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
Elizabeth Schutz betsy.schutz@gmail.com Multiple Subject Kindergarten
Mentor Email School/District Date
Mission Viejo Christian Preschool and
Peggy Aungst peggy.aungst@svusd.org Kindergarten/Private
October 15, 2018
Content Standard Lesson Objectives Unit Topic Lesson Title
California Common Core Literacy
Standard: Students will…
W.K.1 Use a combination of drawing, • Be able to write an
dictating, and writing to compose opinion sentence.
opinion pieces in which they tell a
reader the topic or the name of the
• Be able to describe
book they are writing about and state attributes of the
an opinion or preference about the four seasons. Seasons/Opinion Writing Writing Opinion Sentences
topic or book. • Be able to tell the
Next Generation Science Standards
Kindergarten: steps of the writing
K-ESS2-1. Use and share observations process.
of local weather conditions to describe
patterns over time.
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.)
Selects, adapts, and utilizes appropriate instructional materials,
Using and adapting resources,
resources, and technologies for concept and skill development in
technologies, and standards-aligned
subject matter. Resources reflect the diversity of the classroom and
3.5 instructional materials including Applying
support differentiated learning of subject matter.
adopted materials, to make all subject
Guides students to use available print, electronic, and online subject
matter accessible to all students.
matter resources based on individual needs.
Incorporates differentiated instructional strategies into ongoing
Planning instruction that incorporates planning that addresses culturally responsive pedagogy, students’
4.4 appropriate strategies to meet the Applying diverse language, and learning needs and styles.
learning needs of all students. Uses assessments of students’ learning and language needs to inform
planning differentiated instruction.
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.
My inquiry focus is whether or not incorporating Excellent lesson plan focusing on using
technology will help motivate my students in technology to engage students. This lesson will
their learning. In this specific lesson, technology also allow students to use technology to record
Inquiry Focus/Special Emphasis will be implemented in the beginning of the and self reflect. In addition, you will be able to
• What is your inquiry focus and/or special emphasis? lesson to get them excited about the lesson evaluate your students' proficiency levels and
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? with the season’s song. It will also be used in the plan future lessons. Parents will also be able to
What specific feedback do you want from your ME?
•
beginning with a game of Kahoot! about the access their student's SeeSaw assessment. 21st
seasons. Throughout the seasons unit, Century learners need to be able use
technology will be incorporated in different technology as a learning tool. Educators also
ways. After this lesson, the following lesson will use technology to engage learners.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 have the students recording themselves on the
SeeSaw app on the Kindles.
As far as specific feedback, I would be like to
know how my mentor incorporates technology
into her writing lessons. Are there any other
ways my mentor can recommend that I
incorporate technology with this particular
lesson?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My second focus student struggles
My EL Learner, although he speaks
with focusing during lessons. He My third focus student tends to
English well, struggles with
blurts out a lot and then often shut down whenever he doesn’t
sounding out sounds. He will be
misses the instruction and understand how to do something.
able to draw pictures so that I can
Focus Students directions from not being able to I am hoping my repetition of
• Summarize critical needs and how better understand what he is trying
focus. I will allow students to ask instructions and modeling will
you will address them during this to write out. I will also go to him
lesson. questions before they work help him understand what to do. I
and make myself available if he
independently and I will make sure will also make myself available for
does have any struggles with
that he understands the him to ask questions and will even
sounding out words. I will also
assignment. I will also be walking go to him because I know he gets
allow him to have peer help in
around to help him if he has any nervous to ask for help.
sounding out words.
questions or does not understand.
All students benefit from utilizing a Thinking
Map (Kagan) or Graphic Organizer as a
prewriting activity. Try using this teaching tool
to help your students stay on track during the
writing process. For your English Language
Regarding my focus students, I would like Learner, the Thinking Map used for the
feedback on ways that my mentor differentiates students can be accessed by the student as he
• What specific feedback regarding your focus students writing lessons for her students. What are ways retells the story to you. You can be the
do you want from your ME?
that I can best help them achieve the objectives student's recorder as they retell the story
and the assignment but also adapt the lesson to orally. This differentiation strategy can be a
best help them? great strategy for Focus Student 2 and 3 as
well. For students meeting our exceeding K
writing standards, invite them to add more
describing words to their sentences or add
more sentences moving toward a paragraph.

I would love to learn ways my ME does the I do my first best instruction whole group for
majority of writing lessons. Do you find it both process and grammar writing
helpful to do writing in small groups? When lessons. Then I pull small groups based on
Specific Feedback doing writing whole group, what are problems individual student needs. Differentiation
• What additional specific feedback do you want from
your ME regarding lesson implementation? you anticipate. Sometimes I wonder if I should happens during these small group mini
do more small group writing lessons instead of lessons. Small groups should be held for all
whole group. Although my class size is small levels of writing proficiency not just struggling
compared to public school. students.
In the beginning of the lesson, I will play the The Engage of the lesson is good! Students love
students a YouTube video that is a song about the use of technology to motivate them and
the seasons. This will help catch the students’ keep them focused. Post the seasons words in
attention. We will also play a game of Kahoot so the four corners of the room and invite
Instructional Planning that I can assess whether or not students students to "Choose" their favorite season by
• How is the lesson structured (opening, body, and
closing)?
understand the seasons. They will be grouped going to that part of the room after the
• What varied teaching strategies and differentiated together and will play on the Kindles. I will then video. Students need to move to keep brains
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used? talk to them about the opinion writing and the focused :-) Ask students to turn to a student in
How will results inform instruction?
students will write an opinion sentence about their group and share at least one reason why
their favorite season. Sentences should say their they chose that season. This will serve as a
favorite season and then why it is their favorite. progress monitoring tool to see if students have
I will model for students how to do this. chosen a season and whether they can
Students will then write and I will walk around verbalize a reason why the season they chose is
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 to help students who need help. Once students their favorite. If they can't say it, they can't
have finished their writing, they will go with write about it.
other students who had their favorite season
and discuss things they enjoy about that season.
I will grade students’ writing with a 5-point
rubric. By looking at rubric scores, I will be able
to see whether or not students understood the
directions of the writing assignment.
To engage students, I will play the YouTube
video in the beginning of the lesson. This will
hook them and get them excited about the
lesson. We will also play a game of Kahoot on
the Kindles, which I think will get them excited
to play a game with technology about seasons Kindergarten students enjoy learning about
Student Engagement/Learning to get their brains thinking. In the lesson after science phenomena. Seasons are relevant to
• How will you make the lesson relevant to all the this, students will get to film each other reading kinder students. Students verbal and SeeSaw
students?
• How will students show progress towards master of their writing on the tablets. I think telling the responses to the lesson objective will
lesson objectives?
students that will get to use the tablets will demonstrate proficiency for lesson objective.
make them excited to write their opinion
sentences.
Students will show their progress by their
writing. I will look at their writing and see
whether or not students understand the
objectives.
To maintain a positive learning environment,
there are many things I will incorporate. During
the game of Kahoot, I will encourage students
to positively praise each other and say “good
Ms. Schutz will use her class behavior plan,
job.” I will encourage students to raise their
Class Dojo, verbal praise and nonverbal
Classroom Management hands by solely calling on students that raise
• How will you maintain a positive learning redirection to keep students on task during her
environment with a welcoming climate of caring, their hands to participate. I will also reward
lesson. She will also circulate around the room
respect, and fairness?
students by giving points on Class Dojo to
• Identify specific classroom procedures and strategies to make sure she is in close proximity to her
for preventing/redirecting challenging behaviors. students that are on task and working nicely. I
students.
will also give out table points when an entire

table is on task. If I do notice a student who
needs reminding, I will go up to him or her
individually to give them a little reminder they
need to focus.
To close the lesson, I will have students put their
Good ideas- Have students return to their
papers in the finished paper pile. They will then
season area with their papers (written or
go to a designated area based on what their
thinking map (drawing) to read it to another
favorite season is. They will talk to each other
Closure student. Using the rubric, analyze student
How will you close your lesson? there about why that season is their favorite. To
•
writing to identify lesson objectives for future
• How will you assess student learning and prepare assess student learning, I will look at their
them for the next lesson? writing and determine small group mini lesson
papers and they will be graded on a 5 score
instruction objectives designed for student
rubric. For the next lesson, the students will
needs.
work in pairs with a Kindle and record

themselves reading their writing piece.
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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved 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 6
 Ms. Schutz delivered best first I gave the instruction to the students
instruction to the whole group. whole group for the game Kahoot
Specific Feedback
• What information can you
During another time, Ms. Schutz can Students in table groups are a good and also for the writing part of the
provide the NT regarding pull small groups to work on skills strategy to know who may need lesson. I think I want to be more
requested special
feedback? she noticed students struggled with more scaffolding. intentional in pulling students aside
like punctuation or sentence that I know need extra help for
formation. special instructions from me.
Students were engaged through the
Kahoot game. They were excited to
play the game and it was a good way
to capture their attention, but also
as a way to assess whether or not
students understood different
CSTP 1: Engaging All Ms. Schutz utilized technology aspects of the seasons.
Students Students were actively engaged and
• In what ways were students through the “Kahoot” app to review Students contributed to their
engaged? How were focused as the color grouped teams
prior learning on the four seasons. learning through participation on
students not engaged? answered the questions on the
• How did students contribute Ms. Schutz grouped students since their Kindles. They also were
to their learning? seasons. Ms. Schutz gained
• How did teacher and/or she only has four devices. Later contributing by answering questions
students monitor learning? immediate feedback on student
students were seated at color group when I asked them and by
• How were the focus learning and reviewed as needed
students engaged and tables for as she continued her completing their sentence on their
supported throughout the after each question.
lesson? lesson. favorite season.
My focus students were engaged by
playing the games and I supported
them by walking around to each
table when I noticed students
struggling. I got to their level and
helped them with the assignment.
I think I helped create an effective
learning environment by making
myself available to students who
CSTP 2: Effective Learning Ms. Schutz used positive feedback Students were focused on the
Environment were struggling. Students were on
• How did students and for student responses. She learning task given by Ms. Schutz.
task during Kahoot and the writing
teacher contribute to an encouraged individual students Most students were actively
effective learning portion of my lesson. I also
environment? during their independent work time. working to complete the task.
encouraged students by using
positive language such as, “I love
your writing” or “Great printing.”
By playing the Kahoot game about
seasons, students were able to show
CSTP 3: Organizing knowledge of the subject matter.
Subject Matter They then were able to show their
• What actions of the NT Ms. Schutz activated prior
contributed to student knowledge of opinion sentences
knowledge through the Kahoot quiz.
assimilation of subject Students wrote an opinion when they wrote their sentences
matter? Ms. Schutz utilized thinking maps
• How did students construct sentence and drew a picture about and drew the picture.
knowledge of subject that her students had constructed
matter? their favorite season. Some students were confused on
during a previous lesson to give
• What misconceptions did how to spell certain words, but I
students have and how them ideas for their opinion writing.
were they addressed by anticipated that happening. I tried to
the teacher?
just best help them sound out the
words without doing the assignment
for them.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 I differentiated learning by giving
students options on what they could
write. Some just drew a picture,
some wrote just a word or multiple
words, and others were able to write
Ms. Schutz allowed students to
a whole sentence.
CSTP 4: Learning write a sentence, phrase, or the
Experiences Students were encouraged to write Students participated by completing
season name depending on the
• How were students a sentence sharing their opinion on the sentence and by playing the
supported through student’s writing proficiency level.
differentiated instruction? their favorite season. Ms. Schutz Kahoot game. They also raised their
• How did students Utilizing thinking map and providing
participate? circulated and helped individual hand to answer questions.
students with sight words for their
• How did the NT contribute students as needed. I contributed to student learning by
to student learning? writing helped students to be
walking around and helping
successful writers.
students. If I noticed a student who
needed help, I stopped to help them.
I also tried to make the room an
inviting place so students felt like
they could complete the assignment.
Students showed that they achieved
the lesson objectives by completing
the Kahoot quiz and by turning in
their writing. When they turned in
the writing, I was able to tell
whether or not they understood
Students demonstrated mastery of
CSTP 5: Assessing Student Ms. Schutz designed the learning opinion sentences. There were times
Learning the seasons science unit and
task incorporating the use of some groups struggled with the
• How did students
opinion writing by writing an
demonstrate achievement technology. Ms. Schutz explained Kahoot game, but I have to account
of lesson objectives? opinion sentence and illustrating
• In what ways did students the writing assignment to the for the fact that the game is on a
struggle or demonstrate their writing. Two students
students and reminded them to use timer and they may have felt under
limited understanding?
struggled to complete the task. Ms.
• What teacher actions their thinking map to guide their pressure.
contributed to student Schutz provided scaffolding to help
achievement? writing. I think I contributed to student
students complete a modified task.
achievement by explaining directions
well to the students. I also allowed
students to do work that they felt
comfortable with and did not push
students to write more than they
wanted to.
Section 4: Post Observation Conference
I think all students did a good job during the lesson and with the objectives. The first objective was that
students would be able to write an opinion sentence. The majority of the students were able to actually write
the opinion sentence on their own with a reason. Some students only wrote one word, however the majority
of them were able to do that. Another objective was that students would know attributes of the four seasons.
To what degree did students
achieve lesson objectives? While we played the Kahoot game, I was able to keep track of which students needed extra help with the
seasons and which students understood. I was also able to look at their writing and see why students liked
different seasons and see if that made sense. The last objective was that students would be able to know the
writing process. Looking back, I’m not sure that I covered that as much as I wish I did during this lesson,
however the students were able to look at the writing process on the board.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My focus student 2 was able to Focus student 3 really struggled
My ELL focus student did really well complete the objectives. His with this lesson. He did well with
this lesson. The visual of the biggest struggle was getting out of the technology portion, however
technology in the beginning helped his seat, but he mostly did that when it came to the writing
To what degree did focus him understand what he was going because he wanted assurance that portion he just shut down. He was
students achieve lesson
objectives? to be writing about next. He drew a he was completing the assignment able to draw a picture of his
picture of his favorite season and correctly. He tends to need more favorite season, but when it came
wrote a sentence. He did struggle a positive feedback throughout to writing any words, he did not
little with sounding out the words, lessons that he is doing want to do any of it. I made
however, he did a really good job. assignments correctly. He was able myself available to offer help,
to write his opinion sentence and however he did not want to
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
 knows the difference between the complete the writing part of the
different seasons. assignment. He did not achieve
the lesson objective of being able
to write an opinion sentence.
What would you do differently
next time?

1. I think one strength was student engagement through the lesson. Students were involved from the
beginning of the lesson with the Kahoot game. They were motivated through the game to complete
their writing. Throughout the whole lesson, there was not a time when students were not doing the
different tasks.
2. After talking to my mentor, one strength was that I had materials ready and the lesson was well
What were three top Lesson
Strengths? prepared. All the Kindles were set up and all the students needed to do was enter the game. I had all
the papers ready and the areas were well labeled where the students were supposed to go afterwards.
Along with being well prepared, the progression of the lesson was good.
3. Another strength of this lesson was that I circulated through the room while students were writing and
gave positive feedback. I made it a priority to make sure all students understood and that I was
available for students to ask questions to.
1. One thing I could have done better was to use more academic language. I am so used to simplifying
things for my students but my mentor reassured me that I need to start using more positive language
because they will continue to hear it in their education and they need to know what it means. For
example, I call the graphic organizer they used a “spider graph” and I could have called it a “thinking
map” or a “graphic organizer.” I should call the tablets they used for Kahoot, their “device.” This will
help me in my teaching and help them know the right terms.
2. Another thing I should have improved was making sure I had all the students’ attention before I moved
on. My mentor noticed that after I did a chant to get the students’ attention, that I immediately started
What were three top areas for
improvement? talking afterwards. The lesson could have been improved if I waited until I had all the students’ eyes to
ensure they were all actively listening to me. With this, I also should have waited for students to take
out their materials before I gave directions so I don’t lose their attention.
3. My mentor pointed out that I spent a lot of time working with one particular student who did not want
to complete the activity. She suggested that instead of continuing to go back to him, I could have given
him tools to move on. I could have had him dictate his sentence to me and then I could have written it.
She also recommended asking him if he wants me to outline pictures for him if he doesn’t want to draw
and then he can color them. I just need to be better at differentiating lessons for him when he feels he
can’t do something.
My next steps for this lesson include more technology. I am going to give each student a partner and they are
going to record each other showing their writing. They will post this on our class portfolio so that I will be able
What are next steps?
to see it. In regards to the writing, I want to continue to do different writing lessons that include technology so
that my students know how to use technology in the classroom. I also want to continue to work on
differentiating lessons. I want to be better at supporting my struggling students and challenging my advanced
students.
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 6 of 6