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
Deborah Saxton saxtond@[Link] Life science 7
Mentor Email School/District Date
Kris Olson olsonk@[Link] First Lutheran 10/7/20
Content Standard Lesson Objectives Unit Topic Lesson Title
Understand that ingested
food is broken down and Rearrangement of your dinner
Molecules – Organisms
NGSS MS-LS1-7 rearranged to form (It may become new blood cells,
Structures and Processes
structures within our own hair, skin, bone and muscle?)
bodies.
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.)
Informs students about learning objectives, outcomes, and summative
5.5 Involving all students in self
assessment results. Recognizes the need for individual learning goals.
5 assessment, goal setting and progress 1
monitoring.
Monitors progress using available tools for recording.
Seeks additional information on the full range of students identified
with special needs to address challenges or supports in single lessons
or sequence of lessons.
9/21/20

3.6 Addressing the needs of English

Cooperates with resource personnel, para-educators, and families
learners and student with special
3 2 during meetings and activities in support of learning plans and goals.
needs to provide equitable access to
9/21/20
the content

Seeks additional information on struggling learners and advanced

learners to determine appropriateness for referral.
9/21/20
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Needs: Integration of new Needs: understanding concepts,
Focus Students vocabulary words and concepts. trouble with multistep direction Needs: attention with focus
 Summarize critical needs and how
you will address them during this
Aids: Vocabulary words will be Aids: images will accompany text Aids: during group work I will visit
lesson. defined and accompanied by along with models of molecules, all with this student to ensure he is
images. Graphics will be featured in directions will be given orally and on task.
material to aid in comprehension. accompanied by written directions
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
Inquiry Focus/Special Emphasis Focus: introduction of 4 macromolecules to

Your previous lessons on atoms, molecules
What is your inquiry focus and/or special emphasis? allow students to understand that atoms and
 How will you incorporate the inquiry focus and/or and latin roots/suffixes/prefixes will be good
special emphasis into the lesson? molecules taken into our bodies are used for
 What specific feedback do you want from your ME? background for this lesson.
building our tissues.
This is a bit more difficult to do virtually.
Inquiry Focus/Students
Suggestions for helping reach those students Regular check-ins with those students during
 What specific feedback regarding your focus students who struggle with content – how to retain their the lesson will be important. Your lesson has
do you want from your ME?
focus throughout lesson varied activities which will help to keep their
focus.
Specific Feedback Suggestions related to pacing and inclusion of
 What additional specific feedback do you want from Very important in any lesson.
your ME regarding lesson implementation? enough supports for all levels of learner.
Opening hook – glass of milk, piece of meat,
Interesting hook – I am interested to hear how
arm, hair – ask students how these things are all
the students relate those four items. I expect
related?
some creative answers.
Pre=teaching vocab, having activity relate to
shapes and boxes rather than primarily using
Instructional Planning The visual for your vocab will be especially
 How is the lesson structured (opening, body, and scientific terms will help learners grasp central
helpful for your ELL students. It will also make
closing)? focus of lesson.
 What varied teaching strategies and differentiated it less intimidating for many of the students.
instruction will help students meet lesson goals? Progress monitoring will include stops in
 What progress monitoring strategies will be used?
instruction for student feedback and
How will results inform instruction? Your plan for monitoring student
comprehensions checks, monitoring of student
understanding sounds good. The virtual
work with interception to correct
classroom makes this a little trickier as you
misunderstandings. If many students are
can’t just walk around the classroom to check
struggling we will do more guided practice /
student work.
examples with a different macromolecule.
By connecting material to processes going on in
Student Engagement/Learning our bodies it is immediately relatable to This connection is excellent. It makes the
 How will you make the lesson relevant to all the students. concept relevant to the student.
students?
 How will students show progress towards master of Students will show mastery by building Good plan for demonstration of mastery. It
lesson objectives?
macromolecules with a variety of subunits to should be quick and easy to assess.
show comprehension.
Classroom Management
I will explain to students that I have high
 How will you maintain a positive learning expectations of them and by helping one Encouraging students to work together is
environment with a welcoming climate of caring,
respect, and fairness? another during independent work time they can beneficial to both the student receiving the
 Identify specific classroom procedures and strategies help themselves and their classmates by help as well as the student giving the help.
for preventing/redirecting challenging behaviors.
explaining and discussing the material.
Closing will include a recap of the 4 molecules
Closure The exit ticket idea is a good choice. You will
 How will you close your lesson? and their monomers and their main uses within
 How will you assess student learning and prepare
get good feedback on the level of their
our bodies. An exit ticket will summarize their
them for the next lesson? understanding and it can be done quickly.
grasp of the main points of the lesson.
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.

Pacing of the lesson was good. The

variety of activities kept students Students achieved the lesson
Breakout rooms gave students an
engaged. Teacher checked with objective with the majority of slides
opportunity for added support from
students to see if they were ready being completed accurately. Student
Specific Feedback peers as well as teacher. Students
 What information can you
to move on during notes. Material conversation and collaboration to
were encouraged to let the teacher
provide the NT regarding was presented visually, auditorily provide initial thoughts and
requested special know if they needed more time
feedback? and kinesthetically to provide added vocabulary definitions was a useful
and/or had questions and the
support. Teacher participation in opener. Some more challenging
students seemed comfortable doing
breakout rooms and feedback content would have improved the
so.
during independent practice gave lesson for higher achievers.
added support.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
Students were able to discuss in
breakout rooms their initial thoughts
Use of breakout rooms about macromolecules and
Teacher entered the breakout vocabulary definitions. Note taking
Student cameras were on to assess rooms and assessed engagement, was guided but I could have allowed
visual engagement asked questions to promote students to take their notes
CSTP 1: Engaging All
Students
thinking themselves as we talked through
 In what ways were students Some students did not contribute subject.
engaged? How were
students not engaged?
during the breakout rooms. It is Teacher commented on slides Contribution to learning would be
 How did students contribute difficult to know if this was due to during breakout rooms as well as the constructions of macromolecules
to their learning?
 How did teacher and/or non-engagement or lack of during independent practice using drag and drop activity.
students monitor learning?
 How were the focus
confidence. I was able to pop in breakout rooms
students engaged and Teacher checked in with focus to guide struggling students. I could
supported throughout the
lesson? Student breakout rooms created students specifically throughout the look at their work and offer
slide to demonstrate understanding lesson verbally as well as through encouragement and redirection as
private chat and comments on their they worked through activity.
Students participated during guided work I was able to look regularly at the
practice focus student work and message
them directly if there was any
misunderstanding.
Students kept their cameras on
Learning was effective as students
which created a more effective Teacher shared her screen and used
had notes to use to transfer
learning environment her cursor
CSTP 2: Effective Learning information to building their own
Environment
 How did students and macromolecules.
Students participated during Teacher’s camera was on
teacher contribute to an Visual and verbal information was
effective learning breakout rooms which created a
environment? provided thus supporting EL and
smaller learning environment giving Teacher had created pre-made
those with auditory processing
students more opportunities to slides to facilitate learning
issues.
participate
Students used prior understanding
The opening activity when students
of scientific prefixes and suffixes to
Teacher used an analogy to Legos examined connections between real
understand this new concept
to explain how the same materials life objects helped them to build
CSTP 3: Organizing can be re-organized to create background and put the information
Subject Matter Students created visual
 What actions of the NT something new into context. Connections were
contributed to student representations of the
made to real life as I discussed the
assimilation of subject macromolecules presented in the
matter? Connection of macromolecules to food we eat being rearranged into all
 How did students construct lesson
knowledge of subject the body made the concept more the proteins that our bodies need.
matter?
 What misconceptions did
relatable to the students Knowledge assimilation was shown
I did not observe any
students have and how through completion of drag and drop
were they addressed by misconceptions by the students.
the teacher? Using colorful shapes made the activity, exit tickets and researching
Based on the teacher’s connection
activity more appealing food sources that can supply humans
to prior knowledge, the students
with the building blocks they need to
seems to grasp the new concept
survive.
easily.
Teacher presented information
verbally, visually and kinesthetically
Verbal participation by students Differentiated instruction was
Teacher gave ample time to applied in the range of questions
CSTP 4: Learning
Experiences Students worked in breakout rooms complete various activities asked. The closing questions can be
 How were students to create slides answered in simple terms or higher
supported through
differentiated instruction? Teacher checked in with students thinking students can interpret them
 How did students
participate? Guided by the teacher, the students during whole group instruction as and supply relevant answers.
 How did the NT contribute wrote notes focusing on the new well as in breakout rooms Students participated through
to student learning?
vocabulary and meaning and discussions groups, guided notes and
application Teacher gave students a brain a building activity.
break to stand up, walk around, get
a drink of water

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
Demonstration of student lesson
objective was evident in completed
Teacher used guided practice to
activity requiring students to build
work together on building sample
macromolecules.
macromolecules
One focus student struggled with
concept of drag and drop activity but
CSTP 5: Assessing Student Students completed an “Exit Ticket” Teacher’s slides were colorful
Learning after walking him through the
 How did students demonstrating their understanding
example again and discussing
demonstrate achievement of the vocabulary Teacher gave activities and
of lesson objectives? another question he was able to
 In what ways did students opportunities at different stages in
struggle or demonstrate complete activity on his own.
limited understanding? Independent practice (homework) the lesson for student participation

Teacher actions included delivery of
What teacher actions showed understanding of building
contributed to student subject content, encouraging
achievement? macromolecules Teacher checked in with individual
students as they completed their
students or breakout room groups
assignments, offering redirection to
to see if they had questions or
those who were struggling and
asked them questions to further
providing an exit ticket for students
challenge them
to think over the lesson objective
and their level of understanding.
Section 4: Post Observation Conference
Students achieved lesson objectives which was to understand that atoms are recycled to create new
To what degree did students
achieve lesson objectives? substances. Proof of this was evident as students could create macromolecules made of particular subunits
when presented with a model.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

To what degree did focus Student was able to complete With some restating and further
Student was able to grasp concept
students achieve lesson activity and exit ticket modeling of one question / answer
objectives? and complete activities trouble
demonstrated grasp of subject the student was able to construct
free.
matter. macromolecules as required.
What would you do differently I would provide optional more challenging questions for students who need to be stretched more. Drag and
next time? drop could be extended to include some real life examples of each type of macromolecule.
What were three top Lesson
Strengths? Design of activity, opening question / discussion, connection to self

What were three top areas for More interaction during main lesson delivery, change note–taking – employ a different strategy, include an
improvement? activity that requires students to discuss / use what they learned during lesson in wrap up activity.
This lesson will be revisited when students learn about cellular respiration as this cycle too involves the
recycling of atoms to create molecules essential for life.
What are next steps?
This lesson format worked well with drag and drop so I would consider incorporating this strategy into other
lessons where appropriate.
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 4 of 4