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
Valerie Carrillo vcarrillo@ljsd.org Multiple Subject 3rd
Mentor Email School/District Date
Jordan Elementary/Lowell Joint
Marikate Wissman mwissman@ljsd.org 10/19/18
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
Text Types and Purposes: I can write an opinion
CCSS.ELA-LITERACY.W.3.1 paragraph.
Write opinion pieces on topics English/ Language Arts: Writing Opinion Writing
or texts, supporting a point of I can type and format a
view with reasons. document using Google
Docs.
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-Learning goals are clear and expectations for students
Creating a rigorous learning
communicated so they know what they should be working towards.
environment with high expectations T-Innovating
2.4 and appropriate support for all
S-Students have worked with me in one on one conferences to discuss
students S-Applying
their writing.

T-Uses technology to gain knowledge of student understanding using

Using available technologies to assist
Formative Assessment in the classroom. Uses technology to
5.6 in assessment analysis and T-Integrating
communicate progress or areas of improvement to students.
communication of student learning.
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.
● How does technology integration and
The focus of your lesson is very pertinent for
exposure to online tools in writing help
today’s students. The world they are living in
students become college and career
and the future they will be a part of assume
oriented while improving their drafting
they are fluent in the terminology surrounding
and editing skills?
creating digital documents. Additionally, to be
Inquiry Focus/Special Emphasis ● Students will be combining the work
college and career ready students need to
● What is your inquiry focus and/or special emphasis? we have been doing in opinion writing
● How will you incorporate the inquiry focus and/or possess strong communication skills in writing,
special emphasis into the lesson? and incorporate technology with
● What specific feedback do you want from your ME? speaking and listening.
Google Docs. They will use editing tools
as well as a shared doc to work with
There are so many tools available to students I
me and share ideas and questions.
think the key is prioritizing which are the most
● Is there any tool or feature that you
developmentally appropriate and best support
think would be useful to tell students
the task we are asking them to do.
about during the lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
KN
JG
This student performs well
JK This student had an incredibly
academically in most areas but
Focus Students This is a very bright student, but hard time with writing. Forming
● Summarize critical needs and how struggles in sentence structure and
many times has difficulty staying sentences, spelling, and sentence
you will address them during this spelling. I would like to see an
lesson. focused. He is highly motivated by clarity. I would like to see her
improvement in this area using the
technology and I hope to see this using spelling and grammar to
tools on Google Docs as well as her
keep his behavior on track. correct her writing and hopefully
using the messaging over her
improve her writing overall.
shared document.
In my opinion, when students are really
struggling to construct correct sentences it is
● What have you found to be the best
because they have not had enough interaction
way to help students who struggle with
with good examples. So in that spirit, I believe
sentence structure to build a sentence?
● What specific feedback regarding your focus students providing sentence frames or check lists with
do you want from your ME? How do you make an error visible to
examples is helpful.
them when they think it sounds
To guide them into finding their errors offering
correct? Any ideas on extensions for
them choices of sentences theirs and a few
the more advanced student?
correct ones and helping them compare it to
the checklist (success criteria) is helpful.
● Are there any holes in the lesson or
The lesson looks good. At this point in the
areas you think should be extended?
trimester, I would have them type their rough
Specific Feedback
Do you think it would be best to
draft in as is and then the editing is a genuine
● What additional specific feedback do you want from correct their rough draft before setting
your ME regarding lesson implementation? task. I also think it will be more relevant to
them lose to type or should they try to
them by having them take ownership of the
correct on their own, using the tools
task.
given to them in the lesson?
● Opening will be connecting students to
the real work use of our lesson and
connecting back to our work on
opinion writing this trimester. Body will
be walking through our writing as a
group. Closing will be introducing
students to the final assignment which
will be typing and formatting the final
document Your lesson show sound design. You have built
Instructional Planning
● How is the lesson structured (opening, body, and ● I will have a visual representation of in a variety of supports to reach the diverse
closing)? what we are doing on the overhead. needs of the students in your classroom. The
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? Students will have sentence starters, software that allows us to view the student
● What progress monitoring strategies will be used?
How will results inform instruction? graphic organizers, and an Oreo work is incredibly helpful for keeping students
worksheet to help them along in their on task.
writing.
● I will be able to check in on students as
a group using Go Guardian to see what
each student is doing on their
Chromebook. I will also be on a shared
document, so I can pop in on students
at any time and leave them a comment
or suggestion in real time.
● To make the topic relevant I will Connecting classroom experiences to the real
Student Engagement/Learning
● How will you make the lesson relevant to all the
connect to their high school and world is always good practice. It answers the
students? college years. “What we are learning “why is this important” question.
● How will students show progress towards master of
lesson objectives? right now, you will be doing in college
when you write papers “. I hope to
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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.
Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
build students enthusiasm knowing The real time commenting is so valuable
they are working on activities that because it keeps the students moving forward
much older students are working on in their writing thus it keeps them moving
making them feel empowered in their forward in their learning.
learning.
● Students have a solid background You have a firm understanding of what your
knowledge of opinion writing. The students know and what their gaps are. This
newest aspect of this lesson is using lesson addresses those gaps which is how we
the tech aspect. By giving my students move them toward mastery.
access to online tools such as spell
check, thesaurus, and real time
commenting I am hoping to improve
their personal editing skills when
writing.
● ·I will keep the students motivated with
positive encouragement and quick
check ins with each student.
Creating a special environment for writing
● I will be available to my students as sounds motivating. We all do it as adults to get
they are writing. I set the tone for their focused and inspired. Glad to see you doing it
writing by dimming the lights and for the students!
adding quiet work music in the
background to keep them focused and
on task.
● I will close the lesson with a group
discussion on how they feel opinion
writing has gone for them this Providing this reflective portion is critical in
trimester. They can share ways they moving them toward taking ownership of their
think they have grown, struggles, etc. own learning. Linking what they are done with
● I will then let students know what where they are going also promotes the self
writing genre we will be starting for efficacy we are seeking to develop in them.
trimester two and a little bit about
what the writing entails.
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
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
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
All of my students were able to
Valerie, you did a good job of complete the assignment and
Students were able to understand
connecting the students prior navigate the spelling and grammar
the lesson topic and connect it with
learning about editing to the current tool. Some students took advantage
their prior knowledge.
learning objective. of the messaging on the assignment
and I was able to help them digitally.
My students did a great job at
connecting to the lesson. They have
Valerie, you engaged the students been practicing their typing on
through a series of questions while Typing.com and were excited to
Students were able to answer
demonstrating the tools on the work on a document. I was able to
questions regarding correct
Chromebook. Your questions monitor them by circulating around
formatting, usage of tools, and
required the students to think about the room as well as messages over
conventions of English.
what they already knew and apply it their shared document. I was able to
in this situation. check in individually with my focus
students and look at their document
and message them suggestions.
Page 3 of 5

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Valerie, your questioning provided
you with immediate feedback as to
the students present levels of
understanding. It also allowed you
to clarify misconceptions and target
individuals who would need more
support during the independent.
Valerie, at the beginning of the
lessons you gave concrete examples
of the success criteria for the lesson.
You also directed students to use
their previous writing which had
been edited by you to guide their
own editing.
Valerie, writing seems to naturally
lend itself to differentiation. You
challenged your advanced students
to construct more complex
sentences with higher level
vocabulary. You can scaffold for
your struggling students with
sentence frames and graphic
organizers that are partly filled in.
Students demonstrated
achievement through their finished
products (essays).
Students used their ideas written
Valerie you supported their learning
on their graphic organizers to write parts, or unclear sentences. The
through offering suggestions about
first drafts of their essay on their
editing strategies previously learned
Chromebooks.
and supporting them as they
interacted with the digital writing
tools.
Section 4: Post Observation Conference
My students overall improved their writing when compared to the last rough draft that they wrote. Overall the
students mastered the concepts at an 78.9%. I think the spell check was what benefited their writing the most.
For some students their grammar was not caught by the tool and so some of their sentences were still not as
clear as I would have liked them to be. This is something we will continue to work on. I was pleased with the
overall outcome of the lesson.
Focus Student 1: English Learner
She did well on the writing
assignment. She was able to show
understanding of the concept and
scored an 85% on her post
assessment. I was pleased with her
performance on this assignment
I feel that I set up a positive learning
environment by reminding students
Students asked and answered
that they have been working on this
questions about the use of
skill and showing great progress. I
Chromebook writing tools.
turned off the lights and put on
Students were able to ask questions
some light thinking music for them in
to clarify their current
the background. Students were able
understanding of the learning
to stay on task and ask questions
objective and essay writing in
when they needed it. I was happy to
general.
get questions for clarification when
they were unsure about something.
I made sure to connect the lesson to
prior learning such as their typing
.com lessons and how this will be a
Students did not have
lifelong skill they will use all the way
misconceptions, but rather
through college. Students had the
questions as to how to use the
most questions about the formatting
formatting tools.
of the document. Some of them
have had less exposure to typing
than others.
Some of my more advanced students
were encouraged to write more than
Students were able to access the
three reasons or examples. I also
electron thesaurus to select more
pointed out certain words in the
sophisticated words.
students writing where a thesaurus
might have a different choice.
Overall the students mastered the
concept at 80%. Some students
struggled with punctuation, missing
students who showed these patterns
were ones that have been
consistently struggling with their
writing.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
He did incredible well on this
She still found the writing to be
assignment and scored a 95%. It
difficult.She scored a 50% on the
just so happened that his mom was
post assessment. I need to take
in the classroom the day of the
into consideration that she is also
lesson observing him and he was
an ELD student and this plays into
working hard to put his best foot
the grammar aspect of her writing
forward. His only errors were small
and may be what causes her
ones in the format of his paper. He
sentences to be unclear. I will
was asking good questions and
need to spend more time with her
doing check ins with me to make
in small group settings.
sure he was on the right track. I
Page 4 of 5

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.
was very pleased with his
interaction with the lesson.
I think next time I would pre-write paragraphs to match each grade on the rubric. I think adding another lesson
in which we really break down what each grade looks like would be a great help to them in the editing process.
I feel that I communicated the lesson objective well and my students had a good understanding of what they
were to achieve in the lesson. I also felt that my students felt comfortable with our learning environment. They
were active in asking for help and worked really hard. Finally , I feel that the real-life connections made in the
lesson encouraged students to do their best. It got them thinking about their future and asking questions about
high school and college.
First, I would like to have more visuals such as writing samples. Next, I was toying around with potentially
breaking theis into multiple lessons so we could spend some more time really digging in to the edinging
process. Finally, I would like to spend some more time looking for resources on how to teach the basics of
Google Docs. Possibly a youtube tutorial or something of that nature.
I will be continuing the lesson of editing. I will now be moving it into our second trimester informational
writing. I would like my students to become more comfortable with editing and that will require them spending
more time doing it. I will eventually like to add in peer editing as the next step.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5