Romero-Popcycle2020 1

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
Rebecca Romero [email protected] Multiple Subject 3rd
Mentor Email School/District Date
Rachel Miller [email protected] Mariposa/BOUSD October 25th, 2020
Content Standard Lesson Objectives Unit Topic Lesson Title
RL.KD.2 Recount stories,
including fables,
folktales, and myths from
Students will be able to
diverse cultures;
analyze the moral of a Fables, Myths, Legends,
determine the central Moral Lessons in Fables
given fable using textual and Fairy Tales
message, lesson, or moral
evidence.
and explain how it is
conveyed through key
details in the text.
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- Teacher encourages students to work through problems
independently. Students are given this independent time to work and
Promoting critical thinking through T-Applying decode text. For larger projects, teacher meets with students in order
1.5 inquiry, problem solving, and to help guide research and inquiry. Students are given reflection sheets
reflection S-Exploring (i.e. lesson grading rubrics) to score and grade work before final
submission.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 11
S- Students are slowly working towards solving problems more
independently (or in small group settings). Students are becoming
better at attempting to decode problems on their own before seeking
help from the teacher.
T- Teacher uses various forms of technology in order to aid in lesson
Using and adapting resources, instruction. This includes using audio and visual aids from various
T-Applying
technologies, and standards aligned online resources. Incorporated technology also helps teacher diversify
3.5 instructional materials, including and modify work for varying levels of understanding.
S-Exploring
adopted materials, to make subject
matter accessible to all students S- Students are learning to independently explore assigned
applications and websites. This is still often heavily guided.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is on a 504 for
This student is a beginning to early-
hyperactivity and Autistic like
intermediate EL learner. They
behaviors (though it is in the
struggle with reading This student is extremely high
process of being diagnosed).
comprehension and often are achieving, inquisitive, and excels
heavily guided through instruction. in all subject areas.
Focus Students In order to best help this student, I
• Summarize critical needs and how
will be incorporating visual and
you will address them during this In order to address some of their They will need little prompting
lesson. auditory prompts and modeling.
learning needs, the lessons will and guidance throughout the
This will demonstrate proper
include audio and visual aids. We lesson duration. My goal is to
behavior to the student.
will also read the text together as a ensure that this student is feeling
class before students are asked to properly challenged.
This student also has the option to
annotate and find the moral lesson
take quick mental breaks and use
of the text on their own.
fidget toys as needed.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
• My inquiry focus is on diversifying work
through use of learning menus. I would
like to see if giving students more I like that you are giving students more choice
options on how they showcase their in their learning! I think that it is better to give
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
knowledge leads to increased students limited options. With limited options,
• How will you incorporate the inquiry focus and/or formative assessment scores. you are better able to give examples and guide
special emphasis into the lesson?
• What specific feedback do you want from your ME? • I will create two choices for students to progress. You can always give more learning
demonstrate their understanding of menu options later in the year when students
the moral lesson in a provided fable. show more mastery of the given sites.
• I want to know her opinion on menu
options. Is it better to offer a wide
variety of student options or a limited
variety?
• What would be the best way to meet I would level the assigned reading. Give
Inquiry Focus/Students
the needs of my high achieving students a text based on their reading
• What specific feedback regarding your focus students students? I feel like this lesson is comprehension and scores. This ensures that
do you want from your ME?
geared more towards students who all students are encountering level appropriate
often have trouble decoding texts. stories.
Looking below, it seems you are already
• How heavily guided should students spending a few days analyzing fables. Since
Specific Feedback independent work time be (i.e. their you are treating this assignment more as a
• What additional specific feedback do you want from
your ME regarding lesson implementation? own decoding of the assigned text and formal assessment, I would limit helping
work on the project). students unless it is a technology-based
question.
• This is a multi-day lesson. The
introduction of the lesson will teach
students how to decode and analyze
fables in order to find the moral take-
away.
o Once students have been
exposed to a variety of fables,
they will be asked to find the
moral lesson in, “The Goose
who Laid Golden Eggs,”
I like that you will be meeting with students in
independently. This will
Instructional Planning small groups. You can also take this time to
involve them annotating and
• How is the lesson structured (opening, body, and
have students lead the instruction. If one
closing)? re-reading the text.
• What varied teaching strategies and differentiated student seems to be struggling more than
instruction will help students meet lesson goals? o Students will be given the
• others, have the group come up with ideas to
What progress monitoring strategies will be used?
option of either creating a
How will results inform instruction? help! Peer-review and collaboration is a
Flipgrid or Google Slide to
needed part of a good lesson.
demonstrate their
understanding of the text.
• Both auditory and visual aids will be
used throughout the lesson. The fable
will firstly be read aloud to students
(without annotating together) and then
will be read a second time with
annotations. We will watch a video
recreation of the text following the
reading.
• I will meet with students in a small
group setting (during our small group-
reading time) in order to discuss the
project progress and overall
understanding of the text. If the
students seem to be struggling, I can
offer further guidance and instruction.
• This lesson will be relevant to students
since they are able to guide their own
learning outcome. I think that students
will become more involved in the
learning process when they are given
Student Engagement/Learning choice on how they would like to I enjoy the fact that you are using two totally
• How will you make the lesson relevant to all the showcase their understanding. different ways to let students demonstrate
students?
• How will students show progress towards master of • Students will show progress and their knowledge. I am curious to see what the
lesson objectives?
mastery of the lesson material based more popular option is!
on their final submitted project.
Through their project (of creating a
Flipgrid or Slide), they will be able to
show me how well they understood
the text and its moral lesson.
• Since we are working with the Hybrid
Model, students will be following rules
for both in-class and at-home learning.
Students on task will occasionally be
rewarded with DOJO points (which can
be used towards our classroom reward
system). Classroom economies are a wonderful way to
Classroom Management
o Students not on task will be get students to be motivated.
• How will you maintain a positive learning prompted and directed
environment with a welcoming climate of caring,
respect, and fairness? towards acting in more of a I like your utilization of a “calm-down corner.”
• Identify specific classroom procedures and strategies positive manner. Just make sure that students know they are
for preventing/redirecting challenging behaviors.
• Preventing behavior: going there to re-center themselves and not as
o Students are made aware of a form of punishment.
the classroom rules. We also
utilize the CHAMPS method
(conversation, help, activity,
movement, participation, and
success), so students clearly
know how they are supposed
to be acting regardless of the
setting.
o If a student is failing to follow
our CHAMPS, they will be
prompted and redirected. If
that is not working, students
will be asked to visit our calm
down corner to fill out a
reflection sheet and find ways
to calm themselves down
(there are various options
listed in the corner).
• As a lesson closure (if possible),
students will be asked to partner up
and share their Slide or Flipgrid. I will
walk around in order to monitor
conversations and direct and guide as
needed.
• Students comprehension will be
assessed on their final project • I hope that your students can share
(formally) and peer conversations with each other! If they are not able
Closure
• How will you close your lesson? (informally). Through these various to do it in person, you can always
• How will you assess student learning and prepare forms of assessment, I am better able utilize ZOOM breakout rooms or have
them for the next lesson?
to gauge student understanding and your students share during small-
lesson comprehension. reading groups over ZOOM.
o If students did not seem to
grasp the meaning of the text,
I will ensure that various new
forms of modifications and
accommodations are in the
next lesson to better meet
their needs.
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 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 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
• In what ways were students 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
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Specific Feedback
• What information can you Overall, the lesson went great! I am
provide the NT regarding
requested special excited to see students' results.
feedback?
• Students were engaged

online. They accessed their
work through Google
Classroom, Google Slides.
And Flipgrid. Since this was
not a live lesson for most of
the time, it was hard to tell
how engaged students were
with their learning.
She engaged students • Students contributed to
through Zoom and share their learning by working
screen. She did this by independently on their
CSTP 1: Engaging All
asking questions and by
Students listened to the teacher read assigned task.
Students presenting information on
the story and asked clarification • I monitored work in various
• In what ways were students her screen.
engaged? How were questions on the assignment. ways. I was able to see how
students not engaged?
• How did students contribute
much progress students
She read through the story
to their learning? Most students seemed focused and were making, by viewing
• How did teacher and/or “The Goose who Laid a
students monitor learning? Golden Egg” in an easy-to-
on task. She made sure to pull their work on Google
• How were the focus lower-scoring focus students into a Classroom. Since this
students engaged and understand tone and
supported throughout the
breakout room to reread the text and project took a few days to
emphasized important parts
lesson? answer further questions.
of the text. After, she went complete, I was able to take
over assignment details and a few minutes each day to
pulled a small group to answer questions and help
assist them further. any students who were still
a little lost!
• Focus students got
additional support during
Zoom breakout rooms (for
reading groups). It was a
good way to check in on
their progress and see how
they felt about the
assignment.
• During online meeting
times, a clear expectation of
noise level and behavior
was established. Students
would wait until an
She clearly outlined behavior and appropriate time to ask
CSTP 2: Effective Learning Focus students were very engaged questions about their work.
work expectations of students using
Environment with the lesson. Many students were
• How did students and a modified CHAMPS method. She asking questions and participating • During independent work
teacher contribute to an
effective learning
also asked questions during reading through Zoom. time, students were able to
environment? to keep the students more engaged connect with me further on
and entertained. Google Classroom to ask
questions about the story,
slide set-up, and Flipgrid.
Students were always met
with a timely response to
questions.
• I did various things in order
She has been working on this lesson to ensure that students
material for a few weeks (this was a understood the assignment.
CSTP 3: Organizing
culminating activity for their 3rd Since we have been working
Subject Matter Benchmark unit). Since they have Students felt comfortable asking on moral lessons for a
• What actions of the NT been working on this subject for a questions about lesson materials and
contributed to student while, my main concern
bit of time already, there were few assignment guides. When students
assimilation of subject
matter?
involved students
students who needed additional were quiet during live meetings, she
• How did students construct
would ask questions about work understanding of Google
knowledge of subject support. She still was able to answer
matter? the limited questions students had in comfort level, in order to keep Slides and Flipgrid. I spent a
• What misconceptions did
a positive and helpful manner. students engaged. lot of time going over the
students have and how
were they addressed by programs and answering
the teacher?
A few students seemed a little lost questions.
on how to navigate Flipgrid. Steps • Students were able to
were shared multiple times. construct knowledge based
on concepts and
connections we have read
and discussed in pervious
texts.
• Students were confused a
bit with Flipgrid. We have
never used it in the
classroom before. I had to
show students a few times
how to use the program. I
did link the assignment to
Google Classroom, so it did
make it easier to access.
• Students were supported in
various manners. I made
sure to meet with my focus
students in reading groups.
We went over the text and
paused more throughout
the reading to talk about
the text.
The focus students were supported • Students participated to the
CSTP 4: Learning She made sure to offer additional with additional check-ins and best of their abilities. They
Experiences
• How were students support to students during reading support. In the reading group, would ask/answer
supported through groups. She contributed to their students felt more comfortable to
differentiated instruction? questions during reading
• How did students learning by leading group ask clarifying questions and engage
participate? discussions, answering questions, with the test. Most students were group time and on Google
• How did the NT contribute
and re-reading the assigned text. able to walk away feeling Classroom.
to student learning?
comfortable with the assignment. • I contributed to student
learning by making myself
fully available during
student online work time.
Using Zoom and Google
Classroom, I felt my
students were fully
supported during the
learning period.
• Students completed the
assigned task, which
required them to either
create a Google Slide
presentation or share a
Flipgrid on the moral lesson
CSTP 5: Assessing Student
I was not able to view the final of “The Goose who Laid a
Learning project since it was a multiple day Golden Egg.”
• How did students assignment. Students seemed to be Students showed understanding of • Some students struggled in
demonstrate achievement
on the right track to complete the the project base on the questions
of lesson objectives? using Flipgrid. This was a
• In what ways did students slides or Flipgrid successfully. She asked. She also assessed learning by
struggle or demonstrate
made sure to clarify any information having student repeat directions and new site that many
•
limited understanding?
What teacher actions throughout the lesson and had many key details shared. students were not familiar
contributed to student
tools available to make sure students with.
achievement?
were assisted throughout the lesson. • In order to contribute to
student achievement, I
made sure to check in with
students in reading groups
and answer any questions
students posted on Google
Classroom.
Section 4: Post Observation Conference
Overall, most students were able to meet the lesson goals with little issues. I know that some students
struggled using Flipgrid initially, but they were able to navigate the website a little better after further
clarification and modeling.
To what degree did students
achieve lesson objectives? I did have some students turn in the assignment pass the due date. Since many students do not physically
attended the classroom, I am finding it a little harder to regulate work completion and effort. Of course, this
was only with a couple of students. Most students were successful with completing the lesson goal of finding
the moral lesson of the story.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was successful with
the assignment. They chose to This student had a little more
complete the assignment using difficulty with the assignment.
Flipgrid (an easier option for them Since they do not physically attend This student enjoyed the
To what degree did focus since their oral language skills are the class, they had less support assignment and chose to do both
students achieve lesson
objectives? more developed than their than some of my other students. aspects of the project. They had
written). no issue meeting lesson goals and
It took further encouragement and turning in work.
This student was also present check-ins with this student in order
during small reading groups. After to get them to complete the task.
hearing the reading more than
once and being prompted with
questions/visual aids, they were Small group time was a great way
able to understand the moral to meet and talk with them. They
lesson with few issues. were more encouraged to work on
the assignment after meeting with
their peers and seeing that they
enjoyed using Google
Slides/Flipgrid.
In the end, their work quality was a

little below average, but I was still
proud that they completed the
activity!
I think this lesson showed me the importance of the slow, individual introduction of new technology (especially
for students of this age group). Next time I introduce a new site or application, I will give students more time to
play around with it, as opposed to using it to assign a formal project right away.
What would you do differently
next time? I think students would have felt more comfortable using Flipgrid if we had used it in class previously—even for
a simple or silly activity. Since I am not there in-person to help many students, it is hard to show them how to
perfectly navigate the site. Even with share-screen and recorded videos, some of my lower students had
trouble and chose to stick with Google Slides.
Overall, I feel that my lesson went well (especially under the circumstances). My top three strengths were as
followed:
• Diverse project options. Students enjoyed being able to pick their final project format. This freedom
What were three top Lesson made students more apt to complete and try harder.
Strengths? • Communication. I feel that I was able to communicate with students in an effective manner—even
those not in the classroom. Through use of Zoom and Google Classroom, I was able to answer student
questions in a timely and informative manner.
• Behavioral Expectations. Using CHAMPS has been a great tool in my teaching. Students have a deep
understanding of behavioral expectations.
• Introduction of new technology. I feel that I should have introduced Flipgrid previously to students.
Next time, I want to give them more time to interact with newly introduced websites/applications.
• Menu options. Though I feel this went well, I think this is an area I can improve on overall. I want to
What were three top areas for look more into meaningful menu options. I think it greatly improved student work effort and
improvement? completion.
• Diversifying of texts. Next time I do an activity like this, I would like to change the reading assignments
based on student levels. I know that it would be easy to introduce leveled texts in reading groups. By
doing this, I can better assure that students are working at an appropriate rigor.
Students are moving on to our next unit of ELA—reading and writing about animal adaptations. I want to look
for more tools to aid students during Hybrid Learning. I think the integration of technology (such as interactive
slides, videos, and websites) has made learning more engaging for students.
What are next steps?
I also want to investigate more learning menu options. I think that most students appreciated having the
option to choose their final project.
Other Comments/Notes
Overall, I think the lesson went well. I think by creating even more diverse project options in the future, students will excel even further
with assignments.
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.

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Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

• Students were engaged

In the end, their work quality was a

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