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
Karly Smith smithkarlyr@gmail.com Science 1
Mentor Email School/District Date
emily.smith@cwcsilverlake.o Citizens of the World Charter
Emily Smith 10/10/19
rg School, Silver Lake
Content Standard Lesson Objectives Unit Topic Lesson Title
1-PS4-3 Plan and conduct an
investigation to determine
the effect of placing objects
made with different materials
in the path of a beam of light
PS4.B: Some materials allow
light to pass through them,
others allow only some light
through and others block all
the light and create a dark
shadow on any surface
beyond them, where the light Students will
cannot reach. Mirrors can be understand that light
Transparent, Translucent and
used to redirect a light beam. travels differently Science- Light and Sound
Opaque
through different
ELD standard: C.12. materials.
Selecting and applying
varied and precise
vocabulary and language
structures to effectively
convey ideas
A.1 1. Exchanging
information and ideas with
others through oral
collaborative conversations
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 just 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
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.)
3.6 Addressing the needs of ​English Is aware of students’ primary language and English Language
3 learners​ ​and student with special needs to Emerging proficiencies based on available assessment data.
provide equitable access to the content Provides adapted materials to help English Learners access content.
1.3 Connect subject matter to Exploring using additional real life connections to subject matter in
1 Exploring
meaningful, real life contexts single lessons or sequences of lessons to support understanding.

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?
Focus Student 1: English Learner
Jason Kim-
Focus Students
● Summarize critical needs and how English Learner, needs support
you will address them during this learning
lesson.
it in context. Benefits from
sentence frames and starters.
● 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students make use of real-life connections provided in single lessons or
sequences of lessons to support understanding of subject matter.
Section 2: Pre-Observation Conference
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
Addressing the needs of English Learners
through the use of visuals, physical
representations and graphic organizers.
Feedback: how am I engaging English Learners
and how can I better support their
understanding of the 3 new terms?
Focus Student 2: Student w/ILP/504
Jalilah Ebanks- needs support in
verbalizing and articulating
thoughts. Given sentence frames
new vocabulary and using and will be paired with a student
who can support her ability to
write and draw to show her
knowledge.
How were they engaged in the lesson?
What supports/scaffolds were provided for and
used by the students?
Were students able to use the 3 vocabulary
words correctly?
In regards to making subject matter meaningful
in real life contexts (CSTP 1.3): are students
clearly understanding how they can use this
knowledge in real life contexts
● Opening: show students one of each
type of material: translucent,
transparent and opaque, and ask
students what they notice about each.
Then shine flashlight through each.
● Body: Construct a definition of each
term together with visual on the board.
Then students will complete a purpose of the container might be
scavenger hunt with a partner to find
more objects around the room that are
translucent, transparent and opaque.
Students share what they found at the
end.
● Closing: Ask students: How can these
different types of materials help us
when we are outside in the sun?
Part B: ME Feedback
Provide feedback on lesson plan reflection.
- Is it possible to the question of: “Why might
the reason these items are made with this
type of material/what is the purpose of
having this container made with this
specific material? May there be a greater
purpose or reason?
- This allows the students to start with a
more general understanding of the purpose
of these types of materials before diving
into specifics of how these types of
materials are related to their personal use
related to the sun.
- During the body of the lesson, ​before​ the
students do the scavenger hunt, is there a
way to check for understanding of the
types of materials they will be looking for in
the classroom?
Focus Student 3: Your Choice
Amy Lopez- needs support in
reading and writing at a 1st grade
level. Will be given options to
draw pictures instead of write,
and will be paired with a student
who can support her
understanding.
● other than visuals for vocabulary
words, how else might you scaffold for
understanding?
● how might you differentiate the final
outcome of understanding for these 3
students?
● Will they be provided with a real-life
context after the demonstrate to see if
they understand how that light travels
differently through different materials
other than the “outside in the sun”
situation?
● possibly asking for things they see
outside the classroom first that are
made with these 3 different types of
materials, their purpose and how the
related to the type of material it’s
made out of
● opportunity to provide differentiation
through product, not just through the
teaching
Page 2 of 5
 ● Differentiation: variety of exposures to
new terms, sentence frames, assigned
partners for support
● Progress monitoring: monitoring
partner talk, monitoring individual
progress during scavenger hunt,
student shares at the end. I will use this
informal data to determine which
students need further exposure in
upcoming lessons.
Using classroom materials will give students
familiar items to work with. Also referencing
Student Engagement/Learning and asking students about a time they’ve seen
● How will you make the lesson relevant to all the ● brainstorm items they already know have
their shadow will relate to their life contexts.
students? these characteristics prior to diving into
● How will students show progress towards master of They will show progress towards mastery of
lesson objectives? lesson
objectives by sharing both whole class and with
partners, as well as completing the scavenger
hunt.
● Use of positive praise for desired
behaviors
Classroom Management
● Validation and support of student ● will your focus students be paired with
● How will you maintain a positive learning environment responses specific students and what is the purpose
with a welcoming climate of caring, respect, and
fairness? ● Predetermined, strategic partnerships behind this particular pairing, if any?
● Identify specific classroom procedures and strategies ● Setting clear directions and ● how will you ensure a fair environment and
for preventing/redirecting challenging behaviors.
expectations for behaviors during equitable engagement?
scavenger hunt, asking students to
repeat expectations and reasons why
Students will share the items they found for ● possibly as an extension, connecting
each category in their scavenger hunt. I will also types of materials they have in their
Closure
● How will you close your lesson? ask students the question- how can these home that are also made up of these
● How will you assess student learning and prepare them different types of materials help us when we are materials and adding to the chart as
for the next lesson?
outside in the sun? To connect to their daily life well, now that they’ve had some time
contexts and to future lessons. to explore.
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 of 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 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
● In what ways were students 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
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

- possibly chart student

- is there a way for students
responses as they share so
to share that they have an ● Could have students give a
Specific Feedback students can keep track of
● What information can you idea prior to sharing thumbs up once they have
ideas that have already been
provide the NT regarding aloud? This helps to give an idea- I use this often in
requested special shared
students thinking time, but math lessons to give
feedback?
- it also ​encourages​ students
also shows you who has an thinking time
to share, especially those
idea and who doesn’t
who don’t normally share
● Student discussion, both on
- allowed students to turn and
CSTP 1: Engaging All the carpet and in
Students talk - lots of students turning
● In what ways were
partnerships when working
- held students and talking, knee to knee
students engaged? How independently
were students not accountable “What with partner
engaged? ● Focus students- all shared
● How did students
are you going to tell - students using the
on the carpet and were able
contribute to their your partner- Yes, sentence stem that was
learning? to verbalize their ideas using
● How did teacher and/or you are going to tell provided to share their
sentence frames
students monitor learning? your partner, “I ideas “I noticed that…”
● How were the focus ● I monitored learning by
students engaged and notice that…” - translucent and
supported throughout the listening to student
- ensured student transparent (TPR)
lesson? discussions, on the carpet
understanding prior
and in partnerships
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. 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?
What would you do differently
next time?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
to sending them off
to think pair share
● All students worked
effectively and respectfully
- lots of examples to help
with the partner that was
students come to a
given to them- an
definition of the word
- students practiced expectation that has been
“Transparent”
different options for sitting set up prior to this lesson
- NT provided different
on the carpet (clear about how to work with
seating options for students
expectations) partners
(some students at seats and
- students were respectful ● I validate all student
some on the rug, but
of each others ideas responses
regardless of seating,
● Student showed respectful
students were aware of a
ways of communicating
partner they could turn at
with each other- facing each
talk with)
other, looking at each other
when talking
● Anchor chart provided for
graphic organizer provided
students, and we created it
- concrete visuals provided
- NT checked for together as a class to
and drawing on poster!
understanding of increase understanding and
- students and teachers
definitions BEFORE engagement
created this poster, not just
sending students off to ● Students constructed
teacher prior to lesson
start the exploration knowledge through learning
- ensures student buy-in.
activity vocabulary, hands on
Students ideas and current
activity (scavenger hunt) +
learning are present!
partner discussion
- NT gave students different ● Students can write or draw
- gave many thinking opportunities to share their responses on the
opportunities (visuals to their learning (they were scavenger hunt sheet
support thinking) able to draw or write the ● Visuals and movement to
- used TPR to connect name of the object they learn new vocabulary words
vocabulary words and found that was ● Sentence frames when
definitions transparent, opaque, or sharing: I notice that____
translucent) ● Intentional partnerships
● Students identified objects
- students were able to that were transparent,
- modeled how to do the
accurately find objects translucent and opaque,
scavenger hunt
that demonstrated and explained how they
- did a mini-exploration prior
transparent, translucent knew
to sending students off to do
and/or opaque properties ● Some students needed
the activity to ensure
- students were able to more support with
understanding
explain why and object translucent items- opaque
- (possibly chart steps?)
was or was not and transparent were easy
- strategic partner pairs based
transparent, translucent or for most students as they
on
opaque. could identify a lot of
examples quickly
Section 4: Post Observation Conference
After conferencing with students and looking at scavenger hunt data, most students were able to accurately
identify objects that were transparent, translucent and opaque and explain how they knew.
There were about 5 students that still need more support understanding the term translucent specifically.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Jason Kim Jalilah Ebanks Amy Lopez
● Visual on the scavenger hunt sheet- either students can draw or have it on the sheet prior to lesson for
focus students
● Concrete examples for students to refer back to at each table
Page 4 of 5
 ● Scaffold: have students find one item of each first, then come back to the carpet and share to assess
understanding
● For focus students: in a small group, give them concrete objects that were pre chosen by teacher, and
have them sort those objects
● Lots of examples and practice whole group, lots of partner discussions and student engagement
What were three top Lesson
Strengths? ● TPR- repetition of vocabulary terms with movement and visuals. Students engaged!
● Many opportunities for students to work with NT in a small group setting
● More support for English Learners: “This is transparent because ___________,” etc.
● Pre assessment for scavenger hunt: sort of 3 items
What were three top areas for
improvement? ○ allow for pre-determining which students will need some extra support during the
introduction
● Scaffolding for struggling students by working in a small group to sort items
In the next lesson I will give students concrete objects at their table groups and have them sort into each of the
What are next steps?
3 categories to assess understanding. As they are working, I will do the sort with my small group of focus
students. I will also give students more opportunities to explain how they know which category to sort them
into. I will give sentence frames such as “I know this is opaque because ______”.
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