Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
Miss Megan Donoff miss.donoff@christcm.org English Language Arts 3​rd
Mentor Email School/District Date
Mrs. Leah Tornow mrs.tornow@christcm.org Christ Lutheran Costa Mesa 03/11/18
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to
answer 90% of the review
questions.
English Grammar
Standard addressed: L.3.1. Demonstrate
Students will be able to
command of the conventions of Standard English Grammar: Adjectives Quiz Quiz Trade Review
assist their peers who
English grammar and usage when writing or
answer their question
speaking.
incorrectly by explaining
the reasoning for the
correct answer.
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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
investigates and examines of pedagogical choices repertoire pedagogical repertoire
pedagogical practices
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
Incorporates differentiated instructional strategies into ongoing
planning that addresses culturally responsive pedagogy, students’
4.4 Planning instruction that incorporates diverse language, and learning needs and styles.
4.4 appropriate strategies to meet the learning needs Applying
of all students Uses assessments of students’ learning and language needs to inform
planning differentiated instruction.

Collects a variety of formal and informal assessment data on student

learning
Collecting and analyzing assessment data from a
5.2 variety of sources to inform instruction.
Applying
Uses analysis of a variety of data to inform planning and differentiation
of instruction.

Uses data from assessments provided by site and district to set

Using assessment data to establish learning goals for the class
5.4 learning goals and to plan, Emerging
differentiate, and modify instruction Plans instruction using available curriculum guidelines

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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?
Section 2: Pre-Observation Conference
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: Using Assessment
-​ ​Question: How will leveled cooperative learning groups
based on pre-assessment data improve student learning in a
It will be interesting to see if students take their role as
Language Unit?​ ​By use of Kagan Cooperative Learning “teacher” seriously, and if they use the opportunity to think
Strategies, all students will be actively engaged in learning about the material they are reviewing. Also, I’ll look
which will improve student outcomes forward to hearing how the final assessment went for the
-I’m using the Kagan Strategy of Quiz Quiz Trade strategy to class, and if you saw an increase in scores overall.
help students review.
-How is my implementation of this technique?

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
● What specific feedback regarding your focus students
do you want from your ME?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Charlee: This student has an IEP for speech,
Naomi: Laura:
phonetics, and reading.
Currently, I do not have an ELL. I have This student struggles to work
This student scored very poorly on her
selected a student whom although English is cooperatively. She tends to refuse to help
Language MAP assessment and relies
a first language, she struggles to use it her partners, insisting she works better
heavily on her partners in group work. She
appropriately in English expression both alone. She is younger than most students
tends to not read directions and instead
verbally and written. This student’s reading in the class and behaves as such.
asks those next to her to explain what she is
comprehension is low.
supposed to do.
I want to see her cooperative learning
I will address her needs by monitoring her improve and I believe Kagan strategies will
I will address her needs by monitoring her
responses closely and stepping in when help with this. During the strategy, I will
responses closely and stepping in when
necessary. After the Kagan Strategy, I will monitor her interactions closely and
necessary. After the Kagan Strategy, I will
have time set up with resource teacher to provide encouraging feedback when she
have time set up with resource teacher to
give her extra needed support. responds appropriately with her partners.
give her extra needed support.
Since this activity involves quick decision and quick
How can I better support my students in their pairing up? movement, emphasize the importance of not worrying
What do you notice about my Focus Student 3’s about who they’ll be working with, and trying to work with
collaboration skills? as many different people as possible.

Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
How are the students engaged by the poster wall (do they
How can I improve my poster wall?
use it or is it more for display?
How is my progress monitoring going?
You listed a goal of 90% correct answers on the questions.
Is that for the quiz-quiz-trade activity or the final
I will track their correct answers based on their post
assessment. ​If it’s for this lesson, how will you be able to
assessment score.
track that?
Opening; Review the Adjective Wall
Body: Quiz Quiz Trade: Students review information with
other students by asking and answering questions.
1. Questions: Provide each student with a flash card about
the current unit of study. One side of the card has a
question or vocabulary term and the other side provides the
answer or definition.

2. Pair Up: Use the stand up/hands up/pair up method for

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?
students to find a partner. Partner A holds up the flash card
to show Partner B the question. Partner B answers. Partner
I think the lesson looks good. Students will be engaged and
A praises if correct or coaches if incorrect. They switch roles
actively moving, which makes review more fun.
and Partner B asks Partner A the next question.
3. Hands Up: After thanking each other and switching cards,
Partners A and B raise their hands to find a new partner and
repeat the process for an allotted amount of time.

Closing: Have the students write a post it on what they

found most difficult.

Progress Monitoring: Check the time for each interaction

using music to start and top. For example, music can be
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 played and stopped, at which time each student has to put
their hand up and find a partner. They can be given roughly
a minute to answer and discuss the questions. They trade
flashcards. Then, the music comes back on and when it goes
off, students must find a new partner and repeat the same
process.

Student Engagement/Learning -Kagan Cooperative Learning Strategy: Working with peers Observation of answers should provide clues as to their
● How will you make the lesson relevant to all the in a nonthreatening manner builds confidence, encourages mastery of the objectives. Students view this activity as a
students?
● How will students show progress towards mastery of greater participation, and results in more thoughtful game, which naturally increases their engagement and
lesson objectives? discussions. interest.
I will maintain a positive learning environment by sticking to
my classroom management plan and using call backs to
capture student attention.
RULES
1. Listen and follow directions quickly.
2. Raise your hand for permission to speak
3. Respect your classmates and your teacher.
4. Keep hands, feet, and objects to yourself.
5. Respect school and personal property.

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.
When students break a rule and need reminding, there is a
clipboard to record. This is so you can keep track of how
many times they need reminding so when you get to 3 they
take a break. It is also helpful information for me later.
CONSEQUENCES
1. Warning (“Name, That’s 1.”)
2. Warning (“Name, That’s 2.”)
3. Take a break. (“Name, That’s 3… take __
minutes.”) - A note will be attached to the student planner,
which must be signed and returned the following day. If the
note is not initialed, a follow-up phone call will be made.
4. Extended break (in office), letter home, possible
detention
If you haven’t practiced this strategy before, you might have
a group of 4 students ​model it for the rest of the class​, then
allow time for students to ask questions about the process.
You might also head off any behavior issues related to
partners by explaining some what-ifs...​what if I get the
same partner, what if the person I’m heading towards gets
another partner first, what if I get the same question
twice… Also, think through what to do if you have an odd
number. Do you participate? Do they do a three way
round? Do you have an “odd man out” spot?

If they get the same question- they do the question again

If they get the same partner- they are okay to repeat but
they are encouraged to engage with as many people as
possible.
For the odd number- I will participate
Closing:

Have the students write a post it on what they found most

difficult. Have them write questions they still have.
Closure What question could you ask that focuses on the grammar
● How will you close your lesson? I’m going to create an exit slip with one example from each skill being addressed? Or could you use an exit slip with
● How will you assess student learning and prepare them some questions from the quiz-quiz-trade?
for the next lesson? of the different sections. I can use this to assess what I
need to reteach and which students need additional See above for comments about this about this
assistance. The score will also reveal if my 90% objective is
being achieved.

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
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you 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.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
Student (Charlee - explaining answers to
partner, reminding partner of structure “we
forgot to switch”, thanked partner
Teacher - Pairing up/Focus 3 (Naomi, Charlee, Laura - smiling, partnering with others Used
Laura) the wall to help (Pencil grip! Yikes!) We discussed this feedback.
Naomi - Used the wall to help answer a
question, engaged with partner, positive
interaction

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?
Asked questions of students whole group while
using the Adjective wall.
Circulated during activity and reminded
students of procedure
Observed and helped students occasionally as
needed.
Modeled quiz-quiz-trade strategy with a
student
Redirected student who was distracted by the
entrance of another.
Used call and response to gain attention
Review of the adjective wall
Student named “and” as an article, another
student was given the chance to answer and
correctly identified the compound subject
complement.
Students were given support as needed during
the activity
Students were continuously engaged as they
matched up with and worked with different
partners, helped one another. Some used
the Adj. wall to help each other figure out
the answers. Focus students did not stand
out in the group - they were able to
participate equally both in content and
behavior. All three were smiling and
enjoying the interaction.
Students thanked/complimented each other
after partnering. They kept voices low and
seemed happy to partner with each other.
Kind words: Not exactly, but you’re close!
Students were well-behaved and on-task.
Students used the wall of information,
became “experts” on their question and had
to evaluate each other’s answers.
Students completed the quiz quiz
trade activity. Students were
engaged and working cooperatively.
The adjective wall we created during
this unit proved helpful.
ALthough we didn’t go over them
before the lesson, students clearly
followed GROUP rules we have
discussed in previous lessons.
G-get along
R-Respect
O-on task
U- use quiet voices
P-participate
S-stay in your group
Our adjective wall of information
proved effective not only for this
review but for our final quiz. They
used their resources and practiced
our referencing techniques discussed
during this unit.

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
Clear introduction to lesson, activity, and
follow-up exit ticket.
Provided engaging activity and related Students participated fully
follow-up. Students all did the same activity, but could
be supported by the wall and their partners
as needed.
The students fully participated.
Differentiation was found in
providing resources for the students
to refer to in order to support their
own learning. They took
responsibility for their own learning.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5

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.
Students demonstrated achievement
through their exit tickets. There
were a few misconceptions which I
Upon review of the exit slips, seven showed
mastery of the concepts, and seven had followed up on directly after this
Teacher handed out exit slips to students, who
misconceptions or difficulty following lesson. These misconceptions
completed them and turned them in before
directions. It was difficult to tell if the
the end of the lesson. Students worked involved demonstrative pronouns
misconceptions came from quick reading of
seriously and appeared to be making good and articles. Later on in the day as
the directions or actual misunderstanding of
effort.
the material. we did our read aloud time, I paused
and pointed out these articles of
speech to further contribute to
student achievement.
Section 4: Post Observation Conference
Students were able to answer 90% (or more) of the review questions.
Students assisted their peers who answered their question incorrectly by explaining the reasoning for the
correct answer. They took responsibility for their learning and directed their partners to the adjective wall as
reference.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student was engaged and Student was engaged and
completed the activity. This completed the activity. This
student’s exit ticket showed a few student’s exit ticket showed a few
Student was engaged and although
difficulties in finding difficulties in finding
struggled with the material,
demonstrative pronouns. There demonstrative pronouns. There
referenced the adjective wall and
were several more students who were several more students who
asked questions.
struggled with this as well so we struggled with this as well so we
did a mini lesson after I looked did a mini lesson after I looked
over the exit tickets. over the exit tickets.
I would leave the students a little more time for their exit tickets and remind them to use the wall for reference.
The mistakes they made on their exit tickets were not made during the quiz quiz trade review. This tells me
when the formatting changes, they have difficulty transferring what they have learned. I need to include
strategies to assist them further with this.
The top lesson strengths involved having the adjective interactive wall as a reference tool, using the Kagan
strategy of quiz quiz trade, and following through directly after looking over exit tickets.
Continued application of the adjective wall idea. This process worked so well for my students. I need to be sure
I continue to take the time to create interactive walls that students can use as a resource. There were few
students who still had misconceptions about this particular Kagan strategy. Revisiting the process and further
practice will help solidify understanding.
My next step is to continue this wall concept building idea. This was the first unit I created this interactive wall
with. It evolved into a very helpful tool which I desire to continue to utilize in our next unit.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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