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
Penelope Macias [email protected] Language Arts 3
Mentor Email School/District Date
Carina Oghoorian [email protected] iQ Academy Los Angeles 3/21/22
Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-LITERACY.RI.3.5 Use
text features and search tools
(e.g., key words, sidebars,
hyperlinks) to locate
information relevant to a given
topic efficiently.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
CCSS.ELA-LITERACY.W.3.4
With guidance and support
Students will write a 5-
from adults, produce writing in
paragraph informational
which the development and
essay about a historical
organization are appropriate
person by researching and
to task and purpose.
brainstorming using non-
fiction text. In this lesson,
S.L.3.1 Engage effectively in a Informational Writing Final Draft: Self-Assessment Rubric
students will take their first
range of collaborative draft and use a self-
discussions (one-on-one, in assessment rubric to made
groups, and teacher-led) with necessary modifications
diverse partners on grade 3 before turning in their final
topics and texts, building on draft.
others' ideas and expressing

ELD:

2. Interacting with
others in written
English in various
communicative forms
(print, communicative
technology, and
multimedia)
5. Listening actively to
spoken English in a
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 range of social and
academic contexts
10. Writing literary and
informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology 

12. Selecting and

applying varied and
precise vocabulary and
language structures to
effectively convey ideas

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.)
Since I teach my students in leveled groups, I usually teach the same
content, just at a different pace/frequency. Something that I think
Plan instruction that incorporates could improve my teaching would be to incorporate different
2.4 appropriate strategies to meet the 2 strategies within my lessons for each group. This could be beneficial for
learning needs of all students all students, especially my students that are below grade level.

I have used goal setting strategies during SEL lessons, but I have not
Involve all students in self-assessment, really set academic goals for a series of lessons. I also have not
5.5 2
goal setting, and monitoring progress compared student work after implementing a strategy, which is what I
plan to do with this ILP.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Cossy Levi
My goal for this student would be My goal for this student would be
Hoff
for them to have complete for her to stay on task and use the
This student struggles with
sentences for introduction, body checklist as a tool to help. This
formulating complete sentences
paragraphs, and closing. I will student has a tendency to go off
that include grade level details. I
Focus Students
provide the necessary sentence topic with her writing so I would
would like her to use the checklist
 Summarize critical needs and how
frames and scaffolding to like to see her sentences and
you will address them during this to self assess her sentence
lesson.
accomplish this goal. paragraphs be cohesive with one
structure and include details
In order for her to meet this goal I another.
within her writing.
will facilitate and model using the I will meet her needs by providing
I plan to meet with her one-on-
rubric in order for her to make frequent check-ins and having her
one to help implement skills we
necessary edits in her writing. repeat the learning target and
have practiced in class.
objective of the lesson prior to
going into independent work.
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 I chose CSTP 5.5 as my focus for this semester. *we discussed all of this live so these notes are
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or CSTP 5.5 reads “Involve all students in self- summarized here.
special emphasis into the lesson?
 What specific feedback do you want from your ME? assessment, goal setting, and monitoring
progress”. In this sequence of writing lessons, We discussed creating a checklist for the self-
self-assessment will be a great addition to tie assessment part of the lesson. They will use the
things together at the end. I think it would checklist to focus on the specific areas Ms.
benefit my students to assess their own work Macias would like to assess improvement on
with a rubric. I will incorporate this by having from rough draft to final.
students self-assess their first draft and making
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2
 final edits to their paper before turning in their
final draft for a grade.

I would like to know additional strategies or Extra help sessions for students that may need
ways to help keep them on track and not fall extra support in complete each part of the
Inquiry Focus/Students
 What specific feedback regarding your focus students
behind. I felt that even if the students were in project. Use of BORs to support students who
do you want from your ME? class they fell behind during the outline writing are on the same stage and also peer feedback
process and it was difficult to keep them up to for advanced students to provide feedback to
speed. their peers.

Modeling is a powerful tool to demonstrate the

objective and task expectations. Each skill will
build upon the previous and you can make
Specific Feedback
I would like to know the best way to follow this anecdotal observations as well as how students
 What additional specific feedback do you want from sequence of lessons so that students can are progressing to determine if you should slow
your ME regarding lesson implementation?
practice the skills taught in this sequence. down, speed up, or add additional class
sessions to scaffold where they are. This can be
done through a combination of whole group
and small groups.
For this writing assignment students will be
given the choice to write about one of four
historical figures that we have read about as a
class during Black History Month. Students will
have books about their historical figure put into
their online GetEpic locker so they will be able
to do their own research for this essay. This
Since students will be using whiteboard.chat to
lesson will be split into 7 parts. During each
do their outlines, we discussed moving them
part, I will guide students through completing a
Instructional Planning over to Google Docs for the draft and final so
portion of their essay outline, ending with them
 How is the lesson structured (opening, body, and
that they can write with more ease
closing)? self assessing the content of their first draft, and
 What varied teaching strategies and differentiated (functionality) and also so it’s in a more writing-
instruction will help students meet lesson goals? turning it into a completed essay in the proper
 What progress monitoring strategies will be used? formatted style. The checklist will also be added
format.  The lesson sequence will be: 
How will results inform instruction? to each student’s document so that it will be
1. Research & Brainstorm
easy for them to refer to it rather than having
2. Introduction (hook and thesis statement)
to toggle to another document.
3. Topic sentences for body paragraphs
4. Details for body paragraphs
5. Conclusion
6. Type outline in google docs (1st draft)
7. Self-assessment checklist - turn in their final
draft.

Student Engagement/Learning I will provide examples of the expectations and The assignment is also relevant to students b/c
 How will you make the lesson relevant to all the have slides that go over each part of the they get to choose their historical figure and
students?
 How will students show progress towards master of checklist. I will review my expectations prior to pull out the details that they feel are
lesson objectives?
sending students to their self assessment. important/interesting.

Classroom Management I will start the lesson with a growth mindset You already do a great job of maintaining a
 How will you maintain a positive learning
environment with a welcoming climate of caring, affirmation, as well as the learning target. positive learning environment, keeping
respect, and fairness?
 Identify specific classroom procedures and strategies Student volunteers will read these aloud to the distracting behaviors to a minimum, and
for preventing/redirecting challenging behaviors. class. I will utilize breakout rooms for students encouraging students.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3
 who are not yet done with their first draft, and
they can work on that during this lesson to get
caught up.
I will have an extension assignment for students We discussed using breakout rooms to work
to work on if they are finished with their self- with individual or small groups of students who
assessment. They will have a choice of may need more support.
expanding their writing with a drawing,
PowerPoint, interview, or their choice.
It will be important to ensure that they have
I will close the lesson by bringing in all students
Closure not just checked off the items in the checklist,
 How will you close your lesson? to the main room and reviewing the checklist
but that they actual revise and edit using the
 How will you assess student learning and prepare with students. I will let them know that they will
them for the next lesson? checklist. It will be interesting to see what
read their essays to the class next session.
happens. 😊
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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
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 The requested feedback was around planning – addressed
provide the NT regarding above.
requested special
feedback?

CSTP 1: Engaging All  Teacher monitored student

Students understanding of the checklist and  Student were actively engaged
 In what ways were students using it to revise/edit writing the entire class session. As the I monitor students by checking their browser
engaged? How were through polls and monitoring focus to see if they are on the correct tab
students not engaged? teacher introduce the checklist
 How did students contribute student work and progress in their and example passage, students during the lesson. I keep students engaged by
to their learning? google documents. asked questions for clarification having volunteers read aloud and by doing
 How did teacher and/or  Teacher supported the focus and participated in responding to polls throughout the lesson. I also monitored
students monitor learning?
 How were the focus
students by ensuring that they her prompts. students on google classroom by checking
students engaged and were able to access their  Students used the checklist to their essays and what edits they are making.
supported throughout the documents and also worked with make changes to their writing
lesson?
them in a breakout room. during the class session.

I was prepared with examples and slides

CSTP 2: Effective Learning  The general feeling and tone of  Students are focused, on task,
Environment
through the lesson so that students had a
the classroom is very positive. and supportive of one another.
 How did students and visual of the expectations.
Teacher encourages all students  It is clear that students feel
teacher contribute to an I also went on to each of their documents and
effective learning to participate and acknowledges supported by the teacher to take
graded them and added the checklist prior to
environment? progress toward their goal. academic risks and try their best.
this lesson so that everybody was prepared.

CSTP 3: Organizing  Construction of knowledge: All of the

Subject Matter I began this sequence of lessons with portions
item in the checklist were already
 What actions of the NT of the essay done separately. Then I
contributed to student  The teacher builds upon each lesson to familiar to students so they were able
integrated those parts together on the outline
assimilation of subject then introduce new concepts. The focus to construct new knowledge of the
matter? before taking it to a first draft, which was the
of this lesson was on integrating and checklist without having to learn the
 How did students construct last step before this lesson. Some confusion I
applying the writing checklist after specific items within.
knowledge of subject had with students was the actual purpose of
matter? having completed the research, outline,  Misconceptions: There were a few
the checklist, some did not realize they had to
 What misconceptions did and rough draft. students who did not make any
students have and how make changes to the writing and not just
changes to their writing but did check
were they addressed by check the boxes.
the teacher? everything off their checklist.

CSTP 4: Learning  The teacher was able to monitor

In the different groups I work at a pace that is
Experiences students based on their academic
 Students who needed extra suitable for that group of learners. There is
 How were students levels, their progress on the
supported through support received it in breakout more scaffolding in my below basic group and
writing assignment, and pull
differentiated instruction? rooms. All students were able to I gave students an opportunity to work in a
students into breakout rooms who
 How did students access their document and breakout room to receive additional support
participate? needed extra support.
worked through the checklist. while the other learners worked
 How did the NT contribute  The teacher contributed to
to student learning? independently.
student learning through direct
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4
 instruction and modeling of the
checklist and its application to a
writing passage.

CSTP 5: Assessing Student  Per NT analysis of the writing, most Some students struggled to understand the
Learning students did make meaningful purpose of the checklist until I gave them
 How did students  Students presented their final
improvement to their writing because direct instruction in a breakout room. Once
demonstrate achievement products in a subsequent class
of lesson objectives? of the checklist. A few students did not. they were given explicit instruction and show
session.
 In what ways did students  Teacher gave enough time for this my expectations they were able to make
 All students now know how to
struggle or demonstrate lesson and writing unit so that all improvements on their writing. The students
limited understanding? use a checklist to improve their
students were able to complete it and who worked independently were able to
 What teacher actions writing.
contributed to student had a chance to present their writing to made adjustments to their writing and overall
achievement? their classmates. make improvements.

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives? 23/27 achieved the lesson objective of writing a complete sentence to explain their point of view.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did not meet the
learning goal. She wrote 5
sentences that were numbered
This student met the learning and not in paragraph form. When
This student was able to complete
objective. The extra support and given the checklist and explained
the entire outline, follow the
scaffolding helped in getting her to to her that she needed to write in
To what degree did focus checklist and make great
students achieve lesson write complete sentences instead complete sentences in paragraph
objectives? adjustments to their writing. Their
of fragments, which can often form she deleted the sentences
score improved from the first draft
occur. The frequent checks for and rewrote 5 different ones
to the final draft. This student met
understanding helped keep focus which were still numbered. I had
the learning objective.
as well. to meet one on one with this
student to explain the
expectations, during class she is
difficult to remain focused.
Next time I would spend more time modeling direct instruction on how to change and edit their document. I
would be prepared with sentence frames for below basic learners and have examples of hooks and intro and
conclusion. I expected students to come up with examples to share, which most did but it was more
What would you do differently challenging to get student examples in my below basic group.
next time? In my advance proficient group, I would give them an opportunity to improve their writing, make it better,
stronger sentences.
Example: “Choose 3 sentences from your body paragraphs to strengthen by adding more information.”

1. My English Language Learner was dedicated to his writing and completed the essay with support. This
student struggles with writing, so seeing him enthusiastic was a success for me.
2. Providing examples of what I was looking for with the checklist was helpful for the students. I
What were three top Lesson
Strengths? explained what each item of the checklist meant and examples of those things.
3. Overall, I saw lot of improvement in student writing after the lesson sequence was complete. I have
been able to implement similar checklists in our lessons to keep students on track of their work by
self-assessing their writing.
1. I could have spent more time modeling how to adjust the document and the functionality of google
docs.
What were three top areas for 2. More time could be spent on showing examples of checklist items in an actual document before and
improvement? after the checklist. For next year I could implement this by showing examples from this year.
3. I would devote an entire lesson to self-assessment and the purpose, I would reiterate that this is not
just checking boxes but to make improvements.
The next step after the self-assessment would be to grade the improved writing and have students share their
What are next steps?
final draft aloud with the class.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5
 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 6