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
Katherine Harrison katherineharrison222@gmail.com English 11
Mentor Email School/District Date
CA Connections
Teresa Chacon tschacon12@gmail.com 10/12/2020
Academy/Ripon
Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-LITERACY.W.11-
12.4 Produce clear and
coherent writing in which Students will select their topic
the development, and three sensory details for Descriptive writing using The Descriptive Essay Rough
organization and style are their Unit 2 Descriptive Writing sensory details Draft
appropriate to task, rough draft.
purpose and audience.

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 and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Plans differentiated instruction based on knowledge of
Using knowledge of students’ students’ academic readiness, academic language, diverse
academic readiness, language cultural backgrounds, and individual cognitive, social,
4.1 proficiency, cultural background and Applying emotional, and physical development to meet their individual
individual development to plan needs. Examines potential sources of bias and stereotyping
instruction. when planning lessons. Uses culturally responsive pedagogy
in planning.
Using available technologies to assist Uses available technology to record assessments, determine
5.6 in assessment, analysis and Emerging proficiency levels, and make required communications about
communication of student learning 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.
Inquiry Focus/Special Emphasis 1. My special emphasis in this lesson is on using a 1. As students prepare for the Descriptive
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or variety of instructional strategies, resources and Essay, it is always helpful to provide
special emphasis into the lesson? technologies to help students understand various ways for students to receive
 What specific feedback do you want from your ME?
descriptive writing and sensory details. additional help.
2.The small-group LiveLesson benefits
2. Students will view pictures and identify in a poll students who feel lost in the large-group
pod which of the five physical senses each picture lesson. Additionally, the added visuals and
represents. Students will brainstorm possible step-by-step lesson allows students
topics and what senses could be used to describe (present or not) the ability to learn from
each topic. Students will download the rough draft each modality of learning.
template so they have an editable version to type
into.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 3. When working with reluctant students,
I often find that students prefer low-risk
and non-verbal tasks. Using tools like the
Poll Pod or the Q&A Pod provides the
3. I would like to know how my ME increases opportunity to share and contribute with
student engagement and involvement when more anonymity. This may help ease the
teaching in a LiveLesson room. student into participating in the Chat Pod
and possible volunteering to read or share
on the mic.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My students with IEP’s and 504
plans have needs similar to my
students who are English
learners. They need Many of my students won’t
English Learners need to understand
background knowledge about be able to attend my lesson
the five-paragraph essay format. They
the content I’m covering in this live. They may have lessons
also need vocabulary words defined
lesson, vocabulary words for other classes or other
and for content to be taught through
defined, and for content to be commitments during the
both visual and audio means.
taught through both visual and time I am holding this lesson.
Focus Students audio means. These students will need an
 Summarize critical needs and I will use brief videos to provide
incentive to watch the
how you will address them background knowledge, as well as
during this lesson. I will use brief videos to provide recording of this lesson and
slides with information typed in bullet
background knowledge, as well to remain engaged with it
points to accompany my instruction.
as slides with information while they watch.
typed in bullet points to
I’m not able to identify a specific
accompany my instruction. I will offer extra credit to
student because attendance at my
every student who sends me
LiveLesson (or watching the recording)
I’m not able to identify a the completed exit ticket
isn’t mandatory.
specific student because discussed in my lesson.
attendance at my LiveLesson
(or watching the recording)
isn’t mandatory.
To address the needs of English Language
Learners, it is always best practice to
begin with the information provided, as it
relates to accommodations and
modification for the student. While an IEP
or 504 plan may not be in place, students
with language barriers can benefit from
I would like to know how my ME supports her additional Call Based Assessments and/or
students who are English Learners and her 1-1/Small-group LiveLessons.
 What specific feedback regarding your focus students students who have IEP’s and 504 plans. I’m also The Exit Tickets are a useful engagement
do you want from your ME?
curious about whether she has found that her tool. All students, present or viewing the
students are more likely to complete and send her recording, will have the opportunity to
certain types of exit tickets. demonstrate knowledge and feel as
though they participated in a class
discussion. I believe that these small
opportunities add up and build toward the
classroom atmosphere and
connectedness. When the exit ticket
questions are more personal, students are
more apt to respond.
Specific Feedback I’d like to know what LiveLesson room features While there are features like the Poll Pods
 What additional specific feedback do you want from
your ME regarding lesson implementation? my ME likes to use. I have a very basic and the Q&A Pods, there are other useful
understanding of LiveLesson rooms at this point. elements of the LiveLesson room that
I’m especially curious about using breakout encourage student engagement. Allowing
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
 students to read and/or lead a discussion
can pose a problem, as students are
reluctant; however, I have found that the
class is more engaged when their peers
rooms. are on the mic during a lesson. Providing
these opportunities will also help relieve
anxiety for those students who are
reluctant to participate, as they work up
the courage to volunteer.
1. Lesson structure:
Pre-lesson music and free chat (5 min before This is a very relevant lesson. I believe
lesson start time) that many students will benefit from the
Warm-Up Poll (5 min)
demonstration. I am certain that there will
Objectives (1 min)
be many students who even benefit from
Standards (1 min)
your navigation to the website and
Anticipatory Set: I will show a brief video to
demonstrating how to download the
review the five senses.
For each component of the five paragraph graphic organizer. I believe that we should
descriptive essay rough draft template, I will demonstrate this as much and as often as
utilize modeling , guided practice, independent possible. I believe that many students will
practice and a stretch break. (20 min total) also benefit from your step-by-step
Closing: Review objectives (1 min) process, as you fill in the outline. Students
Exit ticket: I will post a slide with the instructions will be able to work alongside you and
and explain them verbally. Students will send begin the writing process with guided
their exit ticket to me via webmail for extra credit. practice.
(2 min)
Instructional Planning By providing this visual, written, and
 How is the lesson structured (opening, body, and
closing)?
2. Students will be able to learn through both auditory lesson, you present a thorough
 What varied teaching strategies and differentiated auditory and visual methods through music, review of the elements of the Descriptive
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used?
videos, reading content on slides while someone Essay. This lesson will reach many
How will results inform instruction? reads it out loud, and answering questions in the students and help guide them, as it
chat pod and on the mic. encourages student engagement.

3. I will monitor student understanding through The use of the graphic organizer will be
the answers they give during the lesson and spend instrumental in leading the lesson, as well
more or less time on certain topics based on how as guiding the questions that will arise.
well students seem to be understanding the Students will have the opportunity to
content. I will evaluate the results of the Unit 2 watch your process, pose questions that
Test essay questions to see how well students crop up during that process, and
accomplished the lesson’s objectives and adjust
troubleshoot any obstacles they may have
my teaching for the Unit 3 essay questions
with the writing process. Providing this
accordingly. Students will also have the
forum and following up with student will
opportunity to meet with me by phone if they
ensure success for your whole range of
would like to revise their Unit 2 essay questions
and I will adjust my teaching based on the results student.
of their Unit 2 essay question answers.

Students will benefit from your

I will use contemporary music and videos to demonstration, as you share your screen
illustrate the concepts in the lesson. I will and walk them through the process of
prioritize representation and diversity in the
Student Engagement/Learning utilizing technology, downloading the
 How will you make the lesson relevant to all the music and videos I select.
graphic organizer, and completing the
students?
 How will students show progress towards master of fields.
lesson objectives?
Students will send me their essay topic and three
senses as their exit ticket. These exit tickets will
show me how well they mastered the lesson The exit tickets are definitely an effective
objectives. tool. Consider how you will address
students who are not present.
Classroom Management I will convey friendliness and a welcoming Your students will appreciate the
 How will you maintain a positive learning
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7
 classroom atmosphere you work hard to
maintain. When setting up your
attitude to my students. I will speak to them LiveLesson room, it is evident that you
respectfully and with appreciation for their have all students in mind. You provide
participation. I will use their names when I visuals, audio, your webcam, and
address them and double-check pronunciation. interactive tools to engage your class.
environment with a welcoming climate of caring, Your personal approach to engagement
respect, and fairness?
 Identify specific classroom procedures and strategies I will state my expectations for appropriate Live will set the tone and students will rise to
for preventing/redirecting challenging behaviors. Lesson behavior during the announcements at the the occasion.
beginning of the lesson. I will monitor the chat
pod conversation to encourage on-topic By providing clear classroom expectation
comments that are respectful and I will redirect as and, moreover, by demonstrating these
needed. expectations, your students will find
comfort in the safe and productive space
that you provide.
A quick review is always ideal when
wrapping up a lesson. This gives students
time to decompress and recall what they
have learned. It also allows for lesson-
To close my lesson, I will review the lesson related questions that student may have
objectives and repeat the announcements I made
been reluctant to ask during the lecture.
Closure at the beginning of the lesson.
 How will you close your lesson?
 How will you assess student learning and prepare Using the exit ticket is another useful way
them for the next lesson? My students will send me their exit ticket via
to allow students to actively participate in
webmail and I will be able to assess their learning
by reading their answers. their learning. Students who watch the
recording will also feel like they had the
opportunity to demonstrate knowledge
and receive credit for viewing at a later
date.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
 In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and question. I need to give them a Bloom’s question stems
engaged? strategy?”)
created two math problems to exchange tomorrow. handout next time.

Students participated in reviewing

NT provided specific feedback to images for personal response, as it
Specific Feedback students’ response to images related to relates to sensory details. Students
 What information can you the 5 senses. NT did not correct students responded to the images provided,
provide the NT regarding
requested special personal response, rather, she integrated providing personal response
feedback?
the student response, confirming and related to the 5 senses that
encouraging student interaction. differed from what NT was
expecting.
I prepared a slide with pictures
NT provided a slideshow with images to representing the five physical
CSTP 1: Engaging All generate discussion. NT also led Students reviewed slideshow senses. I realized as I asked
Students discussion to encourage initial images and engaged in discussion students about the pictures that I
 In what ways were
students engaged? How brainstorming for the Descriptive Essay. regarding Descriptive Essay. forgot to label the pictures,
were students not
engaged?
NT provided the link to the class website Students participated in which would have made them
 How did students to access resources to complete the downloading graphic organizer. easier to identify. I also was
contribute to their
learning?
essay. NT confirmed student Students participated in discussion surprised that students thought
 How did teacher and/or participation, checked for understanding, on essay topics. Students discussed certain pictures represented
students monitor
learning? and confirmed response. NT shared her elements of the 5 senses. Students different senses than I intended.
 How were the focus screen to provide a visual for students as provided ideas for sensory details.
students engaged and
supported throughout she navigated the website. NT asked Students provided examples of Students answered a poll pod
the lesson?
direct questions to confirm sensory details. about their topic ideas. They also
understanding participated by sharing which
three senses they were
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
 considering using to describe
their topic. I gave students
feedback on their topics and
three focus senses.
I arranged the LiveLesson room
with a layout including a share
pod for the slideshow I prepared,
a chat pod for students to type
their questions, a poll pod to ask
about their topics and web links
NT provided a Chat Pod to encourage pod to share links to the English
CSTP 2: Effective student interaction. NT walked students Students participated in the Chat 11 website and Descriptive Essay
Learning Environment
 How did students and through downloading a copy of the Pod. Students relayed questions template. I gave Exit Ticket
teacher contribute to an graphic organizer to help with the writing and confirmation of understanding questions as an extra credit
effective learning
environment? process. NT demonstrated completing in Chat Pod. opportunity.
the graphic organizer.
Students contributed by typing
their answers in the chat pod and
poll pod, sharing their input by
speaking on a mic and by sending
me their answers to the exit
ticket questions.
I used a slideshow, poll pod, web
links pod and Exit Ticket
questions to help students
understand the lesson’s content.

My students discussed the

CSTP 3: Organizing
Subject Matter
material in the chat pod and via
 What actions of the NT NT provided detailed example of how to mic. They observed the slides I
contributed to student
assimilation of subject select and describe a topic for the essay. prepared and sent me their
Students participated by providing
matter? NT walked students through selecting answers to the Exit Ticket
 How did students examples of sensory details for
construct knowledge of their own topic. NT demonstrated how questions.
subject matter? their own graphic organizer.
to organize details to include in the
 What misconceptions did
students have and how essay. When the lesson started, my
were they addressed by
the teacher?
students weren’t sure how to
select a topic that would lend
itself to sensory description. They
were also unsure about how to
focus their three body
paragraphs on three of the
physical senses.
CSTP 4: Learning NT provided tools for students during the Students utilized the graphic I designed my slideshow to
Experiences
 How were students guided practice. She provided scaffolding organizers on their own computer, support visual learners and my
supported through
differentiated
sentence starters for students to begin working through sentence by direct instruction via video
instruction? their essay. NT provided sentence, using scaffolding supported both audio and visual
 How did students
participate?
accommodations to student who entered sentence starters when needed. learners. The Descriptive Essay
 How did the NT contribute lesson late. After a quick review of visual A student entered the lesson late, template I provided supports
to student learning?
and written tools to help with writing, NT quickly reviewed the earlier slides, differentiated instruction by
returned to discussing topics for essay. discussed the graphic organizer, breaking the essay down into
NT provided confirmation when students and shared their essay topic. incremental steps.
provided examples for descriptive essay.
Students participated by
answering my questions, asking
their own questions, sharing their
thoughts and sending me their
Exit Ticket answers. I also
directed them to download the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
 Descriptive Essay template and
type their notes into the form
during the lesson.
Students submitted their
Descriptive Essay Templates. Of
the 41 templates submitted, four
students included their Exit
Ticket answers to earn extra
credit. 17 students earned 10/10,
six students earned 9/10, five
NT interacted with students as they
students earned 8/10, four
discussed their individual ideas for essay
students earned 7/10 and six
CSTP 5: Assessing topics and examples of descriptive
Student Learning
students earned 5/10. Students
sentences. NT demonstrated how to
 How did students demonstrated understanding by
demonstrate input student ideas into the graphic Students shared their essay topics
achievement of lesson correctly completing the
organizer. NT demonstrated thought and discussed elements of sensory
objectives? template. Six students did not
 In what ways did process for completing essay. NT details. Students confirmed
students struggle or earn a passing score because
demonstrate limited demonstrated addressing the order of understanding and reviewed items
they did not understand that
understanding? the essay structure and following the for receiving extra credit.
 What teacher actions they needed to write a
contributed to student outline. NT provided opportunity for
achievement?
descriptive essay using three
students to discuss topics and
physical senses and include
demonstrate understanding of lesson on
supporting sensory details.
Description Essay.
I provided the Descriptive Essay
Rough Draft Template and
explained to my students step-
by-step how to complete it. The
Exit Ticket questions reinforced
the lesson.
Section 4: Post Observation Conference
Two students attended my lesson live. One of those students earned 12/10 on her rough draft because she
To what degree did students completed the template correctly and submitted her Exit Ticket answers to earn extra credit. Three more
achieve lesson objectives? students sent me their Exit Ticket answers, which means they watched my lesson via video and they earned
12/10 as well. The other student who attended my lesson live has not submitted the rough draft yet.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
One student who attended my lesson is One of my students who
None of my students with IEPs
an English Learner. I modified the struggles with writing but
attended the lesson live. I sent
requirements so she submitted two body doesn’t have an IEP or 504 was
To what degree did focus the recording out to all my
paragraphs instead of three. She earned able to use the template
students achieve lesson students. Five of my students
objectives? 12/10 on the assignment because she successfully to earn 10/10 on
with an IEP or 504 plan have
sent me Exit Ticket answers and earned his rough draft. He said that
submitted their rough draft
extra credit. I sent the recording of the the template helped him
template and each earned either
lesson out to all my students so that my understand how to organize
9/10 or 10/10.
English Learners can watch it. his essay.
1. I would play an upbeat song before beginning the lesson to set an energetic tone in my LiveLesson
classroom.
What would you do differently
next time? 2. I would use the poll pod for the start of the lesson and use it to spark a conversation between students.
3. I will start publicizing the LiveLesson earlier and talk it up more to my students in advance.
4. I will share a sample student essay.
1. The slideshow helped both audio and visual learners understand the five physical senses and how to
complete the Rough Draft template.
What were three top Lesson
Strengths? 2. The Rough Draft Template guides students through writing their rough drafts.
3. The Exit Ticket questions supported students in identifying their topic and the three focus senses for
their essays.
1. I still need to work on lengthening my wait time after asking questions. This will increase student
What were three top areas for participation.
improvement? 2. I will share a sample student essay to help students picture the assignment more clearly.
3. I’d like to start the lesson with an icebreaker activity to help the students get to know each other.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
 I will teach a similar lesson before the Unit 3 rough draft is due. I think the template format is extremely helpful
What are next steps?
for my students. I will incorporate my ideas for improvement listed above.
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 7 of 7