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
katiemilano@kineti TK-5th (Observing 4th
Katie Cunningham Physical Education
cacademy.org Grade)
Mentor Email School/District Date
beckiroy@kineticac Kinetic Academy/
Becki Roy 3/27/2019
ademy.org HBCSD
Content Standard Lesson Objectives Unit Topic Lesson Title
CASPE Standard 1.2: TSWBAT: Dribble a
Change direction basketball
quickly to maintain consistently using
the spacing between one hand.
two players TSWBAT: Use
CASPE Standard 1.17: different passes to Miniature Basketball
Keep a hand dribbled teammates in a Basketball Tournament and Exit
ball away from a game situation. Slip Completion
defensive partner. TSWBAT: Shoot a
CASPE Standard 5.4: basketball into a
Respond to winning hoop using the
and losing with “BEEF” form.
dignity and respect.
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 Skills are developing as Skills are applied as NT Skills are refined as NT Skills are polished as NT
formed and just coming into NT investigates and makes increased relevant combines elements into a expands ability to add new
prominence examines pedagogical and suitable use of cohesive and unified methods and strategies into
practices pedagogical choices pedagogical repertoire pedagogical repertoire
Initial
CS Rating Description​ (Identify both teacher and student rating for
Element Ratin
TP CSTP 1 and 2.)
g
How can I T- Will provide a blank KWL chart
A
use a KWL for students to complete. Teacher
-
chart to will also transcribe chart into a
A T- Facilitates completion of KWL chart with the whole class as a
create smaller chart for students to
p group.
learning complete as apart of their I-
4. p
objectives post-assessment. Integrati
2 l S- will communicate with peers informally about what they know
that align S-Students will complete The “W” ng
y on the topic of basketball. Students will then present their
with the or the “want to learn” section in a
i previously learned knowledge to the entire class.
CASPE whole class setting to create 2
n
standards learning goals for the unit.
g
?
How can I E
T- Teacher will provide a KWL T- read “L” responses and collect data on how many students
use my -
4. chart on a smaller scale and a A- successfully provided at least 3 learned facts with a focus on
initial E
5 completed K and W section. Applying their “W” questions.
assessmen x
t to adapt p
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 my l S- Students will be responsible for S- able to identify at least two learned facts in the “Learned”
curriculum o completing the L section of the column of the post-unit exit slip.
throughou ri chart.
t a unit? n
g
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection Provide feedback on lesson plan
on the lesson plan. reflection.
How can I use a KWL chart to
create learning objectives that
align with the CASPE standards?

Inquiry Focus/Special Emphasis - Students will be

● What is your inquiry focus and/or
special emphasis? completing the final
● How will you incorporate the inquiry section of the KWL
focus and/or special emphasis into chart independently.
the lesson?
● What specific feedback do you want - How can I give students
from your ME? extra help on content
to add to their exit slips
while also challenging
them to recall specific
vocabulary?
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504

A. C.
R. C.
Student has IEP writing
Student will present
goal of developing topics A.S.
frustration in self-start
with facts. I expect Student is high
of completing “L”
Focus Students student will have performing and
● Summarize critical section. Student will
needs and how you confidence in confident in
require redirection and
will address them completion of completing
during this lesson. repetition of
assignment. I expect assessments. Student
instructions. I expect he
student will need will be able to provide
will be able to complete
revision of answers on data of understanding
the assignment with
assignment. After subject matter.
understanding of
multiple answer drafts
subject matter.
student will show
understanding.
● What specific feedback regarding How can I adapt my final
your focus students do you want assessment to help my
from your ME?
students with learning goals?
Specific Feedback How can I best transition
● What additional specific feedback
do you want from your ME from gameplay to academic
regarding lesson implementation? writing time to complete
Students will warm up.
Students will practice
dribbling skills while jogging
around the perimeter of the
Instructional Planning
yard. Students will then split
● How is the lesson structured into their assigned teams to
(opening, body, and closing)?
● What varied teaching strategies and scrimmage against their
differentiated instruction will help teammates. Teams were
students meet lesson goals?
● What progress monitoring strategies composed by using
will be used? How will results inform knowledge of basic basketball
instruction?
skills.

Students performed skill

circuits and their
performance level at each
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

Student Engagement/Learning
● How will you make the lesson
relevant to all the students?
● How will students show progress
towards master of lesson
objectives?
skills was documented using a
4-1 grading rubric.
Students are conmpeting in a
miniature “March Madness”
tournament. This has been
relevant to class because of
the NCAA tournament
happening currently in time.
Students will advance with
their teams each time they
win in a round of the
tournament. The tournament
is a double elimination
tournament, so they will have
multiple chances to advance.
All students will have been
informed of the rules of
basketball and team
sportsmanship will be the
main priority.

Students are split into even

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.
teams of even skill levels.
Teams will be wearing
colored jerseys to identify
eachother and all people will
be scoring the same amount
of points for shots.
Teacher will be the final word
referee during game time and
tie breakers will be
administered if need be.

Students who are not playing

safely or respecting
equipment will complete a
“think sheet” until they are
ready to partiipate.
Students will gather together
and stretch. After stretch
time, we will discuss the “L”
section of the KWL chart.
Closure
● How will you close your lesson? Students will be given the
● How will you assess student post assessment to complete
learning and prepare them for the
next lesson? for the remainder of class
time. Teacher will collect data
from exit slips to see how
many students obtained
information from the unit.
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
EXAMPLE Students completed the worksheets and
When teacher reviewed worksheet, she asked that included all levels of Bloom’s (“Identify 6
CSTP 1: Engaging All were able to ask questions. Most groups
additional questions of analysis and evaluation problem-solving strategies; pick two strategies
Students needed revisions for their questions;
(“which problem-solving strategy do you and identify at least one similarity and one
● In what ways prefer? How could you create a math problem difference between them”). Groups then
comparison/contrast was the most common
were students analysis question. I need to give them a
that could be solved with this strategy?”) selected a strategy and created two math
engaged? Bloom’s question stems handout next time.
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?

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?

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?
Section 4: Post Observation Conference
To what degree did
students achieve
lesson objectives?
Focus Student 2: Student
To what degree did Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
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?

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 5 of 5