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 Gabler Runnells mrunnells@holyfamilyk8.org ELA 6
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to
LS:3a - Vary sentence patterns identify and use various Types of Sentences The Great
Effective Sentences
for meaning, style, etc. sentence types in their Sentence Caper
writing.
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.)
Connecting subject matter to Students will use their understanding of the content through their
1.3 3
meaningful, real-life contexts writing of the skits.
Using a variety of instructional
Students will write and type out a play using the writing process via
strategies, resources, and
1.4 3 Chromebooks. Students will have an opportunity to act out their
technologies to meet students
sentence types through the characters they play in the skit.
diverse learning 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 focus for this lesson is to expose the
students to the various sentences types and
have them purposefully use them in their I will be looking for opportunities that are
writing. The lesson will introduce the 4 types of provide by the teacher for improving their
sentences, allow students time to interact with understanding while writing the four types of
Inquiry Focus/Special Emphasis
What is your inquiry focus and/or special emphasis?
identifying them through guided practice, and sentences. I will be looking for clear and
How will you incorporate the inquiry focus and/or then have groups write short Who Done It concise language to help to verify the
special emphasis into the lesson?
What specific feedback do you want from your ME? skits using the sentences types. The groups understanding of the subject being taught.
skits will then be performed for the class. I am Make sure those who need additional support
interested in hearing feedback on how to are reached and checked understanding prior
deepen the lesson topic for applying to their to implanting the four types of sentences.
writing, as well as giving opportunities for
improvement of their understanding.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
Summarize critical needs and how
you will address them during this Carlos Montiel Jacob Avelar Ella Lindner
lesson.

First assess to see their understanding of the

concept taught. Next allow them to complete
Once the activity is presented, how can I
What specific feedback regarding your focus students the activity and as immediately as possible
do you want from your ME? provide growth opportunities for students who
check for understanding and allow for
may have missed out on the concept?
corrections. Growth opportunities can be given
with additional break down of the four
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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.
Closure
How will you close your lesson?
How will you assess student learning and prepare
them for the next lesson?
Teacher Actions
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
sentence types.
Implement an exit ticket for each student
How can I help structure the activity so I can see
before they have begun the final objective of
how each student in the group is understanding
the lesson, writing a skit. Something that can be
of the content?
reviewed quickly and efficiently.
The frontloading was a strong
The lesson will begin with frontloading by the
introduction into the four types of a
teacher reviewing student knowledge of the
sentences.
types of sentences, as well as giving examples
Ella was clearly engaged in the lesson
from various sources. Then, students will be
introduction.
guided through a lesson from our Grammar for
The majority of the students were
Writing textbook, defining the content.
remembering their first introduction of
Following the text, the students will watch a
the four types of sentences in fourth
BRAINPOP video on the types of sentences.
grade and able to make the
Following the video, students will have guided
connections to apply in their writing.
practice samples, identifying the various
Brain Pop was an excellent tool used to
sentences, taking a whole-group quiz. The
grab their attention and demonstrate
monitoring will happen during the lesson and
the break down and define the four
whole group quiz as students volunteer answers
types of sentences.
and participate in the lesson. If participation
After the completion of Brain Pop the
reflects lack of understanding, teacher will give
whole group quiz allowed those who
guide students through exercises from text for
were still reaching to connect with the
more practice.
topic to have a greater understanding.
Multiple students sharing their
Relevant examples from novels and student examples of the four types was a good
writing will be shared to show the importance indicator of their understanding.
of varied sentences in writing. The independent The sample skits allowed them to hear
practice activity will be introduced, The Great another sixth graders work and show
Sentence Caper. Students will receive them what needs to be done to
guidelines, example, and rubric; this will be read achieve success.
aloud in class, including the sample skit. Allowing them to chose the Caper they
Students will show evidence of mastery as they want to write about allowed them to
work in groups to achieve the activity goal chose a topic of interest and relevance.
writing a caper where each character represents I look forward to seeing the final
a different sentence type, speaking only in that product of their skits and how they are
sentence type throughout the play. (ex. Officer able to identify the four types of a
Mike is interrogative and only uses questions sentence. (First looking at their rough
during the skit). drafts if an active tool to look for
understanding)
During the writing process, I will check in with
They have worked in groups prior to
each group as they are developing their ideas. I
this lesson and know what is expected
will review skit outlines and character
of them. This is a strong indicator of
assignments before writing begins to ensure
the knowing what their teacher
groups have the initial goal in mind. I will assign
expects of them and their
roles to help groups stay focused. Also, I will
responsibilities to their fellow
have students share rough drafts with me via
students.
Google Docs, so I may provide comments and
feedback during the writing process.
The lesson will conclude with the groups Unfortunately, the lesson had such
presenting their skits. Students will demonstrate amazing discussion and examples that
knowledge as volunteers from the audience the time ran out to see the final
may guess the sentence types of each character outcome. I will be back to see that
in the play. skits.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
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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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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 Blooms (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
between them). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?) need to give them a Blooms question stems handout next time.
two math problems to exchange tomorrow.
Jacob seemed to be listening but
struggled to volunteer and share.
When he was in his group more
sharing was occurring. Ella was
The students listened and volunteer engaged in instruction but her ability
When Megan began the lesson she
connections to show their to give a sixth grade writing
exposed the students to multiple
engagement and grasping of the response is in need of further
samples of four types of sentences.
concept. development. Carlos is a student
who is a selective mute so he does
not speak in front of others. The
rough draft will be his indicator of
understanding.
The teacher kept close eye on the The Brain Pop was an excellent tool
Ella and Carlos seem to have their
three students she indicates who to keep them actively engaged. In
focus in tact to follow the
are her focus. Watching and addition the completion of the
instruction and tasks being asked of
checking for understanding and whole group quiz allowed addition
them.
engagement in what is being taught. feedback.
The teacher allowed for an effective
There were a few questions as to The teacher was well prepared and
learning environment by setting up
where to sit and what group to be prior delivery of classroom
an organized lesson. The lesson had
in but for the majority the expectations delivered a strong
a beginning, middle, and end. In
environment allowed fro a very safe understanding of the classroom
addition, the final outcome was
and effective environment. environment is very effective.
clearly represented.
The misconceptions the students
The actions of the teacher that Students were asked to construct a had were very little. Some began to
allowed for the assimilation of the skit by developing characters struggled with the Declarative
subject were the variety of tools dialogue using the four types of sentences. However, the teacher
used to instruct the students on the sentences on their google had them take out a piece of paper
four types of sentences. By using a documents. After completion they and quickly construct two types of
variety of tools this will touch each were to turn them in on Google declarative sentences to allow them
childs style of learning. Classroom. to take this into their final
assignment.
The students participated by The teacher in a variety of ways
volunteering, raising their hand, a contributed to their learning. Not
The students were given
whole group quiz, watching a video, only by using oral dialogue, written
differentiated instruction on their
writing, then meeting in a group to dialogue, samples, technology, but
Google Classroom assignment.
develop a short skit showing the also future comments on their rough
four types of sentences. drafts before submission.
Page 3 of 4
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?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The teacher went around to the
They demonstrated achievement by groups to help brainstorm with the
A clear majority of the students
volunteering, watching a video and students who struggled to begin. In
grasped the four types of
taking a quiz, but also creating a addition, the teacher did a check for
sentences. The were beginning to
caper using dialogue to develop understanding with the three
write their Capers and I saw a few
their understanding of the four students who were the focus to
were struggling on how to begin.
types of sentences. clearly make sure they were able to
work with in the groups.
Section 4: Post Observation Conference
I saw a clear majority achieve the lesson objective and begin to write a strong rough draft of their Capers.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
After a few days I received Carlos Ella is working hard each and
Jacob does lack the ability to
rough draft and although he can everyday. She continues to want
deepen his writing skills, but he
not verbally share he was able to to learn and with her ability to
was able to give the basic text of
type his part of the rough draft with work hard, the understanding is
his part of the rough draft.
clear understanding. developing in her writing skills.
Allow more time before giving the final task of writing the Caper.
Communication, understanding, p[patience, organization
Breaking down the lesson in parts, slow down the process, applying the concept taught
I will review and see the final skits.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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