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
Paige Kitching pkitching@thepegasusschool.org ELA Kindergarten
Mentor Email School/District Date
Jennifer Green jgreen@thepegasusschool.org The Pegasus School 10/9/22
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.K.5 Students will be able to determine if a text is
Recognize common types of fiction or nonfiction by completing a sorting Readers Workshop Fiction vs. Nonfiction
texts activity.
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 and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Uses instructional strategies, resources, and technologies
Using a variety of instructional strategies, 1/2Emerging/ as provided by school and/or district.
1.4 resources, and technologies to meet
students’ diverse learning needs. Exploring Some students participate in instructional strategies, using
resources and technologies provided.
Seeks to clarify instruction and learning activities to
support student understanding.
Monitoring student learning and adjusting
1.6 instruction while teaching. 2 Exploring Students receive assistance individually or in small groups
during instruction.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Gifted student: I will provide
Student with social emotional needs:
Focus Students
differentiated instruction to meet
ELL: Will be provided with a variety of pictures from Uses a sticker chart for behavior.
the needs of this student by
● Summarize critical needs and books to help define fiction and nonfiction along Earns stickers for completing work
extending the activity with a
how you will address them with the definition. Students can refer to the anchor throughout the day. Gives positive
writing prompt, this student can
during this lesson. chart for reference of the pictures of each category praise while working independently
choose to make a mini book of
of books. to gain confidence to complete an
their own and determine if it is
activity.
fiction or nonfiction.
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/Special Emphasis My special emphasis is using a variety of instructional strategies How are you designing visuals that will
● What is your inquiry focus and/or special emphasis? to support my students learning of this topic. I plan to use support ELL students? All students? I
visuals, hands on practice, and opportunities for student
● How will you incorporate the inquiry focus and/or
collaboration. look forward to seeing what challenge
special emphasis into the lesson?
Any feedback would be additional strategies I could add to my activities you will provide for your gifted
● What specific feedback do you want from your ME? lesson to meet the needs of all learners. learners.
Inquiry Focus/Students I am wondering if my extension activity is appropriate for my Can you tell me more about what you
● What specific feedback regarding your focus gifted learner. If so, I would provide that extension activity to a
students do you want from your ME? group of my higher students in order to make sure I am are planning for your extension activity?
challenging them. How are you determining which
students qualify for the challenge
activity. Is this something you have
preplanned or is this something you will
determine based on observation during
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
the lesson?
It sounds like you would like me to do
I would like to get feedback on the flow of the lesson. I always some on task assessments for students
want to make sure that my class isn’t sitting on the carpet too during the lesson to help with timing. I
long, otherwise they start to get unfocused. am happy to provide you with some
data.
-I will begin the lesson with an anchor chart and have a
classroom discussion about different types of books.
-I will show the book The Very Hungry Caterpillar and National
Geographic Kids: Lifecycle of a Butterfly. I will ask the class if
they notice any similarities or differences between these two
books and then discuss with a partner what they notice. I will call
on volunteers to share with the class what they have noticed
about these two books. Sorting and providing a visual sounds like
-Next, I will define fiction and give examples of fictional books, a good plan. Calling on volunteers is a
and show students examples with real books. I will have the
students share with a partner one fictional book they have read good first step. How will you assess
and call on volunteers to share with the class a favorite fictional students who do not volunteer? Tell me
book they have read. about group work in the Kindergarten
- Next, I will define nonfiction and give an example with real
books. I will have the students share with their partner a classroom. This is something students
nonfiction book that they have read and ask for volunteers to are learning developmentally. What
share with the class. teaching have they already had in
-I will display an anchor chart with two columns one for fiction
and one for nonfiction. Students will help me sort photos of
working as table groups? What
books that are either fiction or nonfiction. We will do this together reminders will you give them to help
as a class, and I will call on volunteers to help place these books make their discussions productive?
into the correct column. This will help me monitor students'
understanding of the differences between these types of books.

Guided practice: Students will be asked to go to their desks with

their book bag, and sort their books into groups of fiction and
nonfiction and discuss with their table groups.

Student Engagement/Learning
Students will use previous knowledge about books they have
● How will you make the lesson relevant to all the
read and categorize them into fiction or nonfiction. Students will Tell me about the lessons that happen
students?
● How will students show progress towards master of
show progress of this skill by completing group and independent before this lesson.
activities.
lesson objectives?
Classroom Management
I will maintain a positive learning environment by upholding
● How will you maintain a positive learning classroom routines and rules. I will set expectations prior to It sounds like some of the management
environment with a welcoming climate of caring, teaching my lesson so each student knows exactly what is pieces will also be relevant during group
respect, and fairness?
● Identify specific classroom procedures and
expected of them. I will hand out green tags as a form of positive work time. How will you set students up
reinforcement- students collect green tags throughout the day
strategies for preventing/redirecting challenging
when they are staying on task, being kind, and helping others. for success for working in table groups?
behaviors.
I will conclude my lesson with an independent activity (exit
Closure
ticket). Students will complete a graphic organizer where they Is ths the point when you will offer an
● How will you close your lesson? will categorize books as either fiction or nonfiction by sorting extension activity? Where does that
● How will you assess student learning and prepare books on Seesaw. I will use this activity to assess students extension piece for your gifted learners
learning on the topic and if there is a need to reteach to the class
them for the next lesson?
or to a small group for the next lesson. fit in?
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students When teacher reviewed worksheet, she asked additional questions of analysis levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their
and evaluation (“which problem-solving strategy do you prefer? How could you two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
● In what ways were create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy and analysis question. I need to give them a Bloom’s question
students engaged? created two math problems to exchange tomorrow. stems handout next time.

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
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?
Section 4: Post Observation Conference
To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?

What would you do differently

next time?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
What were three top Lesson
Strengths?

What were three top areas for

improvement?

What are next steps?

Other Comments/Notes

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