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
Taylor Speicher Taylor.Speicher@oxfordchampions.com Language Arts 4th
Mentor Email School/District Date
Oxford Preparatory
Ashleigh Mineau Ashleigh.Mineau@oxfordchampions.com 10/17/19
Academy, Saddleback
Content Standard Lesson Objectives Unit Topic Lesson Title
Using key strategies, students will
CCSS W.4.3, W.4.4, L.4.1
be able to set tone and mood of a
Students will use figurative Personal Narrative- “My Adding Sensory details to a
language effectively in their
personal narrative by adding at least Summer Adventure” Personal Narrative
narrative. 4 vivid verbs and 2 sensory details

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 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
and just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical
repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Student: Students successfully participate and stay
engaged in learning activities.
Monitoring student learning and

adjusting instruction while
1.6 Applying/Integrating Teacher: Teacher adjusts strategies during instruction
teaching.
based on the ongoing monitoring of individual student
needs for assistance, support, or challenge.

Student: Students are involved in assessment and
monitoring of routines, procedures, and norms in ways
Employing classroom routines, that improve the learning climate.
procedures, norms, and supports for
2.6 positive behavior to ensure a climate Integrating Teacher: Teacher engages students in monitoring and
in which all students can learn reflecting on routines, procedures, and norms in ways
that are culturally responsive. Teacher also maintains a
quality learning climate that builds on student strengths.

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.
Focus: How can I use progress monitoring to make This sounds like a good idea, I would
later adjustments and adaptations to differentiate just make sure you have enough time to
instructional plans for my students? make your way around to each of the
Inquiry Focus/Special Emphasis groups.
• What is your inquiry focus and/or special emphasis? Throughout my lesson I will be monitoring my
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? students in their small groups to make sure that they
What specific feedback do you want from your ME?
•
understand what is being asked of them and to make
sure they are completing the task of being able to
come up with sensory details to add to their personal
narrative.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Maybe before you put the students in
I would like my ME to let me know if they can think of groups you could have students take
any additional ways to help me check for out their whiteboards and have them
understanding throughout my lesson. I would like write 3 sensory details that way you
suggestions on how to use the information I get when know which students are on the right
monitoring my students and adapt my next lesson track and which students you will
plans accordingly. definitely have to check in with when
they are in their small groups.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To ensure that I address all
of my focus students
To ensure that my EL student is given the My student who has a 504 plan learning needs, I will make
resources she needs to be successful, I will will need extra support in the sure to place him in a small
provide her with the Personal Narrative Genre way he is asked to work in a group with minimal outside
Focus Students
• Summarize critical needs and Chart as a visual. I will review the prior lesson small group. Most of the time distractions. Since his
how you will address them and hand out a rubric so she knows exactly he likes to work independently, learning needs require him
during this lesson.
what needs to be done in order to complete so I will need to frequently to be in a direct line of
the assignment. I will also model my own check in to make sure he is instruction I will make sure
thought process of how to edit on my own talking amongst his group and to seat him accordingly and
paper for additional reference. giving them proper feedback. allow him the freedom to
move away when/if he
becomes distracted.
You could give the students roles in
each of your groups to make sure that
I would like feedback on some different ways in which I each student is participating in the
• What specific feedback regarding your focus students
do you want from your ME? can better accommodate for my focus students small group. That might help your Focus
individual learning needs. Students stay on task because then
they feel like there is a job that they
must do.
I want to make sure students were engaged and on task
Specific Feedback when I am giving the direct instruction part of my
• What additional specific feedback do you want from
your ME regarding lesson implementation? lesson?

Opening: Review it-We will review previously learned To introduce the lesson, you could read
material and go over the Genre and Six Traits Chart with a sentence that does not use sensory
students. details, and then the same sentence
Body: Teach It- I will discuss “overused” verbs and that has sensory details added to the
adjectives and talk about how we can improve our sentence and have a quick discussion
writing by changing and adding sensory detail. We will about which sounds better, and why.
use our source notebooks to write notes about sensory
details. Then I will instruct students to get into groups Their source notebooks are a great tool
and explain the activity that we will be doing to practice for the students to use and keep
thinking and using vivid verbs and adjectives in our referencing when they are writing.
Instructional Planning writing. Students will engage in the group activity and I
will walk around checking for understanding and effort. It’s a great idea to have the students
• How is the lesson structured (opening, body, and
closing)?
• What varied teaching strategies and differentiated
then take the sensory words that they
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used? After the activity, students will then be instructed to found online and put them into their
How will results inform instruction?
draw a hand on their paper and put the word: nose own personal narratives because then it
mouth, eyes, ears and touch on each finger. Students gives it more meaning.
will use a Google search on their chromebooks to help
brainstorm the most creative, descriptive words they For your Focus Students the modeling
find for each sense. I will ask students to write their at the end will be great for them to
words on each finger of their “hand” and start hear and see you do since they will then
thinking about how to use them in their own personal have to do the same to their own
narratives. personal narratives.

Closing: I will model how to edit and add sensory details Utilizing the Writing by Design posters
to my own paper and then instruct students to do the and their color coordination can really
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 same on their own. I will have students share their work help those visual learners that you have
if time permits. in your classroom.

Some different teaching strategies that I will use will be; I think it’s great that you are planning
reviewing previously learned material, using visuals to on having the students share their work
differentiate instruction, having students participate in with their peers because a lot of the
group work and by practicing the skills out loud. I will kids will be very proud of what they did
also model what I want students to do before I assign and it will also help any students who
the task and I will provide instant feedback from what may be a little lost to hear an example
they share with the class. from one of their classmates.

To monitor students’ progress I will frequently ask Small groups are a great way for you to
questions to check for understanding, as well as have check in with individual students since
students share their additions to their paper and the kids will be focusing on a task all
provide feedback using the rubric. I will also use the together.
small group time to check in with specific students and
make sure that they understand what is being asked of
them in this lesson.

This lesson is relevant to all students because they are
creating and writing their own Personal Narrative about I believe that the way you have your
an event that happened in their life. They are not lesson set up will make it very relevant
Student Engagement/Learning limited on which event they have to talk about so it to all students. All of the tasks and the
• How will you make the lesson relevant to all the opens up to many different options for students. order that the students are completing
students?
• How will students show progress towards master of Students will show progress towards mastery of the them in all correlate to the end goal of
lesson objectives?
lesson objective by working through the editing process not only understanding what a sensory
and being able to add sensory details to their writing. detail is, but using it in their own
Mastery of the skill will also be present in their final writing.
draft of their Personal Narrative.
It is so important to go over the rules
Classroom Management I will provide a positive classroom environment by going
• How will you maintain a positive learning and expectations before activities,
environment with a welcoming climate of caring, over rules and expectations before we start the lesson.
especially those that the students will
respect, and fairness?
Students will know what is expected of them and be
• Identify specific classroom procedures and strategies be working with their peers. So nice job
for preventing/redirecting challenging behaviors. able to follow directions.
pointing that out ahead of time!
This will be very important for those
I will close my lesson by modeling how I add sensory
focus students who will need to see an
Closure details to my own paper and then having students do
How will you close your lesson? example from you and their peers of
the same. Students will share their additions if time
•
• How will you assess student learning and prepare what your expectation is for applying
them for the next lesson? permits and I will provide feedback using the rubric.
this lesson of sensory detail to their

own personal narratives.
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 and all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their
CSTP 1: Engaging All Students
evaluation (“which problem-solving strategy do you prefer? How could you create a pick two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
• In what ways were math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy analysis question. I need to give them a Bloom’s
students engaged?
and created two math problems to exchange tomorrow. question stems handout next time.

Students were very respectful

Specific Feedback I thought, for the most part,
Teacher did a great job in actively keeping and responsive to the lesson.
• What information can you students did a great job
provide the NT regarding students engaged and participating the entire They followed along and did a
requested special participating in the group
feedback? lesson. great job during the group activity
activity.
game.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
CSTP 1: Engaging All
Students
• In what ways were I thought that students did a
students engaged? How Teacher opened her lesson with a strong great job following along and
were students not Students repeated the six traits of
engaged? anticipatory set. She took out the big “six participating in the review of
• How did students writing as the teacher pointed
contribute to their traits of writing” chart and had her students the writing traits out loud.
and stated them out loud. All
learning? repeat after her as she read the different They were able to hear each
• How did teacher and/or students were actively
students monitor traits of writing. This allowed all students to others input and bounce ideas
learning? participating and following along.
• How were the focus orally participate and focus. or words off of each group
students engaged and member.
supported throughout
the lesson?
Students were able to listen to
Students knew what the
my expectations for group
CSTP 2: Effective The teacher was very well organized and did expectations were before they
work that I gave in the
Learning Environment
• How did students and a great job explaining what the activity was went into their groups. Almost all
beginning of the lesson and
teacher contribute to an going to be and how they were expected to students were behaving and
follow through. Each group
effective learning
environment? act when in groups. following directions when doing
was placed around the room
the activity.
so that they had enough room
to work.
Students worked well with
CSTP 3: Organizing their peers in each group.
Subject Matter When students were asked what
• What actions of the NT Each group decided together
contributed to student I thought that the lesson was very organized the five senses were, many of
who would write and who
assimilation of subject and thought through. The teacher did a great them raised their hands right
matter? would read the words out
• How did students job with setting it up and allowing students to away to share. They were able to
construct knowledge of loud. They did a great job
think and participate in a variety of different use prior knowledge to answer
subject matter?
collaborating and working
• What misconceptions did ways through the lesson. the question and participate in
students have and how together, as well as working
were they addressed by the activity.
the teacher? independently when they
needed to be focused.
Students used each other to
help them think off descriptive
The teacher was very good at words or phrases for the given
In the opening of her lesson, the teacher used
CSTP 4: Learning walking around and checking for word. They were able to
Experiences a visual (the traits chart) to support her EL
• How were students understanding of the lesson when participate and help their
and focus students. They were able to
supported through her students were drawing and group think of as many
differentiated visually see what the teacher was talking
instruction? writing in the hand on their “alternative’ words as the verb
• How did students about. The teacher also did a great job with
paper. She would tell them great I gave them. It was very
participate?
modeling how to add sensory details to her
• How did the NT job, or have them read the interesting to hear the
contribute to student own writing so that students had a good
learning? descriptive words that they wrote students who do not usually
example.
out loud. participate out loud in class,
talk and give their input within
their group.
Students demonstrated their
CSTP 5: Assessing I noticed that some of the achievement of this lesson by
Student Learning students during the group activity correctly filling in their 5
• How did students
demonstrate Students demonstrated achievement of the were leaning on other students descriptive sensory details on
achievement of lesson
objectives?
lesson because they were able to participate for support. After doing a few their hand-paper. I looked
• In what ways did in the activity and take what they had learned “rounds” of the activity, those over each paper as students
students struggle or
demonstrate limited and apply it to their won writing in their students were able to think of were editing their own
understanding? personal narrative. examples on their own and did personal narrative and almost
• What teacher actions
contributed to student not need the assistance from all students understood and
achievement?
their peers. demonstrated proficiency
within this lesson.
Section 4: Post Observation Conference
After the lesson concluded, I think that students understood what a verb and sensory detail was and could apply
To what degree did students this knowledge to their own writing. Many students displayed their newly learned skill by raising their hand and
achieve lesson objectives? sharing what they might write in their own personal narrative.

To what degree did focus 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 4 of 5
students achieve lesson My student with the 504 plan, My focus student did a
objectives?
did a good job participating in wonderful job in her group.
his group activity. I made sure I had placed her group close
I think that my focus English language learner
to check in with this group to the board where I was
was able to complete the activity and work in a
more frequently to ensure that able to monitor her effort
group setting with minimal help from others.
my focus student was working and participation. I think she
This student was able to correctly trace their
well with others. My focus rally understood what was
hand and label different sensory details on
student was able to give great being asked of her and when
their paper.
input and did a good job in I walked around I saw tat
completing his hand-drawing she has done her paper
description paper. correctly.
What would you do Next time, I would give the groups a little more time and put the timer up on the board so that groups are able
differently next time? to self-monitor their own time.
1. having students work on cooperative, organized groups where each student was participating
What were three top Lesson 2. giving clear directions about what was expected of each group
Strengths? 3. giving students the opportunity to see how I used sensory details in my own paper so that they had a
good example to work off of
1. time management
What were three top areas
for improvement? 2. picking groups ahead of time
3. walking around during the activity to ensure that students know what they are supposed to be doing

What are next steps? Next, I will meet with each student to go other editing process of their personal narrative paper

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 5 of 5