Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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

Sasha Newby sasha.n.newby@gmail.com Visual and Digital Media Art 9-12

Mentor Email School/District Date

Tawny Castillo tawny.castillo@cnusd.k12.ca.us Eleanor Roosevelt HS/ CNUSD

Content Standard Lesson Objectives Unit Topic Lesson Title

CA State Art Standards
Prof.MA:Cr1 Students will describe their Incorporating AI in the art Superperson Backgrounds
moral standing and classroom
Adv.MA:Cr3
thoughts on using AI in the
Prof.MA:Pr5
arts.

Students will have ideas on

how to safely and morally
use AI

Students will understand

how art can be refined
through trial and error.

Students will have a

completed artwork
incorporating their own art
with AI generated art.

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
just coming into
prominence
Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
as NT investigates NT makes combines elements NT expands ability to
and examines increased relevant into a cohesive and add new methods and
pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices

CSTP Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
Utilizes information on the full range of students identified with special needs to
assess strengths and competencies to provide appropriate challenge and
accommodations in instructions.
Applying Communicates regularly with resources personnel, para-educators, and families
Addressing the needs of English Learners
3.6 and students with special needs to provide to ensure student services are provided and progress is made in accessing
equitable access to the content appropriate content.

Exploring Seeks additional information on struggling learners and advanced learners to

determine appropriateness of referral.

Involving all students in self-assessment,
5.5
goal-setting, and progress monitoring.
Models and scaffolds student self- assessment and goal setting processes for
Applying learning content and academic language development. Guides students to
monitor and reflect on progress on a regular basis.
Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
Summarize critical
needs and how you
will address them My focus student, who was an
during this lesson.
English Learner switch out of the
class before the lesson. I do not
have any students that are
designated English Learners in
this class. One student joined
later in the semester that might
be an English Learner.
I am doing visual and auditory
teaching with instructions on the
slideshow and include images
and arrows as much as possible.
The content is on Google
Classroom for students to
access as needed. I am using
Canva which has an AI
translation feature built in if
absolutely necessary.
Focus Student 2:
Student
w/ILP/504
TF
SLD - ILP: checks for
understanding, small group
instruction when needed;
extended time on all
assignments (2 days ) ,
study guides, break down
instructions , praise and
prompts, opportunities to
type writing assignments,
graphic organizers.
Preferential Seating
They are quiet and will not
budge in when needing help
to a point of it being hard to
notice.
Perfectionist with art.
Student sits near my desk,
so we can have check-ins
easier.
I give specific growth
praises when I can (he is
really focusing on growing
art skills).
Focus Student 3: Your Choice
LM
SLD - ILP: Extended time(1-2 days).
simplified/paraphrased
instruction/directions for all
assignments, positive
praises,pre-teaching/re-teaching,
small group instruction, large print
and less print on assignments, weekly
use of communication log between
teachers and parents regarding
academic progress, Reduced
questions on assignments (25%) for
anything with reading, and/or writing.
Provide graphic organizers with
sentence frames and word bank, use
of pacing strategies, self-advocated
breaks, Allow retake if student scores
less than 60%
Lesson assignment is broken into
smaller chunks of instruction and a
template to insert the needed
elements. Instructions are digital and
can be zoomed in and out easily.
Sits next to my TA who can also help
as needed.

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?
Student stays after school
Wednesdays for work time.
Lesson assignment is
broken into smaller chunks
of instruction and a
template to insert the
needed elements
Part A: NT Reflection
Use questions to guide reflection on the lesson
plan.
Can teaching students how to use AI in the art
classroom still allow for creativity and
problem-solving?
(Side question: How do I teach students the
importance of learning and art even though we
have AI)
What are some more ways I can measure
“creativity” when combined with AI?
How can I make sure to balance time spent with
all students who need individual help?
Any advice/strategies for giving formal
instruction. I sometimes speak too fast, trip on
my words, or leave parts out.
Will check in towards the end of class
to see progress and how much extra
time might be needed.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
New teacher did a great job at finding a
subject matter that was intriguing for students
and has real life implications.
While the special emphasis of AI generated art
was successfully implemented and students
engaged in creative problem solving there was
room for growth in lesson expectations and
evaluations.
There does not need to be a “correct answer”
for the activities provided in class but there
should be measurable expectations of what
the students need to hit as a goal.
From my limited observation there is quite a bit
of time spent on redirection of student activities.
In order to have more time to balance giving
equitable help and feedback general classroom
management can be improved.
Separately, several students were finishing the
assignment early. If you were to build in the
expectation that when you are done early you
could help or assist in some way with another
student then this could help limit the amount of
assistance needed from the teacher. (this was
partially initiated but not followed up on in the
observation.)
Based on my observation, the formal instruction
given for the google form with questions about
AI and the graphic organizer for documenting
their interaction could have been improved by
modeling the behavior you are asking the
students to achieve. Short class periods are
stressful when you have a goal of what you
want students to complete, however if students
do not see a model of what they need to
accomplish then they are more likely to point to
that as the reason they did not complete the
assignment. By modeling the activity you can
also assure that you are not missing any steps.
Instructional Planning
1.) How is the lesson
structured (opening, body,
and closing)?
2.) What varied teaching
strategies and differentiated
instruction will help students
meet lesson goals?
3.) What progress monitoring
strategies will be used? How will
the 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?
1.) The lesson has a RAP (warm-up) at the
beginning when students come in. Then I will
give direct instruction and the students will work
independently. My 5 minute timer goes off at the
end of class to signal a shift. This is a short day,
so students who don’t finish can have extra time
if needed.
2.) Visual, Auditory, and Reading are all used.
Graphic organizer, small group discussion,
inquiry-based learning.
Assignments are all on Google Classroom and I
can have printed out copies if students need.
3.) I walk around and observe during work time
and ask questions. Students will also write a
reflection at the end of the entire unit on the
process and their thoughts on AI.
I will read their small group discussion worksheet
and can adapt my teaching direction as needed
based on their level of thinking and questions that
arise.
Students have invested their own ideas into
their characters and will already have an idea of
what they want in their mind, challenging them to
be creative with the Ai prompts.
Small group discussion worksheet, how close
they got to their ideal background, personal
reflection, and their final projects and closing
discussion at the end of the unit.
For the RAP even though you mentioned they
had 10 min to complete the task there were
students off task that did not engage with the
activity until there was only 2-3 minutes left. This
could be curbed if there were expectations set
for exactly how you wanted the students to
interact with the form. For example if you wanted
only their individual opinion maybe this task
could have been a silent activity. If you wanted
them to share their ideas you could have given a
quiet time frame per question then a limited time
to share their ideas with a table partner. Also to
avoid the “I already turned it in” response you
could have an expectation that they should not
press turn in until the activity is over so that you
can read their response on their screen and ask
them to clarify their ideas to either you or a
partner. (in other words how can we check in
real time if they actually turned it in or if they are
trying to continue to be off task)
While a demo of the activity may seem stressful
given the amount of time during the short period
I think it would have been a good opportunity to
set expectations. If you were to demo how to
make a background in canva then how to
document your prompt in the graphic organizer
then students would have a model of what you
wanted them to do.
The assignment premise of creating their own
character allows students to have agency and
create relevant connections to their own
personal and unique experiences. The prompt of
creating a background for their character using
the AI tool in canva allows students to be
program engineers. Having to think of a
sentence to prompt the AI to generate the
desired background for their unique character.
Classroom Management
 How will you maintain a
positive learning
environment with a
welcoming climate of
caring, respect, and
fairness?
All ideas are welcome and students characters
can be absurd or deep.
I give specific positive feedback.
I struggle to make sure everyone gets help that
needs it but I am trying to be more aware of my
surroundings and incorporate “ask 3 then me”.
Students can collaborate and ask each other
questions.
Referencing classroom management: there were
several moments where you could have used a
student's response to model correct behavior.
For example when a student told another
student to “shut up and pay attention” you could
have thanked them for wanting to support you
but modeled the type of wording that would be
more appropriate to do so.

Alternate lighting helps to minimize some

 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.
In addition to “alternate lighting” I would like to
challenging behavior.
know more about how you set up specific
We have our classroom rules posted at the front
of the room with the artist acronym. Students are classroom management strategies to help
expected to be prepared, respectful, and ready students be successful.
to learn and try their best.
Fidgets are meant to be used to help students
focus.
Students are assigned specific materials so they
have to take care of them.
I am still struggling with student outbursts during
direct instruction since I get distracted very
easily, but I try to slide past. - the “shut up and
pay attention” outbursts are particularly hard for
me to follow up with the good worded modeling. I
should anticipate things like this more.

Closure
 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the next
lesson?
Student work time will run until the end of class.
My timer will go off 5 minutes before the bell and
students will put their iPads away and are able to
ask me questions, follow up.
Students already know they will be using their AI
backgrounds for the character they have created.
The next step will be putting it all together.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
I let students use fidgets to try to
EXAMPLE Students were utilizing fidgets
engage them, but some students
CSTP 1: during direct instruction and work
Teacher chose a subject matter abused the fidgets and they were
Engaging All time. When asked to complete a
that is topical and intriguing. more of a distraction.
Students  In task students did eventually engage
(Artificial Intelligence generated Honestly, there was a lot less
what ways with the task but only after having
were students Art) engagement this day than normal.
side conversations and towards the
engaged? Teacher generated well thought I think shorter school days are
end of the time allotted for the task.
out questions for students to form harder and I was nervous so I
opinions on how we can interact many of the side conversations did didn’t do a very clear job on
with AI in both positive and turn into meaningful discourse explaining.
negative ways. about AI or their super people.

Overall, new teacher has great ability to Students are willing to engage with the
Specific
create interesting and engaging content for content and excited to produce the art
Feedback
students. However, the implementation project at hand but lack discipline due to a
 What needs a bit more structure to be more need for modeling and preset expectations.
information efficient.
can you
provide the
NT
regarding
requested
special
feedback?
To monitor student learning New teacher how did the discussion go the following -> Unfortunately, the following day, most of
CSTP 1: collected responses via a google form and day? the students were not done, so I gave extra
Engaging All had students turn in a graphic organizer that time to finish their backgrounds. We had a
Students collected their attempts at utilizing the AI During the observation students filled out a discussion about focusing on our short days
 In what ways feature in Canva. google form and used canva to generate and how I can better help with that. We are
were students backgrounds and were expected to keep having the final discussion during our finals
engaged? How New Teacher also used a quick evaluation record of their prompts as they utilized the week to wrap everything up from the entire
were of seeing who was on task by asking “raise tool. project. I individually asked some students
students not your hand if…” this allowed both the about their process and thoughts.
engaged? teacher and the students to see who still Focus Student 2 was seated closer to the
 How did needed more time or who was completed new teacher and therefore was able to get Some students were on their phones and I
students with the task. more immediate feedback. focus student 1 did not realize. The fidgets were also a
contribute to was seated at the table where several problem for some
their learning? students were over using their fidgets.
Regardless, this student was able to engage Students contributed to their own learning
 How did
in the content and ask questions when by having to problem-solve each step of
teacher and/or
necessary. Focus student 3 had a few prompt writing for the AI. They had a vision
students moments when they were on their phone in their heads already relating to their own
monitor but when the new teacher was giving personal character and the universe they are
learning?  direct instruction was also able to answer in.
How were the some questions and volunteer to read As I walked around I could see where
focus instructions in front of the class. students were at. On their turned in Canva
students engaged slides, I can see how many prompts they
and got. We are also discussing tomorrow what
supported they thought about the process.
throughout the
lesson?
 New teacher had instructions and examples Several students encouraged others to stay
CSTP 2: on the screen in the front of class for on task. while this encouragement may T
Effective students to reference during the activity. have been poorly worded the sentiment
Learning These same instructions were provided was that they were interested in creating
Environment digitally on the google classroom and their backgrounds for their super people
 How did available via print out if requested. and wanted others to do the same.
students and The conversations that were directed at the
teacher New teacher would acknowledge student subject at hand were meaningful and
contribute to an responses to the subject matter as valid and thought provoking. when students decided
effective facilitate conversations with larger groups to share this information with the new
learning in the class. teacher they would call out their opinion
over other talking. While this could have
New teacher has a very well organized been organized better there was good
room that allows for students to navigate intent from the students to be engaged with
the space well and be successful in the material.
attaining their materials before class begins.

environment?
New Teacher included questions in the students had conversations with each other
CSTP 3:
“RAP” that allowed students to reflect on about their answers to the RAP.
Organizing
their moral standing of how or when to use
Subject Matter AI generated art. Students were actively showing their super
 What actions people and AI generated backgrounds to
of the NT These opinions were to be elaborated on their neighbors.
contributed to and discussed with their group at a later
student date.
assimilation of
subject The answers to these questions included
matter? students identifying any misconceptions
 How did they may have about how to generate AI
students artwork.
construct
knowledge of The New Teacher also provided a graphic
subject organizer so that students could show proof
of their problem solving skills via the
matter?
prompts they used in the AI canva tool.
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
There were several forms of instructions Students participated by submitting their Some students were continuing to work on
CSTP 4:
provided: New teacher gave direct documentation as outlined. their superperson, because they hadn’t
Learning
instruction, provided directions with screen finished. The next day they were confused
Experiences shots and potential translations to the Focus students were given extra time or on what to do for the background. Being
 How were google classroom, and printed out the additional resources as needed. excited about one creative part of the project
students directions for anyone who requested. is good, but I don’t know how to make sure
supported we can all be on the same page during
through certain instruction parts. Luckily, having the
differentiated instructions on Google Classroom helped
instruction? most students.
 How did
students About half the class fully participated using
participate? their ipads or their chromebooks. They
 How did the worked independently, but were able to talk
NT contribute and ask for help from one another.
to student
learning?
 New teacher collected data in the form of: Students revisited their opinions about AI By the end of Thursday, all students had
CSTP 5:
1. an excel sheet exported from generated art at the conclusion of this their background they wanted. A few
Assessing google forms. project and were given time to discuss if students had edited their backgrounds.
Student 2. canva presentations collected via their opinion changed or remained the Students are turning in a finished project
Learning google classroom assignment same. with their superpeople by next week.
 How did 3. google documents that described We were going to have a small group
students their super persons profile students were able to share a finished discussion to follow up their thoughts on AI
demonstrate collected via google classroom product that incorporated both original art the day after. Students needed more time to
achievement 4. final images/artwork of their created by them and AI generated art that create the art and we are doing our
of lesson super person in an AI created was completed using their prompts to fit discussion during finals week after students
objectives? background presented as a front the aesthetics of their super person. have an idea of how their projects look all
 In what and back covers of a comic book. put together.
ways did
students New Teacher was able to facilitate a Students struggled to understand what to do,
conversation during finals week about their because they weren’t engaged during
struggle or
completed projects and assisted them in direction time. I need to make sure I don’t
demonstrate
completing their assignments although they get too stuck with one student at a time, so I
limited were all at different paces. can tell more when students are distracted.
understanding Some students admitted they were not
? focused during class. When they continued
 What teacher working the next day, they did finish the
assignment.

I think walking around, observing, and

asking questions helped students, but I need
to be better at overall awareness. Putting the
assignment on Google Classroom helped
some students work independently. Adding
photos with the instructions along with the
text instructions helped some as well (some
students ask “how do I do this” and then say
“oh wait nevermind, I get it”)

actions
contributed to
student
achievement
?
Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
Most of the students who participated were able to get close enough with under 10 tries. About ⅔ of the class did not follow the
To what degree
instructions to include every try in that file.
did students Everybody except two of my students were able to incorporate their AI background into their final project with their
achieve lesson superperson.
objectives? Students are still wrapping up the projects, so I am not sure about achieving the entire lesson. Most of them are done and doing
final touches. They get to grade themselves during finals week when we have our discussion about AI.

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
This student created their own superhero, Student has not created their AI Student successfully filled out the AI
lesson
generated a background, and compiled it to background nor finished their character background graphic organizer,
objectives?
look like a comic book cover. fully. Their progress image is attached to incorporated their chosen background
Student did not show work for the multiple the below examples and data. He created into a comic book cover, and created the
attempts with the AI, but did tell me he an original character on Adobe Photoshop back cover as well.
tried it multiple times. using masks, line work, etc. Wants to add Was able to use Adobe Photoshop with
He created an original character on Adobe shading. masks, line work, colors, layers, etc.
Photoshop using masks, line work, The student has played around with the AI Was able to help other students with their
coloring, shading, etc.and added the extra image generator in Canva separately from work.
elements to the final submission. this assignment, but has not compiled a Not here for finals week, so finished
mix of AI and human art. early and wanted to do more but ran out
Student showed ability to creatively They want to be an animator and are able of time.
analyze his work by trying multiple to create their own original ideas for She was very happy with the finished
variations of composition and characters. Student is willing to try new result, because she didn’t think it would
backgrounds. things and grow but is unsure of how to look good all together and liked it in the
 incorporate AI more. This student does not end. Overall, she was happy using the AI
think it is morally okay for AI to use art for the background, but would have
from other artists and says the artists wanted to add more elements in the
should not claim AI as their own art. future.

I would have condensed the entire unit into smaller pieces. Since I was wanting to include AI and investigate how students can
What would you do
use it, I do feel like this was an experiment.
differently next
- Have students do the Google Form at the beginning of the entire unit and not just this lesson.
time? - Follow up the Google Form with a discussion on their responses at the beginning of the unit.
- Do a more thorough demonstration
- Have a minimum requirement of generated prompts
- Have a specific activity where students try to imagine the scenario for their characters to “set up the scene/story”
before doing the AI background
- Have better pre-assessment data
- Put this unit earlier in the semester
- Asking students that were ahead to help those who may have just finished do the next task.
What were three
- Student who were done or “off task” were still engaged in the content by discussing their character designs and
top Lesson
opinions
Strengths? - Asking for feedback from students about why they didn’t finish the task so I can better support them in their own
personal responsibility next time.
- Better classroom management: being more organized in advanced
What were three
- Having a more clear idea on my inquiry and what I want students to teach me and learn
top areas for
- Create better pre-post assessments.
improvement?
I think this lesson was more of a flop than a success, so I would want to improve it for the future using the notes I included
What are next steps?
above. I am going to be asking students for feedback on how I can improve the lesson.
Students are going to be doing a final reflection on the finals day this week.
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 3 of 3
Focus Student 1: English Learner
Super Person Profile

1. Are you adding a character to a game/movie/show or are you creating

an original character? : original character
2. Power: drives very well and has super strength
3. Origin Story: He was part of an experiment by his brother the scientist that
required him to put on a suit that allowed him to gain superstrength but
something went wrong and the suit combined with his body allowing him to
obtain the superstrength
4. Tragic Flaw: his racing teammate got killed by a mafia that controls the car
race
5. Gender:Male
6. Age:25
7. Time Period/Setting: 2030 in Monaco France
8. Superperson Personality: very cold, thinker, problem solver, leader
9. Alter-Ego Personality (their normal, everyday secret identity): race car
driver
10. Is the community a fan (are they an antihero, vigilante, villain, hated
by the cops, etc.): hero
11. Name: Arctic Wheelmaster
12. Costume Description: wears A high- tech bodysuit , gloves and boots,
utility belt,
13. Sidekick/Team: his car and his brother
14. Main Enemies (or enemy of the week if you want): Monaco mafia
Focus Student 2: IEP
Focus Student 3: IEP
Super Person Profile

1. Are you adding a character to a game/movie/show or are you

creating an original character? I'm creating an original character .
2. Power: mind reading \ super strength
3. Origin Story: Born on the 17 of february she was born to two lovely
parents that had 3 others kids . she was the only girl out of the three
kids . she likes going out and hanging out with her friends at school .
she plays 2 sports for her school like soccer , basketball .
4. Tragic Flaw:None
5. Gender: Female
6. Age: 16
7. Time Period/Setting:
8. Superperson Personality: brave , outgoing
9. Alter-Ego Personality (their normal, everyday secret identity): kind
, funny , sweet , friendly , nice
10. Is the community a fan (are they an antihero, vigilante, villain,
hated by the cops, etc.)
The community is a fan of the hero .
11. Name . the name of the hero is
12. Costume Description: We will be playing with color theory! Colors
have meaning! The outfit is all black with a pinch of red .
13. Sidekick/Team:
14. Main Enemies (or enemy of the week if you want):
Sandman

Focus Student 2: IEP

1
a