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
Rebecca Alder ralder@fjuhsd.org World Language-French 9-12
Mentor Email School/District Date
Sergey Artemyev sartemyev@fjuhsd.org La Habra High School/FJUHSD 4/18/18, 4/19/18
Content Standard Lesson Objectives Unit Topic Lesson Title
California World Language
Standards
Communication
3.3 Present to an audience of I can read and understand
listeners, readers, or ASL French literature.
Le Petit Prince Les Planetes
viewers I can summarize and present
3.5 Demonstrate information in French.
understanding of the main
idea and key details in
authentic texts
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.)
Teacher selects and adapts a variety of instructional strategies to
3.4 Utilize instructional strategies that
3 3 ensure student understanding of academic language appropriate to
are appropriate to the subject matter
subject matter and that addresses students’ diverse learning needs.
4.4 Plan instruction that incorporates Teacher plans instruction using a wide range of strategies to address
4 appropriate strategies to meet the 4 learning styles and meet students’ assessed language and learning
learning needs of all students needs. Provides appropriate support and challenges for students.
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.
My inquiry focus is getting students to speak in
Keeping students in the target language can be
the target language more. In this lesson, I’m
difficult. I would recommend that you to
trying to facilitate a discussion in the target
monitor each group and encourage
Inquiry Focus/Special Emphasis language about the book. Student groups that
circumlocution if you see students struggling
● What is your inquiry focus and/or special emphasis? are assigned a specific chapter will have to
● How will you incorporate the inquiry focus and/or for a word. Also understand that spontaneous
special emphasis into the lesson? discuss the chapter among themselves, and
● What specific feedback do you want from your ME? production is still very difficult even at level 3,
then present their chapter to other groups. I
and students are going to fall out of the TL
want to know if my ME has any
from time to time. Do not reprimand them for
recommendations for making sure students stay
this but encourage them to get back into it.
in the target language during these discussions.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students This student is a French learner just This student has ADHD and thus This student is a native speaker
● Summarize critical needs and how
you will address them during this
as all of my students are. has a hard time focusing and who needs to be challenged. He
lesson. Instructions will be given in French staying still. I’m hoping that in this speaks very well, but his reading
just as they are given to everyone, lesson the group dynamic and the and writing skills are not as
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 with slow, enunciated speech and
lots of gesturing/pointing to make
myself comprehensible.
● 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
constant moving around will help developed as some of my other
this student to stay on task. students’. Today’s lesson will give
him a chance to take the lead in
his group, as well as getting
support from others in the
reading task.
I think you are doing a great job of addressing
the needs of these students. Having a native
speaker in your class can be a great addition to
the classroom, but also a challenge for you as a
teacher. Giving this student a leadership
opportunity is a great way to make him feel
How do you think I have addressed the needs of
valued while keeping him challenged. Keep an
these students? What could I be doing better?
eye on your student with ADHD. Group
discussions can easily get off track. I would
advise you to make sure this student is in a
group with a responsible leader who will keep
him on task even when you aren’t there
monitoring.
I also teach this book (in German) but I haven’t
tried having the students read the planet
Is this an effective way to get through these chapters this way. If your students have
chapters of the book? Will the students really understood their chapter and are able to
“get” all the information like they would have if effectively communicate, it could be a more
they all read each chapter? efficient way of doing it. However, I personally
would still encourage them to go back and
read all of those chapters on their own.
This is a two-day lesson. The first day, students
are divided into five different groups and each
assigned a chapter of “Le Petit Prince” where
the prince visits a different planet. They read
the chapter aloud together, then work together
to answer the discussion questions for the
chapter. The teacher reviews the discussion
questions to make sure each group has a good
understanding of their chapter. The second day,
I think extending this lesson over two days was
students come together in their same groups to
a smart idea. This will give your students
go over anything that needed to be clarified and
enough time with their own chapter to really
strategize how they are going to present the
understand it before they present to others,
chapter to others. Then, they are divided once
and gives each presenter enough time so they
again into groups where one person from each
don’t have to feel rushed. Make sure you give
chapter is represented and presents their
each group specific feedback so they will be
chapter to the group. Students will take notes
able to give the right information to others.
during the presentations and at the end,
students should have an understanding of each
of the chapters.
While this lesson is mostly student-centered,
the teacher will be monitoring groups and
helping them to answer their discussion
questions, clarify any misunderstandings about
the reading, and facilitate discussion where
needed.
This lesson will be relevant to all students
Be cautious here. Students love working in
because they will be working together to
groups but they can also easily get off topic if
complete the tasks, which will appeal to the
they are working with friends. Groups tend to
generally social and outgoing nature of the
lead to one or more students not pulling their
students in this class. Students will show
weight, so keep an eye out for that as well.
progress towards mastery of lesson objectives
Page 2 of 5

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.
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.
by giving a short summary of each chapter after
the presentations are finished.
At this point in the school year, students are
familiar with the classroom rules and
expectations during discussions. As I monitor I am sure your students will be mature and
each group, I will make sure that students are all respectful, but again make sure they are on
getting a chance to speak, that all students’ task.
input is valued, and that students are being
respectful towards one another.
The lesson will end with students turning in
their chapter summaries and filling out their
self-reflection forms to self-assess their I like that the pre-reading questions are short
speaking skills for the day. I will assess their enough that it doesn’t feel like a daunting
learning via the summaries they turn in. They homework assignment, but they pique interest
will be prepared for the next lesson by doing for the next chapter.
pre-reading questions for the next chapter for
homework.
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.
Teacher had a creative approach for
turning six chapters (and potentially Students worked very well together
I was pleasantly surprised with how
six days of work) into a two-day in their groups and were able to
productive this lesson was. From the
lesson, while keeping a student- help each other immensely in
responses I’ve received in the
centered learning approach. I think understanding. It is clear that this
chapter summaries, it seems like this
this was a good idea and might try group of students are all fairly close
was a great way to keep up a good
adapting something similar for my with each other and have a high
pace when reading Le Petit Prince.
own classroom when I teach The amount of respect for each other.
Little Prince again.
Students were engaged by reading
aloud and asking each other
questions based on the reading.
Some students were not always
engaged and tried to steer the Students did a better job of keeping
discussion off topic, but this usually to the task than I anticipated. Most
did not go on for too long before discussion I heard was centered on
the teacher came back around to the book. I did have to step in and
Teacher divided students into
get them on track. I observed one get a few groups back on task a few
groups at two different points in the
group in particular where members times, but overall the first day was
lesson and had them talking with
of the group kept each other in line very productive. The discussions
students they may not always talk
and redirected the discussion when weaved in and out of the target
to in class. Teacher monitored by
things started to get off topic. language, but as the first day was
circulating around the class and
more about comprehension than
checking in on groups.
Focus students seemed to be just as anything else, I was not too hard on
engaged as everyone else. The them. The second day, however, I
native speaker was a little bored wished they had stayed in the target
during the reading, but became language more.
engaged in helping to answer the
discussion questions and was eager
to make suggestions for presenting
the chapter.
Page 3 of 5

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.
The teacher reminded students
before discussion began of their
classroom rules and to be respectful
of one another. It is clear there are
already procedures in place and that
the classroom has been long-
established as a positive learning
environment.
Teacher made it clear throughout
the lesson that she was available to
help answer any questions and
often guided student discussions in
the right direction. Teacher led
students to different ways of
thinking about the chapter if they
were stuck, and positively
reinforced creative thinking.
Teacher gave students a lot of the
control during this lesson, so they
were able to work very well within
their groups.
Teacher closed the lesson by
instructing students to complete
their self-reflection forms for their
speaking participation and
reminding them that their pre-
reading questions for the next
chapter were to be done for
homework.
Section 4: Post Observation Conference
From what I observed in presentations and what the teacher has expressed from the feedback she’s gotten in
the chapter summaries, it seems like the students achieved the lesson objectives with moderate success.
Focus Student 1: English Learner
This student struggled a bit in her
presentation and needed help
when she was taking notes on
others’ presentations, but she was
able to get the clarification she
needed.
These students were very respectful
of one another and didn’t need to be
Students were respectful of one
reminded to listen or let others have
another’s ideas and listened to each
a chance to talk. This group never
other well.
gives me much trouble, so I was not
expecting anything less.
Students read their chapter aloud
and answered discussion questions I almost wished I could have had
based on the reading. Some clones of myself to put with each of
students had trouble with certain the small groups and help them out.
vocabulary words, while others I tried to get as much face time with
were too focused on the literal each group as possible to answer
events of the chapter to see the any questions they had or lead them
“big picture” idea the chapter in the right direction, but in the
represented. Teacher addressed future I might try to time myself and
these misconceptions by posing make sure I’m giving an even
questions that led students to see amount of attention to each group.
the bigger picture.
Student groups handled the task in
their own way. One group I
observed made one person their
designated recorder, and that Watching students take on the group
person shared their typed up aspect in different ways got me
responses with the others. Other thinking about how I can be more
groups took a “divide and conquer” specific with this activity in the
attitude towards the questions, and future. If I give each person in the
verified their answers before group a different role, for example, it
committing to them. They were will give everyone a responsibility
able to work out amongst and I can cater them to the learning
themselves what was the best needs of my students.
strategy for them, and I thought it
was interesting that they almost
self-differentiated the assignment.
Students demonstrated
It was difficult for me to not get too
achievement of the objectives
frustrated with students who broke
through their chapter presentations
out of the target language. I
and by completing their chapter
understand that students know they
summaries. Some students
will be better understood in English
struggled to present the
and it is frustrating for them too, but
information in a way that their
the more they are challenged the
fellow students could understand,
easier it will become. My struggle is
and had to explain key words in
in getting them to recognize that.
English.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
It was clear that this student
achieved the objectives
This student was excited to present
completely. He had some trouble
and had a lot of personality. He
understanding some of the other
worked well with his groups and
students, but asked them
seemed to understand what the
clarifying questions and helped
other presenters were telling him.
them when they were stuck with
words.
Page 4 of 5
 Next time I think it would be useful to have students incorporate drawings to make their presentations even
What would you do differently
next time? more comprehensible. While they can understand the teacher very well, their own speech might not be as
comprehensible to others in the class and it could be very helpful to have drawings to convey meaning better.
What were three top Lesson
Strengths? This lesson was great for collaboration, presentational speaking practice, and reading comprehension.

What were three top areas for
improvement?
What are next steps?
I would offer more specific instructions for the groups (i.e. give people specific roles within the groups), maybe
provide more time for students to prepare their chapter presentations, and offer more ways to make their
presentations comprehensible to others.
If the teacher is satisfied with students’ comprehension of the chapters, I would continue on in the book.
Personally, I would still encourage students to go back and read each chapter on their own so they don’t feel
like they are missing out on St. Exupery’s great writing :)
Other Comments/Notes

It has been a pleasure observing Rebecca this year!

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