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
Jordan Sachs [email protected] Physical Education 6th & 7th

Mentor Email School/District Date

Rachel Gordon [email protected] Intellectual Virtues Academy 4-12-2021

Content Standard Lesson Objectives Unit Topic Lesson Title

1.2 Introduce Salsa dance World Dance World Dance Introduction to Salsa

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.)
Creating physical or virtual learning environments that -Maintains physical environments that reflect student diversity and provides a broad range of resources, displays, and artifacts that are current and
integral to instruction
2.2 promote student learning, reflect diversity, and encourage Integrating -Students routinely use a range of resources in learning environments that relate to and enhance instruction and reflect their diversity. Students share in
constructive and productive interactions among students monitoring and assessment of interactions to improve effectiveness and develop a positive culture for learning

Organizing curriculum to facilitate student understanding of -Uses extensive knowledge of curriculum and related resources to flexibly and effectively organize and adjust instruction.
3.3 Innovating
the subject matter. -Ensures student comprehension and facilitates student articulation about what they do and do not understand.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
• Summarize critical needs and how Needs more time on the assignment portion of this lesson FS3 will need to display the basic steps to salsa as
you will address them during this Allow this student to summarize in a Google Doc instead of
and may need to be messaged privately to make sure that highlighted during class and in the tutorial video posted to
making a video
lesson. directions and information is clear the assignment on Google Classroom

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
My special emphasis will be on giving the historical and cultural -Good focus
• What is your inquiry focus and/or special emphasis? background of salsa dancing, as well as the steps to basic salsa. The
• How will you incorporate the inquiry focus and/or feedback I am looking for is if I am being clear and giving students time to -Addition: Pacing of the lesson (does each area I want to explore being
special emphasis into the lesson? be curious, ask questions, and make connections to salsa. given the proper amount of time?)
• What specific feedback do you want from your ME?

Inquiry Focus/Students
• What specific feedback regarding your focus students Am I achieving my needs with the three focus students?
Having the needs laid out ahead of time will make it
easier for assess focus student needs
do you want from your ME?

Specific Feedback
• What additional specific feedback do you want from Is there a better way to introduce this information to students? Will check for student engagment
your ME regarding lesson implementation?

Instructional Planning
• How is the lesson structured (opening, body, and
-Opening: Dive into the historical and cultural background of salsa dancing
closing)?
Will monitor student engagement on Zoom screens and
• What varied teaching strategies and differentiated -Middle: Video with Sentence, Word, or Phrase thinking routine
in the chat during these three portions of the lesson
instruction will help students meet lesson goals?
-End: Basic salsa steps practice for students over Zoom
• What progress monitoring strategies will be used?
How will results inform instruction?

Student Engagement/Learning
• How will you make the lesson relevant to all the During the portion of my lesson in which I go over the cultural and
Thinks that meeting students on their level by highlighting mainstream
students? historical background of salsa dancing, I will also dive into how it has
dance videos will help with student engagement
influenced mainstream dancing that students may have seen (TikTok, etc)
• How will students show progress towards master of
lesson objectives?

Classroom Management -Allow the chat to be private (only with me) for question-portions of the
Allowing the chat to be private will make the students feel safe when
• How will you maintain a positive learning lesson
asking questions and making connections.
environment with a welcoming climate of caring,
-Students may practice steps with their cameras off
respect, and fairness? -Thinks that making the chat public for the Sentence, Phrase, or Word
thinking routine is also a good way to manage a positive learning
• Identify specific classroom procedures and strategies -Encourage my culturally diverse population of students to make
environment (build off each others thoughts/responses)
for preventing/redirecting challenging behaviors. connections and share prior experiences with salsa dancing

Closure
• How will you close your lesson? I will close my lesson introducing the video assignment (show at least your Allowing the students to only show their feet will help
feet completing the basic salsa steps). This is how I will assess student students to feel more comfortable completing this
• How will you assess student learning and prepare learning for the practice portion of my lesson. assignment and I can still assess student learning.
them for the next lesson?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
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
provide the NT regarding
requested special
feedback?

CSTP 1: Engaging All

Students
• In what ways were students
engaged? How were
students not engaged?
• How did students contribute
to their learning?
• How did teacher and/or
students monitor learning?
• How were the focus
students engaged and
supported throughout the
lesson?

CSTP 2: Effective Learning

Environment
• How did students and
teacher contribute to an
effective learning
environment?

CSTP 3: Organizing
Subject Matter
• What actions of the NT
contributed to student
assimilation of subject
matter?
• How did students construct
knowledge of subject
matter?
• What misconceptions did
students have and how
were they addressed by
the teacher?

CSTP 4: Learning
Experiences
• How were students
supported through
differentiated instruction?
• How did students
participate?
• How did the NT contribute
to student learning?

CSTP 5: Assessing Student

Learning
• How did students
demonstrate achievement
of lesson objectives?
• In what ways did students
struggle or demonstrate
limited understanding?
• What teacher actions
contributed to student
achievement?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
Section 4: Post Observation Conference
To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus FS1 participated fully in the activities during the lesson and
FS2 participated in all the activities in class except for having
students achieve lesson submitted their work on time with the rest of the class. This
their camera on during the private practice. This student was
FS3 submitted their assignment on-time and participated in
student also shared that their uncle teaches salsa at a nearby all the assessment activities during class, including sharing
objectives? dance academy and that their family will salsa dance
able to submit their assignment two days late due to their IEP
out during the thinking routine
accomodation
regularly at family events

What would you do differently I think next time I will try to involve a second option for the assignment in which more advanced students can learn a more
difficult version of the basic, almost like a two-tier assessment in which students have a choice. This could help challenge the
next time? students that felt that the assignment was too easy.

What were three top Lesson 1. Had a little bit of everything (video, thinking routine, movement)
2. Allowed students to participate at their own convenience (optional cameras during the private practice portion of the lesson.
Strengths? 3. Presented the information in an order that helped students understand the cultural significance of learning salsa steps

What were three top areas for 1. Different options to complete the assignment at the end of the lesson
2. Tie in mainstream dance influence
improvement? 3. I want to engage with students better via their voices

What are next steps? We will be going over Polynesian dance and tying in connections to what we learned in the salsa dancing lesson.

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 3 of 3