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
Amanda Hefner ahefner@csu.fullerton.edu English 9, 11
Mentor Email School/District Date
Brea Olinda High School
Laurel Batchelor lbatchelor@bousd.us 10/28/18
Brea Olinda Unified School District
Content Standard Lesson Objectives Unit Topic Lesson Title
1. Students will self-
assess their writing
strengths and
needed areas of
improvement.
CCSSELA.9-10.W.5 Develop
2. Students will share
and strengthen writing as
these assessments
needed by planning, revising,
with their peers.
editing, rewriting, or trying a
3. Students will Understanding and Reflecting Reflecting on Writing Strengths and
new approach, focusing on
complete a on the Writing Process Areas of Needed Improvement
addressing what is most
reflection to see
significant for a specific
what they can
purpose and audience.
change in the
writing cycle to
work on their
needed areas of
improvement
moving forward.
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.)
T – Models and scaffolds student self-assessment and goal setting
Involving all students in self-
processes for learning content and academic language development.
5.5 assessment, goal-setting, and progress T – Applying
monitoring.
Guides students to monitor and reflect on progress on a regular basis.
Adapting instructional plans and
T – Makes adjustments and adaptations to differentiate instructional
curricular materials to meet the
4.5 T – Applying plans. Uses culturally responsive pedagogy and additional materials to
assessed learning needs of all
support students’ diverse learning needs.
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 using peer- and self- I think this lesson plan will help students
Inquiry Focus/Special Emphasis evaluation, feedback reflection, and technology understand “why did I write what I wrote?” as
 What is your inquiry focus and/or special emphasis? discussion and reflection/monitoring well as how they can change their approach to
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? documentation. the writing process to become more effective
 What specific feedback do you want from your ME?
I will incorporate the inquiry focus into the writers. I also believe that sharing their
lesson by having students digitally discuss their strengths and weaknesses will allow students
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 perceived writing strengths and areas of to stop and truly reflect on their writing
improvement with peers on Padlet before abilities and help all of them understand what
completing a self-reflection Google Form on they can do to improve via discussion on the
how they can move forward in their individual subject.
writing development.
From my ME, I want to know if they believe that
these writing reflection activities are a valuable
use of class time and if they believe that sharing
their writing strengths and areas of
improvement in an online group setting will
help each other develop their writing skills.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Particulars:
 Gender: M, Age: 14,
Particulars:
Particulars: Social but
 Gender: M, Age: 14,
has told me that his
Special Needs: Difficulty
parents wanted him to
with focus, attention span,
Particulars: take Honors English and
and learning, often needs
 Gender: F, Age: 14, it was not his preference.
extended time on
Native/Home Language: Performance Stats: Low
projects, tests, writing.
Korean, ELL Status: LEP Performance in Writing
Performance Stats: High
English Learner. (never turns writing
Performance on Projects;
Performance Stats: Excels assignments in), Tests,
Average Performance:
Focus Students in HW/CW and Projects, HW/CW, currently failing
 Summarize critical needs and how Writing; Low Performance
Moderate to High the course.
you will address them during this on Tests/Quizzes,
lesson. performance on Writing Critical Needs:
CW/HW, Participation
and Tests/Quizzes.  One on One conferencing
Critical Needs:
Critical Needs: to ensure that he
 One on One conferencing
 One on One conferencing understands the
to ensure that he
to ensure that she assignment directions
understands the
understands the and academic language
assignment directions and
assignment directions and used.
academic language used.
academic language used.  Regular check-ins to
 Regular check-ins to
ensure that student is on
ensure that student is on
task and engaged with
task and understands
the activity; regular
what he needs to do.
encouragement to keep
going.
You could comment on their Padlet posts in
 What specific feedback regarding your focus students What else should I be doing to ensure that these addition to the peer comments they receive so
do you want from your ME?
students are engaged in this activity? that they know their thoughts are being
validated.
I think it would be better for students to come
back to the Google Form portion after at least
Should I encourage students to begin working a few hours as passed so they can fully process
Specific Feedback on the Self-Reflection Google Form immediately the activity. Besides, Google Forms inputted
 What additional specific feedback do you want from
your ME regarding lesson implementation? following the completion of the Padlet date can’t be saved so even if students began
discussion and peer response? working on the Form in class, they would lose
all that information and have to begin again
the next time they accessed the form.
Opening: Padlet Demo on Projector and
I think that opening with a demonstration of
Instruction Overview.
Instructional Planning the Padlet interface is a good strategy because
 How is the lesson structured (opening, body, and Body: Student Reflection Work (done
many students will be unfamiliar with it.
closing)? individually and at times in pairs) during which I
 What varied teaching strategies and differentiated Although it is simple to use, it’s always good
instruction will help students meet lesson goals? check in with students as needed.
 What progress monitoring strategies will be used? practice to model the behavior you want to
Closing: Wrapping up writing evaluation
How will results inform instruction? see your students use when digitally
practice by screening submitted student Padlet
communicating their ideas.
discussion posts so students can see the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
 reflective work they have accomplished so far. In regards to progress-monitoring, you could
Additionally, I am pairing this activity with a also verbally commend students who have
more individualized Self-Reflection Form to be completed the initial post and show it on the
completed in a quieter setting at home where projector screen for further behavior
students can meta-cognitively evaluate their modeling.
writing process.
Differentiated Instruction: I will encourage
students to work at their own pace and feel free
to bounce ideas off of me and their peers to
better ascertain which areas of their writing
they excel in and which areas need
improvement. I will also check in verbally with
students who may be struggling or find it hard
to focus and stay on task during class.
Progress-Monitoring Strategies: I will be able to
see updates on the Padlet Discussion Board as
students post, keeping track of who has
submitted the assignment and who needs more
encouragement to keep working and using class
time wisely.
I will make the lesson relevant to all students by
You could add a second one-on-one
making it clear that everyone can continue to
conferencing period after students have
develop their writing abilities.
Student Engagement/Learning finished their Self-Reflection Google Form with

Students will show progress toward mastery by
How will you make the lesson relevant to all the each student when they are beginning to write
students? correctly identifying their individual areas of
 How will students show progress towards master of their next process essay. That way, you can
lesson objectives? writing strength and needed improvement and
remind them of the writing process approach
coming up with a plan to change how they
changes they wanted to try to become more
approach the writing process to develop more
effective writers.
effective writing skills.
I will maintain a positive learning environment I think it is valuable to take the time to let
by ensuring that students understand that this is students know that this is not a negative,
not meant to be a criticism activity, but rather a critical “you did this wrong” kind of activity
way to inform themselves on how they can but really something that will help them in the
Classroom Management
improve their own writing abilities by long run if they take it seriously. Too often, we
 How will you maintain a positive learning understanding how they can approach the as teachers do not take enough time to allow
environment with a welcoming climate of caring,
respect, and fairness? process differently. students to reflect on their writing before
 Identify specific classroom procedures and strategies I will redirect my reluctant learners by verbally moving on to the next unit or topic of study. I
for preventing/redirecting challenging behaviors.
checking in on their progress and asking them also think that verbally conferencing with your
what they think their writing strengths and reluctant learners will be an effective way to
areas of needed improvement are. That way gauge their self-evaluation abilities and allow
they can take these verbal ideas and include you to understand how you can help them in
them in their written discussion post. writing in the future.
I will close my lesson by screening the updated
Padlet Discussion Board on my projector screen
to show students all of the writing development
I think this activity is an excellent opportunity
work they have accomplished thus far. Then, I
for you to inform your pedagogical approaches
Closure will walk them through how to complete the
 How will you close your lesson? to writing instruction and will allow you to
 How will you assess student learning and prepare
Self-Reflection Google Form.
change how you teach writing so that students
them for the next lesson? I will assess student learning by reading what
will avoid the same pitfalls and errors they
areas of strength and needed improvement
made on this first writing assignment.
were posted about the most so that I can
incorporate more instructional time on these
writing areas for their next writing assignment.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
Student groups answered worksheet questions that included all
EXAMPLE of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
strategies and identify at least one similarity and one difference
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7
 In what ways were students between them”). Groups then selected a strategy and created
engaged? two math problems to exchange tomorrow.

 The teacher, when initially

planning this lesson, was  Students benefitted from
going to have students this work break-up
immediately begin work on because they could focus
their post writing self- on one task at a time
Next time, I know that these
reflection Google Form instead of rushing through
assessments could easily take two
following the Padlet each one. Additionally, this
Specific Feedback full days and possibly a third if I
 What information can you
activity. Instead, after worked out better because
added in time to review their self-
provide the NT regarding discussion with her mentor, students cannot save work
requested special reflections with each student as
feedback? she decided to break up in a Google Form so if they
well. Thus, I can effectively plan for
these assessments to give started it in class and did
these writing feedback reflection
students more time to not have a chance to finish
days in future units.
thoughtfully complete each it before class ended, they
one and reflect on their would have to start over
writing abilities more from the beginning to
thoroughly instead of properly submit the Form.
feeling rushed.
 Students asked questions
of both the teacher and
each other to clarify the
objectives of reflecting on
their writing using a digital
 The teacher circled the platform.
room to answer student  Students also were
questions and clarify engaged in learning how to
misconceptions as needed. operate a new digital
 The teacher also platform (Padlet) by
individualized post writing troubleshooting their way
focus areas for advanced through creating a
and reluctant learners (for discussion post and adding I was pleasantly surprised at how
advanced students I would an image to represent thoughtful Focus Student 1’s
CSTP 1: Engaging All ask them what is that themselves as a writer. answers were in her writing
Students hardest part of writing that  Focus Student 1 was highly reflection Padlet post. However, I
 In what ways were students
engaged? How were they wish would be engaged and immediately need to come up with a solution for
students not engaged?
 How did students contribute
smoother and they would got to work completing her students who did not complete a
to their learning? focus on these areas of post piece of writing and thus have no
 How did teacher and/or
students monitor learning? improvement especially if  It was difficult for Focus feedback to reflect on. Perhaps I
 How were the focus their writing grade met or Student 2 to commit to could have these reluctant learners
students engaged and
supported throughout the exceeded expectations; for completing his task and like Focus Student 3 spend this time
lesson?
reluctant learners I would was reluctant to get reflecting on how they could change
ask them to focus on two started (he ended up their writing approach for better
areas of needed “accidently” deleting the results next time.
improvement instead of writing I saw him slowly
seeing a poor grade and working on and
getting discouraged about complained about starting
their writing, I would tell over).
them that they could  Focus Student 3 was also
absolutely improve their reluctant to get started
abilities). and his post was harder for
him to complete as he had
not completed the initial
paragraph writing
assignment and thus had
no feedback to review.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7

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.
 The teacher contributed to  Students contributed to an
an effective learning effective learning
environment by providing environment by reviewing
equal access to technology writing feedback with their
(everyone had their own peers, asking each other
Chromebook to use). questions and clarifying
 The teacher also created an that they were following
effective learning the instructions correctly.
environment by providing  Students also respectfully
whole group instruction left comments on each
and one-on-one other’s discussion posts,
conferencing to demonstrating positive yet
differentiate instruction for constructive social
different types of learners. contributions.
 Students constructed
knowledge of subject
matter by reviewing their
writing rubrics and self-
evaluating their strengths
and areas of needed
improvement as a writer
by incorporating this
feedback.
 The teacher provided both
 Students also described
verbal and written
how they saw themselves
instructions of what was
as a writer as well as
expected in the discussion
providing a symbolic image
post and peer comment.
to showcase their self-
 The teacher also modeled
reflection skills.
an accurate discussion post
 Students had many
for students to review as
misconceptions about how
needed when constructing
to use and edit content in
their own posts.
Padlet but were able to
troubleshoot and learn
how to properly use the
platform through a
mixture of trial and error,
teacher assistance (both
one-on-one and
addressing the class as a
whole), and peer help.
 The teacher contributed to  Students were supported
student learning by helping through differentiated
students narrow down instruction because the
their areas of needed teacher encouraged
improvement to just two students to help each
things (much easier to other (collaboration),
work on two than trying to addressed the class as a
improve in multiple areas whole to provide
at once). instructions (direct
 The teacher also suggested instruction), and checked
that students compose in with individual students
their initial post in a Google to monitor their progress.
Doc so that students’ work  Students participated by
would not be lost, to check creating their initial posts
grammatical errors with before moving on to
ease, and to have less commenting on a peer’s
students on the Padlet at post providing writing
The majority of my students treated
this activity and their peers
respectfully and politely. However,
there were a few students who left
off-topic comments on their friends’
posts to be funny, but nothing was
inappropriate and these posts were
easily deleted. It was also easy for
me to monitor their online behavior
(at least while they worked in class)
because I could see their progress in
real time both on the projector
screen and on their individual
Chromebook screens.
I am so thankful that I thought of
modeling what an accurate
discussion post should include
instead of just reviewing the
instructions verbally with my
students. I believe that providing a
demonstration of the basics of
Padlet also increased students’
understanding of this new digital
platform. Overall, I think my model
helped students see what deep
reflection looked like instead of
producing shallow comments like “I
need to stop procrastinating” or “I
need to slow down to not make
careless grammar mistakes.” I think
including a model ultimately helped
my students give reflective
comments like “I need to blend
context from the novel and my
quote together to create more
fluidity” and “My analysis needs to
back up my point and connect back
to my original claim” more than if I
had just verbally expressed this
expectation.
I didn’t know ahead of time that
Padlet was going to freeze and
constantly refresh itself after
becoming overloaded with too
many users at once. Fortunately, I
used this as an opportunity to teach
students the value of composing a
draft of something first to edit and
fine-tune before submitting your
final version for everyone to see by
suggesting that students compose
their posts in a Google Doc first.
This was an easy solution to a
technology issue that I can apply to
future Padlet-based lesson
activities. I also appreciated the
natural collaborative effort this
Page 5 of 7

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
once so it would not suggestions and comparing activity provided since students
constantly freeze and and contrasting their could help each other and take
refresh itself (overloaded writer’s descriptions. ownership over their own learning
with too many users at one by discovering how to use this new
time). platform together utilizing problem
solving and critical thinking skills.
Students demonstrated

 The teacher contributed to
achievement of the lesson
student achievement by
objectives by completing
modeling an expected
all parts of the initial post
initial discussion post. This
(2 strengths, 2 areas of
ensured that students had
needed improvement,
a clear idea of what their
description of a
own end result should look I think that this writing reflection
themselves as a writer,
like and compelled them to activity was enhanced by the Padlet
and image to symbolize
check the instructions platform because students could
this description) and peer
more than once to make see that they were not alone in
comment.
sure that they had their writing strengths or areas of
 The objectives included
completed all parts of the needed improvement. Students
having students self-assess
assignment. should have clearly seen that all of
their writing skills and
 This clarity helped students them had areas they could improve
share their reflections with
understand that individual in and no one is a perfect writer.
others to create a common
reflection was what was That was the entire point of this
writing improvement
important and that deep activity: to reflect, to grow, and to
community and doing so
reflection would help them hopefully use what they have
digitally worked far better
in the long run over quickly learned to progress further in their
than trying to achieve
composed shallow self- writing skills as well as realize that
these goals in isolation.
evaluation. one’s writing process can always be
 Students struggled with
 I also modeled my Post improved upon.
navigating an unfamiliar
Writing Self-Reflection
digital platform at first but
Google Form off of a series
quickly got the hang of it
of Bloom’s questions to
through troubleshooting,
familiarize students with
problem solving, and trial
the inquiry/reflection
and error to achieve their
process.
lesson objectives.
Section 4: Post Observation Conference
All students achieved all objectives and have deeper understanding of writing strengths and areas of needed
improvement to continue to develop their writing skills.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Struggled with focusing and very
reluctant to write, easily distracted,
Exceeded expectations,
tried to distract others despite the Completed both assessments, but
demonstrated profound and
fact that they were modeling good not at school because too
creative reflection writing “I put a
behavior. Did seem to write it, but distracted by socializing (good to
picture of a walnut because my
it was “accidently” deleted and he know that he struggles with
claim is strong like the shell of a
asked me “do I have to do it focusing in class but can focus at
walnut but inside was weak”
again?” Verbally accomplished task home).
(image is cracked walnut).
but no proof because of this
deletion.
I would change this lesson into two days because they needed more time in between crafting their Padlet
discussion post and peer response and going back to reflect via the Form. I would also create an additional day
to review what they had written in their Post-Writing Reflection in a one-on-one setting to further cement how
they can move forward in improving their writing abilities.
Page 6 of 7
  Expert Technology Use, creative, students were able to do something different (especially
representative images)
 Forced students to consider not only their writing overall score but what they do well currently
What were three top Lesson
Strengths? (celebrate that)
 Recognizing what improvements and steps to take to become more effective writers in future
assignments and life

 More time for writing reflection when they first got graded writing back (less anxiety)
 Two days with technology (Padlet and then Google Form)
What were three top areas for
improvement?  Provide students with rubric ahead of time (before they turned in final draft of writing piece) so they
knew what I would be grading them on (categorical assessment)

Refer back to responses on Google Form and build graded writing portfolio so students can see writing growth
What are next steps?
throughout the year.
Other Comments/Notes

This lesson provided students with an excellent opportunity to familiarize themselves with another educational-use digital platform
outside of the Google Apps Suite (which they are already very familiar with).

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 7 of 7