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
kaitlyn.stiegler@sgv.csarts.n
Kaitlyn Stiegler (Ingram) Biology 9-12
et
Mentor Email School/District Date
neil.mohamed@sgv.csarts.n
Neil Mohamed CSArts/Duarte Unified 4/11/18?
et
Content Standard Lesson Objectives Unit Topic Lesson Title
HS-LS4-3. Apply concepts
of statistics and
probability to support
explanations that
organisms with an Students will design an
advantageous heritable investigation to collect data
To Be or Not To Be… Measured --
trait tend to increase in from several skulls in order
Evolution Exploring Evolutionary History
proportion to organisms to construct an explanation
Through Skulls
lacking this trait. of evolutionary relationship
HS-LS4-4. Construct an between the skulls.
explanation based on
evidence for how natural
selection leads to
adaptation of populations.
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 -Begins to adapt plans and materials in single lessons or
Adapting instructional plans and
T - exploring sequences of lessons to address students learning needs
4.5 curricular materials to meet the
S - exploring S- Some students use adapted/differentiated material, but other
assessed learning needs of all students
students who need to use things like sentence frames don’t use them.
T - Expands knowledge of student development and implements
learning activities in single lessons or sequence of lessons that
addresses students proficiencies and support understanding of
Applying knowledge of student
subject matter including related academic language.
development and proficiencies to T- Exploring
3.2 S - Provides explicit teaching of essential content vocabulary and
ensure student understanding of S - Exploring
associated academic language in single lessons or sequence of
subject matter
lessons. Explains academic language, formats, and vocabulary to
support student access to subject matter when confusion sare
identified.
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.
Inquiry focus is on using student self- I will be sure to look for this during the
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
assessment with rubrics to improve writing observation. I will also check in with students
● How will you incorporate the inquiry focus and/or scientific arguments. I will provide time for the and ask questions to check for understanding.
special emphasis into the lesson?
● What specific feedback do you want from your ME? students to use the checklist on their own CER’s. I think this is an excellent point of reflection
Then, I will have students to a peer review using since our department has agreed that our
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

Focus Student 1: English Learner
Struggles with many English words,
Focus Students and this hinders her understanding
● Summarize critical needs and how
and writing. I will adapt the
you will address them during this
lesson. material to her level of reading and
spend time one-on-one with her to
ensure understanding.
● 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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the CER checklist. I would like feedback on students need to strengthen their reasoning,
whether it seems that all students understand and evidence evaluation skills.
how to use the checklist and are using it during
the lesson to improve their work.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Struggles with completion of most
Usually completes work, but
assignments. Seems to be due to
sometimes late and with seemingly
a lack of understanding. Does not
little effort. Has 504 which allows
ask for help. Scored 2/6 on pre-
extra time and preferential seating.
assessment. I will check in with
Scored 1.5/6 on pre-assessment.
this student several times and ask
Will allow extra time and will have
guiding questions to check for
student seated in supportive
understanding. Placed in
group.
supportive group.
Are all focus students engaged and using the
checklist to improve their work?
I would like feedback on whether it seems that
all students understand how to use the checklist
and are using it during the lesson to improve
their work. Do students understand the
directions?
Students will do a See/think/wonder as they
quietly walk around the room and look at
several skull samples. I will give information
about the names and functions of various parts
of the skulls. Students will decide, in their
groups, which 3 parts of the skull they would
like to measure in order to collect data to
construct an argument about the evolutionary
What strategy are you using for group
relationships between the skulls. Students will
structuring?
write their procedure and get approval from
me. Students will take measurements of the
skulls with their group and begin analyzing data.
Analysis questions will be worked on the
following day.
I will provide differentiated reading material for
my ELL students and place all students in groups
strategically.
The skulls used will be hominid, which will
engage student interest.
Students will demonstrate mastery by writing a
What did students learn in the lesson prior to
procedure with their group, with reasoning as to
this one?Are there certain parts of the skull
why they will be measuring each chosen part of
that are more meaningful than others?
the skull. They must get approval on their
procedure before proceeding. Students will
answer questions analyzing their data and then
write a CER to analyze their data.
Students are encouraged to discuss the material
with their group. They will be given limited
amounts of time to accomplish tasks within the
lesson. A timer on the board will remind them
to stay on task and make progress.
Students must finish collecting their data the
first day and finish making graphs of their data. How will you handle students who feel they
We will work on the analysis questions in class need more time for data collection?
on the next day. I will check in with groups
Page 2 of 4

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
throughout the lesson to assess their
understanding, and also assess their CER as the
final product.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
When teacher reviewed worksheet, she asked additional questions
of analysis and evaluation (“which problem-solving strategy do
you prefer? How could you create a math problem that could be
solved with this strategy?”)
I think the CER self assessment using
the checklist was very productive
and a strategy I would use myself.
All students seemed engaged. They
were motivated by the lesson and
eager to find evidence in support of
their claims.
The learning environment was
effective as directions were highly
organized, classroom etiquette was
clearly established, and the teacher
was available to all students for
assistance.
Students constructed knowledge of
the subject matter by organizing
data into graph and looking for
patterns. Misconceptions about the
meaning of data were corrected by
the teacher by way of prompts to
redirect the course of student
thinking.
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students were engaged in analyzing
their data and answering questions
on their worksheets. Some were
Students seemed to understand
unsure of the directions and needed
how to use the checklist tool and
clarification. I had the directions
were comforted by the fact that it
written on the board, but I had
provided them with a way to judge
changed the order of the directions
the strength of their work before
in anticipation of students’ needs.
submission.
Next time I need to change the
directions on the board as well to
prevent confusion.
Students were engaged in answering
questions on the worksheet to
analyze their data. They contributed
to their learning by using the
Students had rich discussions with
questions to determine what their
other students and asked relevant
data meant. Some students were off
questions in order to better
task and chatty with their group.
understand the lesson.
One group relied heavily on one
member to do the work. Next time I
can structure the group task to
include group norms.
Students worked in small groups to
complete the task. Most groups
were on task, but a couple groups
The students were aware of the
got distracted. I had conversations
objective of the lesson and clearly
with some groups to remind them to
understood why they were doing it.
stay on task and asked guiding
questions to clarify
misunderstanding.
The worksheet scaffolded students’
analysis of their data so that
students would be able to achieve
the learning goal. Students used
When the student were faced with their understanding of evolution to
a misconception they had to analyze their data and construct a
brainstorm and interact with their cladogram. Some students needed
group mates and the teacher who clarification on how to construct a
was traveling from group to group. cladogram using their data. I
addressed misunderstanding
through small group discussions and
guiding questions. I also modelled
the task using a different example.
Page 3 of 4

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?
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.
Students participated by using data
Students discussed data and used
Students participated by cross they had collected from an inquiry
logic to make sense of the patterns
checking one another’s ideas during lab they designed. I scaffolded their
they observed. Students debated
the data analysis portion. The data analysis by providing a
which pieces of evidence were
scaffolding of data analysis was worksheet with guiding questions, as
most useful in support of their
particularly useful to them. well as modelling an example of how
claim.
to analyze their data.
Students demonstrated achievement
by completing a cladogram using
I think the development of a
Students used other examples of their data. Some students struggled
cladogram was an excellent way to
cladograms to guide the in figuring out where each organism
assess student understanding. The
construction of their own. Students should be placed on the cladogram,
teacher gave them a thorough
questioned whether all the data especially if they had incorrect data.
understanding of what a cladogram
they had collected was I contributed to their understanding
was which allowed them to
correct/meaningful. by asking guiding questions and
construct their own.
clarifying misunderstanding in small
group discussions.
Section 4: Post Observation Conference
About 85% of students achieved the objective by the end of the class. The remaining students achieved the
objective by the next class.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Needed extra time. This student This student needed some extra
understood the objective but This student achieved the objective assistance from their group, but
needed extra help understanding by the end of the lesson. achieved the objective by the end
how to construct a cladogram. of class.
Next time I would more clearly write out the directions on the board. I would also have students practice the
task using easier data prior to using their own data.
The worksheet had guiding questions for their analysis which helped to scaffold their understanding;
Modelling expectations for how to do the task;
The task engaged students by piquing interest in the lab.
Clearly writing out directions for each task; the time allotted for task completion was too short for some
groups;
Some groups got off-task
For future group tasks, I need to implement individual accountability so that groups don’t rely on one student
to complete the task.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 4 of 4