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
Mary Yu myu@lcusd.net Science 7th
Mentor Email School/District Date
La Canada High School 7/8, La
Christine Werner cwerner@lcusd.net 10/26/18
Canada Unified School District
Content Standard Lesson Objectives Unit Topic Lesson Title
MS-PS3-2 Develop a model to
describe that when the Students will use technology
arrangement of objects to help them research and
interacting at a distance prepare a poster that Energy Energy Poster Project
changes, different amounts of displays their understanding
potential energy are stored in of different types of energy.
the system.
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.)
Collecting and analyzing assessment
T - Explores collecting additional data using supplemental assessments.
5.2 data from a variety of sources to T- Exploring
inform instruction
Adapting instructional plans and
T - Begins to adapt plans and materials in single lessons or sequence of
4.5 curricular materials to meet the T - Exploring
lessons to address students’ learning needs.
assessed learning needs of all 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 special inquiry focus is using a variety of
sources to check for student understanding.
This lesson will take place after students have
already participated in an online interactive and
class discussion. Students will use suggested
online resources to complete independent
research about different types of energy. They I think the different strategies you plan to
Inquiry Focus/Special Emphasis will share initial ideas on a Padlet prior to diving incorporate will help students gain a clear
 What is your inquiry focus and/or special emphasis? into creating their own Energy Poster that understanding of the content. Each student
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? focuses on a common household appliance. I will have an opportunity to share their ideas
 What specific feedback do you want from your ME?
will use the Padlet, class discussion, and posters and read those of others before starting the
to check for understanding. independent poster.

From my mentor teacher, I’d like specific

feedback about engaging all students in the
class discussion and Padlet discussion. Is there
more I can do to allow students to reflect on
what they know before they start their poster?
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Summarize critical needs and how
you will address them during this
This student struggles to remain
lesson. focused in class. He has a hard time
This student struggles with This student is bright and capable,
starting his work because he
understanding content language. but he rushes through his work.
frequently misses the instructions
During this lesson, I will provide By taking the time to check in
due to lack of attention. I will give
visual aids to support the written with his student towards the
him a quick cue (tap/knock on
and verbal instructions. She will beginning of the assignment, I will
desk) prior to sharing directions
also have access to her resources make sure he understands the
with the entire class. I will also
from the lessons prior. I also have rubric and requirements so he
make sure to check in with this
this student seated next to a doesn’t miss out on points due to
student prior to having him begin
helpful and understanding peer. rushing.
on the assignment to make sure he
understands the task at hand.
Specific feedback that I would like regarding my
The visual cues you are planning to provide
focus students includes how to better support
will help her greatly when it comes to
 What specific feedback regarding your focus students my student who is an English language learner.
do you want from your ME? understanding the content. The demonstration
What can I do if the translate tools she utilizes
and online interactive from the lessons prior
sometimes isn’t able to translate certain parts of
will help support her as well.
the assignment I need her to understand?
Are there any suggestions regarding how I’m
planning the order of activities during this I think the order of activities will flow nicely
Specific Feedback lesson? Would you recommend more filling in during your lesson. I would suggest keeping
 What additional specific feedback do you want from
your ME regarding lesson implementation? with foundational information prior to having the Padlet available to students for the entire
students begin their project? I was planning on time they are working on this assignment.
having them grapple with it a bit.
Opening: warm-up with question about online
interactive from the day prior, class discussion
about warm-up, introducing assignment and
showing an example of the assignment

Body: students begin independent research

using their Chromebooks and plan out their
poster. They share ideas on a Padlet with their
classmates before beginning their assignment.
Students work on their assignment.

Closure: Students work with their table groups

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?
to come up with a summary sentence about
energy. These summary sentences will be
shared prior to them being dismissed from class.
Students will continue working on the poster I like to order of activities you have planned
after the lab on the following class period. for this lesson. There are many instructional
strategies implemented. I think students will
Strategies to help students meet lesson goals: remain engaged throughout the lesson.
I’m incorporating class discussion, independent
research, and group collaboration in order to
help bridge the gap in understanding of my
students. I’m also promoting the use of
Chromebooks for research and sharing digitally
on a class Padlet.

I will be monitoring progress through the warm-

up discussion, Padlet posts, and group summary
sentences at the end of class. These strategies
will help me review/clarify information if
necessary prior to having students complete the
poster over the course of 1.5 class periods. The
final poster will also let me know what students
understand about energy.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 I’m allowing the students to choose a common
household appliance to apply their knowledge
of energy. They get to choose something
Student Engagement/Learning relevant to them and use their creativity to

Giving the students a choice for their project
How will you make the lesson relevant to all the produce a labeled, colored, hand-drawn poster.
students? will keep them engaged and invested in this
 How will students show progress towards master of
lesson objectives? assignment.
Students will show progress towards mastery of
lesson objectives by accurately labeling and
describing types of energy present in their
chosen household appliance.
To maintain a positive learning environment, I
will make sure to share clear expectations with
students and show them relevant examples of
the work expected of them. I will also lead them
in a discussion about how to use Padlet
Classroom Management effectively to communicate and share with their
 How will you maintain a positive learning
environment with a welcoming climate of caring, peers in a positive manner. Scaffolding and providing an example will help
respect, and fairness?
 Identify specific classroom procedures and strategies
make the instructions clear for students.
for preventing/redirecting challenging behaviors. I will have the expectations clearly posted for
independent work/research as students work
on their assignment. If I need to address
misbehavior, I can reference to the clearly
posted expectations and give them a warning
prior to contacting home.
I will close my lesson by giving my students
enough time to come up with a summary
sentence about energy with their table groups.
They will share these with the class prior to
being dismissed. I also like to allot 2-3 minutes
Closure I like the group summary sentence to close the
 How will you close your lesson? at the end of class for my students to pack up.
 How will you assess student learning and prepare
lesson because students will get to critically
The summary sentences will help me assess
them for the next lesson? think and share with their peers.
student learning and tell me whether we need
to review some more prior to continuing on the
assignment. For the next lesson, students will be
engaging in a slingshot energy lab prior to
finishing up their energy posters.
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 all
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students 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
 In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Overall, I’m happy my students

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
Doing great job, Mary! Using
technology to enhance student’s
abilities (typing instead writing for
dysgraphia) or allowing web search
and collaboration to elaborate on
topics (differentiated instruction)
seemed to enjoy the lesson and
project. Traditionally, I would have
Students can have options to utilize
created this lesson without thinking
technology for what helps them
too much about how to incorporate
learn/understand best – not just for
technology. I believe giving the
sake of using tech!
students the opportunity to use the
internet to support their work and
collaboration was beneficial for all.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

CSTP 1: Engaging All
Students
 In what ways were 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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
- Colorful overheads/projections of
Google Slides and teacher example
- Reviewing expectations/rubric to
make sure students were clear on
instructions
- Teacher flowed/circulated through
room answering questions
- Verbal/visual support; clear
directions, waited for students to
focus before starting lesson.
- Prepared work example to show
students
- Very clear directions
(written/visual)
- Asked questions to illicit student’s
response and gave feedback
- Clear rubric of assignment
expectations
- Class discussion and technology to
share ideas
- Flow through room helping
students and answering questions
- Teacher presence around the room
and while leading the class through
directions/discussion contributed to
student achievement
- Clarification of misconceptions
that came up to allow students to
continue with confidence
- Students understood what to do.
Began working on energy transfer
posters right away and were clearly
with their on-topic discussions and
behavior.
- Students worked on their posters
- Worked with table partners to
support each other’s understanding
and creativity
- Engaged in class discussion
- Students called upon prior lesson
knowledge to construct their
models
- Used their interactive notebooks
as a reference along with
technology resources
- Students began constructing their
models using technology to support
their understanding as they needed
- Completion of assignment clearly
showed student understanding at
the end of the assignment
I believe students were engaged by
the assignment in itself. They liked
being able to choose a common
household appliance to focus on.
Although I had to set some limits like
no more than 5 microwaves per class
period, everything went smoothly.
My focus students were able to refer
to the class discussion and shared
ideas to help them plan their
projects. I checked in with my
students frequently to make sure
they understood the task.
Students worked well with each
other and participated during the
class discussions. They were on task,
which helped contribute to the
effective learning environment. I like
to set my students up for success by
anticipating any questions/concerns
they may have.
Our lessons leading up to this project
helped students understand the
subject matter. They were able to
show me what they knew through
their final work product. I now have
a wall full of bulletin boards filled
with ~180 student work samples.
Some of my students needed
clarification on different forms of
energy so I engaged them in
discussion and asked them to review
their resources to clarify matters.
I try to provide differentiated
instruction by offering multi-layered
and chunked instructions. To go
along with verbal instruction, I also
provide visual supports in the form
of projected examples, directions,
rubrics, and behavior expectations.
Students participated by staying on
task during the assignment.
Students demonstrated achievement
of lesson objectives by being able to
create a mini poster of an appliance
of their choice with at least 5 types
of energy highlighted, labeled, and
described. A handful of students only
identified 4 different types of energy
instead of 5. In this case, they
repeated themselves and gave their
descriptions different names but
they were referring to the same type
of energy (i.e. thermal vs. heat). I
believe my planning, scaffolding, and
monitoring contributed to student
achievement.
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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?
N/A
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.
Section 4: Post Observation Conference
Students achieved lesson objectives at a high degree. The class averages over the course of 5 class periods
were in the 91-97% range. Using technology, class discussion, and their own interactive notebooks as
resources, students were able to accurately identify and describe at least 5 types of energy present in a
common household appliance of their choice. They were able to utilize their creativity to produce a final work
product that included a hand-drawn, labeled drawing of the appliance along with a relevant title and at least 5
labels with descriptions of the types of energy and how they are present.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student received a B (88%) on
This student received an A (96%) on
the assignment. He followed most
the assignment. She followed
of the instructions but didn’t This student received an A (100%)
instructions closely and was able to
double-check the rubric prior to on the assignment. They double
produce a clear mini-poster.
turning in his assignment. He didn’t checked the rubric and made sure
Although her spelling was incorrect
provide a description for one of his everything was included on the
for a few words/labels, she was
types of energy and left the rubric assignment prior to turning it in.
able to properly label 5 types of
off his assignment. For the most This student clearly showed me
energy. It’s helpful that this student
part, I believe this student was able that they understand energy and
isn’t afraid to ask for clarification
to achieve the lesson objectives by can produce a work sample to
when she was unclear about
having his resources available to support that.
instructions or a specific type of
him while completing the
energy.
assignment.
For next time, I want to spend more time on discussing shared ideas that students brought to the table. I would
also create a sign in list to make sure I didn’t receive more than 5 of a single appliance per class period. It was a
little stressful getting everyone sorted with an appliance to focus on if a bunch of students wanted to do the
same thing.
I think the top three lesson strengths were having a clear rubric for students to refer to, using technology to
share ideas and as a resource especially when it came to completing this drawings, and level of student
engagement/buy-in. The rubric encourages students to double check their work and reflect on their own
assignment prior to turning it in to be graded. Having technology readily available to allow students to
communicate intentionally through Padlet and Google Classroom was helpful in making sure all of the students
had the same access to shared ideas. I definitely want to continue doing this lesson in the future because
students are actively engaged through their discussions, on-task behavior, and positive attitudes. I felt as if
they were greatly invested in producing a quality work product for this assignment.
My top three areas for improvement include spending more time on discussing shared ideas,
preparation/organization of a sign-in list or system to keep track of the appliances students chose, and review
of energy types that students tend to get confused. In the future, I plan to spend more time at the beginning of
class to discuss the ideas students shared regarding the appliances they’re interested in completing their
project focused around. I also need to create a system to keep track of the appliances students are focusing on
so there isn’t too much repetition or stress with having to choose something else last minute. Additionally, I
want to spend a little more time on reviewing energy types that I noticed students got confused with this time
around.
Following this mini project, we moved towards focusing on how we extract the energy needed from food,
energy diagrams, and exothermic/endothermic reactions. Through class discussions, lab activities
(exothermic/endothermic changes and Calorimeter Design lab), and guided reading assignments from NSTA,
students will explore how we get our energy from food. We will finish our section on energy/nutrition before
modeling the cycling of matter and energy through a system.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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