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:
1. 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

Heather Haigh hhaigh0804@[Link] ELA Second Grade

Mentor Email School/District Date

mkohler@compasschart
Morgan Kohler [Link] Compass Charters 3/16/2020

Content Standard Lesson Objectives Unit Topic Lesson Title

S.S.2.5 - Students
understand the
importance of individual
action and character and
explain how heroes from I can identify and
long ago and the recent describe Harriet
past have made a Tubman’s impact on
difference in others' lives People In History -
other people’s lives, Who is Harriet Tubman?
(e.g., from biographies Harriet Tubman
of Abraham Lincoln, and how it made a
Louis Pasteur, Sitting change for the
Bull, George Washington better.
Carver, Marie Curie,
Albert Einstein, Golda
Meir, Jackie Robinson,
Sally Ride).

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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
formed and just coming into investigates and examines increased relevant and elements into a cohesive and ability to add new methods and
prominence pedagogical practices suitable use of pedagogical unified pedagogical repertoire strategies into pedagogical
choices repertoire

CST Initial Rating Description (Identify both teacher and student rating for CSTP 1
Element
P Rating and 2.)

5 5.1 2 Exploring
5 5.5 1 Emerging

Section 2: Pre-Observation Conference

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the Provide feedback on lesson plan
lesson plan. reflection.

Emphasis is on understanding who

Harriet Tubman was and the impact
she made on people in history. I will
incorporate this S.S. standard by
having students discuss prior Your reflection demonstrates a
knowledge as whole, reading text good connection between the CSTP
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special
aloud in small groups, highlighting elements you are focusing on and
emphasis?
● How will you incorporate the inquiry important facts within the text, find your social studies lesson. Your
focus and/or special emphasis into the
lesson? answers within the text and answer method of self-assessment for this
● What specific feedback do you want from
your ME? questions, and a vocabulary activity. particular lesson seems like it will
This ties into the month of March, be an effective way to check in
Women’s History Month. quickly with all students.
From my ME I would like specific
feedback on if she finds that I am
allowing my students to self assess
appropriately and efficiently.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

My focus student has

This student has an ILP for behavioral problems
Needs help with grammar
Speech. This lesson allows when working with other
when completing writing
the student to not feel on students and also trouble
assignments. Working
Focus Students the spot by being forced to following directions. I
● Summarize critical needs within a small group will
and how you will address share or read. It allows believe that pairing him
them during this lesson. help her to be guided by
him to participate in a with students that are
her peers and have their
small group setting where responsible and
assistance with this
he feels more comfortable motivated will encourage
assignment as well as
rather than as a whole this student to stay
mine.
class. focused and complete the
group assignment.
 The way you plan to teach it is
inherently differentiated. Pairing
your focus students with a high
Is pairing my focus student with a
achieving small group may help to
responsible, high achieving small
keep him focused, or it may cause
● What specific feedback regarding your group a good idea to help guide him
focus students do you want from your ME? him to not engage as much in the
during the lesson? Or would pairing
lesson if the rest of the group takes
this student with a mixed abilities
on the bulk of the work. I’m sure
group be better?
you will check on engagement of
all students as you monitor the
group discussions.

Specific Feedback Yes, this lesson plan meets the state

● Do you find that my lesson plan
What additional specific feedback do you
standards and is relevant for
want from your ME regarding lesson
implementation? meets the state standards?
Women’s History Month.
 Opening:
- The teacher will read the lesson objective
on the board.
- The students will do choral reading, the
objective written on the board.
- The students will use the self assessment
Levels of Understanding chart on the
whiteboard to rate themselves prior to the
lesson.
- Students will close their eyes and hold up a
self rating on their fingers of how they feel
about the objective and content.
- The teacher will write the students prior
knowledge on the whiteboard making a
column in the KWL Chart.
Body:
- The teacher will write down the students
questions in the “W” column of the KWL
Chart on the whiteboard. Great organization! I like that you
- We will discuss the vocabulary terms on
the given worksheet, along with similar are identifying the objective at the
words/ideas and definitions.
- The students will work in small groups and beginning and accessing prior
read the informational text about Harriet knowledge at the beginning of the
Tubman, highlighting three key facts about
her life. lesson. It's a great idea to allow the
- The students will also highlight the bolded
vocabulary terms within the text. students to self-evaluate at the
- Students will answer comprehension beginning and end of the lesson so
questions within their group, and sort the
Instructional Planning vocabulary terms placing and gluing them they can be accountable for their
● How is the lesson structured (opening, with the correct definitions.
body, and closing)?
Closing: own learning.
● What varied teaching strategies and
differentiated instruction will help - The teacher will ask students again to self
students meet lesson goals? assess their knowledge and understanding
● What progress monitoring strategies will
be used? How will results inform of the topic, now after completing the You use a variety of teaching
instruction? assignment. The teacher will have students strategies to reach all types of
use the Levels of Understanding chart
again to show their self rating on their
learners, and the entire lesson is
fingers with their eyes closed. inherently differentiated.
- The teacher will observe the change of self
ratings from the beginning of the lesson to
the end of the lesson. How will you help engage students
- The teacher will check off the completed who are not participating in the
tasks from the list displayed on the board.
- Students will meet the lesson goal by group work portion of the lesson?
tapping into prior knowledge of the event,
working with a small group to recall
additional details to add, getting help from
the teacher and showing understanding of
the topic by completion of the
assignments.

Progress monitoring: I will walk around the classroom

observing and assisting partners during their
discussions, I will check in with each group to make
sure they are understanding the main topic and why
we need to know this information.

The results I find will help guide me when planning

an extension lesson or moving on to another
assignment with a new topic within the same
standard.
 The lesson is relevant to students
because most students have heard I agree that this is a relevant lesson
of Harriet Tubman and some may for students because it is Women’s
know information about her prior to History Month. It is important for
the lesson. In addition, we will them to attempt to make personal
discuss how life would be different connections to the content, as this
if it wasn’t for Harriet Tubman and was such an important time in
her important role in history. American history. This can also be
a difficult and sensitive concept to
Student Engagement/Learning Students will show progress teach to young students. I would
● How will you make the lesson relevant to
all the students? towards mastery of the lesson suggest allowing some additional
● How will students show progress towards
master of lesson objectives? objectives by being able to time for questions at the end of the
comprehend the text, answer lesson, either as a group or by
answer questions about the text they having them writing down
read. Students will also be able to questions to share only with you in
show understanding of the content case they are sensitive topics. That
specific vocabulary words from the will help you plan and prepare for
text on this topic. This is just one future lessons on this topic.
lesson in working toward the S.S.
standard and unit that I teach in
second grade.
 I will maintain a positive learning
environment by not forcing students
to participate in sharing prior
knowledge on the topic. I will ask
every student to participate within
their small group setting. I will
remind students of what the
acronym G.R.O.U.P.S. stands for. G
- get along, R - respects eachother,
O - on task, U - use quiet voices, P - The GROUPS acronym sounds like
participates, S - stays with the a great way to set expectations and
group. help redirect off-task students are
needed. Your method of redirecting
challenging behaviors is very
Classroom Management
● How will you maintain a positive learning I will redirect challenging behaviors positive and will help your students
environment with a welcoming climate of
caring, respect, and fairness? by speaking to that student quietly trust you more since they will not
● Identify specific classroom procedures
and strategies for preventing/redirecting
challenging behaviors.
by themselves in the classroom, not be publicly shamed for their
to draw attention to the student in actions. It is also important to not
front of their classmates. I will also force participation and to show a
prevent unwanted behaviors by simple form of appreciation for
giving positive encouragement those students who do choose to
aloud to students while walking participate.
around during observations. This
will encourage other students to
want to hear their name called about
the good job they are doing as well.
Lastly, I will give points on Class
Dojo to students that I see who are
on task and participating, hoping to
encourage other students to do the
same.
In closing my lesson, allowing
students to share their opinions on
the topic and what they learned will
give them the opportunity to take
I agree that sharing their work will
ownership of their assignment and
give them ownership and allow
share with their classmates. I will
them to feel a sense of pride and
Closure
● How will you close your lesson? only give positive feedback during
● How will you assess student learning and accomplishment. Perhaps you want
prepare them for the next lesson? this time. I will also be collecting
to allow a Q&A time, or have the
the assignment and grading for
students write down their questions
completion and also for accuracy.
for you as I mentioned above.
This will help me to know how to
prepare for the next lesson and
when mastery of standards have
taken place.
Section 3: Observation of Lesson Delivery
 Part 3A: ME Observation of Lesson Delivery
Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions

Student groups answered worksheet questions that

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

The focus student was

The teacher paired the slightly off-task during the I feel the lesson went well.
focus student with a high- group work portion and The focus student was able
achieving group for the was distracting other to hear my reminders of
Specific Feedback
group work portion of the group members at times,
● What information what he should be doing
can you provide the
NT regarding lesson. She checked in but the teacher helped to
requested special and change his behavior to
feedback? frequently with this group redirect his attention with
and asked guiding guiding questions and he be less distracting for small
questions to engage the ultimately completed the group and for his
focus student. assignment along with his classmates.
group.
The teacher engaged all
students at the beginning Many students were highly
of the lesson by engaged at the opening of
introducing the learning the lesson and were eager
objective and asking to share their knowledge
students to recall prior for the KWL chart. Some
I feel that I could have had
knowledge. She added students were not as
CSTP 1: Engaging All prior knowledge to the engaged during the group more engaged students if I
Students
● In what ways were KWL chart and then asked work portion, but the was to pair students
students engaged?
How were students for their wonderings. She teacher redirected together instead of having
not engaged?
● How did students allowed for plenty of wait effectively. The students
contribute to their students work in small
learning? time and let everyone share contributed to their
● How did teacher groups. This may results in
and/or students who wanted to share. learning with the self-
monitor learning?
● How were the focus rating on the Levels of the two students in each
students engaged
and supported
throughout the
During the group work Understanding chart at the pair to contribute more in
lesson?
time, she monitored the beginning and end of the the assignment and to
groups by walking around lesson. They also worked better stay on task.
and using proximity to in teams to find important
help curb unwanted information, learn new
behaviors. She asked vocabulary terms, and
guiding questions to help answer comprehension
students rather than just questions.
giving them answers.
 The students contributed
by following directions I feel that the environment
and helping each other in for learning in my
The teacher contributed to
their small groups. They
an effective learning classroom during this
followed class
environment by varying lesson was a safe
CSTP 2: Effective expectations throughout
the lesson from teacher- environment for students to
Learning
the lesson. It was evident
Environment directed to student-directed
● How did students that the teacher set up work collaboratively and
and teacher and by selecting groups
contribute to an
certain classroom routines also for effective learning
effective learning
ahead of time. She adjusted
environment?
and procedures early on
the pace as needed to to take place. Students
with the students because
maintain student followed the classroom
the lesson flowed well and
engagement. rules and showed respect to
everyone seemed to know
where to be and what to their peers while working.
do.
Students constructed
knowledge of the subject
matter through reading,
highlighting, and having
group discussions about I feel that incorporating
The teacher introduced the
CSTP 3: Organizing the comprehension multiple tasks and
Subject Matter lesson in a way that was
● What actions of the questions. The students did discussions during this
NT contributed to accessible to all students
student assimilation not express lesson helped to keep
of subject matter? and then checked in with
● How did students misconceptions, but they
construct knowledge groups and individuals students engaged and also
of subject matter? did pose some interesting
● What throughout the lesson to went smoothly as we
misconceptions did questions during the KWL
students have and further support their
how were they discussion about civil transitioned from one part
addressed by the understanding of the
teacher?
rights. While the teachers of the lesson to the next
standard.
monitored the group step of the lesson.
discussions, she helped
students discover some of
the answers to their KWL
questions in the text.
 Even though some students
did not have any prior
The students participated
The teacher created groups knowledge of the topic or
well for the most part.
ahead of time to aid in did not share what they
Some students did not
student learning. She
offer prior knowledge in knew at the beginning of
CSTP 4: Learning differentiated instruction
Experiences the beginning of the the lesson. All students
● How were students by offering guidance and
lesson, but those students
supported through
differentiated assistance to those who made progress in their
instruction? did participate well in the
● How did students needed it during group level of understanding
participate? group work portion. 100%
● How did the NT work time, and she posed check from the beginning
contribute to of students participated in
student learning? open-ended challenge
the Levels of of the lesson to the end of
questions to certain groups
Understanding checks at the lesson, showing that all
who finished the
the beginning and end of
assignment early. students learned something
the lesson.
during the duration of this
lesson.
I feel that I was able to see
The students demonstrated
achievement of lesson student learning through
The teacher contributed to
CSTP 5: Assessing objectives through their observation, and
Student Learning student achievement by
● How did students responses to the participation as an
demonstrate creating a good learning
achievement of comprehension questions.
lesson objectives? environment and asking individual and through
● In what ways did
Some students struggled to
students struggle or
guiding questions to check group work. I also feel that
demonstrate limited
identify and highlight
understanding?
● What teacher understanding during the the Levels o Understanding
actions contributed three main facts about
to student group work portion of the
achievement? Harriet Tubman, but those check at the end of the
lesson.
students were assisted by lesson also showed student
their teammates. learning was taking place.
Section 4: Post Observation Conference

To what degree did I believe most students understood the lesson objective throughly and all students
students achieve lesson
objectives? were able to complete the assignment which met the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did
focus students achieve
lesson objectives? Basic Proficient Proficient

Although all students completed the assignments and followed the directions, some
students completed the assignment very minimally. I would next time, guide the
What would you do
differently next time? students more in the beginning and give more specific expectations, along with
writing these expectations out on the whiteboard so that the students could see what
they need to do in order to receive full credit on the assignment.
1 - Engagement of students
What were three top
Lesson Strengths? 2 - Differentation
3 - All students were able to complete the assignment
 1 - Time management, making sure I plan according to all students abilities, taking
into account that group work takes longer that independent student work.
What were three top
areas for improvement? 2 - Changing the groups into pairs to have additional student engagement
3 - Possibly woking with a lower academic group of students to go into further
details rather than pairing them in a group with more advanced students.
The next steps after reviewing and grading student work is to then plan for the next
important person in history lesson. I feel that continuing to have students write, read
What are next steps?
and create throughout the lesson helps them learn further about the person we are
discussing in history.
Other Comments/Notes

The lesson went really well overall. Heather did a great job maintaining the flow of the lesson. She
facilitated learning by not directly answering student questions, and instead asking guiding questions
to help them find the answers on their own. This was a great way to introduce this new unit of study!

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.