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
Megan Ha [email protected] ELA/ELD 3
Mentor Email School/District Date
Brandon Adame [email protected] Fairmont Private School 10/5/21, Date of lesson: 10/11/21
Content Standard Lesson Objectives Unit Topic Lesson Title
ELA: RL.4.10
Students will understand the
Read and comprehend
play “Invasion from Mars” with
literature, including stories,
scaffolding.
dramas, and poetry in grades 4-
Story Elements: Play/Drama Story Elements: Invasion from Mars
5 text complexity band
Students will be able to identify
proficiently, with scaffolding.
textual components and overall
ELD: PII.A.1
structure of plays/dramas.
Understanding text structure
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 increased Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices relevant and suitable use of pedagogical into a cohesive and unified pedagogical add new methods and strategies into
choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Strives for a rigorous learning environment that includes accuracy,
understanding, and the importance of meeting targeted learning
Teacher: goals.
2.4 Creating a rigorous learning
Works to maintain high expectations for students while becoming
environment with high Exploring
2 aware of achievement patterns for individuals and groups of
expectations and appropriate Students:
students.
support for all students Emerging
Some students ask for teacher support to understand or complete
learning tasks.
Includes questions in single lessons or a sequence of lessons that
Teacher: require students to recall, interpret, and think critically.
1.5 Promoting critical thinking Exploring
1 though inquiry, problem solving,
Students: Students respond to varied questions or tasks designed to promote
and reflection
Exploring comprehension and critical thinking in single lessons or a sequence
of lessons.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Victoria
Zoe Joel
Critical needs:
Critical needs: Critical needs:
Reading fluency and vocabulary
language and vocabulary Tier 2 student in need of
development, in need of
Focus Students development, explicit grammar individualized attention and
• Summarize critical needs and how scaffolded lessons
instruction scaffolded lessons
you will address them during this How I will address:
lesson. How I will address: introduce How I will address:
introduce vocabulary before
vocabulary before lesson, use visual Collaborative group work, small group
lesson, use visual representation
representation with vocabulary work, sentence starters, explicit
with vocabulary terms, slower
terms, slower speech, re-reading of instruction, scaffolding with graphic
speech, re-reading of text,
text organizer
scaffolding with graphic organizer
Part A: NT Reflection Part B: ME Feedback
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus/special emphasis will be CSTP 2: Guiding and fostering student inquiry is at the
Inquiry Focus/Special Emphasis Creating and Maintaining an Effective Learning heart of IB. Perhaps, allowing students to write
• What is your inquiry focus and/or special emphasis? Environnement for all students. I will relate my and share inquiries on sticky notes as a closing
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? lessons to our current IB unit, develop student’s activity will allow you to keep track of their
• What specific feedback do you want from your ME?
personal inquiry, and try to facilitate more student- thinking and encourage students to seek out
centered classroom learning. answers to their inquiries at a later date.
I would like feedback on how to hold high
While we can only utilize the resources
expectations for my focus students with added
currently available to us, it is important that we
support while also considering their own individual
keep track of individual student struggles and
capabilities. I feel that even with added scaffolding
successes so that we can best serve them when
and support, sometimes the material is a bit too
our academic ASSIST program begins. Keeping
challenging. Students usually have Assist (a
a notebook handy to jot down notes with
resource to help struggling students) but it is
Inquiry Focus/Students “Glows & Grows” for each student is a valuable
• What specific feedback regarding your focus students unavailable so far this year. I feel that it is difficult
do you want from your ME? resource for you to target troublesome areas
to help my Tier 2 focus student learn multidigit
and to share with the Assist Teacher. iXL is also
multiplication when he does not know his basic
a great resource to use for your focus students
multiplication facts. It is even more difficult to
because you can assign objectives like
teach him his basic multiplication facts in addition
“Multiplication Fact Fluency” that meet
to our math lesson while simultaneously trying to
individual needs and are not necessarily at
teach students online and assist those students as
grade level.
well.
Trying a variety of methods to deliver
I would like feedback on how to manage engaging instructions is very smart. While keeping the
and assisting both online and in person students written instructions visible to in person and
effectively. I have tried giving instructions at the remote learners the entirety of the lesson, you
Specific Feedback
same time, one group before the other, and even can also set a timer for 3-5 minutes. During
• What additional specific feedback do you want from displaying the instructions simultaneously on the these 3-5 minutes, students may not ask the
your ME regarding lesson implementation?
board/shared screen. Students online and in teacher questions. This will encourage students
person have many questions and comments that rely on themselves, reread directions, and
make it difficult for me to assist all students in a perhaps ask a neighbor for clarity. After the
timely manner. timer rings, open up questions from both the
remote and in person learners.
My lesson will start with an opening that builds on
students’ prior knowledge. It will prepare them for
the re-reading of text by doing a turn and talk
Using Breakout Rooms for the remote learners
activity with the vocabulary words necessary to
may be helpful during the opening “Turn and
comprehend the text. During the body of the
Talk” activity. Prior to opening Breakout
lesson, students will engage with the text “Invasion
Rooms, students can be prompted to listen
from Mars” by selecting roles and reading their
intently to their group members as they will be
Instructional Planning parts to understand the features of the play genre.
• How is the lesson structured (opening, body, and responsible for sharing a statement from a
They will then complete a worksheet on story
closing)? group member and not themselves. Prior to the
• What varied teaching strategies and differentiated elements as a small group. Students will have
instruction will help students meet lesson goals? starting the worksheet, individuals can be
• What progress monitoring strategies will be used? How about 15 minutes to do so. If they are done early,
assigned different story elements to share with
will results inform instruction? they will work on their writing assignment about
the class once they have completed the
alien invasions that relates to the reading. For the
worksheet. They may help in keeping all team
closing, we will review the text elements of a play
members accountable. Keeping a visible list of
as well as key details from the play we read
instructions and several activities for the early
together. I will use the page that they completed in
finishers to complete may be helpful.
small groups to assess their understanding and
make modifications for the final re-reading on
Wednesday.
I will make this lesson relevant to all students by
Tying this lesson into students’ personal
Student Engagement/Learning tying it in to upcoming holiday. It is almost
•
Halloween experiences and emotions is an
How will you make the lesson relevant to all the Halloween and the setting of the story is on a farm
students? excellent idea! This is an excellent way to
• How will students show progress towards master of on Oct. 30 right before Halloween. It is about an
lesson objectives? introduce the “Mood” set by authors and
alien invasion on the night before Halloween. I will
playwriters.
ask students to turn and talk about how they

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
would feel if they were in this situation on the
night before Halloween.

Classroom procedures for reinforcing positive

behavior and redirecting behavior are verbal
Classroom Management You have a well thought out behavioral plan. it
• How will you maintain a positive learning environment warnings, verbal encouragement, awarding or
with a welcoming climate of caring, respect, and is always a good idea to review norms before a
fairness? deducting Dojo points after warning, and taking a
•
lesson and don’t be afraid to review norms
Identify specific classroom procedures and strategies break if needed. I will maintain a positive, fair, and
for preventing/redirecting challenging behaviors. once a lesson has begun.
respectful learning environment by reviewing our
class norms before we begin the lesson.
Having students generate examples of each
I will use think pair share to have students review story element is an excellent way of checking
Closure
• How will you close your lesson? elements of the play genre as well as have them for knowledge. Writing theses examples down
• How will you assess student learning and prepare them apply their knowledge by asking them to generate on chart paper will be very helpful to review
for the next lesson?
examples of each element from our story. with your students prior to your next lesson on
play structure and components.
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 levels
When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
of Bloom’s (“Identify 6 problem-solving strategies; pick two strategies
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
and identify at least one similarity and one difference between them”).
• In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
Groups then selected a strategy and created two math problems to
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
exchange tomorrow.

Ms. Ha did a wonderful job verbally

Students were engaged and
explaining the instructions to both
Remote students could be heard collaborated well with each other in
remote and in-person learners. This
asking one another questions about generating their own sentences
was evident when no hands were
Specific Feedback vocabulary sentences. This using vocabulary terms. I set a timer
• What information can you
raised to ask for clarity and all
demonstrated their reliance on each to help with management, however,
provide the NT regarding students were participating and
requested special other to complete the task. In-person the students easily understood the
feedback? engaged in the lesson. Asking
students could be heard sharing their activity and completed it in less time
students to share their sentences
sentences with your group and asking than expected so I adjusted the
with you before the entire class kept
each other which word was next. lesson and spent more time on
the students focused and reinforced
sharing student examples.
your expectations.
Students were engaged by being
asked to share their vocabulary
I feel that student engagement was
sentence aloud with Ms. Ha as she
high but, as mentioned by my ME,
walked from group to group. Ms. Ha
remote student engagement was
even prompted the quiet students to
lower. I am still learning to actively
share their sentences to ensure that
engage remote learners while also
all voices were heard. Setting a timer
monitoring and helping students in
with seven minutes helped students
the classroom. Next time, I will
increase their pace and complete the Students were sharing their
CSTP 1: Engaging All provide example sentences that may
activity. Ms. Ha reassured all vocabulary sentences aloud with each
Students help remotes students generate
• In what ways were students students that if more time was other and even giggling if they made a
engaged? How were ideas. I may also try to add in more
needed she would give more time silly one. One student was so engaged
students not engaged? collaborative activities for online
• How did students contribute after the seven minutes. This was a in the activity that he began to write
to their learning? learners throughout the school day
• How did teacher and/or great relief to a couple of the groups down all the sentences his team
students monitor learning? to help deepen their inter-student
• How were the focus
that were not as far as the other verbally shared. The remote learners
relationships. Many remote students
students engaged and groups. After the vocabulary were noticeably quieter than the in-
supported throughout the have reported that they feel less
lesson? introduction, Ms. Ha encouraged a person students and needed more
connected to students in the class
student to share a real playbill from prompting from Ms. Ha.
because they are not physically at
the musical “Hamilton.” Ms. Ha
school. They mention that they do
pointed out elements of the musical
not get to engage in recess where
that correlated with “Invasion from
students get to interact socially with
Mars.” In addition, Ms. Ha helped
others. I will try to find some short
focus student #2 “Joel” track while
activities to increase team building
reading by placing her hand under
amongst online students.
each line that he was assigned. Ms.
Ha was sure to stand next to the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
other two focus students, Victoria
and Zoe as they read aloud and
prompt them will difficult words.
Both Victoria and Zoe were assigned
short lines from the play.

Students and teacher both

maintained an effective learning
Ms. Ha did an incredible job of using
environment by staying on topic and
as much of her classroom as a
engaging in active listening. At the
learning environment as possible.
beginning of the school year,
She kept directions and guiding
students and I had a conversation
questions visible on the whiteboard Students’ desks are arranged in three
about what active listening meant.
the entirety of the lesson and used small groups of 4-5. Students
Students determined that active
chart paper on another wall to write remained in their seats as they shared
listening included not talking,
CSTP 2: Effective Learning and keep track of the play/story aloud their vocabulary sentences and
Environment focusing on the speaker, and
• How did students and elements. Students were referred to read aloud the play “Invasion from
attempting to make sense of what
teacher contribute to an the whiteboard whenever they came Mars.” Ms. Ha was sure to bring the
effective learning the speaker is communicating.
environment? across one of the answers in microphone close to the in-person
During this lesson, students took
“Invasion from Mars” to the guiding readers so the remote students could
turns collaborating making
questions. To ensure that the remote also hear. Remote learners did not
sentences while their groupmates
learners were just as much a part of read aloud during this time.
were actively listening. When
the lesson as the in-person students,
students read the play with assigned
Ms. Ha assigned a student to hold the
roles from the cast of characters, all
iPad facing her as she wrote on the
students followed along in their
chart paper.
books and remained listening
actively.
I organized the learning content so
that students would have the
necessary background knowledge to
comprehend the material. I started
by introducing the vocabulary and
having students apply their
After a student read aloud a knowledge of the definition to come
Some of the students encountered
vocabulary sentence that included an up with their own sentences. Before
troublesome words as they read
element of culture which is the engaging with the reading, I read
aloud. Ms. Ha did prompt them to
CSTP 3: Organizing current social studies topic, Ms. aloud the focus questions on both
sound them out, but other students
Subject Matter celebrated this child’s connection and the plot and specific features of the
• What actions of the NT were quick to shout out the word. A
contributed to student complimented his transdisciplinary play genre so that students could
student mentioned that she had to
assimilation of subject mindset. While the students read the think about them while reading. I
matter? make a guess about what happened to
• How did students construct play aloud, Ms. Ha paused after a also displayed them visually so
knowledge of subject the people at the end of the play. Ms.
matter? direct quote was read and asked the students could refer to the
• What misconceptions did
Ha responded that this was called
class: “Why is dialogue used in questions. Students then read the
students have and how “Inferencing” and she could infer what
were they addressed by plays?” After a class discussion, it play aloud and worked as a class to
the teacher? happened. The student inferred that
was determined that dialogue helps answer the focus questions. Finally,
all the people were killed by the alien
the reader understand characters and to assess student understanding of
in the play. The other students shook
this was added to Ms. Ha’s anchor the objectives, I assigned a Reader’s
their heads in agreement.
chart. Notebook activity which they
completed in small groups. We
reviewed the questions together and
students shared what their group
came up with. I then collected the
page to analyze and reflect on
students’ comprehension.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
Students participated by sharing the
sentences they came up with,
reading aloud and/or listening to the
play, answering focus questions that
targeted the learning objective, as
well as completed a Reader’s
Notebook activity which included
To conclude the lesson, Ms. Ha questions about the plot of the play
CSTP 4: Learning
Experiences instructed the students to think-pair- and the textual feature of the genre.
• How were students
Students could be heard sharing the
share with their neighbors about the I contributed to student learning by
supported through names of the cast members, sharing
differentiated instruction? play elements in “Invasion from facilitating collaborative
• How did students dialogue, describing the setting, and
participate? Mars.” Students were encouraged opportunities such as turn and talk,
• How did the NT contribute
important plot elements.
to share their new knowledge of play think pair share, and small group
to student learning?
elements aloud with the class. work with assistance from the
teacher. I repeated and clarified
instructions, recorded student ideas
and answers on an anchor chart, and
used visual representation for the
vocabulary terms. Next time, I will
use visual representation for the
focus questions too.
Recording student thinking on an
anchor chart displayed to the whole
class contributed to student
achievement by giving students the
opportunity to refer to the
important information discussed
during the analysis of the reading for
Ms. Ha asked students to work with their independent small group
CSTP 5: Assessing Student their table group or breakout room activity page. Students struggled
Learning
• How did students members on page 61 in their with one vocabulary term “convey.”
Students worked together to complete
demonstrate achievement Reader’s Notebook. This page asked The definition was “to communicate
of lesson objectives? Reader’s Notebook page 61 and
• In what ways did students students to fill in the elements of the something” so they had the
struggle or demonstrate constantly referred to the anchor
limited understanding? play “Invasion from Mars.” All of the misconception that the word was
•
chart posted on the wall.
What teacher actions elements of the play were shared used similarly to the word
contributed to student
achievement? aloud and written on the anchor communicate. Many students came
chart. up with sentences such as “I
conveyed with my sister,” or “He
conveyed about the invasion.” I
quickly clarified that convey was
used more similarly to the word
“suggest” such as “The way that he
crumpled up his paper conveyed
that he was upset.”
Section 4: Post Observation Conference
Evident from the data gathered from students’ discussion and the informal assessment, page 61 in their reader’s
To what degree did students notebook, most of the students successfully achieved the learning objective. Most students could identify and
achieve lesson objectives? define the elements of the play genre. Further, most students understood and were able to summarize the plot of
the play.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson Focus Student 1 successfully met the Focus Student 2 successfully met the Focus Student 3 successfully met
objectives?
learning objective. learning objective. the learning objective.
I forgot to do mental progress monitoring in which students self-monitor their learning by showing thumbs up,
What would you do differently sideways, or down. Sometimes, I am so focused on getting through the lesson and material that I forget to do these
next time? small but very useful comprehension checks. I will remember to implement these throughout my next lessons so
that I can make more adjustments during them if needed.
My mentor identified the personal attention to focus student 2, level of student engagement in the lesson, and use
What were three top Lesson
Strengths? of visual representation as the three top strengths of my lesson. Working with focus student 2 individually allowed
me to gauge and bridge the gaps in his understanding. Using think pair share, turn and talk, and small group word
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
allowed for students to collaborate and share their ideas and understandings with one another. They especially
enjoyed reading as the cast of characters from the play. The vocabulary had a picture for each term and all student
thinking was made visible for reference by use of an anchor chart. This helped students when they completed their
activity page in small groups.
My mentor identified my classroom management, explicit modeling, and need for comprehension checks as the
top three areas for improvement from my lesson. My mentor noticed that one of my high students finished before
the rest of his group and silent read by himself instead of engaging with his group in active learning. I will try to
What were three top areas for have him take on more of a teacher role within his group so that he can share and justify his thinking. For modeling,
improvement? I could have modeled using each term in a sentence instead of just modeling the directions. This would have helped
by adding context to each vocabulary word for comprehension before having students try to generate their own
sentences. As previously stated, I forgot to do informal comprehension checks. I know that this is very important
and can inform me of any adjustments I need to make during the lesson.
In terms of my teaching practice, my next step will be to analyze the data from the informal assessment on student
understanding. I will then reflect on how effective the collaborative small group work, focus questions, and
vocabulary review were in aiding student comprehension. From the data, I see that my instructional design helped
most students meet the learning objective. Upon reflection, I realized that doing informal mental check-ins, such as
thumbs up, sideways, or down, could have helped me guide all students to successfully meeting the learning goal. I
could have adjusted instruction and worked with them in a small focus group to give them more scaffolding. Since
this lesson, I have been using informal checks with my students to help me gauge student learning during the
What are the next steps? lesson. This informs me on how I should proceed with the lesson, whether I need to slow down, repeat, or move
faster with the content.
In terms of the learning content, the next step will be to extend students’ knowledge of genres by having them
compare and contrast elements of a play with elements of past genres we have studied such as tall tales, historical
fictions, and narratives. Students will extend their understanding of the play by creating a newspaper report on an
alien invasion. They will write as if they are reporting an alien invasion that just took place. This incorporates their
creativity while also helping them further their writing skills in relation to the text they read. Finally, they will
complete a formal assessment on the plot of the play and the elements of the play genre.
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 6 of 6