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
Amber Mendez amendez@ofy.org English 9-12
Mentor Email School/District Date
Options For Youth: Acton-Agua
Andrea Dalde adalde@ofy.org 10/27/19
Dulce
Content Standard Lesson Objectives Unit Topic Lesson Title
CCCS W.8.11-12
Gather relevant information from
multiple authoritative print and
digital sources, using advanced Students will be able to
searches effectively; assess the determine the credibility of a
strengths and limitations of each source along with integrating
source in terms of the task, quotations from their assigned Researching healthy alternatives
Good Food, Bad Food
purpose, and audience; integrate text into their writing. Students for current school lunch programs
information into the text will also be able to cite sources
selectively to maintain the flow of properly using a standard MLA
ideas, avoiding plagiarism and style.
overreliance on any one source
and following a standard format
of citation
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- Explores additional instructional strategies, resources, and technologies in
Using a variety of instructional strategies, single lessons or sequence of lessons to meet students’ diverse learning needs
T- Exploring
1.4 resources, and technologies to meet
S- Exploring
students’ diverse learning needs S- Students participate in single lessons or sequence of lessons related to their
interest and experiences
T- Experiments with and/or virtual learning environments that support student
Creating physical or virtual learning learning. Utilizes a variety of structures for interaction during learning activities
T- Exploring/
environments that promote student that ensures a focus on and completion of learning tasks.
Applying
2.2 learning, reflect diversity, and encourage
constructive and productive interactions S- Students use resources provided in learning environments and interact with
S- Exploring
among students each other to understand and complete learning task in single lessons or
sequence of lessons.
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.
-Special emphasis: using technology to identify
credible and reliable news outlets.  Be specific about what goals you want
-This will be done by showing students how to students to accomplish at the
Inquiry Focus/Special Emphasis

decipher between various sources.
What is your inquiry focus and/or special emphasis? beginning of each class.
 How will you incorporate the inquiry focus and/or - I would like my ME to provide me with ways to
special emphasis into the lesson?
enhance the learning of my 3 focus students.  It would be a good idea to go over
 What specific feedback do you want from your ME?
differences in websites (.com, .edu,
.org, .net)

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
Focus Students
 Summarize critical needs and how
Understanding the difference between
you will address them during this
lesson. credible and reliable sources
 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?
Teacher Actions
EXAMPLE When teacher reviewed worksheet, she asked additional questions
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do
 In what ways were students you prefer? How could you create a math problem that could be
engaged? solved with this strategy?”)
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student is more advanced than their
Maneuvering the web responsibly and peers. She needs to be challenged in
order to learn.
 Advanced students should be given the
opportunity to showcase their skills
I would like my ME to provide me with beyond the written proposal. Give
resources for to challenge my Advanced student them the opportunity to present or
to ensure her continued success in my class. challenge them to research financials
and how the cost could fit in with the
schools yearly budget.
 Have students research a topic that
I would like my ME to give me feedback on how already impacts their school makes the
I’ve connected the students’ lessons to the real subject matter relevant.
world.  Consider having students present
findings to the administration.
All lessons begin with a “Daily Spark”. This is
usually a thought provoking question that is
 What will your checks for
meant to get the students thinking about the
understanding look like?
problem they will be solving. Then instruction
 How will you differentiate instruction
will take place over the next 3 class periods
for English Learners and students with
where teacher monitors student progress by
IEPs?
using formative assessments, like checks for
understanding.
This lesson directly impacts the students as they
will be researching lunch programs for their  Consider showing examples of how
own school. other students have made a difference
Students will show progress towards the lesson in their own lunch programs.
objective by showing that they can 1st see the  Good idea to align instruction with a
difference between a credible and non-credible documentary.
source and then by choosing one of their own.
I maintain a positive learning environment for
my students by allowing everyone the  Sentence frames are a great idea.
opportunity to share their feelings or opinions  Consider using a talking stick type item
toward our subject matter. However, before all to ensure only one person at a time is
class discusses the students are given sentence speaking.
frames to use if they disagree with another  How will you ensure others are
classmate and want to voice that opinion in a listening?
respectful manner.
Exit tickets are used at the end of class to gauge
student understanding. The multi-day lesson
 How does the documentary provide
will end with students providing feedback on a
students the information they need to
documentary they’ve seen regarding the subject
begin researching alternative lunch
matter. This will provide them with what they
programs?
need to complete their research projects in the
following unit.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery 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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
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 2 of 4
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Teacher began class with a
“Daily Spark: What is your idea
 Students entered class, signed
of a healthy diet? Do your
attendance, and took their
school lunches contribute to
seats. Students only began  Students took some time to get
healthy choice making?”
working after teacher prompted started on the day’s task. They
 Teacher gave students 15
them to “take out notebooks needed to be reminded several
minutes to complete their free
and begin your response” times to take out their
write.
 Some side conversations notebooks and get started on
 She walked around to check
 After about 5 minutes all their journal entry.
student progress.
students were working quietly
 Most students were on task and
on their response
writing.
 Popcorn reading went well.
There were a few times when I
would have to re-read a
paragraph slowly and place
 Teacher did “popcorn reading”
emphasis on certain sentences
to ensure students were  Students were ready to share
because it was apparent that
following along. their responses with their small
students did not understand on
 Students were asked to read groups and did so without
the first read through. Students
actively by taking notes as they straying off topic.
were very respectful of their
went through the article.
classmates when they did not
know how to pronounce or word
or were unclear of what a word
meant.
 Teacher gave students time to
 Students were split on whether
share their responses with their
it was their responsibility or the
table groups, and then had 3  I overestimated how interested
schools to make sure they eat
volunteers share their response my students would be in taking
healthy during the school day.
with the class. on their school lunch program.
Several of them either bring
 Students were not aware that
 Teacher asked students “Is it their own lunch or buy lunch off
the lunch program was free for
the schools responsibility to campus (allowed for all
everyone and is currently
ensure you are eating healthy?” students)
working on restructuring its
menu.
 Teacher began instruction with
 Students supported one
an article from the New York
another during popcorn
Times “Subsidizing Vegetables  Reading activity much longer
reading by correcting one
and Taxing Unhealthy Foods” than expected. Next time I will
another when they came
 Article had difficult vocabulary. break class and article into
across unfamiliar words.
Teacher had students annotate groups so they can each read a
 During popcorn reading
the text as they read together. section, summarize for the class
students were what the
 “Use a pink highlighter for and share together. This make
teacher called “active reading”
difficult vocabulary and a yellow reading much more active.
by taking notes in margins
highlighter for comprehension
when she paused.
questions”
 Teacher asked reading  Students struggled with
 Students really struggled with
comprehension questions after understanding what it meant
the vocabulary in this article.
every few paragraphs. The for the government to
However, after a few
article was 3 pages long. “subsidize” items.
paragraphs students were
 Students needed reminders to  When asked how it works
taking notes independently.
annotate text. classroom was very quiet and
Page 3 of 4
 What teacher actions
contributed to student
 Teacher had to re-read
achievement?
 Teacher provided examples of
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.
only answered when sentence
paragraphs three times to keep starters were used.
students on task.
how the government is currently
providing subsidies to farmers.
Section 4: Post Observation Conference
For the first lesson of this unit, students were able to determine the credibility of the article with significant
help from the teacher. Students were able to identify what made sense
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
English Learners struggled with Students with ILP needed
vocabulary. However, they did a prompting to stay on task. As predicted, advanced students
great job taking notes and However, they were able to were able to grasp the concept
highlighting words they did not identify inconsistencies in article relatively quickly.
understand. when paragraphs were isolated.
Next time I would definitely break the article down into sections instead of reading the article all at once in the
class. This took up the majority of class time and breaking it into sections would most likely increase student
comprehension.
Three strengths of this lesson were 1) student participation, 2) understanding of credibility vs reliability, and 3)
class engagement.
Three areas of improvement were 1) article was too long for one class period, 2) vocabulary needed to be
reviewed prior to reading, and 3) students needed to be front load with information regarding government
subsidies.
The next step is for students to view the documentary Fed Up, identify what truths the documentary includes,
along with where they intentionally withdraw or omit information.
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 4 of 4