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
Julia Hiser Julia.hiser@gmail.com Multiple Subject 2nd
Mentor Email School/District Date
Anne Aronchick aaronchick@valleycharterschoool.org Valley Charter School 10/24/18
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.2.6
With guidance and
support from adults, Students will learn about the role of
use a variety of digital the brain and three important parts
tools to produce and of the brain (PreFrontal Cortex,
Growth Mindset Learning About Our Brains
publish writing, Amgydala, and Hippocampus). They
including in will name the function of each in
grade level appropriate language.
collaboration with
peers.
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 and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices relevant and suitable use of elements into a cohesive and unified to add new methods and strategies
pedagogical choices pedagogical repertoire into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T- Recognizes and addresses safety issues regarding materials, student
interactions, and the organization of the learning environments.
Establishing and maintaining learning environments
T- Exploring T- Explores strategies to establish intellectual and emotional safety in the
2.3 that are physically, intellectually, and emotionally
S- Exploring classroom.
safe
S- Students follow teacher guidance regarding potential safety issues for self or
others.
Using and adapting resources, technologies, and T- Explores additional instructional materials, resources, and technologies to
standards-aligned instructional materials including T-Exploring make subject matter accessible to students.
3.5 adopted materials, to make subject matter S-Emerging
accessible to all students S- Identifies technological resource 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.
My inquiry questions are: How can explicit lessons on
I think this is a great lesson. No I do not
growth mindset alter the emotional environment of a
think you are trying to do too much. I
class? Does the use of technology in lessons increase
think the flow is good. I would
Inquiry Focus/Special Emphasis engagement?

incorporate a before and after task so
What is your inquiry focus and/or special emphasis? My special emphasis ISTE Standard 1a. I set
 How will you incorporate the inquiry focus and/or that students can gauge if they have
special emphasis into the lesson? professional learning goals; explore and apply
 What specific feedback do you want from your ME? grown from the lessons. I would also
pedagogical approaches made possible by
consider showing people making
technology; and reflect on my effectiveness.
mistakes on video and taking it in stride
I’d like feedback on the cohesiveness and flow of the
or moving on.
lesson. Am I attempting to do too much?
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 Summarize critical needs and
how you will address them
J****** needs directions to be C****** needs to be seen as
during this lesson. K**** needs support constructing explained multiple times and to successful and “cool” by his
grammatically appropriate sentences both formulate his ideas one-on-one friends. I will give him a lot of
orally and in writing. I will address these with a teacher. I will give him positive reinforcement and
needs by providing him with sentence preferred seating and check in pair him with a student whom
frames. on him throughout independent he likes, but who also is more
work times. active in class.
Have I done enough to support my English Language Is there a model students can make with
 What specific feedback regarding your focus students
do you want from your ME? Learner K****? What other supports could I modeling clay so they have a kinesthetic
incorporate? experience?
Specific Feedback Was the content discussed in a clear and concise Perhaps as mentioned building a model
 What additional specific feedback do you want from
your ME regarding lesson implementation? manner? How can I be more engaging? of the brain with modeling clay?
Instructional Planning Lesson is structured as: Engage, Teach, Apply, Share
 How is the lesson structured (opening, body, and
closing)?
I will use a video, Read Aloud, and collaborative Incorporating a before and after task to
 What varied teaching strategies and differentiated infographic creation to engage children. I will students can observe their tendency to
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? monitor their progress by taking notes on my react to difficulty or struggle.
How will results inform instruction? observations.
I will use a video created by other students. I will use
Student Engagement/Learning Can students prepare for this with

developmentally appropriate language. Students will
How will you make the lesson relevant to all the learning buddies? Can they ask each
students? show mastery towards the lesson objective by
 How will students show progress towards master of other questions that might be on the
lesson objectives? participating in the creation of the infographic. I will
Quizlet so they can feel prepared?
also use a Quizlet quiz.
I will use a variety of Culturally Responsive Teaching
Classroom Management strategies including call and response, and “Silent
 How will you maintain a positive learning I have observed this in your class and this
environment with a welcoming climate of caring, Appointment.” I will use Responsive Classroom
respect, and fairness? is most effective! Your students really

language of Reminding and Reinforcing. I will use
Identify specific classroom procedures and strategies respond well to you.
for preventing/redirecting challenging behaviors. proximity and touch to prevent and redirect
challenging behaviors.
I will use a Quizlet quiz to assess student learning and Perhaps, close with another task that is
Closure
 How will you close your lesson? prepare for the next lesson. I will close by sharing difficult and will foster a growth mindset.
 How will you assess student learning and prepare what we’ve learned and discussing how we can teach Students can ask themselves, “How have
them for the next lesson?
others. I changed… grown?”
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 Students completed the worksheets and were able to ask
EXAMPLE
When teacher reviewed worksheet, she asked additional questions of analysis all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students
and evaluation (“which problem-solving strategy do you prefer? How could pick two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
 In what ways were students you create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
engaged?
and created two math problems to exchange tomorrow. handout next time.

Students followed classroom procedures,

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
Teacher recaps the prior lesson well and students are Students were engaged in tasks and
completed task to best of their ability (as
using key vocabulary… hippocampus, amygdala, asked pertinent questions. Students took
preplanned time constraints were given as
PFC… mindset, students know what a growth mindset the challenge and through discussion
well as difficult task) and shared
is. and that it helps you grow and learn understood the basis for lesson.
experiences.

CSTP 1: Engaging All

Students
 In what ways were
students engaged? How
were students not Students were given an opportunity to draw and
engaged?
discuss with one another. They were given a
 How did students Students contributed to in depth group Relaxed atmosphere added to student’s
contribute to their challenge and an opportunity to share experiences
discussions. They participated in read receptivity. Students participated and
learning? about making mistakes. Students were redirected to
 How did teacher and/or aloud and shared with partners. were engaged.
go deeper into their experiences about making
students monitor
learning? mistakes.
 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. Page 2 of 4
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?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students were given different seating opportunities
Students felt comfortable sharing their Students were asking and talking about
(carpet and desks) as well as different groupings
experiences. Students shared whole group topic at hand. Students attitude towards
whole group, small group and partner. Teacher
and with partners. Students were excited making mistakes began to shift as the
provides a safe environment for students to discuss
about the lesson. lesson continued.
the anxiety producing possibility of making a mistake.
The challenging task given to students gave them an
opportunity to experience a task that was beyond
Students were able to identify with their After lesson in other contexts, students
achievable. Teacher verified student’s experiences
own feelings about making a mistake by referred back to the mind growth
with validating information that the feelings of
listening to the read aloud. attitude and were far more receptive and
frustration were common and usual.
at ease towards making mistakes. The
Students also responded to motivational lesson had follow through in other
Teacher reads books about making a mistake and
video about making mistakes. content areas.
what neuroscientists know about making mistakes
and that you actually get smarter.
Students were engaged and participated
Students discuss how it is ok to make
by listening to read aloud and group
All students participated enthusiastically and were mistakes. As stated, attitudes towards
discussion. Students discussed the lesson
willing to share their drawings. making mistakes shifted and translated
and author’s message about being
into other content areas.
comfortable with making mistakes.
Observing students discussing topic and using in
Students write themselves motivational
other content areas showed that the lesson was
messages about making a mistake. There Meaningful and valuable lesson that will
valuable and transferrable. They discussed making
was a shift in energy concerning mistakes. be build upon and referred back to.
mistakes and had a more relaxed and accepting
Students were more relaxed and reflective.
attitude. This was done my teacher observation.
Section 4: Post Observation Conference
Mentor thinks that the lesson was very effective and there will be a lasting effect. She is still hearing students
saying things like, “It’s just a mistake!” She believes it is a consciousness shift.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
C***** needed to be
K**** participated in the lesson, sharing J****** also participated and is
redirected during this lesson.
his ideas with peers and wrote his note to getting more flexible with
He continues to struggle with
himself using the sentence frame. mistakes.
making mistakes.
I need to wait until I have the full attention of the class before moving forward.
It was an engaging activity. I provided students the opportunity to engage different modalities and the was
content meaningful and relevant.
The pace could be improved; at times the lesson moved too quickly and I would benefit from slowing down. I
also need to grab attention better and make sure I have complete attention before moving on. Also,
organizationally, materials were not easily at hand which slowed down transitions.
Administer post-assessment. Continue to engage students in the concept of growth mindset by refering back to
it in other content areas. Provide more opportunities for students to fail (in low stakes tasks) and see how they
respond.
Other Comments/Notes
Page 3 of 4
My mentor and I agreed that the series of lessons was meaningful and something we want to build on. The lessons were well received
and we believe should be integrated into our curriculum for upcoming school years.

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