Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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

Sarah Chesmore 123.schesmore@nhaschool Multiple Subject First

s.com
Mentor Email School/District Date

Liz Newton 123.lnetwon@nhashcools.co PrepNet Virtual Academy 10/24/2023

m
Content Standard Lesson Objectives Unit Topic Lesson Title

RF 1.2 Demonstrate I can show my Short Vowels with Blends and Unit 2 Lesson 8 Day 2
understanding of spoken understanding of spoken Digraphs
words, syllables, and sounds words, syllables and
(phonemes). r-blends.

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

CSTP Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
T- Applying T- Uses multiple strategies including culturally responsive instruction to develop and maintain high
2.5 Developing, communicating, standards for individual and group behavior.
S- Exploring
and maintaining high standards Utilizes references to standards for behavior prior and during individual and group work.

for individual and group S- Students know expectations for behavior and consequences and respond to guidance in following
them.
behavior
 T- Exploring T- Explores additional instructional strategies, resources, and technologies in single lessons or sequence of
1.4 Using a variety of lessons to meet students’ diverse needs.

instructional strategies, S- Applying

S- Students participate in instructions using strategies, resources, and technologies matched to their
resources, and learning needs.

technologies to meet
students’ diverse
learning needs
Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
Summarize critical w/ILP/504
needs and how you
will address them I don’t have any EL students My student with an individual This student often gets up from
during this lesson. however I do have a student who learning plan has low reading their computer or becomes
is in speech. I will make sure to scores and lack of participation. I distracted by their environment. I
clearly demonstrate how to will make sure to repeatedly will make sure to redirect the
create sounds and which sounds include them in the lesson and behavior each time to maintain a
to use for each word. practice “everybody responds” constructive learning
strategies. environment.

Part A: NT Reflection Part B: ME Feedback

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

Inquiry Focus/Special My inquiry focus is relating learning to the We can continue to use the scope and
Emphasis standards and making and setting attainable sequence across K-2 for From Phonics. This
 What is your inquiry focus will build a vertical alignment of skills
goals for students.
and/or special emphasis?  connections for you.
How will you incorporate the
inquiry focus and/or special
I hope to gain feedback about how well I am
emphasis into the lesson?
 What specific feedback do you aligning my teaching to the standards and how I
want from your ME? can help students reach general or specific
goals. Also feedback on how I can help students
set additional goals in the future.

Inquiry Focus/Students I would like feedback on how well I am During the pre-conference, we discussed ways
 What specific feedback implementing the strategies we have already to scaffold the blending and sight words.
regarding your focus students been practicing and other strategies that might
do you want from your ME?
help students participate in lessons more often.

Specific Feedback I always like pacing feedback and feedback Making adjustments to the pacing for virtual is
 What additional specific about how I can tighten up my teaching in any necessary. Using a timer to pace portions can
feedback do you want from area. help.
your ME regarding lesson
implementation?
Instructional Planning At the beginning of the lesson we open with Consider which activity is the most high leverage
 How is the lesson segmenting, then progress through blending, for practicing the skill you are teaching. In this
structured (opening, body, high-frequency words, dictation and word case you were determining if you wanted to
and closing)?
building. The lesson closes by going over the skill include dictation or building words to practice the
 What varied teaching
again in the form of an “I can”. new phonics pattern.
strategies and differentiated
instruction will help students For each lesson we have leveled small groups.
meet lesson goals?  What This helps me differentiate the lesson with
progress monitoring strategies
activities and pacing appropriate for students of
will be used? How will results
inform instruction? all reading levels. Progress monitoring methods I
will use are having students read individually and
watching what they are writing on their
whiteboards so I can assess their reading and
writing skills. The results will show me who is
progressing in which areas and who needs
different goals to support their learning.

I will make the lesson relevant to all students by

Student Engagement/Learning I see where you noted celebrations and specific
 How will you make the including each student in the phonics routines reinforcers in the slides. Continue in planning to
lesson relevant to all the and relating to celebrating their successes in pre-plan your Everybody Responds strategies.
students? sounding out words.
 How will students show
progress towards master of Students will progress towards mastery of the
lesson objectives?
lesson by practicing the skill of identifying
phonemes, letters and sight words.

Classroom Management I will maintain a positive learning environment by From previous observations, these areas have
 How will you maintain a helping students maintain our Moral Focus of
shown growth and are on track.
positive learning respect. They will be expected to keep their
environment with a microphones muted, raise their hand and wait
welcoming climate of their turn to answer.
caring, respect, and
fairness? I provide clear instruction about when
microphones should be on and redirect by
reviewing the Moral Focus each time there is a
challenging behavior.
 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure I will close my lesson with a recap of the skill in

 How will you close your the form of repeating the “I can” from earlier in
lesson? the lesson.
 How will you assess
student learning and I will assess learning based on hearing each
prepare them for the next student read and answer questions, which will
lesson?
help me assess their reading level and any
scaffolding needed.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
● The teacher used an
EXAMPL ● Blending words There were supports in place
E CSTP explicit blending
● Building words to help students participate
1: procedure and cold
● Writing words such as clear goals and
Engaging All called scholars to blend
simple slides to help them
Students  ● The teacherhad
engage with the activity. They
In what ways scholars write answers
were blending words,
were students for context with sight
building words and writing
engaged? words on white boards
words.
● Teacher guides students
to use digital word
building tool

The lesson was paced Students followed the I appreciate the feedback and I am
Specific
appropriately expectations and routines. The glad I’m on the right track.
Feedbac
students moved from activity to
k
4 minutes phonemic awareness activity with ease. Student
 What
behavior did not impact pacing.
informatio 12 Minutes blending- this will
n can you decrease in time as routine
provide becomes more fluid and scaffolding
the NT is reduced
regarding
requested 6 minutes Sight Words
special
feedback 6 minutes Dictation
?
The phonics lesson allowed for 30
minutes. You used the bulk of the
time on the Direct Instruction for
blending earlier in the week. Later
in the week time will decrease on
blending and allow more time for
the application activities with the
skill.
 Students were engaged in blending
CSTP 1:
words, building words and writing
Engaging
words.
All
Students A few students were not engaged
 In what as they were away from their
ways were computers or tired in the morning.
students
engaged? They contributed to their learning by
How were participating in the heavy lift of
students not blending words and writing words.
engaged?
 How did I monitored learning by watching
students their spelling and listening to their
contribute to blending. I used redirects to help
their learning? students with the correct
pronunciation.
 How did
teacher Focus students are engaged and
and/or supported with material
students differentiated to their level.
monitor
learning? 
How were
the focus
students
engaged
and
supporte
d
throughout
the lesson?
The teacher had a clear lesson Students took ownership of The slides were simple and focused
CSTP 2:
plan. Activities were thoughtfully building words in their digital app so that students could quickly
Effective planned to align to the skill. The for word building. identify the goal of each activity and
Learning teacher provided ample time for the activity was accessible at any
Environmen practice and academic routines time.
t supported the flow.
 How did
students
and The teacher had clear expectations
teacher and reinforcers throughout the
contribute to lesson.
an effective
learning

environment?
 The students before this lesson I met students where they were at in
CSTP 3:
were not blending words. The reading and provided scaffolding for
Organizing
teacher used a sound by sound them to access the skill.
Subject
strategy to support students
Matter segmenting and blending sound. Students then began to read the
 What words when they were previously
actions of the During the comprehension portion unable to.
NT contributed of the lesson, the teacher used
to kinesthetics to help scholars learn Students were unsure of what to
student the vocabulary for the skill of focus on when using a traditional
assimilation of identifying the problem. She also workbook page. When the slides
subject closed the loop after were simplified they had higher
matter? comprehension skill aligned participation and easier access to
 How did questions. the material.
students
construct
knowledge of
subject
matter?
 What
misconcep
ti ons did
students
have and
how
were
they
addressed
by the
teacher?
Students participated by orally The material was leveled to the
CSTP 4:
blending. students reading level with
Learning
appropriate supports and
Experience
Students used context clue to write scaffolding. One example of this is
s their high frequency words. uncovering one letter at a time of a
 How word to support explicit blending.
were Students contributed by spelling
students words in their digital app with Students participated by sounding
supported teacher support. out the words out loud.
through
differentiated I supported this by redirecting
instruction? Students answered skill aligned incorrect sounds when necessary.
 How did questions with their reading text.
students
participate?
 How did
the NT
contribute to
student
learning?
 Students demonstrated
CSTP 5:
achievement by participating in
Assessing
blending and writing drills.
Student
Learning Students didn’t struggle as much
 How did with this lesson because it was
students created to support the level they’re
demonstrat at. They do struggle with sounds
e they don’t know or words they find
achievement difficult.
of lesson
objectives? The scaffolding supported their
 In what achievement.
ways did
students
struggle or
demonstrate
limited
understandin
g?
 What
teacher

actions
contributed to
student
achievement?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
Students participated in sounding out letters and words which contributes to their overall reading level.
To what degree
did students
achieve lesson
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
This student struggles to turn on their This student has also begun participating This student has shown improvement in
lesson
camera (I teach virtually). Recently with more with the improved structure. They following directions about blurting out
objectives?
improved classroom structure they have are turning their camera on and often and completing activities fully. This will
begun to participate more which will clearly participating in phonics activities. help their overall reading level.
contribute to their reading level.
What would you do
differently next 1. What skills/key levers did I work on last year? What key levers am I using
time? consistently throughout the lesson?
a. Last year I worked very hard on participation and pacing. I can see these
key levers throughout my lesson with techniques such as everybody
responds and clear expectations for muting and unmuting. I see room to
grow in my pacing because things still don't move as quickly as I would
like.
2. Review the From Phonics pacing, how long did activities take? What changes
have you already made to support pacing?
a. The from Phonics pacing is very bad in my opinion. It look 14 minutes for
the Blending Activity which was supposed to take 5, the High Frequency
Word activity took 7 minutes instead of 5 and the Dictation Activity too 8
minutes when it should have taken 5. I have created new slides which
 will hopefully help create interest and isolate information so that students
know what to look at and how to complete the routine.
3. What 3 things went well in the lesson?
a. In this lesson there was a high level of participation, I felt prepared for the
routines and students did the heavy lifting when it came to writing their
sight words.
4. What 1 thing might you adjust for an upcoming lesson?
a. In an upcoming lesson I will try to move at a quicker pace and put more
of the heavy lift on the students.
5. Who does the heavy lifting in the lesson? How did you set this up?
a. I think I do too much of the heavy lift in this lesson especially when it
comes to blending and dictation. These two activities have too much of
me leading when I think I should move to students trying and then myself
correcting errors. The High Frequency word activity had a heavy lift
because I made students respond in writing and I set up clear
expectations that they had to read, spell and then write within a certain
time lim

What were three 1) Pacing

top Lesson 2) Scaffolding Phonics Blending
Strengths? 3) Consistent Positive Student Reinforcers
What were three 1) Effective Redirects ( space appropriately in the lesson)
top areas for 2) Developing Academic Discussion during comprehension
improvement? 3) Develop Student Ownership in Class Expectations
What are next steps? Develop a routine for student involvement in setting class expectations at start of the
learning session
Other Comments/Notes

Observation
Notes

Date: 11/1

Subject: ELA

Time Teacher Actions

8:19-8:24 Setting up Expectations

Stickers

Affirm: There is consistency

with setting up the
expectations.
Wonder: How are scholars
 involved in owning the
expectations?

8:24 Phonemic Awareness

Microphones On Level 3
noted
Sounds Cards scholars say
and repeat the sound
Dr shows my turn your turn
for correct sound
Repeats for gr, pr

8:28 Sound by sound with cover

word

Mics of going sound by

sound for and models
stretching motion

Affirm: Sound by sound

scaffold is supporting
scholars blending words
Affirm: Cues are consistent

8:31 Redirects Denise- Miss

Denise are you with us?
Continues to stretch the
words
Affirms good job look how
many you have done so far
Repeats to have everyone
Sings empty hands song
Affirms Queen
Repeats with several more
words
Redirects Nori sti down- Hi
Nori when she comes back
8/8 camera on and in
camera

Next: Say it FAST cue, then

again
Quick Adjustment: Redirect
behavior after working on
blending a whole word not
middle. Finishing the word
will keep the focus on the
 word for kids reading with
you

8:36 Goes back and reread the

words
Does again go for each
word
Asks to reset body and
restates expectations
Remutes everyone
Unmute in 5, 4, 3, 2, 1

Wonder: How can we make

this a fun challenge? There
are some ideas from
Reading Mastery
techniques?
Affirm: Cues My turn and
your turn for correction
cycle. Providing real time
feedback will impact
growth!
Affirm: The word is and
waits for scholar to say the
word. On this drill the
scholars read with out
support to ensure they
could blend.

8:39 Continues to repeat the

words and again go

8:40 Use I read you read for

sentences
Gives stickers
Celebration
Redirects 2 scholars who
don't get a sticker
A scholar picks the next
sticker

Quick Adjustment: What is

the purpose of I read you
read?
We can read ( blends in
books)! Let's practice! Let
kids whisper read to
themselves first and try to
read on their own. The I
read, you read then is a
check and fluency practice.
 Affirm: Cinnamon Roll
Stickers are consistent for
scholars to ensure they are
getting feedback on
expectations.
Affirm: Roller Coaster Cheer
planned ensures there is
time to celebrate and MOVE!
Affirm: Pacing ( 12 minutes
blending) The pacing is on
track for blending and there
is an urgency from task to
task.

8:43

Read spell and write all your

sight words

8:44 Sight words on cards

Has scholars reach up to
grab letters and row

Affirm: Variety with ways to

spell kept scholars
engaged.
7/8 on task- Nori missing
Affirm: Consistent Redirects
and reinforcers through out
the lesson. This builds
consistency with time with
student behavior.
8:45 Reads sentence and
students select the word
Asks students to tilt
Affirms student answers

Affirm: This routine went

seamlessly. The timer
provided a clear
expectation. The words
were given as a scaffold.
You moved quickly and still
provided a check for each
word.

8:50 Moves to making words

Asks scholars to tell the
next sound
Next sound scholars say o
and last sound what letter
scholars say p
Do you see how we
sounded out drop and
sounded out letters

S APP- and chop Thumbs

up
Wonder: you mentioned
UFLI board works better?
Which do you prefer?
8:52 Guides scholars sound by sound
in SE
All kids in SE

8:56 Has scholars unmute to

hear sounds and support

Affirm: Good strategy to

ensure scholars are
participating.

Has scholars do one alone

 Affirm: Spot on to have
scholars do the last word
independently. You were
able to see who could use
the sounds to build words.

Next: I know you were

concerned about pacing.
We can look at the time for
each activity and discuss.
The pacing seemed on
point.
4 minutes Phonemic
Awareness
12 minutes blending
High Frequency Words 6
minutes
Dictation 6-8 Minutes
The total phonics was about
30 minutes which is spot
on.
I noticed the opener was
from 8:15-8:24- Maybe we
could work to shorten this?
Or it was a longer day?
Let's discuss as it seems
you are on track with the
timing in this lesson for FP.

8:58 I can ask and answer

questions in the story
Gives reinforcers- Queen
gets one this time
Amina picks the sticker

8:59 Problem Conflict

Guides scholars through
the motions

9:01 I read, you read the book

Think Aloud- Uses lesson

script to model looking

9:02 Models showing the

problem from the pictures
Ask What did I just figure
out?
Show me oops the problem
and refers back to the
scholar
Where is the setting?
 Franki names the setting

Affirm: Last year you

worked on connecting the
comprehension skill during
the lesson. What did you do
as a reader? I noticed you
ensured scholars made this
connection and used
Kinesthetic motions to build
understanding. You also
referred back to setting with
the motions. This was a
great learning connection.

9:04 Continues the read

What is the problem
Repeats with motions

What does she want?

Calls Kalani- cats out of the
tree

Raise your hand if you know

the problem
Calls Amina
What does she want or
need?

9"07 Make a prediction

Point to your brain think for
10 seconds
What might happen next
Raise your hands

Affirm: Requested all to

think. This sets the
expectation that all can
comprehend and respond.
Affirm: Gives wait time. This
allows all to think of an
answer.

9:08 Continues the story

Was our prediction correct
Asks for thumbs and
checks
 9:09 We worked on the problem
Show me

Affirm: Closed the loop and

checked for understanding

Feedback Sent:

There were many great things happening in your full lesson observation. It will take me a bit to give you the
full written feedback for the FLO. I did want to let you know I could get a better picture of what you shared
about the pace of the reading lesson and how much you are fitting in the lesson. During the lesson you gave
the scholars care, reinforcers, and redirects throughout. This clearly showed that you had 7/8 participating in
most of the lesson! This is a huge improvement from a year ago. It takes energy and patience to do this. I
can see how you are keeping expectations high and holding scholars to them. This is tiring in the first
Semester but rewarding as it sets a foundation where progress can be made across the year. I am proud of
the culture and tone you are setting in your class!
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project,
2017. Page 3 of 3