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
rd
Miss Megan Donoff miss.donoff@christcm.org Social Studies 3
Mentor Email School/District Date
Mrs. Leah Tornow mrs.tornow@christcm.org Christ Lutheran Costa Mesa 10/25/17
Content Standard Lesson Objectives Unit Topic Lesson Title
SS.3.2 Students describe the American Indian
nations in their local region long ago and in the
recent past. The students will be able
RL3.1 Ask and answer questions to demonstrate to identify the four main
understanding of a text, referring explicitly to California Indian Groups.
the text as the basis for the answers. They will be able to
I.A.2 Interacting with others in written English in describe what their California Indian Groups California’s First People.
various communicative forms (print, geographical regions
communicative technology, and multimedia) were and how they
I.B.6 Reading closely literary and informational adapted to their
texts and viewing multimedia to determine how environment.
meaning is conveyed explicitly and implicitly
through language
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 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 increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
investigates and examines of pedagogical choices repertoire pedagogical repertoire
pedagogical practices
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
1.4 Using a variety of instructional strategies,
Applying/ I will use scaffolding, technology (Studies Weekly Website), newspaper
1 resources, and technologies to meet students’
Integrating
diverse learning needs articles, and anchor charts to address learning needs.
2.5 Developing, communicating, and My lesson will require students to digest reading material in a group
maintaining
2 high standards for individual and group
Applying and present it to the class. It will also require that I manage the whole
behavior class while still addressing my focus student’s needs.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
-What were the four main California Indian Groups, what
were their geographical regions and how did they adapt to Give specific guidance for what to include on
Inquiry Focus/Special Emphasis
their environment? the poster so that they are required to find and
● What is your inquiry focus and/or
-The inquiry focus will drive the lesson. The lesson will be include information. (What were their
special emphasis?
divided into together, group, and independent work time.
● How will you incorporate the inquiry resources, where were they located, include
We will digest the material which reflects the guiding
focus and/or special emphasis into the vocabulary, main ideas how they use natural
question above.
lesson?
-How are my time management skills? I sometimes feel I resources)
● What specific feedback do you want
spend a lot of time on Social Studies. They struggle with the Keep introduction brief and the groups small.
from your ME?
material and need the time to digest it. I’m just not certain
Have a drawing jar for order to present.
if I’m spending the correct amount of time. Either way,
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

Focus Student 1: English Learner
Focus Students
● Summarize critical needs and how This student’s English reading
you will address them during this
comprehension is low. I will address his
lesson.
needs by checking in with his small group.
● What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
● How is the lesson structured (opening, body, and
closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● 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
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
many struggle to pass the weekly assessment. How can I
better support my students.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student has difficulty maintaining
This student has an IEP for speech,
focus. He needs consistent redirection. I
phonetics, and reading. This student will
will check in with him regularly and
receive assistance through one-on-one with
monitor his progress by sitting him near
our Resource Teacher.
me.
How can I better support my English learner?
What do you notice about my Focus Student 3? Give each focus student a specific task to help
Is there anything you notice about certain students that I am them achieve.
overlooking?
For your Social Studies, is there any recommendations you Your plan sounds good. I like that they are
can make based on experience to improve my lesson working in groups and you are demanding
implementation? higher level comprehension from them.
Alternatively, what am I doing well?
Take away extra time spent whole class.
Week 8: Indian Groups
Materials Needed:
-Coastal People Work Sheet
-Studies Weekly Newspaper
-Studies Weekly Website
-Document Camera, TV, Computer
-Poster paper and markers
Opening: Students are engaged through an intro video on
Studies Weekly. (5 min) This lesson looks good but needs to be
Body: simplified in places
1. Whole Class-Guided Reading. Monitor and clarify
Things to Modify:
by asking questions. Highlight important
information. Show highlighting using document
camera. (10 min) ● Add in highlighting step
2. Group- Jigsaw: Students take the text apart and ● Add step: Check in with you before
create posters (anchor charts) on a segment of
poster making
the text so we can post in the room. (10 min)
3. Present- Students present the important ● Remove intro video
information as the rest of the class take notes on ● Change closing to a pair-share
graphic organizer (15-20 min) ● Perhaps re-engage with the Regions
Closing:
Poster or a pair share question on
4. Post-it (2-5 min)
5. Independent- Students access the Studies what their house would look like if
Weekly website and view the bonus sources they lived in the mountains verses the
pertaining to this article and answer questions. valley etc.
Teaching Strategies: UDL and Scaffolding will be used to
support student learning. We start as whole group, move to
small group, and finish with independent work.
Progress Monitoring: Monitored through Studies Weekly
Website. Formative informal assessment through Post-it
exit ticket and group posters. Results will inform if material
needs to be revisited the next day.
Make a connection by asking thought provoking
The lesson will be made relevant by making connections to questions. Ask them to give their experiences
where they live and the history they are learning. Students
in the different regions. See if it matches what
will be engaged through technology. Students will show
progress through their poster reflections and the think and they expected. Pre/Post Poster
review question follow up the next day. How did what you read match your own
experiences? What surprised you?
I will maintain a positive learning environment by sticking to Use a GROUPS anchor chart that gives them
my classroom management plan and using call backs to
expectations for working in small groups.
capture student attention.
RULES G-get along
1. Listen and follow directions quickly. R-Respect
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Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
2. Raise your hand for permission to speak O-on task
3. Respect your classmates and your teacher.
U- use quiet voices
4. Keep hands, feet, and objects to yourself.
5. Respect school and personal property. P-participate
S-stay in your group
When students break a rule and need reminding, there is a
clip board to record. This is so you can keep track of how
many times they need reminding so when you get to 3 they
take a break. It is also helpful information for me later.
CONSEQUENCES
1. Warning (“Name, That’s 1.”)
2. Warning (“Name, That’s 2.”)
3. Take a break. (“Name, That’s 3… take __
minutes.”) - A note will be attached to the student planner,
which must be signed and returned the following day. If the
note is not initialed, a follow-up phone call will be made.
4. Extended break (in office), letter home, possible
detention
Closing: I’m going to allow them free time to explore the
bonus sources on Studies Weekly. I will also ask for a post-it Removing post-it note, closing discussion with T
note for an exit ticket to see what stuck with them.
chart or pair share.
Progress Monitoring: Monitored through Studies Weekly
Website. Formative informal assessment through Post-it
exit ticket and group posters. Results will inform if material Perhaps dividing this into two lessons.
needs to be revisited the next day.
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
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
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
The lesson went very well, and all
Students were engaged and on-
areas were covered as planned. We
task, and were able to transition Students completed their work. The
discussed available time in our initial
easily between different parts of lesson was well-paced. There was
meeting, and as we predicted, there
the lesson. They did not appear not time for the planned exit ticket.
was not enough time for groups to
rushed or confused at any time.
share or do an exit ticket.
Students were engaged and
Opening questions engaged all
connected to multiple subject
students in conversation.
matter.
Connecting to science vocabulary
Students created posters using a
“habitat.” and grammar “proper Students were all engaged in
thinking map structure and filled out
nouns” conversation their table groups.
a graphic organizer to connect to
Students were engaged throughout All students had a part in creating
other groups.
the activity because of the variety of the posters, both with writing and
I moved around the room
activity types and the opportunity to illustrating. All students were
continuously, connecting with
talk and work in a hands-on way. responsible for highlighting their
groups and managing behavior.
Focus students were engaged and newspapers and participating in the
Focus Student 1 did start to wander
supported by NT and Resource reading.
from his group twice but was quickly
teacher. Redirection and reading
redirected. Focus Students 2 and 3
support was given as needed.
had the resource teacher working
with their group and guiding them.
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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?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Drawing sticks to call on students, it
is clear that students are used to Students raised hands and were
raising hands and responding able to share. I used call and response techniques
respectfully. The class followed directions to maintain a quiet room. Students
GROUPS poster reviewed with quickly and were respectful to each were given the opportunity to share
expectations for groups work. other. Routines and expectations their ideas. We had Pair-share
Use of call and response such as were clearly in place. during whole group instruction
“waterfall, waterfall” “shh, shh” to Students took turns and included before group work.
gain student attention is gentle and everyone in the group work.
effective.
Visuals were used to focus group
discussion.
Whole group discussion led into
small group reading.
NT checked in with groups before Students were asked to call on prior
they moved to creating their posters knowledge and to make Students were engaged by
to ensure accuracy of information . predictions. connecting the lesson to what they
Creation of the posters and follow- Students highlighted important know about habitats (shelters) by
up graphic organizer repeated the information as they read together. looking at visuals of log cabins,
information in a variety of ways. Students worked in small groups to bungalows, mobile homes, etc.
Students appeared to have good create a poster of their knowledge.
comprehension. NT helped with
vocabulary or comprehension
questions as misconceptions were
observed.
Clear directions were given for small There were different seating
group instruction. arrangements offered to students.
Resource aide was called in to work Students on one group were They were allowed to stand, move,
with one small group containing supported by the Resource teacher. relocate their group, or move their
specific students. NT circulated Students could sit/stand/kneel in desks. Students participated in a
during small group work to offer their groups to be comfortable. group reading, discussion, and
suggestions/encouragement/advice. Talk was allowed and encouraged poster creating. I walked around
Classroom environment was kept to support verbal learners. and monitored learning, checking for
appropriate for the task at hand content absorption. Asking
(volume levels were appropriate for prompting questions to guide
groups work.) learning.
Successful group work/reading and
creating posters. More assessment
NT contributed to student The posters demonstrated learning
will come when they are able to
achievement by maintaining a skills. The lesson plan that followed
share what they learned.
positive learning environment, this observed one had students
One student struggled to feel
circulating to help students, and teaching the class about their
included in her group and was
making sure that expectations were section of reading. Students were
helped to see her role, another
clear. redirected as needed.
struggled to stay in his group, and
was successfully redirected.
Section 4: Post Observation Conference
The students were able to identify the four main California Indian Groups. They were able to describe what their geographical regions
were and how they adapted to their environment. They completed these objectives to a high degree.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was attentive. He was This student was attentive and was This student, although needing
actively participating and working actively participating and working the occasional redirection to be
Page 4 of 5
 with his group. with the group. Benefitted from on task, was participating and
the resource teacher working achieving the lesson objectives.
directly with the group.
After observing the presentations the following day, there were a few misconceptions that I didn’t catch as
What would you do differently they were reporting to me. I would like to improve this for next time by having students practice their
next time? presentations in their group and me going around monitoring to check for understanding before having them
present to their peers.
My lesson strengths included using the visuals to engage the students at the beginning of the lesson. I did a
What were three top Lesson
Strengths? great job at having students take ownership of the material and my pacing and variety of activities were well
thought out.
I would like to create a more concrete lesson closer. I would also like to improve the expectations laid out for
What were three top areas for pictures students drew on the posters. Some pictures were sloppy, others irrelevant, and some just not
improvement? thorough enough. I definitely would like to add in time to rehearse their presentation. I could have students
write their name under the fact they intend to present.
My next step is involves assessment of learning. The lesson was well executed but assess what the students
What are next steps?
learned will give me a better picture of how effective it was.
Other Comments/Notes
My mentor shared how well my lesson went. There are still a few areas I would like to improve upon but overall I feel confident about
how it went.
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 5 of 5