Professional Documents
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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 examies 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.)
4.1 Using knowledge of students’ T - Plans single lessons or sequence of lessons using additional
academic readiness, language assessment information on student academic readiness, language,
4 proficiency, cultural background, and Exploring cultural background, and individual development.
individual development to plan S - Becomes aware of potential areas of bias and seeks to learn about
instruction. culturally responsive pedagogy.
T - Informs students about learning objectives, outcomes, and
summative assessment results. Recognizes the need for individual
5.5 Involving all students in self-
learning goals.
5 assessment, goal-setting, and Exploring
progress monitoring
S - Monitors progress using available tools for recording.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
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 2 of 4
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.
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 While they were talking to each
• How did students
demonstrate achievement
Teacher utilized checks for other and self-assessing their
of lesson objectives? understanding during the lesson to Students responded to questions conversations, I was also walking
• In what ways did students
struggle or demonstrate evaluate progress of student about the lesson. around the classroom doing an
•
limited understanding?
What teacher actions
learning. assessment on them and be there in
contributed to student case of any question.
achievement?
1. Lesson was highly engaging. Students were actively participating and seemed interested and wanted
to know more.
What were three top Lesson 2. Classroom management was very effective. When students were off task, teacher quickly responded
Strengths? and students were re-engaged in the lesson.
3. Classroom culture around questioning is highly effective as evidenced by student’s comfort in asking
questions.
1. Pacing of the lesson is an area of growth.
2. Student resources could have directions on them to help students ensure they are completing
What were three top areas for
improvement? assignments correctly.
3. Responding to time intensive students is an area of growth, developing ways to prevent individual
students from monopolizing class time.
I will keep incorporating into my lessons the self-assessment rubric to engage students on oral and written
What are next steps?
conversations.
Other Comments/Notes
I was very satisfied with the result on this lesson. For next school year, I will start using this rubric since the beginning because I think it
will help students stay engaged and master the objective earlier.
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 4 of 4