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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
Piper Walker pwalker@vistacharterps.org Math/Science 7/8
Mentor Email School/District Date
Kelsey Weston kweston@vistacharterps.org Vista Unified 10.03.18
Content Standard Lesson Objectives Unit Topic Lesson Title

PS2.B: Types of
Interactions:

Electric and magnetic


(electromagnetic) forces
can be attractive or
repulsive, and their sizes
depend on the
magnitudes of the
charges, currents, or
magnetic strengths
involved and on the The students will work with a
distances between the partner to investigate Earth’s Magnetic Fields Earth’s Geomagnetism
Geomagnetism.
interacting objects.

PS2.B: Types of
Interactions:

Forces that act at a


distance (electric,
magnetic, and
gravitational) can be
explained by fields that
extend through space
and can be mapped by
their effect on a test
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
object (a charged object,
or a ball, respectively).
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 ability
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Developing and sequencing long-
Establishes short- and long-term curriculum plans for subject
term and short-term instructional
4.3 Applying matter concepts and essential related academic language and
plans to support student learning.
formats that support student learning.
Uses a variety of assessment data to set student learning goals
for content and academic language. 9.22.17
Using assessment data to
establish learning goals and to Plans differentiated instruction targeted to meet individual
5.4 Applying/Integrating
plan, differentiate, and modify and group learning needs. 9.22.17
instruction.
Modifies lessons during instruction based on informal
assessments. 9.22.17
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.
- We are a tech based school, so it
is very good practice to begin to
-My inquiry focus will be on ISTE standards for focus on ISTE standards for
Educators 4c: I use collaborative tools to expand Educators. Your lesson appears to
students authentic, real-world learning experiences meet this goal, based off the
Inquiry Focus/Special Emphasis by engaging virtually with experts, teams, and lesson plan.
 What is your inquiry focus and/or special students, locally and globally.
emphasis? - This collaboration skill is
 How will you incorporate the inquiry focus and/or important to teach our students.
special emphasis into the lesson? -I want to doubly focus on this (in my ILP & POP
 What specific feedback do you want from your ME? Have you considered using other
Cycle) so I can grow in this area.
I will incorporate this into my lesson by designing Google tools for collaboration?
an active reading activity that requires Asking students to present their
collaboration to complete, using Google Docs. learning by collaborating on a
Google Slides project might be an
option.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 3, E, is highly
This student has an ILP because
distracted and they often do
they are often absent from
little to no work as a result of
school due to serious personal
Focus student one, D, is an ELL who has how distracted they are. They
and family health issues. The
critical needs when it comes to defining like to learn, but engaging
challenge they present is not
academic vocabulary and staying on-task them is my greatest challenge
being present for a majority of
Focus Students in class. They are very popular and they some days. I am going to
 Summarize critical needs and class periods. I will address their
like to talk throughout class. I will address address their needs by doing a
how you will address them needs by doing a quick review of
during this lesson. their needs by pre-loading definitions at short mini-lesson and then
what we learned this week, then
the beginning of class then being launching into a student-
diving into the main
proactive about keeping this student centered activity. This, I
lesson/activity so they will not
occupied and praising them when they believe, will help them stay
feel targeted, but they will be
are on task. focused. I will also combat
caught up enough to successfully
distracted behavior by
complete the activity and
proactively praising on-task
understand the lesson.
behavior and effort I see.
- I like the strategic partnering. You could
 What specific feedback regarding your focus I want to know if there is a better way I can support consider having the ELL student sit NEXT
students do you want from your ME?
my ELL student. to their partner to better support them.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
Specific Feedback
- I have not seen a lesson structured like
Do you have any additional suggestions to help me
 What additional specific feedback do you want this before, so I have no suggestions
from your ME regarding lesson implementation? better implement this lesson?
beforehand.
 The lesson opens with a quick write: Quick
write= What will happen if I put the two
“North” poles of magnets next to each
other? - Do you always utilize quick writes
 The body of the lesson is structured so to begin class? They are helpful,
partners communicate and listen to each but have you considered having
Instructional Planning other to get a complex reading finished. the students answer using
 How is the lesson structured (opening, body, and
technology like answer garden?
closing)?  The lesson closes with an exit ticket.
 What varied teaching strategies and differentiated Just a thought.
instruction will help students meet lesson goals?  Teaching strategies of visuals, repeated
 What progress monitoring strategies will be used? - The body of the lesson looks very
How will results inform instruction? directions, strategic partnering, and interesting, but I like how you
chunking of directions for SPED will help structured it.
all students meet lesson goal. Great use of visuals in the document to
Progress monitoring strategies: thumbs help students work together to read.
up/down when explaining directions,
giving think time, walking around the
room and checking progress.
- This lesson is relevant because we are
learning about magnets in the classroom.
The students also realize that magnets help - I like how you can monitor
Student Engagement/Learning make their Chromebooks work, and magnets progress with specific phrases
 How will you make the lesson relevant to all the are naturally occurring. and jumping jacks, clever.
students?
 How will students show progress towards master of The students will show progress toward mastery by Consider the relevance of how Earth’s
lesson objectives?
reading specific phrases to their partners, and also by magnetic fields are also used to navigate
completing jumping jacks at one point in the lesson with (by animals and compasses).
(together) and by praising and fist bumping their
partners.
- I maintain a positive learning environment by
greeting all students at the door with a hi-
five to welcome them to learn.
- To be maintain the caring and the fairness,
we have posted classroom rules which we all - I have seen you greet students at
follow. I also check in and support students the door and this is a great way
Classroom Management
 How will you maintain a positive learning who need more support (behaviorally) when to build rapport and welcome
environment with a welcoming climate of caring, necessary. students into the learning
respect, and fairness?
 Identify specific classroom procedures and - Procedures for challenging behavior: verbal environment.
strategies for preventing/redirecting challenging
behaviors.
warning, proximity warning (tap on shoulder The students would benefit from having
or desk), constant encouragement to this posted as a visual in your classroom, is
redirect, write name on the board, add check this posted?
mark to name, at the second check mark
student steps outside for private check-in
with teacher and further action.

- The lesson closes with a brief question and - From seeing your lesson plan, you
answer opportunity with the teacher and might run out of time for your
then with an exit ticket on Edulastic. exit ticket. If this happens,
Closure
 How will you close your lesson? I will assess student’s learning using the results from consider giving your exit ticket as
 How will you assess student learning and prepare the Edulastic exit ticket and prepare them for the next an “entrance” ticket the following
them for the next lesson?
lesson based on the results. (IE: I could review next lesson to assess learning and
lesson before we begin for longer if I see students are adjust instruction.
struggling)
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
 In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and question. I need to give them a Bloom’s question stems
engaged? strategy?”)
created two math problems to exchange tomorrow. handout next time.

My EL student’s did a good job of


beginning the lesson strong. They
When working with EL students, teacher
did not complain about their
Specific Feedback verbally repeated directions, provided Students work with partners and
 What information can you
partners and they seemed to
written directions, and prompted read directions. Most pairs worked
provide the NT regarding understand the task well. In the
requested special students to ask clarifying questions. together and read directions aloud
feedback? future I am going to provide
Teacher listened for student pair to each other.
more definitions beforehand to
conversations.
make sure my ELL students are
sufficiently supported.
CSTP 1: Engaging All
The student’s started off well,
Students but they did not completely buy
 In what ways were
into the lesson and I could “feel”
students engaged? How Students doing quick write.
were students not Teacher walking around and redirecting. that and see that as I walked
engaged? Students in partners. Student
 How did students Teacher assigns partner. Teacher around to check in with them. In
contribute to their respond to redirection. Students
continues to redirect distracted the future I am going to post a
learning? complete task which includes:
 How did teacher and/or students. Teacher listened to student “Winner’s” list from the other
students monitor verbal conversations, written work,
learning? conversations. periods because I know my
 How were the focus and kinesthetic activities.
students engaged and
student’s are motivated by trying
supported throughout to outperform their peers in
the lesson?
other periods.
Students shared about themselves The attendance questions create
Asking students ”most adventurous thing
and made personal connections such strong rapport and buy-in in
CSTP 2: Effective they have done” for attendance. When
Learning Environment with each other’s experiences. class. I would like to practice
 How did students and student expresses self-doubt. “You are
Student doesn’t want to be with shortening my attendance
teacher contribute to an smart. Believe in yourself”. Teacher
effective learning partner because they think they question responses, however, to
environment? walking around class, redirecting and
are not as smart but responds to make sure I can maximize
assisting students.
encouragement. instructional learning time.
In the future, I need to model my
expectations better. I repeated
CSTP 3: Organizing the instructions multiple
Subject Matter
 What actions of the NT  Warm up: Quick Write  Assignment made student think times/ways and asked for
contributed to student
assimilation of subject
 Assignment requires student to work of how magnetic pulses and the clarification questions, but then I
matter? with partner NGSS standard can be applied in still saw struggling at the
 How did students
construct knowledge of  Students used evidence to create and real life scenarios. Students used beginning to really grasp the
subject matter?
 What misconceptions did
support their claims evidence to create and support partner work of the activity. In
students have and how their claims. the future I need to model how
were they addressed by
the teacher? to begin with another student
just to make sure I have clarified
as much as possible.
The sentence frames I provided
did a good job of helping
CSTP 4: Learning student’s successfully go
Students use sentence frames and
Experiences “deeper” and answer high level
 How were students Sentence Frames provided on modeling with partners.
supported through thinking questions on this
differentiated assignment. Teacher monitoring and Students complete high level
assignment. At first, I worried
instruction? support for struggling students thinking questions, practice
 How did students that I had provided to much
participate? throughout lesson. manners, and apply being a good
 How did the NT contribute support, but during/after the
to student learning? partner
lesson I realized I provided just
enough to help my students think
deeper.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
We barely squeezed the exit
CSTP 5: Assessing ticket in at the end of the lesson.
Student Learning Completed partner assignment In the future, to gather data to
 How did students
demonstrate Teacher supported when differential with questions, reading, and demonstrate student
achievement of lesson
objectives? instructions or support was needed, such multimedia evidence. learning/mastery I would use the
 In what ways did students as reading directions again for students Demonstrated knowledge of NGSS exit ticket as an entrance ticket
struggle or demonstrate
limited understanding? or redirecting their focus. standard as well as providing the following day. I think I would
 What teacher actions
contributed to student evidence to support reasoning. have gotten better results if I had
achievement? given the student’s more time to
finish the exit ticket.
Section 4: Post Observation Conference
To what degree did students The student’s achieved the lesson objectives well. They scored an average of 85% on the exit ticket, which
achieve lesson objectives? surpassed my original expectation/goal for the student’s. (My original goal was 80%).
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did not quite reach the This student was very focused
learning objective goals for this lesson. during the lesson, and I
To what degree did focus They were rather distracted, even with This student, was present the attribute this to 2 factors: 1.
students achieve lesson my mentor teacher in the room, and they day before class and the day of Having my mentor teacher in
objectives?
did not quite finish in the allotted time. class so they did very well! They the room. 2. They were was
Their exit ticket score is 75%. To help scored 100% on the exit ticket. engaged with the lesson. They
them improve I am going to pull them for scored 100% on the exit ticket,
a mini-lesson in the upcoming weeks. I am happy to report.
Next time to improve the lesson, I am going to model the lesson expectations using myself and another student.
What would you do differently
next time? The lesson is, initially, confusing to figure out and I think I could have done a better job modeling my
expectations.
What were three top Lesson Top 3 lesson strengths: 1. Engaging for my students. 2. The article they had to read was relevant. 3. Overall, the
Strengths? student’s enjoyed this lesson format.
Top 3 areas for improvement: 1. I should have modeled the lesson activity. 2. I should have posted a list of
What were three top areas for
improvement? “winners” from previous class periods to better motivate students. 3. I should not have rushed to squeeze the
exit ticket in, and instead can use it as an entrance ticket for the next day.
My next steps are to continue to work on teaching my student’s active reading skills as we continue in our unit
What are next steps?
on magnets.
Other Comments/Notes

N/A

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 5 of 5