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
Soomi Park f Soomi.parky@gmail.com General Education 3rd/4th grade
Mentor Email School/District Date
Heather Pfaff heather@steppingstonesacademy.com Stepping Stones Academy Oct. 21, 2018
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to answer
Reading Comprehension /
Language Arts / Reading reading comprehension questions Literary Devices
Literary Devices
specific to the chapter.
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
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified ability to add new methods and
choices pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T – Guide students to think critically through use of
questioning strategies, posing/solving problems, and reflection
Promoting critical thinking through T – Applying on issues in content.
1.5
inquiry, problem solving, and reflection S – Exploring S – Students respond to varied questions or tasks designed to
promote comprehension and critical thinking in single lessons
or a sequence of lessons.
Creating physical or virtual learning T – Is aware of the importance of the physical and/or virtual
environments that promote student environments that support student learning. Is aware that
T – Emerging
2.2 learning, reflect diversity, and encourage structured interaction between students can support learning.
S – Emerging
constructive and productive interactions S – Some students use available resources in learning
among students environments during instruction.
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.
Inquiry Question - How does teaching in different physical and virtual learning
environments affect student learning, and do some students learn better in different
learning environments?

Pre-Assessment – I will teach and assess my students using only one learning
environment (at their desks in the classroom). Prior to the pre-assessment, students
will only be allowed to work at their desks.

Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
• What specific feedback do you want from your ME?
Post-Assessment – Prior to the post assessment, I will allow students to learn and
work in various areas of the classroom using flexible seating. They will also have the
opportunity to learn the same material on an online digital environment.
Lesson Plan – Looking for Deeper Meaning in Text
* Students will take turns reading Chapter 7 of The Lemonade War in the literature
circles.
* Teacher will stop at various times and ask what the deeper meaning is in the text
(figurative language, symbolism, personification, etc.)
* Students will write the quotes from the books and give an explanation of the
deeper meaning. This can be done independently or in groups. Students have the
option of working with a worksheet or doing their work on a device and type out
their answers there.
* Students and teacher will share quotes and meanings at the end of literature
circles.
* At the end of the week, students will be tested on their reading comprehension.
Students will have the option of having a written test on paper, or an online
assessment. The questions will remain the same.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 Feedback – I would like feedback on the lesson plan, specially how to help students
recognize figurative language. Some students are very comfortable with figurative
language and are familiar with reading them and making sense of them. However,
other students have a difficult time even recognizing figurative language and often
get lost in the text. How can I teach all students about the deeper meaning of a text?

Focus Students
• Summarize critical needs and
how you will address them
during this lesson.
• 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?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
M is in 3rd grade and is younger than all of her
classmates – she is not yet 8 years old.
E is in 4th grade and is believed to be on the According to her age, she is supposed to be in
N is in 4th grade and has been an English Learner since Kindergarten.
autism spectrum. He has difficulty socializing 2nd grade this year, but she was admitted into
He struggles with using grammatically correct sentences in speech
with the other students in our class and prefers Kindergarten early. She struggles with even
and writing. He is very active and loves collaborative work.
to work alone most of the time. the simplest concepts, such as adding single-
digits.
CTP Testing Results
CTP Testing Results
Verbal Reasoning - 12 percentile
Verbal Reasoning - 7 percentile CTP Testing Results
Auditory Comprehension – 49 percentile
Auditory Comprehension – 69 percentile Auditory Comprehension – 99 percentile
Reading Comprehension – 28 percentile
Reading Comprehension – 35 percentile Reading Comprehension – 99 percentile
Writing Mechanics – 43 percentile
Writing Mechanics – 71 percentile Word Analysis – 98 percentile
Writing Concepts & Skills – 55 percentile
Writing Concepts & Skills – 73 percentile Writing Mechanics – 99 percentile
Quantitative Reasoning – 24 percentile
Quantitative Reasoning – 40 percentile Mathematics – 88 percentile
Mathematics 1 & 2 – 25 percentile
Mathematics 1 & 2 – 28 percentile
M is a struggling reader, so I will be helping
I will be scaffolding the lesson for N, giving him hints about where he
In order to help E with this lesson and her read the text to her reading group. In
can find various figurative language. I will also be reading the
assignment, I will be helping him read the text to addition, M has a hard time comprehending
chapter closely with him when he reads aloud to the group, helping
his reading group and stopping him to ask the text, so I will be stopping at various times
him pronounce certain words and asking probing questions about
various questions about the text to ensure that during the reading to ask students to
the text to ensure that he is comprehending the text.
he is comprehending the text. summarize the page or pages to ensure that
M and the other students understand what is
happening in the text.
I would like feedback on how I can scaffold the lesson to help my students. I The biggest thing for EL students it the vocabulary. As students
especially need feedback on how to help my EL students understand the text during are reading, I would suggest going over a lot of vocabulary to
literature circles. make sure that they are understanding the words.
I feel that there are plenty of accommodations and scaffolding
that you have provided to your students. With reading, it can be
I would like to know if I’m teaching in a way that’s best for all of my students and if difficult to help students comprehend what they are reading.
I’m providing enough scaffolding and accommodations for my focus students. Helping students read fluently and helping to summarize and
retell the story in their own words often helps students think
about the test and therefore helps them understand it better.
Opening – Open the lesson by reviewing the story from last week’s literature circles.
Teacher will ask students to summarize the events of last week’s chapter and ask
other discussion questions involving the theme, symbolism, figurative language, etc.

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?
Body – Students will take turns popcorn-reading today’s chapter while the teacher
monitors each student’s reading and pauses to ask discussion questions.
Closing – At the end of the literature circle, the teacher will hand out a worksheet
with various comprehension questions. Students will take turns reading, discussing,
and answering the reading comprehension questions.
Teacher Strategies/Differentiated Instruction – The teacher will monitor each
student’s ability to read carefully and provide scaffolding when needed.
This seems like a good lesson plan. It seems structured so that
all students will know what is required of them. I like that you
are pausing to stop and ask students various discussion
questions, helping them to understand the text at a deeper
level.

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?
Progress Monitoring Strategies – The teacher will use the reading comprehension
questions and answers to assess how well or poorly the students comprehended the
story. Depending on the answers, the teacher may have to go back and re-discuss
the chapter with the students, perhaps going back to specific pages to look for
evidence.
Relevance – The teacher will make the lesson relevant to the students in that the
main theme of the story is a pretty general one – sibling rivalry. Within each
chapter, there are several instances where the characters in the story are having
issues getting along. By taking the main theme of the book, students are able to
Going over the main theme of the book will definitely help
make connections to the characters or make connections from this text to another
students make stronger connections to the book and therefore
text that they have read at school or at home.
help them understand the text better. It’s also a good idea to
have students not only make connections from text to self, but
Progress – The teacher will assess the students’ reading fluency and comprehension
from text to self and text to world.
with the literature circles. Each week, there are different comprehension questions
and vocabulary and spelling words. Progress will be evident when students are able
to retell the chapters, summarize the main events of the chapter and the book, and
discuss the book in a way that shows that they comprehend the reading.
Positive Learning Environment – I use Class Dojo as part of my classroom
management. At the beginning of the school year, I went over the class rules and
talked about what kind of behavior is expected of my students. When they are
caught following the class rules, they are rewarded with Class Dojo Points, and if I like that you use Class Dojo for classroom management. I
they break rules, I take away points or give more harsh consequences, depending on might suggest focusing on the positive behaviors of your
the behavior. This promotes a caring, respectful, and fair class. There are times students rather than the negative behaviors. Students tend to
when students do not always follow the classroom rules. First, I give them a warning learn through positive reinforcement.
and make sure they understand what they have done wrong. The second time they
break the rule, I take away Dojo points. If the behavior continues again, I take away
half of the student’s recess so that I may confer with him/her.
Lesson Closing – To end the literature circle, I will go around the circle and have each
The weekly comprehension tests seem like a great idea to keep
student state something that resonated with them in the chapter. This can be a
each student accountable for their own knowledge about the
summary of the chapter, something that stood out, an important detail, or a
chapters. I’m wondering what type of assessment you will give
prediction of what will happen in the next chapter.
your students. For example, is there a chance that some
students may have different thoughts about the chapter than
Assessment and Preparation for Next Lesson – To assess my students, I have a
others?
weekly reading comprehension test scheduled for every Friday. This test assesses
students on their knowledge of the vocabulary that was used in the chapter, as well

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 as questions that pertain to the chapter that was discussed during the week. To I also like that you have students predict what will happen next.
prepare my students for the next lesson, I have them think of predictions of what This gives them an opportunity to think beyond the text into the
they might think will happen in the next chapters. next chapter(s).

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
CSTP 1: Engaging All Students
and evaluation (“which problem-solving strategy do you prefer? How could you pick two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
• In what ways were students
create a 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 question
engaged?
and created two math problems to exchange tomorrow. stems handout next time.

Specific Feedback One suggestion that was given to me was to use

• What information can you Use creative resources to explain figurative language Students have high-interest books on their desks for name sticks to call students randomly. I feel that I
provide the NT regarding • Videos, songs free reading. Take examples from students for Dojo made use of several different resources and
requested special • Examples from read-aloud books points. examples to read most of my students and made
feedback? sure that they were engaged in the lesson.

CSTP 1: Engaging All

Students
• In what ways were
students engaged? How
were students not
engaged? Next time, I will try using name sticks to call on
• How did students students randomly and give students a fair
contribute to their Teacher had students’ attention during the entire lesson. Focus students sit directly in front of the teacher for chance to answer each question. In addition, I
learning? She asked for multiple responses to engage all learners. maximum focus and monitoring. want to try to get the students to discuss each
• How did teacher and/or question rather than just answering them and
students monitor moving onto the next question.
learning?
• How were the focus
students engaged and
supported throughout
the lesson?

CSTP 2: Effective I enjoyed giving students the opportunity to look

Learning Environment Teacher and students collaborated together to locate answers in Students were engaged, lots of raised hands, back in the text to check where they found the
• How did students and the text. students enjoyed being able to use their devices as a answers. In the future, I will have students write
teacher contribute to an
Re-read to find answers. learning tool. the page number and cite evidence when
effective learning
answering the comprehension questions.
environment?

CSTP 3: Organizing
Subject Matter
• What actions of the NT I feel like I addressed CSTP 3 pretty well in this
contributed to student lesson. If students seemed to be struggling in
assimilation of subject finding a particular response, I guided them to
matter? Teacher re-taught and built on prior teaching
No misconceptions were presented. the correct page number or part of the story to
• How did students • “You remember…”
Students reviewed answers whole group refresh their memory. In the future, I want
construct knowledge of • “We’ve learned…”
students to cite what page they found their
subject matter?
answers on so that they will have some reference
• What misconceptions did
students have and how
when checking their answers.
were they addressed by
the teacher?

In future lessons, I might try to model different

CSTP 4: Learning
Experiences
• How were students
supported through
differentiated
instruction?
• How did students
participate?
• How did the NT contribute
to student learning?
ways to answer each questions. Although my
students know to always write in complete
Teacher modeled ways to find answers. sentences, they do not always cite the evidence
• “Where did you find that?” Students could go ahead to respond or wait for from the text when answering the reading
• “How did you know that?” teacher to provide a sample. comprehension questions. Some examples might
Teacher re-taught for clarification Students used prior knowledge. be…
• “Just to reiterate…” • “According to Evan’s quote on page
56…”
• “On page 192, Jessie tells Meghan
to… so I know that she is feeling…”

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. 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.
Some students misunderstood the questions so I
Teacher asked for multiple responses, highlighting exemplary Students received multiple tries to attempt a correct tried to go back and guide them to the correct
answers. answer (modeling). answers. In future lessons, I’ll have to carefully
She guided students through the text to find unknown answers. Most students were on track and engaged. form the questions so that students completely
understand what is being asked.
Section 4: Post Observation Conference
Most students achieved the lesson objective of comprehending the story and being able to discuss each of the details that took place in the chapter. While some students
struggled with some questions, after a class discussion, most students seemed to understand the text better.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
E did not contribute much to the discussion when
the class talked about the different questions and
N did very well in this lesson and gave very insightful answers during
answers in this chapter. After reading his M participated in answering each of the
the class discussion. He was able to carefully cite each of his
responses, I found that E misunderstood a few questions and did a very good job answering
responses and had carefully thought out answers to each of the
questions and gave incorrect answers. However, each question and providing text evidence.
questions that were in the reading comprehension packet.
his ability to cite evidence was mastered in this
lesson.
In future lessons, I want the students to lead the discussion instead of me leading the discussion. I may be able to do this by appointing a discussion leader in future reading
comprehension lessons.
First, I think my ability to scaffold helped the students in answering each of the comprehension questions. Whenever I felt like students were stuck or unsure of the answer, I
lead them in the right direction. Another strength in this lesson was having students provide evidence on how they knew if each answer was correct. I made sure students
went back to the text to make sure they found the correct answer. Third, I believe that tapping into my students’ prior knowledge helped to refresh some memories, which
then helped students answer the comprehension questions.
One area for improvement is my ability to formulate well-thought out questions for my students to answer to help them better understand the text and the story in each
chapter. Some students misunderstood some questions and it was partly my fault for not being clear in the questions I gave them. Second, one of my weaknesses in this
lesson was always having the need to lead the discussion among my students. I felt that the discussion was very one-sided and students only gave direct answers, rather
than discussing different answers and finding a solution together. Another area for improvement is the organization of the lesson itself. Because I gave some students a
paper copy of the comprehension questions and other students a document in which to type their answers, it became difficult for some students to find the different
questions and answers. Some students had difficulty typing their answers in a document online.
In future lessons, I want to try appointing a discussion director so that I can be a facilitator in these chapter discussions. I believe this will help more of my students get
engaged in discussing the book and give my class as a whole more reasonability to provide input in each discussion.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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