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
Jared Smith jasmith@fjuhsd.org English English 2 Honors
Mentor Email School/District Date
Marjie Blevins mblevins@fjuhsd.org Sonora HS/FJUHSD 10/5/2018
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA.SL.9-10.1: Initiate effective
discussions with different partners
on grade 9-10 topics, texts, and
issues. And verbally express ideas
clearly and persuasively and listen
to other’s ideas and thoughtfully Students will collaborate together
build on them. to design an authentic product
and prepare an effective rhetorical
CCSS.ELA.SL.9-10.4: Present advertising strategy.
information clearly, concisely and
logically for the appropriate Students will use technology to
purpose, audience, and task. create an advertising sales pitch,
whether that is in the form of a
Rhetoric Analysis Rhetorical Advertising Project
CCSS.ELA.W.9-10.6: Use technology cinematic commercial or digital
to produce, publish, and update presentation.
writing products. Also, display
information flexibly and dynamically Students will display mastery
using different technology. knowledge of the primary
rhetorical strategies and devices
ELD.Collaborative.9-10: Exchanging in order to persuade an audience
information and ideas with others to purchase their product.
through oral collaborative
discussions on a range of social and
academic topics.

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 into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T: Integrates connections from subject matter to meaningful, real-life contexts,
Connecting subject matter to meaningful, real- including those specific to students’ family and community.
1.3 life contexts
Applying
S: Students utilize real-life connections regularly to develop understandings of subject
matter.
T: Supports students to initiate critical thinking through independently developing
Promoting critical thinking though inquiry, T: Integrating questions, posing problems and reflecting on multiple perspectives.
1.5 problem solving, and reflection S: Applying S: Students respond to questions and problems posed by the teacher and begin to pose
and solve problems of their own related to the content.
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.
The focus of my inquiry is to use technology to develop real
world, meaningful projects that are engaging and relevant
Inquiry Focus/Special Emphasis to students’ lives and future career aspirations. For this This sounds like a very interesting project; I am excited to
 What is your inquiry focus and/or special emphasis? lesson, I plan to introduce a PBL assessment that allows witness it first hand. It combines many different English
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? students to collaborate with each other to construct a sales- standards that we teach throughout the year and it will be a
 What specific feedback do you want from your ME? pitch of a new, innovative product and use rhetorical very effective way for students to show knowledge and skill.
strategies to sell it to the class, either in the form of a
commercial or a presentation. As a design the project and
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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?
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?
 How will students show progress towards master of
lesson objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the rubric, I would like feedback from my mentor on the
validity of the assignment, whether she believes that it is
aligned with the ideals of PBL, and if it needs modifications
anywhere.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student has an IEP because he is
labeled Emotional Disturbed due to
psychological and emotional issues that
This student is struggling when it comes to
keep him from positively interacting with
grades and academic performance. She
others and myself. Therefore, he
specifically struggles to orally speak the
traditionally disengages himself from group This student is incredibly apathetic and
target language and with writing skills and
learning, and, often, independent learning, chooses not to participate in class or
grammar, even when it comes to writing
which has resulted in a current grade of complete his homework, despite the fact
basic sentences. She needs to raise her
64%. However, by creating an engaging that he is very intelligent and could easily
grade in order to pass the class and
project that requires students to work pass the class. My hope is that this project
eventually graduate high school. Because
closely together to design a product, will be innovative, engaging, relevant, and
this project requires group collaboration, I
develop a sales pitch, formulate a authentic enough to peak his interest and
will pair her with stronger students who will
presentation, and then sell it to the class, it get him actively involved with his group. I
help her through the assignment and on
is my hope that this student will become think for him, it is primarily about finding
whom she can rely for questions, concerns,
engaged to the point where he can his personal interest and it will activate his
and overall supports. I will also work with
efficiently work with peers, share his ideas, intellectual prowess and ambition.
this student independently to practice her
collaborate on the pitch and design, and
oral speaking part, which is also a major
then bravely present in front of the class. I
component of the project.
will closely monitor his group, and, if it
becomes a problem, I will allow him to work
independently and present to me alone.
You may have trouble with your ED student, particularly if
he already has difficulty working with other students. This
project may simply compound the problem. You may
How can I further support my EL student in this lesson? consider choosing one or two of his friends to work with, or
And how else can I support my advanced student without at least students he is more comfortable with.
killing them with extra work and expectations? Also, I would pair that EL student with two stronger
students and also another student that can speak her
language. If she has trouble communicating, this may help
bridge the gap.
After examining the directions for the project and my
After reviewing the directions and rubric, everything seems
grading rubric, do I need to make any modifications in order
to be very thorough and well designed. It is definitely PBL
to make the assignment more meaning, more clear, or more
focused.
PBL focused?
I will open the lesson by introducing the prompt and the
grading rubric for the project. After reading it with them and
answering any questions, I will show them three examples
of student work from year’s prior. This should help solidify
my expectations and clear any confusion concerning the
project. The lesson does not contain many instructional strategies.
Next, I will show students their assigned groups, which But it is effective by giving clear instructions and showing
consist merely of three students each, and then they will multiple examples of the project. This will effectively display
move seats and form circles with their partners for group your expectations to your students.
collaborations. Following the directions provided, they will It is also good that you assigned students to groups
then begin the initial steps of designing their product and yourself, which will help your focus students be much more
determining the most effective way to advertise it to the successful.
class. I do not believe that they will get very far into this But how much total time are you going to give for this
process, so I will suggest that they determine a plan that project? It will probably take them the entire period simply
delegates work to each member or to share contact to come up with a product, so how much time are you
information so that they can continue to work after class. willing to commit for the rest of the assignment? And what
Throughout group collaboration time, I will walk around and if some groups finish much faster than others? What will
evaluate students through formative monitoring. I will you have them do?
intervene with or prompt students when necessary and will
assist struggling groups with their projects. However,
because this is a summative assessment, I will not provide
students with much assistance other than some helpful
ideas with a product and its design.
This lesson is inherently relevant, which is the goal of PBL. I
This is a very relevant assignment and I think students will
think that the group collaborations, the creation of an
definitely take interest in it. As for mastery, are you
authentic sales product, and the design of a commercial
planning on assessing them through another means besides
using rhetorical advertising skills is all very applicable and
just this project? For, the trouble with group projects is that
relevant to real life situations, as well as the professional
most times smarter students take dominance and will
workforce, which is why I think this project will be very
complete the work for the rest of the team. This will lead to
engaging for all students.
inaccurate results when it comes to assessing your
In addition, this project is a summative assignment, so it is
students. I would also implement a test or essay to display
designed to display their mastery in rhetorical application
mastery.
and public speaking skills. As they present the project, they
Page 2 of 5
 will be graded according to a rubric that assesses them for
such skills.

This is a very positive and interactive group of students, so I

do not foresee any behavioral problems. By splitting them
Classroom Management into pre-determined groups of my design, I will also easily

Your classroom management approach is very direct and
How will you maintain a positive learning cut down on student conflicts and tangent discussions.
environment with a welcoming climate of caring, probably very effective. But, by having students complete
However, students that are off task or disruptive during the
respect, and fairness? the project independently, are they losing the PBL essence
 Identify specific classroom procedures and strategies course of the activity will be separated from the rest of the
of the assignment? Perhaps this is too harsh.
for preventing/redirecting challenging behaviors. class and then chided by the teacher. Students who are
continually off task or disruptive will be forced to complete
the project independently.
As a quick close for the lesson, though it will be continued
the following day, I will have groups quickly share their
Closure product and advertising ideas with the class, so that the
Closure of lesson seems very effective. Are you planning on
 How will you close your lesson? struggling groups can benefit from other ideas. I will last
evaluating whether they have actually formulated a plan for
 How will you assess student learning and prepare have each group set a plan with their partners as to what
them for the next lesson? the next day? Perhaps an exit slip would be more effective.
needs to be completed for homework, what each member is
personally responsible for, and what are their future
individual goals are moving forward.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
NT did an excellent job placing students in
pre-determined groups by ability, rather than
social connections. Particularly, the EL
Student was with two stronger students and
actually actively participated throughout the
period, coming up with the idea of a
multicolored lipstick device.
As stated, the students all worked well
together, actively constructing a unique sales
product. Today was merely the first day of
the assignment, so the students spent most N/A
of the time brainstorming ideas and
following the 8-steps to building an
advertisement provided by the NT.

I think that nearly every student in the class

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?
NT showed six examples of the project—
three power-points and three commercial
videos—in order to give students a clear
picture of what was expected. He then placed
them into their groups and led them through
the 8-step process. Students then spent the
remainder of the period working together
while the NT walked around and surveyed
their progress. He prompted them with
questions when needed and made sure that
all students were actively engaged and
participating.
The NT was upbeat, positive, and shared his
own experiences of coming up with
innovative ideas that he wished he had the
time and money to market. He has built a
strong rapport with his students and it
shows. As he walked about and discussed the
project with each group, they freely shared
their ideas with him and did not seem to
hesitate to participate.
All students seemed actively engaged
throughout the lesson and participating with
their group, except one student where the
NT had to take away his earbuds because he
was acting antisocial. But otherwise, all
students were discussing and brainstorming
together and seemed to be having fun.
As stated, the EL student was very engaged,
and the struggling student was working very
diligently on his project with his group, who
even began their power-point today. The ED
student and his group were also on task and
the NT visited his group multiple times
throughout the period to ensure they
remained on task.
The classroom culture and environment is
very upbeat and positive and it is obvious
that students are used to working in groups
and having the strict expectations to stay on
task throughout the period. They used their
class time efficiently and collaborated very
well together without any visible issues.
was actively engaged and was participating
with their groups according to the directions.
Because it is a project based assessment, and
it has real-world application, students were
very interested in the concept of designing
their own product and getting the chance to
film a commercial or construct a sales pitch
for the class. Thus, the whole assignment has
them actively contribute to their own learning
and work together to create something real
with the knowledge and skills they have
developed over the course of the unit.
I was also very pleased to see all three of my
focus students actively engaged as well,
particularly my struggling student who
normally never likes to appreciate. It was his
idea to design a scary elf on the shelf that
parents use to scare their kids into obedience.
The entire class was very loud, as each group
actively discussed the project and bounced
ideas off each other. And a loud class is
usually a good indication that students are
into the material and are having fun. I simply
worked as a facilitator and tried to disrupt
them as little as possible.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

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?
This is the first time in the unit where
students had to use their knowledge and skills
As stated, the NT began the lesson by of the rhetorical devices and strategies to
explicating the directions and rubric very create something of their own and persuade
specifically to the students, and then showed others to buy into it. And as creativity is the
Because this is a summative assessment,
six examples of the project as a model for highest and hardest level on Bloom’s
students already appeared to have a firm
their work. He then discussed the grade each taxonomy, I anticipated that students would
knowledge of the rhetorical devices and
example received and the reasons why. The initially have trouble utilizing the devices on
supporting strategies. The only
NT asked if anyone had any questions, which their own. However, this is the rationale for
apprehensions they had were of the
two students did, and then he answered doing this project in groups, as well as
expectations of the project itself, which the
them and cleared any confusion. The NT then providing numerous examples of past
NT cleared up very well.
sent them into groups and students directly products to give them ideas. I posted all of the
began to brainstorm. It was a very efficient examples on Google Classroom for them to
form of delivery. access and peruse at their leisure and I think
this really helped them grasp the material and
move forward with their own work.

Because the students possessed a firm

CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
As stated in my initial notes, there was not a
whole lot of differentiated instruction in this
lesson. However, as also stated, this lesson
serves as a project for a summative
assessment, so I assume that all instruction
has already taken place.
knowledge of the rhetorical skills and
knowledge and not one student had
questions regarding those requirements in
the project, I can assume that the students
were taught very well. During the period, I
was able to overhear many groups already
discussing the various ways that there
planned to market their item using logos,
ethos, and pathos.
Like my mentor explained, there was not
really any differentiated instruction
throughout the lesson, because I was not
really instructing them on new knowledge or
skills. The point of this activity is to assess
their understanding of rhetoric on a PBL level.

This project is a summative assignment that is

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
This is a PBL assignment that will help the NT
meant to display their knowledge and give me
determine if students fully understand the
an opportunity to evaluate their skills at the
nature of rhetoric and the supporting
The only thing that students seemed to end of this unit. We are also writing a
rhetorical devices. It is also an ongoing
struggle with in the project is initially coming rhetorical analysis essay and we are taking a
project and will not be completed for a week.
up with an authentic and unique item that test, but this gives me even more insight into
Therefore, it is too early to tell if students
does not exist, but that is realistic and easily their understanding of the subject matter.
mastered the material, but the NT will be
marketable. The NT had to really prompt Therefore, they will display their persuasive
able to assess each project according to his
thoughts with each group and offer ideas for knowledge through an implementation of the
rubric and evaluate their learning and his
help. rhetorical devices and the effectiveness of
teaching. He did a nice job of informally
their sales pitch, which will be evaluated after
assessing them by discussing the project with
their presentations and according to the
each group as he walked around the room.
rubric.
Section 4: Post Observation Conference
Students will not deliver their sales pitch until this Friday, December 7th, but from informal observations and discussions with all groups, I
believe that students have a thorough knowledge of the rhetorical devices and that all groups will receive at least a 75% on their
presentations. At this point, they have all designed a product, and they are actively engaged in creating their sales pitch using logical
appeals for logos, ethical appeals for ethos, and emotional appeals for pathos, all supported with our rhetorical strategies discussed in
class.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Although this student was still a bit
Thus far, I am very happy with the active awkward and withdrawn with his group, he This student is so incredibly smart and he
participation of this student and how she is still did participate in discussion with them has a great sense of humor, which is why
discussing the project with her two partners and he was the one who chose to take he was so visibly engaged in this project.
and is an integral part of her group. notes for the group. I think it was his way of He jumped right into the discussion with
Although she doesn’t speak English very participating without having to take a direct his two group members and he too was
well, she was the one leading the discussion leadership role; he simply took notes on the one who thought of the elf on the
and she even thought of the idea of a radical what the other members decided to do and shelf knockoff. One purpose of this project
new lipstick device. It is my hope that the he interjected himself into the conversation was to actively engage this student and
other two students will help her with the when necessary. I hope he continues to get him excited about the learning
writing and presentations process that they actively participate throughout the week process, which it has definitely
continue to build the project. and that he helps them build an engaging accomplished.
presentation for the class.
One part of the lesson that I will change for next year is possibly having a stronger hook activity to engage the students in the project
rather than simply starting the class with the project directions and examples. I could possibly pitch a product to the class in a formal
manner, which would only serve to reinforce the models that I am supplying them and give them more ideas for their project, as well as
cement the expectations I have for their own work.
The three primary strengths of the lesson were: the engaging and applicable nature of the project; the thorough models provided for
students in order to make the project expectations very clear; and the pre-determined groups that I designed, which allowed students to
collaborate together according to their strengths and weaknesses.
The three primary areas for improvement would be: that my hook for the project could be more creative by possibly pitching a product to
the class as a form of an example for their project; my rubric could be a bit more specific and break down their grade in more than three
simple categories; and that one group did not seem to be placed well as the students were quiet and taciturn with each other—I even had
to take away the headphones of a student who did not want to participate in discussion with his peers.
Page 4 of 5

What are next steps?
Students will continue to work on their projects throughout the week, with my assistance, and then they will present them on Friday for a
formal grade. With any formal, elongated group project like this, I make students peer-review each other and I include their input as part
of the final grade. After the project, students will take a short response and multiple-choice test on rhetoric and then that will conclude the
unit. If students collectively receive lower than a 75% on the essay, project, and/or test then I will determine the elements that need to be
retaught before the final exam of the semester.
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