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
heathervizzini@gmail.co
m,
Heather Vizzini English 11th grade
hvizzini@calca.connectio
nsacademy.org
Mentor Email School/District Date
California Connections
bgregory@calca.connecti Academy,
Brittney Gregory 2/21/22
onsacademy.org Capistrano Unified School
District
Content Standard Lesson Objectives Unit Topic Lesson Title
1. I will participate in the
lesson with my written
CCSS.ELA-LITERACY.RL.11-12 and/or verbal responses.
.9: Demonstrate knowledge
of eighteenth-, nineteenth-
and early-twentieth-century 2. I will be able to
foundational works of demonstrate my compare
American literature, and contrast skills for two
including how two or more texts from the unit.
texts from the same period
treat similar themes or
topics. 3. I will understand the
CCSS.ELA-LITERACY.RI.11-12 prompt and
.5: Analyze and evaluate the requirements for the Unit
effectiveness of the 2 Portfolio. I will
structure an author uses in understand how to
his or her exposition or complete the Rough Draft Unit 2: Postwar and
Unit 2: Postwar Speeches
argument, including Outline. Postmodernism
whether the structure
makes points clear,
convincing, and engaging. 4. I will gain knowledge
CCSS.ELA-LITERACY.SL.11-12 on how to write a thesis
.1: Initiate and participate statement and practice
effectively in a range of writing my own.
collaborative discussions
(one-on-one, in groups, and 5. I will set a personal
teacher-led) with diverse goal for myself related to
partners on grades 11-12 the Unit 2 Portfolio.
topics, texts, and issues,
building on others' ideas
*“I” refers to the
and expressing their own
clearly and persuasively.
student.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed
and just coming into prominence
CSTP
Establishing and articulating goals
4.2
for student learning
Involving all students in
5.5 self-assessment, goal-setting, and
progress monitoring
Focus Students
● Summarize critical needs and
how you will address them
during this lesson.
2 - Exploring
Skills are developing as NT
investigates and examines
pedagogical practices
Element
Section 2: Pre-Observation Conference
Focus Student 1: English Learner
HN: This student has an A in
English 11 and has As and Bs in
his other classes. He is a
hard-working student that
always tries his best. He calls
me regularly to discuss
questions about the material
or how to bring his grade up
for English 11. He doesn’t have
an IEP or 504 plan but may
have a weakness with speech
or processing information. He
is a slow talker and can
struggle to get a full thought
out at times.
I will address his needs by
giving him the opportunity to
respond with written and/or
verbal responses. The lesson
includes sentence frames and
examples to help him respond
correctly. I will ask him to stay
for office hours to see if he has
questions or would like me to
repeat anything from the
lesson.
(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 Skills are refined as NT combines Skills are polished as NT expands
increased relevant and suitable elements into a cohesive and unified ability to add new methods and
use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Establishes and shares learning goals for skill development with
Exploring
students in single lessons and sequence of lessons.
T- Models and scaffolds student self-assessment and goal
setting processes for learning content and academic language
development.
Applying
S- Guides students to monitor and reflect on progress on a
regular basis.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
SS: This student has an A in
English 11 along with her
AC: This student is new to my
other classes. She is a
class this semester, so I’m still
hard-working student that
learning about her needs and
does her best to stay on track
abilities. She has a positive
with her lessons. This student
attitude and wants to do well in
does well on most
all her classes.She is behind
assessments in English 11 but
grade level in her reading and
struggles with analytical
writing skills. She works
writing. She struggles with
regularly with her Case
formatting in formal writing
Manager for support.
and moving commentary
I will address her needs by
beyond summary.
creating a lesson that has clear
This student’s needs will be
instructions and links to
met by spending the majority
important resources. She will
of the lesson practicing
have several opportunities to
comparing and contrasting
ask questions aloud or in the
skills. The Unit 2 Portfolio will
Zoom chat. The lesson includes
be explained in detail and
sentence frames and examples
students will have an
to help her respond correctly. I
opportunity to ask questions.
will meet with her later in the
She will also have access to
week over Zoom to answer her
watching the recording of the
questions and review important
lesson if she needs to review
parts of the lessons. She will
the material. I will ask her to
also have access to watching
stay for office hours to see if
the recording of the lesson if
she has questions or would
she needs to review the
like me to repeat anything
material.
from the lesson.

Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.
● Will establishing clear goals at the
beginning of the unit help
students be more invested in their
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special lessons and improve their
emphasis?
● How will you incorporate the inquiry focus
understanding of the unit Supporting students in setting academic
and/or special emphasis into the lesson? portfolio? goals and monitoring their progress.
● What specific feedback do you want from your ● Students will be reminded of the
ME?
unit and lesson goals. Students
will set a personal goal related to
the Unit 2 Portfolio.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6

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.
● Do you have any suggestions on
how I can better support my focus To get more buy-in from students and get
students? a lot more participation, you can offer
● How can I encourage students to extra credit for completing the lesson.
participate more?
You could have them write the thesis
● Is there anything I should change,
statements and add them to the
add, or remove in my lesson to
collaborative board. You could pick 1 or 2
better support my students?
and have them grade it on the rubric.
● Opening: Review the agenda,
announcements, and the unit and
lesson objectives. Students will
participate in “Celebrations.”
Body: Students will learn about
Martin Luther King Jr. They will
participate in a close reading of “I
Have a Dream.” Then they will
participate in a discussion to
compare and contrast “I Have a Introduction to the concept of dreams and
Dream” and “Harrison Bergeron.” personal goals which is tied to the reading
I will explain the Unit 2 Portfolio of “I have a dream”. A video of MLK’s
and review the thesis statements. speech followed by a quick look at the
Students will demonstrate their secondary text “Harrison Bergeron” and
knowledge of this by responding compare and contrast the two. The
to open-ended questions. teacher presents a thesis statement
Closing: Students will set a outline, and they write a practice thesis
personal goal based on the rubric. statement. The teacher will pull up the
I will answer any questions that rubric and they will set a goal for one part
students have. of the rubric. What is one area they want
● Students can respond with written to focus on their growth for this section?
and/or verbal responses. Students
can ask questions via Zoom chat.
Students are provided with
examples and sentence frames.
● I will look at students' responses
throughout the lesson. Students
will be given several opportunities
to ask questions. I will repeat the
information if needed.
● I will remind students that this
lesson will help them prepare for
the Unit 2 Portfolio: Compare and
Contrast Essay. I will ask students
questions that encourage them to
relate to the texts on a personal Every piece is tied to their unit 2
level and share their opinions. assessment.
● Students will participate in
open-ended questions, closing
reading annotations, and respond
aloud to show their mastery of
the unit and lesson goals.
● I will maintain a positive learning Bringing in their goals and dreams at the
environment by providing clear beginning of the lesson invites a focus on
goals and expectations at the positivity and a growth mindset.
beginning of the lesson. Students Challenging behavior in this environment
can participate in “Celebrations!” is probably lack of participation - offering
to share something positive. extra credit and reminding students that
Students will be given an this data is helpful for you as a teacher will
opportunity to participate in a hopefully help with this.
Page 3 of 6
 variety of ways. I will praise
students for their participation
and effort throughout the lesson.
● At the start of the lesson, students
will be reminded of the
importance of participating and
respecting each other’s opinions.
Students don’t have the option to
send chat messages to each other
during the lesson.
● Students will set a personal goal
based on the Unit 2 Portfolio
requirements and rubric. Students
will have an opportunity to ask
questions or receive one-on-one
Students will set their personal academic
Closure help after the lesson. (Office
● How will you close your lesson? goal(s) based on the rubric - either an
● How will you assess student learning and hours are held directly after the
overall grade or a specific section of the
prepare them for the next lesson? lesson.)
rubric where they want to improve.
● I will look at their responses and
reflect on the questions asked
during the lesson. This will help
me determine if I need to reteach
anything during the next lesson.
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
EXAMPLE When teacher reviewed worksheet, she asked additional Students completed the worksheets and were able to ask
all levels of Bloom’s (“Identify 6 problem-solving strategies;
CSTP 1: Engaging All questions of analysis and evaluation (“which questions. Most groups needed revisions for their
pick two strategies and identify at least one similarity and
Students problem-solving strategy do you prefer? How could you questions; comparison/contrast was the most common
one difference between them”). Groups then selected a
● In what ways were create a math problem that could be solved with this analysis question. I need to give them a Bloom’s question
strategy and created two math problems to exchange
students engaged? strategy?”) stems handout next time.
tomorrow.

Specific Feedback
● What information can
I had a conversation with my
I like how you tied lesson goals to ST was able to develop their
you provide the NT mentor to discuss the lesson
regarding requested the broader goals. goals for the portfolio.
special feedback? feedback.

CSTP 1: Engaging All

Students Students were engaged by
● In what ways were
students engaged? When students added their participating in the Nearpod
How were students not
engaged?
reflections on the MLK video, NT activities and speaking aloud.
● How did students expanded on their observations Students engaged in the Not all the students were
contribute to their
learning? and connected it to more collaborative boards, on the actively participating. I
● How did teacher background info to provide microphone, and in the chat. monitored student learning by
and/or students
monitor learning? additional historical context. NT their responses. Students were
● How were the focus affirmed ST POVs and expanded given several supports
students engaged and
supported throughout on their ideas. throughout the lesson.
the lesson?

I encouraged students to
There is a culture of participation
CSTP 2: Effective participate and reminded them
and engagement that has been
Learning Environment of the benefits of staying
● How did students and well established in the live ST voluntarily participated in the
focused. I gave positive
teacher contribute to lessons. STs feel comfortable Nearpod, chat, and on the mic.
an effective learning feedback for participating.
environment? reading aloud and sharing their
Students followed the class
ideas on the mic.
rules and respected each other.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 I created a lesson that allowed
ST watched a video, read short
CSTP 3: Organizing students to participate in a
passages from the text, and
Subject Matter variety of ways to help them
● What actions of the NT listened to a portion of the
contributed to student NT tied the idea of “dreams” to understand the content of the
speech through audio.
assimilation of subject ST personal experience at the lesson. Students were able to
matter? Toward the end of the lesson,
● How did students start of the lesson. She built on understand and achieve the
construct knowledge there was some ST confusion
ST prior knowledge of MLK, the lesson objectives. I
of subject matter? when comparing/contrasting the
● What misconceptions American Dream, and MLK’s “I repeated/reviewed sections of
did students have and two texts because they couldn’t
have a dream speech”. the lesson to ensure all the
how were they recall details from the texts and
addressed by the students understood.
teacher? had difficulty coming up with
similarities/differences.
Students participated in a
variety of activities in the
CSTP 4: Learning Nearpod, Zoom Chat, and
Experiences NT provides definitions for ST participated in the Nearpod
● How were students verbal responses. Students
supported through academic vocabulary to specify highlighting text, collaborative
were provided with examples
differentiated the task. EX: repetition and boards, and a short answer
instruction? and sentence frames. Students
● How did students persuasion. question to establish their goal.
participate? had several opportunities to
● How did the NT
NT modeled annotation as this is Some ST volunteered on the mic
ask questions and clarify
contribute to student a new skill to share their answers.
learning? information. Students have
access to watch the recording
and review the slides if needed.
CSTP 5: Assessing The students’ responses
Student Learning demonstrated their
● How did students
demonstrate NT gave examples of academic ST is able to show that they can understanding of the lesson
achievement of lesson
objectives?
goals. NT harkened back to the compare/contrast the two texts. objectives. Some students
● In what ways did unit goals they set earlier in the struggled with the comparison
students struggle or
demonstrate limited month, and built on that for their ST set a goal related to the Unit 2 of the short story and speech.
understanding? portfolio goal. portfolio. They also struggled with
● What teacher actions
contributed to student creating their own thesis
achievement?
statement.
Section 4: Post Observation Conference
The majority of students were able to master the lesson's objectives. Some students still need more
To what degree did students
achieve lesson objectives? practice with analysis to show the similarities and differences between two or more texts. Some
students may have not fully met their academic goals, but they still improved their skills.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
HN: This student participated AC: This student participated
with written responses, but with written and verbal SS: This student participated
didn’t respond aloud. He was responses. She asked several with written responses in the
able to practice his compare and clarifying questions to ensure Nearpod activities. She was
To what degree did focus contrast skills and set an she understood. She was able able to set a personal goal and
students achieve lesson academic goal. to complete the modified achieve it by completing all
objectives?
He is currently behind with portfolio and demonstrate her the Unit 2 assessments with A
submitting his final draft of the compare and contrast skills. and B work. She was able to
essay but completed the rough She earned a B on the essay. demonstrate her compare and
draft. I have spoken with him to She also completed an extra contrast skills by earning a
ensure he understands how to credit paragraph which brought 22/24 on the essay.
complete the final draft. her grade up to an A.

If I could redo my lesson, I would move through the intro and Celebrations! quicker. I would spend
What would you do more time comparing and contrasting the short story and speech. I would show the students
differently next time? examples of their annotations instead of just showing mine. This could help students improve their
annotating skills.
1. Providing positive feedback and praise for participation during the lesson.
What were three top Lesson
Strengths? 2. I had good classroom management, so students showed respect to me and their
classmates.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
 3.I created an engaging lesson that covered several topics and encouraged goal setting.
1.I need to work on time management, so my lesson doesn’t run through office hours.
2.I can work on providing more differentiated instruction to support the needs of all my
What were three top areas
for improvement? students.
3. I could provide more examples to help students better understand what is expected of
them.
My next steps are to continue working on time management to ensure I complete the full lesson and
What are next steps?
don’t have to rush through the last slides/ activities. I plan to continue reflecting after each lesson
and collaborating with my team. I will continue to help my students set academic goals and assess
their growth.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 6