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
Saida Kerkhoff Saida.kerkhoff@sjcharter.com Elementary Education 3rd
Mentor Email School/District Date
Donna Hale Donna.hale@sjcharter.com San Jose Charter Academy 10.1.2022
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will draw
RL.3 conclusions about what a The One in the Middle is the Green
Narrative: Drawing Conclusion
RF.4.C character based on clues in Kangaroo
the text.
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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Students use real world materials to identify similarities and differences in mass.
Connecting subject matter to 9/20/22
1.3 exploring I integrate real world issue into math and have students compare and contrast to their
meaningful, real-life contexts
understanding. 9/20/22
Creating a rigorous learning Students have freedom of choice to have teacher review on assignments. They can ask
questions, get feedback, and brainstorm with support. 9/21/22
environment with high expectations
2.4 exploring In class I provide “I can” statements so that students can reflect on if they met the goal
and appropriate support for all for the lesson. Students are also given opportunities to become aware of what they
students need to achieve in order to become proficient. 9/21/22
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and how
you will address them during this Alondra Tavarez Zavala John Paul Gil Bryan Beltran
lesson.

Part A: NT Reflection Part B: ME Feedback

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Use questions to guide reflection on the lesson plan.
After we read, I will ask students questions that connect their
experiences to the one in the story. Students will T-P-S and
then randomly a student will share with the class.
Now that BB is no longer receiving services, what can I do to
help manage his mood?
Are there any recommendation on how to implement
phonics into a 15 minute window?
Whole class (15 minutes) revisit where we left off.
Body – small groups
Closing -clean up and get ready to go back to class.
Progress monitoring will happen during small groups where I
observe interactions, reading, and ask questions to gather
what connections they are making.
The story is relevant to students because either they are or
know of someone who is a middle child.
Students will either be able to communicate a proficient
Provide feedback on lesson plan reflection.
When choosing a student randomly, remember to utilize
the UDI ‘stick’ strategy. This will increase engagement
from all students when they know they may be chosen
instead of having them raise their hands.
As we discussed in our meeting yesterday I will focus my
attention on observing his behaviors during the lesson to
offer feedback. Prior to this observation I will arrange a
meeting with dad to develop a plan moving forward for
Bryan.
When reciting the vocabulary words for the unit slow
down and break them apart into syllables. See if there are
groups within the vocabulary list that have similar sounds
that would help when decoding.
Do you bring the group back together to wrap up the
lesson and maybe discuss common themes of concerns or
questions you discovered while doing the small group
work?
Maybe ask a few of the students who are a middle child to
share how they feel about being in the middle. What is
good about it and what are the challenges related to being
Page 1
 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.
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.
answer that includes: question stem, complete answer, with
the middle child?
evidence or be able to write it.
Students have the power of “yet” in mind. Before we write
or read I remind student I am not looking for perfect. I am
How do you deal with the one outlier (BB) who is with a
looking for students who try. Mistakes help our brains grow.
team but not complying? Does the other team members
While writing students have calming music playing to help
not receive their recognition/points simply because he is
them focus.
not complying? We may want to see if there needs to be a
Students are reminded of expected behavior. They will
separate expectation for that group so they are not
receive team celebration points for showing active listening,
penalized for his unwanted behaviors.
everyone participating, adding details, and providing
evidence.
I will assess students during our small group portion. During
this time, I can hear students and see where they need more See if you can incorporate a student’s thoughts or wrap up
support. of how they feel they did on achieving the I CAN
I will close our lesson with restating our I CAN statement and statement. Having them reflect on their own learning.
if we were able to achieve it.
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
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
All – Students were engaged in the process
and very actively working through the
processes and activities.
You were very calm and encouraging with BB
BB – Asked him to pay attention – he
and did not react when he lost his journal.
responded he was getting his glue. Finally
You checked for understanding and made sure BB – glued his incorrectly and you were very
complied and listened to directions. Got up
he was back on track. encouraging and allowed him to correct his
and did not have his red journal – gave him a
mistake.
new one.
JPG- Sat quietly and had sped support to
keep him on track.
ATZ- Did not stand out. Worked with other
students in all groups and did fine.
Kuddos – Gave out at end of class.
Monitoring all students to make sure they
completed the task appropriately.
Check on progress and made sure everyone
All – Students shared what they did
was ready to continue. Students were very clear on the past tense
yesterday in past tense.
irregular verbs.
Reviewed action words by showing examples
BB – he did not have a partner to share what
with your body. Love that you had the kids do various actions
he did yesterday. He just sat there and the
(hand on head/stand up) to show their
other students at his table did not engage
agreement.
Elbow Partners – share. him.
Sticks – Random Draw
Check for completion before moving on.
Routines were in place – students knew to
get their table bin and return to their seats
Showing me expected behaviors
ready to learn.
I’m so proud of you
Discussed what everyone should have out on Students were engaged and actively
their desk and discussed what they would be Students shared with class their past tense participating in the class discussions.
doing in class today. verbs.
Page 2
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?
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.
Materials – Irregular Past Tense Verb forms Go-Gone-Went : Initially students were
were cut and ready for students prior to ready to say the word Gone was correct in
lesson starting (time saver) Great discussions – students were focused
the context of the question – When ‘Went’
and actively engaged in the whole group and
was presented as an option you allowed the
small group discussions, with the exception
Students shared their past tense verbs and discussion as to whether it was one or the
of software.
discussion as to whether it was correct or not. other as an answer and allowed students to
(go-gone-went) change their response.
Students engaged with teachers were
Groups – Small groups instruction. Software; focused and doing their work. For the most
Ms. Kerkhoff, Ms. Neri (Sped students) part, software students were engaged. One
How do you monitor the software students
student was just sitting there not doing
to make sure they are engaged and doing
Small group whole group discussion – raise anything. Ethan was not addressed until I
what is expected?
hands, share. spoke to him... He got his headphones out
Asking clarifying questions of students. but never actually started the activity. Took
him over.
How do you monitor progress of the students
on the software?
Lots of informal questioning going on
throughout whole group and small group.
Students in small groups shared responses
Do you meet to discuss their progress at any
and gave their insight into the story,
point? This may keep them on track.
Asked clarifying questions throughout the worksheets, and on the software.
lessons.
Do they have a goal they are working
toward?
Section 4: Post Observation Conference
Students gained an understanding of actions of a character and how it connects to their transformation
throughout a story.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
B, in the small group made
A, was able to take context clues and J, was able to make connections to
connections with the main
come up with a summary of Freddy the story and give a proficient oral
character because he is a middle
and how he wanted to be different. answer.
child.
Next time, I would have my teacher answers filled in. I was confused a couple of times during our grammar
lesson when it came to irregular past tense verbs.
 Students were engaged.
 Students understand routine.
 Students with repetition felt comfortable in small groups to answer questions regardless of mistakes.
 Technology center needs accountability
 Materials ready to go for grammar to reduce time spent
 Clear communication with my support staff to help centers move freely
Next step is to print out Fast For Word usage tracker to keep students accountable that they are using their
technology responsibly and for what their center is for.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 3