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
Megan Gabler Runnells mrunnells@holyfamilyk8.org ELA 6
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
Students will be able to
text.
identify and use effective
CCSS.ELA-LITERACY.RL.6.2 Effective Sentences, Reading
sentence while constructing R.A.C.E. Reading Responses
Determine a theme or central Response
responses to non-fiction
idea of a text and how it is
articles.
conveyed through particular
details; provide a summary of
the text distinct from personal
opinions or judgments.

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.)
Connecting subject matter to Students will use their understanding of the content through their
1.3 3
meaningful, real-life contexts writing.
Using a variety of instructional
Students will identify, write, and share their comprehension using the
strategies, resources, and
1.4 3 R.A.C.E. strategy via Chromebooks. Students will have an opportunity
technologies to meet students’
to share their responses with group and class.
diverse learning needs
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 focus for this lesson is to expose the
students to the R.A.C.E. response strategy, as I will be looking for opportunities that are
well as effective sentences, and have them provide by the teacher for improving their
purposefully use them in their writing. The understanding while writing their responses
Inquiry Focus/Special Emphasis lesson will review effective sentences and the and applying their understanding of effective
 What is your inquiry focus and/or special emphasis? R.A.C.E. strategy, allow students time to interact sentences. I will be looking for clear and
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? with identifying them through guided practice, concise language to help to verify the
 What specific feedback do you want from your ME?
and then have reading groups write short understanding of the subject being taught.
responses to non-fiction articles. The groups’ Make sure those who need additional support
responses will then be share with the class. I are reached and checked for understanding
am interested in hearing feedback on how to prior to sharing responses with class.
deepen the lesson topic for applying to their
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

Focus Student 1: English Learner
Focus Students
 Summarize critical needs and how
you will address them during this Roman Alvarez
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?
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?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
writing, as well as giving opportunities for
improvement of their understanding.
Focus Student 2: Student w/ILP/504
Sophia Ataei
Once the activity is presented, how can I
provide growth opportunities for students who
may have missed out on the concept?
How can I help structure the activity so I can see
how each student in the group is understanding
of the content?
The lesson will begin with frontloading by the
teacher reviewing student knowledge of the
R.A.C.E. response strategy, as well as giving
examples from various sources. Then, students
will be guided through a lesson from our
Grammar for Writing textbook, defining the
content. Following the text, the students will
watch a PowToon video on the R.A.C.E. method.
Following the video, students will have guided
practice samples, identifying the various parts of
a pre-written R.A.C.E. response, in an interactive
identifying activity. The monitoring will happen
during the lesson and whole group activity as
students volunteer answers and participate in
the lesson. If participation reflects lack of
understanding, teacher will give guide students
through exercises from text for more practice.
Relevant examples from novels and student
writing will be shared to show the importance
of varied sentences in writing. The independent
practice activity will be introduced, RACE
READING RESPONSES. Students will receive
guidelines, example, and format; this will be
modeled by teacher. Students will show
evidence of mastery as they work in groups to
achieve the activity goal – writing a constructed
R.A.C.E. response on a focus question for a story
from our text. They will have to construct
responses according to each part of strategy,
then share in a Google Slideshow. The slideshow
will consist of 5 slides, each highlighting a part
of R.A.C.E. with their response to the focus
question. Are students understanding R.A.C.E.
writing method as they construct their
responses?
During the writing process, I will check in with
each group as they are developing their ideas in
the Google Slideshow. I will review response
outlines and how to format before writing
Focus Student 3: Your Choice
Karina Lariz
First assess to see their understanding of the
concept taught. Next allow them to complete
the activity and as immediately as possible
check for understanding and allow for
corrections. Growth opportunities can be given
with additional break down of the response
method.
Implement an exit ticket for each student
before they have begun the final objective of
the lesson, writing an individual response.
Something that can be reviewed quickly and
efficiently.
Teacher will monitor understanding as students
participate in feedback from video and review
of the writing strategy. If students need more
examples, teacher will model a R.A.C.E.
Response on front board to a sample focus
question. Students will refer to notes in
composition book and add additional tips as
needed.
Teacher will model R.A.C.E. Response on the
projector through Google Slides. Then the focus
question will be given and projected on the
front board. Teacher will talk through and
explain questions, taking student volunteers to
give reflection on the question, as well. Then,
students will follow along and write their
response first in a composition book, then
transfer it to Google Slides. Teacher will work
on the each letter of response and talk through
a sample answer aloud to demonstrate
strategy, then have students turn to partner
and construct their own responses. Each
partner group will do the same after teacher
models expectation. Then, teacher will instruct
students to continue working with partner to
develop their own responses on a Google
Slideshow using giving format.
Teacher will walk around the
classroom to check in with partner
groups to see how their responses are
coming along, giving feedback and
Page 2 of 5
 begins to ensure groups have the initial goal in direction as needed.
mind. I will assign roles to help groups stay
focused. Also, I will have students share rough
drafts with me via Google Slides, so I may
provide comments and feedback during the
writing process. Slideshows will be shared in
small groups as a conclusion to the activity.
Small groups will compare and evaluate each
other through comments at the end of the
presentations.
The lesson will conclude with each student
sharing their constructed R.A.C.E. responses Teacher will be looking for conclusive
through their oral responses on FlipGrid as an understanding as students share
Closure
 How will you close your lesson? Exit Ticket. Students will demonstrate knowledge of the R.A.C.E. Response
 How will you assess student learning and prepare knowledge as they read and explain their method as they orally respond through
them for the next lesson?
response through this oral activity. Are students their Flip Grid videos. Each student will
understanding of the R.A.C.E. Response provide their own response.
strategy?
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.

. Technology was used through You  About 60% of students

 Teacher began with
Specific Feedback Tube & Google Slides. I would have were participatory during
 What information can you
reviewing R.A.C.E. concept
you include a “directions” slide review, sharing
provide the NT regarding and story details, asking for
requested special before the slide show activity was understanding. I tried to
feedback? student volunteers to
given, so students may refer back to call on all students, though,
answer.
guidelines. to keep engaged.

 Teacher used multiple

CSTP 1: Engaging All visual aides to present
Students content, such as white
 In what ways were students . Students were engaged as they
engaged? How were board, anchor chart, and
were following direction on how to Students needed more coaching
students not engaged? projector. Also, the teacher
 How did students contribute set up notes. They were responsive then expected, but did respond
to their learning? asked for a “Quick Check”
 How did teacher and/or and gave feedback on questions the when questions were posed
students monitor learning? and students gave
 How were the focus
teacher posed, as well as reviewing throughout lesson.
understanding feedback as
students engaged and R.A.C.E. strategy and story details.
supported throughout the they evaluated themselves
lesson?
holding up their fingers (3-
2-1)
 Students were engaged in
conversations with
 The teacher managed class partners about how to use Student enjoyed getting an
CSTP 2: Effective Learning
during the lesson by posing the R.A.C.E. strategy. opportunity to work with a partner
Environment questions and keeping Teacher noticed that to construct responses. I think that
 How did students and
teacher contribute to an
students engaged. Teacher students were becoming for students that were unsure,
effective learning referred to Clock Partners, off topic. Therefore she having a partner allowed them a
environment?
a list of pre-established referred to the acronym different perspective or explanation
partners to work with. R.A.C.E. and quickly the for the strategy application.
students tuned in to the
re-guided lesson.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
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?
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.
 Teacher reviewed concept
of writing strategy using Students remembered the writing
 Teacher answered student
audio visual and anchor strategy and went back in to notes
questions as the lesson
chart/poster. as we reviewed. I had to remind
was reviewed, as well as
 Teacher frontloaded some students and give additional
referring back to R.A.C.E.
information to setup their explanation due to some students
poster.
Writer’s Notebooks with who were seemingly unsure.
notes.
Students were participatory and
 Teacher designed lesson to
seemed to enjoy the review. Also,
use varied modes of visual  Students followed along
students were very engaged as they
aides, such as anchor chart with lesson by taking
began their Google Slideshow with
and video. Students were guided practice notes,
their partners, as they enjoy
taught in whole group discussed story with
demonstrating knowledge using
setting, but worked with partner, and collaborated
their Chromebooks. The shared
partners on guided practice with partner on Google
slideshow allowed them to
while implementing the Slides.
collaborate and share their
R.A.C.E. strategy.
responses in a visual way.
 Teacher wrote on board The lesson took longer than
and gave notes when anticipated. So, students were
. When students first began
necessary to highlight mostly finished with Slideshows by
working with partners, they asked
important topics. Also, the time the class ended. I will have
for clarification of directions and
teacher walked around to have the next class be for sharing
seemed unsure how to begin. The
chatting with students and slideshows in groups and completing
teacher addressed this right away.
gaging understanding, the final task of the Flip Grid oral
based on their responses. response.
Section 4: Post Observation Conference
I would say that about 85% of students completed the assignments for this lesson successfully. However, the
teacher has yet to complete the full assignment for this lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student #2 did not participate
Student #1 was participatory and
during review or lesson. Teacher
showed engagement in lesson as Student #3 was absent for the
called on her to check for
they worked on the Google lesson.
understanding and she was able to
Slideshow in particular.
respond with additional think time.
I would break the lesson into simpler parts, as my students needed more support in getting started than I
expected. The review and modeling took longer than I was anticipating, so 2 class periods would work better
for this lesson.
Areas of strength are the collaborative groupings and enthusiasm in lesson delivery. Also, the use of anchor
charts and multiple aides was helpful, as was the check for understanding.
Areas for improvement are frontloading with rubric, using simple examples, and giving more differentiated
instruction.
First, teacher will produce the final lesson. Also, the teacher will evaluate the slides for understanding and
application of the R.A.C.E. strategy. Lastly,
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 4 of 5
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 5