they think they will need
Preparation for the next lesson will be based on student to build lesson connections.
discussion responses, Venn Diagram, and how they scored on
their Kahoot! assessment.

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were
students engaged?
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Students completed the worksheets and
When teacher reviewed worksheet, she asked were able to ask questions. Most groups
additional questions of analysis and evaluation Student groups answered worksheet questions that included all levels of Bloom’s (“Identify 6 problem- needed revisions for their questions;
(“which problem-solving strategy do you prefer? How solving strategies; pick two strategies and identify at least one similarity and one difference between comparison/contrast was the most
could you create a math problem that could be them”). Groups then selected a strategy and created two math problems to exchange tomorrow. common analysis question. I need to give
solved with this strategy?”) them a Bloom’s question stems handout
next time.

State videos intent before

playing video.

Specific Feedback Play video 2 times: - Write down definitions

• What information can 1st: watch Watched video. Analyzed video on 2nd watch. to support students’
you provide the NT
regarding requested -2nd: stop to ask questions or Shared responses of learnings and what they noticed. remembrance of the
special feedback?
repeat important terms.
information wanting to be
pulled out.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
CSTP 1: Engaging All
Students
• In what ways were
students engaged?
How were students not Teacher provided students
engaged?
• How did students with compare and contrast
Students discussed with partner academic vocabulary.
contribute to their
terms. Explained what a
learning? Students echo stated teacher explanation.
• How did teacher and/or Venn diagram was.
students monitor
learning?
• How were the focus
students engaged and
supported throughout
the lesson?
Teacher observed students
level of focus during video.
CSTP 2: Effective Teacher modeled using Venn Students used independent work time to attempt pulling Ask students the
Learning Environment
• How did students and Diagram. out key details to find comparing and contrasting essential question
teacher contribute to
an effective learning
Teacher modeled pulling out information. Partners assisted in helping each other fill in before watching the
environment? compare and contrast detail Venn Diagram. video the first time.
out of story.
Gave sentence frames
CSTP 3: Organizing
Subject Matter
• What actions of the NT Teacher provided corrective
contributed to student
assimilation of subject
feedback. Have students work
matter? Teacher complimented Students used Venn Diagram model to support them as independently at a
• How did students
construct knowledge of student behavior and graded they found key details in story. point to assess mastery
subject matter?
• What misconceptions did
level of work as she walked of skill more clearly.
students have and how around.
were they addressed by
the teacher?

CSTP 4: Learning
Experiences
• How were students Students attempted to completed Venn Diagram
supported through
differentiated
Teacher used Venn Diagram assessment. Have students use
instruction? anchor chart as students illustrations as well as
• How did students
participate? gave whole group discussion. Used corrective feedback and guiding questions to words in Venn Diagram.
• How did the NT
contribute to student
support their understanding.
learning?

CSTP 5: Assessing
Student Learning
• How did students Students provided mastery
demonstrate
achievement of lesson
of concept through class
objectives? discussion. Students showed mastery of concept through completing Include an extension
• In what ways did
students struggle or compare and contrast quiz on Kahoot! activity on inferencing.
demonstrate limited
understanding?
Individual student Venn
• What teacher actions Diagram is graded.
contributed to student
achievement?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
Students were able to achieve lesson objective by identifying key details from a story and organizing them by
similarities or differences with other characters, and settings within the story.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My student of choice was
My 504 student was able to use the able to use the sentence
My EL student were able to use the Venn Diagram to organize similar and frames provided to build
provided sentence frames to build ideas different details relating to the story’s ideas using the academic
using the academic terms. characters and setting. terms. They also
illustrated some detaisl
within their Venn

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. 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.
Diagram in the correct
place.
Next time, I would like to provide my students with a more detailed quiz for the Kahoot! assessment to show
their level of understanding better because I noticed that I was only able to assess their understanding of the
terms through this quiz.
The three top lesson strengths that I noticed my students excelled in was verbally sharing their responses of
comparing and contrasting details within the story they read during whole group instruction. They also did a
great job in partner reading with each other and discussing key details. They also did a great job in utilizing the
Kahoot! application.
Three top areas in my lesson I would say need improvement are shorting my time when explaining to the
students during my mini lesson. Also expressing expectations to my students of how to behave during their
independent work time should be done before giving assessment instructions. Another area of improvement I
would like to get better at is having the students reflect on their assessment and go back to revise their work
after providing a student sample.
For next steps, I would like to incorporate technology into the students’ independent work time, instead of solely
in the assessment.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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