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
English
Derrick Oliver 1
Language Arts
Mentor Email School/District Date
Chula Vista
Summer.sweeney
Summer Sweeney Elementary School 10/18/2023
@cvesd.org
District
Content Standard Lesson Objectives Unit Topic Lesson Title
 Decoding
Foundati
onal
Skills:
Teach
sight
words
from
Fry’s First
CCSS.ELA-LITERACY.RL.1.1
100 sight
Ask and answer questions about key
word list Decoding skills
details in a text.
both in and Reading
CCSS.ELA-LITERACY.RL.1.7
and out Comprehension
Use illustrations and details in a story to Decoding/Reading \
of Sight words/WH
describe its characters, setting, or Comprehension
context. questions/Senten
events.
 Use ce Frames and
CCSS.ELA-LITERACY.RF.1.3
context Repetitive Texts
Know and apply grade-level phonics and
clues
word analysis skills in decoding words.
from
repetitive
text and
visuals to
answer
WH
questions
about
story.
 CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2- 3 - Applying 4 - Integrating 5 – Innovating
Exploring
NT pedagogical skills are newly formed and just coming into Skills are Skills are applied as NT makes Skills are refined as NT Skills are polished as
prominence developing as increased relevant and suitable use of combines elements NT expands ability to
NT pedagogical choices into a cohesive and add new methods and
investigates unified pedagogical strategies into
and examines repertoire pedagogical repertoire
pedagogical
practices

CSTP Element Initial Rating Rating Description (Identify both teacher and
student rating for CSTP 1 and 2.)
Teacher: Uses preassessment to
determine student’s current level and to
differentiate instruction. Engages student
using preferred items/interests.
1.1 Using
student Student: Recognize and verbally
1 knowledge to Exploring pronounce sight words from Fry’s
engage them in
First 100 word list.
learning
Recognize and verbally pronounce
sight words in context through the
use of an interactive adapted book
using sight words.
2.3 Establishing
and
maintaining
Teacher: Explore changing physical
learning
learning environment
environments
2 that are Exploring
Student: Structure for interaction are
physically,
taught in single lessons or sequence of
intellectually,
lessons to support student learning.
and
emotionally
safe
Section 2: Pre-Observation Conference
Focus Student 1: English Focus Student 3: Your
Focus Student 2: Student w/ILP/504
Learner Choice
FS1 needs further FS2 needs further support
Because my
support with with time on task. Use of
class is a
academic First/Then visuals, choice
combination 1-3
vocabulary, so will board with preferred
grade level,
make sure to items, visual timer, and
students that
frontload student opportunity to request for
Focus Students either test
 during the lesson breaks will be made
Summarize critical needs and how you will address them above learning
during this lesson. with visuals of sight available. Student will
level of others
words and work in a 1:1 setting or
will be provided
highlighted small group setting. This
modified work
vocabulary during focus group contains my
based on their
the lesson at the entire class roster, as I
ELA/Math/Beha
work station. Will work in an SDC
vior baseline
work 1:1 or small Moderate/Severe Grade 1-
levels.
group. 3 classroom.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on Provide feedback on lesson
the lesson plan. plan reflection.
 The lesson clearly
outlines the 3 levels of
differentiated
instruction:

1. Teacher and students

read together. Teacher
provides immediate
praise or error
correction.

2. Teacher will provide

appropriate prompt
depending on student
level.

Level 1: Ie: What do we

see next to the picnic
basket?
My inquiry focus is on the use of
differentiated instruction with my
Level 2: Match the
lesson as well as the use of
picture.
positive reinforcement . I will be
Inquiry Focus/Special Emphasis using an interactive visual book
Level 3: What word is
 What is your inquiry focus and/or special emphasis? to accommodate different
missing from the
 How will you incorporate the inquiry focus and/or special emphasis into learning levels.
the lesson?
sentence?
 What specific feedback do you want from your ME?
Any feedback concerning how 3. Teacher has each
the differentiated instruction is student verbally
implemented, and how I could say/point/use
improve on delivery of the communication device
lesson. to the word on the icon

4. Teacher provides
immediate praise for
correct answer and
placement of icon or
immediate error
correction (modeling
correct answer) for
incorrect/non-response.

5. For Level 1 students,

teacher can decrease
number of choices to
just one correct choice if
necessary.

Inquiry Focus/Students
If my ME notices that the student Behavior data collection
 What specific feedback regarding your focus students do you want from
exhibits learning-inhibiting is vital when working
your ME?
behavior, any feedback with students within an
 concerning the antecedent,
SDC Moderate/Severe
behavior, and consequence
special education.
concerning the exhibited
Functions of behavior
behavior would be appreciated.
(Access, Escape,
Knowing the A-B-C of the
Sensory, Attention) are
maladaptive behavior would help
important to know
determine the function of the
because they shape
behavior. Knowing the function
what interventions will
of the behavior will help
be appropriate to
determine the intervention to
implement to address
decrease the likelihood of the
the
learning-inhibiting behavior and
maladaptive/learning
increase the likelihood of on-task
inhibiting-behavior.
behavior.
Specific Feedback Any additional feedback and/or
 What additional specific feedback do you want from your ME regarding comments would be greatly
lesson implementation?
appreciated.

Teacher Introduction

Teacher introduces activity and

reviews key vocabulary words

Reads title, “The Picnic Basket”

Lesson clearly outlines
Introduces vocab: picnic basket,
introduction lesson
Instructional Planning park, food sight words (I, like, to,
 introduction, guided
How is the lesson structured (opening, body, and closing)? in, the, we)
 What varied teaching strategies and differentiated instruction will help
practice, and
students meet lesson goals? independent student
Points at book title and picture.
 What progress monitoring strategies will be used? How will results practice with
inform instruction? Asks students, “What do you see
assessment.
in the picture?” Picnic basket,
tree, lemonade, girl. “What is the
book about?” The picnic basket

Reads interactive book with

enthusiasm and physically points
finger at words during reading.

Student Engagement/Learning The student that will be It is important to note

 How will you make the lesson relevant to all the students?
presented the lesson enjoys that food/snack-time
 How will students show progress towards master of lesson objectives?
food/snacks/fruit. Therefore, a are highly-preferred
lesson concerning all-of-the- items/activities for the
above (Interactive book: The majority of the
Picnic Basket) will be used to students. Providing an
both engage the student and activity that
help assess sight words/reading incorporates these
skills/reading comprehension. highly-preferred items
will help overall
The following levels will be used engagement
to help gauge mastery of the
 reading skills being assessed.

Guided Practice

1. Teacher and students read

together. Teacher provides
immediate praise or error
correction.

2. Teacher will provide

appropriate prompt depending
on student level.

Level 1: Ie: What do we see next

to the picnic basket?

Level 2: Match the picture.

Level 3: What word is missing

from the sentence?

3. Teacher has each student

verbally say/point/use
communication device to the
word on the icon

4. Teacher provides immediate

praise for correct answer and
placement of icon or immediate
error correction (modeling
correct answer) for
incorrect/non-response.

5. For Level 1 students, teacher

can decrease number of choices
to just one correct choice if
necessary.

Classroom Management The use of a preferred Use of a visual choice

 How will you maintain a positive learning environment with a
item/fidget toy will be used for board would be helpful
welcoming climate of caring, respect, and fairness?
 Identify specific classroom procedures and strategies for
initial engagement with the to provide student the
preventing/redirecting challenging behaviors. lesson. The student will be opportunity to have a
provided a choice to allow the sense of control over
student to feel a sense of control the lesson. It is
over the activity. A First/Then definitely helpful to
statement will then be used (First have the lesson include
Work, Then (reinforcement)). a subject that they are
Use of a Star Chart/Token already interested in
Economy will be used (4-stars will (food/snacks/fruit).
earn item). The student will be Providing the
 opportunity to request a
break with a timer is
working in a small group/1:1 important to
setting. If student engages in a accommodate the
maladaptive/learning inhibiting students’ learning style.
behavior, student will be In addition, setting the
provided the opportunity for a expectation with a
break with visual timer, but First/Then statement is
redirected to the task. important for
motivating the student.

Would help to have

We will close our lesson with a visual schedule posted to
review of the core vocabulary help set student
sight words. Student will be expectation. The use of
reminded of the First/Then a token board system,
statement, and be provided the such as “what are you
Closure
reinforcer that the student chose working for?” Having a
 How will you close your lesson?
at the beginning of the lesson for visual timer to help mark
 How will you assess student learning and prepare them for the next
completing all the work. A visual the beginning and end
lesson? timer will be used to designate time of the work session
the amount of time the student would help the teacher,
can engage with the reinforcer. student, and staff
At the end, the student will be members.
redirected to the next portion of
the daily schedule, in this case,
circle time/music.

1. After teacher prompts to start

reading, student reads sentences
(if able to) while pointing at
words and chooses icon from
choices.

2. Teacher decides the number of

icon choices depending on level
of participation.

Students Level of
Participation/Levels of
Assessment:

Level 1: Student can identify the

correct icon in interactive book
verbally/AAC device/pointing.
Student has a choice of 1 icon
(errorless learning).

Level 2: Student can identify the

correct icon and read word in
interactive book verbally/AAC
device/pointing. Student has a
 choice of 2-3 icons.

Level 3: Student can identify the

correct icon and read word and
sentences in interactive book
verbally or through AAC device.
Student has a choice of 4 or more
icons.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT
Reflection on
Teacher Actions Student Actions
Lesson Delivery
Students completed the
When teacher reviewed worksheet,
Student groups answered worksheet questions that worksheets and were able to ask
she asked additional questions of
EXAMPLE included all levels of Bloom’s (“Identify 6 problem- questions. Most groups needed
analysis and evaluation (“which
CSTP 1: Engaging All Students solving strategies; pick two strategies and identify at revisions for their questions;
problem-solving strategy do you
 In what ways were students engaged? prefer? How could you create a math
problem that could be solved with this
least one similarity and one difference between
them”). Groups then selected a strategy and
comparison/contrast was the most
common analysis question. I need
created two math problems to exchange tomorrow. to give them a Bloom’s question
strategy?”)
stems handout next time.

Differentiated
Instruction:

Positive My mentor
reinforcement with suggested I use
the use of playdoh visual schedules to
was used. help with the
Student colored with marker
Specific Feedback -book presented transition from
and repeated each
 What information can you provide the NT -vocab words on circle time to work
vocab/sight word. Student
regarding requested special feedback?
tabletop to help signal the
repeated the title.
-Used differentiated definite end of one
instruction, activity and the
according to the beginning of a new
levels listed: Student activity.
chose icon from a
choice of 4 and

To sit during the

work time transition,
teacher provided the
student a choice of For future lessons,
CSTP 1: Engaging All Students reinforcer I would use a visual
 In what ways were students engaged? How were (puddy/markers to timer/auditory
students not engaged? Student chose the markers
color) with a signal for
 How did students contribute to their learning? when provided a choice of
First/Then statement rotations. Also, I
 How did teacher and/or students monitor reinforcer using the
(First Work, the could have tables
learning?
First/Then statement.
 How were the focus students engaged and puddy). Teacher more clearly
supported throughout the lesson? introduced the designated for
lesson by asking the groups.
student what they
saw in the picture
(What do you see?)
 I could have the
student read
words while she’s
coloring. I could
make sure to use
the “First/Then”
statement more
often, and have a
Teacher in close visual if necessary.
Student sat next to the
proximity to (ie: First read, then
CSTP 2: Effective Learning Environment teacher. Student
student. Materials color). The length
 How did students and teacher contribute to an read/answered WH
were available of time of the
effective learning environment?
questions with velcroed
(book, sight words, lesson needs to be
word.
word chart). more clearly
defined for both
instructor and
student to set
expectation.
Having a visual
timer would
help.

The student took

marker and
colored sight
words. The
student’s attention
CSTP 3: Organizing Subject Matter
was divided. I
 What actions of the NT contributed to student Teacher reviewed
assimilation of subject matter? Student repeated the words could have been
sight words and
 How did students construct knowledge of subject and read the sentences from more clear with
introduced the
matter?
the book. expectation and
 What misconceptions did students have and how interactive book.
were they addressed by the teacher?
have had the
student earn the
marker. I needed
to take more
control of the
reinforcer.
Teacher was
seated closely to
CSTP 4: Learning Experiences Student read words and student and all
Teacher used an
 How were students supported through sentences when verbally materials were
interactive book
differentiated instruction?
prompted. Student found available, so there
 How did students participate? with small group/1
missing words when verbally was no shuffling
 How did the NT contribute to student learning? student.
prompted. around, helping
the lesson to be
continuous.
CSTP 5: Assessing Student Learning tudent read sentence once Teacher was
 How did students demonstrate achievement of Teacher presented the sentence was complete seated closely to
lesson objectives?
an interactive book with the velcro word. all materials
 In what ways did students struggle or
demonstrate limited understanding? with velcro Student chose correct word available. My data
 What teacher actions contributed to student words/answers. from word bank for collection method
achievement? sentence completion was not clear. I
 was taking mental
notes. Having a
clear data
collection sheet
with notes or
taking a photo of
the completed
interactive book
would be a method
of data collection.
Section 4: Post Observation Conference
Student achieved objectives (sight words and wh questions). Student
chose the correct icon to answer the WH question from a field of four
To what degree did students achieve lesson on 10/10 responses (100%) of the time. Student independently read
objectives? 10/10 sight words/vocab words. Student independently read the
sentences containing sight words and repetitive texts with verbal
prompting.
Focus Student 3: Your
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504
Choice
Student answered 10/10
WH questions by choosing
To what degree did focus students achieve lesson
the correct icon from a
objectives? field of 4.. Student *all my students
was unable to test
independently read 8/8 have IEPs
sight words/vocab words.
Student read all sentences
with verbal prompting.
I would definitely have a more defined data collection method. I kept
track of the correct responses for each WH question and/or sight word
response throughout the lesson mentally and transcribed my mental
notes after the lesson. However, having a concrete data collection
What would you do differently next time?
sheet would not only help collect the data in real time, but would also
help the staff members/aides collect data in a more uniform way. Data
could then also be referenced back at any point in time.

1. Materials prepared and ready/accessible

2. Keeping student engaged. Teacher was enthusiastic
and used colored interactive book. Reinforcers were
What were three top Lesson Strengths? effective and of interest to the student
(markers/coloring, playdough).
3. Lesson with differentiated instruction. Interactive
book could be used for Level 1-3 student.
Top areas of improvement:
1. Have a designated data collection binder for student
that can be easily accessible by other staff members.
2. Use a visual schedule for students to help set
What were three top areas for improvement? expectation for the day. This also helps as a visual cue
for staff members and anyone coming to observe.
3. Duration of lesson: Shorten the amount of time for
each lesson to help student engagement and provide
focused/quality learning/instruction for the students.
 putting together data binder, visual schedule, barrier (physical
What are next steps?
environment) .
Other Comments/Notes

I would suggest using more visuals in the classroom, the use of a visual timer or something with auditory/visual
cue to help designate the end of circle time and the beginning/end of work time. Having clear designations for
small groups. I would also suggest having the students begin rotating from table to table.

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.