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

Tyler Parsons tylerparsons@ofy.org English 12

Mentor Email School/District Date

Tristan Churchia tristanchurchia@ofy.org Options for Youth, Compton 7 March, 2024

Center; Duarte USD
Content Standard Lesson Objectives Unit Topic Lesson Title
● Writing 3: Write
● Understand the key ERWC: Ready to Launch - Preparing to Write Your Speech
narratives to develop real
features of a writing your graduation
or imagined experiences
speech
or events using effective graduation speech
technique, well-chosen ● Identify 1 key theme
details, and
that will guide their
well-structured event
sequences. writing
● Writing 4: Produce clear ● Identify 1 critical
and coherent writing in incident during their
which the development, time in school that
organization, and style
are appropriate to task, they will write about
purpose, and audience. ● Begin to outline their
● Writing 5: Develop and speech
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
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.)
Exploring Examines concepts in subject matter and academic language to
3 1
identify connections between academic content standards and
instruction

3 3 Exploring Examines organization of curriculum and considers adjustments in

single lessons or sequence of lessons to support understanding of
subject matter
4 1 Emerging
Plans daily lessons using available curriculum and information from
district and state required assessments.

Is aware of impact of bias on learning.

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 Critical needs Critical Needs Critical needs
during this lesson.
- EL & IEP - Relevant IEP goal: clear & - Struggled to master
- Relevant IEP Goal: 5 coherent writing standards on previous
paragraph essay units
Accommodations:
composition - Frequent off-task
- Asocial, reluctant to work - Graphic organizers & behavior
with others on group writing checklists
Accommodations
assignments - Time management
- ELD Level 3 - stronger assistance - Frequent check
written language skills ins/redirection
than oral language
Accommodations
- Verbal read-out of all
instructions
- Role assignment in
groups
- Frequent check for
understanding

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 I will focus on how the strategies help you
Emphasis How will using Funds of Knowledge strategies help connect with and engage students.
 What is your inquiry focus high school students with diverse language abilities
and/or special emphasis?  throughout the writing process?
How will you incorporate the
inquiry focus and/or special The inquiry focus is incorporated through 2 key
emphasis into the lesson? activities: the significant circles activity and the 1-1
 What specific feedback do you
conferences at the end.
want from your ME?

Specific feedback: how effective were these 2

activities in practice?

Inquiry Focus/Students Was the amount of attention & guidance I give to I will pay attention to how often you check in
 What specific feedback each focus student sufficient? How effective was with each focus student and how clearly
regarding your focus students I at providing feedback or guidance in the explanations/instructions are given/how helpful
do you want from your ME?
moment? the feedback is.

accommodations: graphic organizers, editing

checklists read and summarize text together

Specific Feedback How effective were my instructions for each

 What additional specific activity?
feedback do you want from
your ME regarding lesson
implementation?

Instructional Planning The lesson opens with a Google Jamboard I will look for how the bubble chart and personal
 How is the lesson activity, where students look up how-to articles narrative graphic organizer helps scaffold the
structured (opening, body, online and share the most useful information they writing task
and closing)?
learned. In the body of the lesson, students
 What varied teaching
complete 4 activities which help them understand
strategies and differentiated
instruction will help students the prompt & brainstorm their topics. The lesson I will also pay attention to how the 1-1
meet lesson goals?  What closes with a short 1-1 conference where I conferences help you learn about students and
progress monitoring strategies approve their topics. give effective feedback.
will be used? How will results
inform instruction?
I will use a mix of group and independent
activities. Unlike the previous units which were
100% digital, this lesson will use a mix of
pencil-and-paper and digital assignments &
resources. I believe students will have an easier
time with some assignments if they are presented
as physical worksheets.

I will monitor progress by using frequent check

ins with both the groups and individual students
as they complete each activity, and compare the
pace of their work to the goal times in the lesson
plan.
 Using the funds of knowledge strategies
Student Engagement/Learning I will notice how students are making connections
 How will you make the (significant circles & 1-1 conferences), students between the writing task and their personal
lesson relevant to all the will be able to better understand their own experiences and the impact that’s having on their
students? circumstances in relation to the prompt and be engagement.
 How will students show able to draw on their own personal experiences to
progress towards master of complete the assignments. Progress towards
lesson objectives?
standards is shown by completion of each of the
activities in order.

Classroom Management The more guided nature of this unit will help I will pay attention to pacing, the effectiveness of
 How will you maintain a maintain a positive learning environment. Use of
using timers, how often you check in with
positive learning groupwork in the first half will give students the
ability to productively collaborate. students, etc. .
environment with a
welcoming climate of
caring, respect, and Compared to the previous semester, there are
fairness? less behavior challenges in this group of
students. However, some students will need
redirection at points, which I can do by both
setting time limits for each task & checking in
with each group regularly.
 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure The 1-1 conferences close the lesson & provide a

 How will you close your way to assess learning & prepare for the next
lesson? lesson.
 How will you assess
student learning and
prepare them for the next
lesson?

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
- Pacing/timer: Overall, the pacing - Checking in w/students: frequent - The amount of check-ins with
Specific
was good and the timer helped to check ins with students occurred students helped with keeping pace
Feedback
keep the class on track. Some - Keeping activities 20 minutes or
 What time was lost re-explaining - Accommodations: didn’t get to less led to a more engaging
information instructions and accommodating graphic organizers; frequent experience
can you groups who were not using time checking for understanding - I could use the smartboard for
provide the wisely (the rubric activity went happened easier modeling
NT on a little longer than necessary)
regarding
requested - Graphic organizers: didn’t get to
special the graphic organizers
feedback?
- Clear instructions: instructions
were clear - there were some
missed opportunities for
modeling/providing visual aides

- Circulated the room and checked - 5/10 students were engaged in - I grouped students in the moment,,
CSTP 1: in with each group; prompted collaborating with others. The and some students struggled to
Engaging All students and provided feedback other 5 worked mostly collaborate in the groups they
Students independently and were mostly were given. In the future,
 In what ways - Balanced modeling/providing on task. grouping more social students
were students direct instruction and giving with less social students could
engaged? How students tasks to be actively - The focus students were grouped help
were engaged in together; they did not engage - The significant circles activity
students not much with each other during was very engaging for students,
engaged? - Checked in frequently with focus group work. and I believe it contributed to the
 How did students high completion rate
students
contribute to - Significant circles activity
their learning? encouraged students to connect
the learning to their interests,
 How did
experiences, relationships,etc.
teacher and/or
students
monitor
learning? 
How were the
focus
students engaged
and
supported
throughout the
lesson?
- Assigned students to work in - Two groups struggled to work - I spent more time redirecting
CSTP 2: groups of 3 for first activity together effectively, even with students than I would have liked;
Effective redirection. The students who better grouping could reduce the
Learning - Time limits provided for worked well together appeared need for this
Environment activities; timer visible for all to to be friends outside the class. - I believe I was effective at helping
 How did see the two late students catch up
students and - 1 student arrived 45 mins late
teacher - Redirected a group that was not and another arrived 1 hour 15
contribute to an working together effectively mins late.
effective
learning
environ
ment?
 - Read responses from Jamboard - Students researched how to write - The activities were organized in a
CSTP 3:
and provided feedback/added a graduation speech way that helped students
Organizing
important details as needed to understand the subject matter and
Subject Matter help students understand what - Students added what they productively brainstorm their own
 What actions needs to be in a graduation learned about writing a topics
of the NT speech graduation speech to the - Frequent check ins allowed me to
contributed to Jamboard address many misconceptions in
student - Gave students a prewriting the moment
assimilation of activity to help them gather their - Students completed a prewriting - The rubric activity would have
subject ideas activity (8.2) worked better later in the unit &
matter? with more thorough modeling
 How did - Significant circles activity was - Misconceptions: students mostly
students designed to help students asked for clarification rewarding
construct brainstorm topics for their writing instructions; some asked for
knowledge of and to connect with the learning clarification regarding some
subject concepts (purpose, moral of the
story)
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
- Modeled how to search for - Students get to choose the topic - Verbally reading and adding to the
CSTP 4:
instructions for writing a for their writing assignment written instructions provided
Learning
graduation speech multiple means of comprehension
Experiences - Students were able to choose to for all students
 How were - Verbally explained the work independently or in groups - Differentiated instruction was
students expectations for the Jamboard at some points throughout the provided through frequent check
supported while displaying it on the screen; lesson ins with each students, which gave
through suggested that students have one me the opportunity to give
differentiated person post to jamboard to additional instruction and
instruction? encourage collaboration feedback
 How did
students - Read directions aloud for 8.2
participate? while students followed along
 How did the
NT contribute - Verbally explained the rubric
to student analysis activity
learning?
- Directions, examples, and
guidance was provided 1-1 as
needed
- Formative assessments included - Student responses on Jamboard - Checking the previous assignment
CSTP 5:
circulating the room to check for and Activity 8.2 while they completed the warmup
Assessing understanding, the jamboard, and activity helped me understand
Student activity 8.2 - 7/10 students were able to come their understanding of the
Learning up with a topic due to the material, and gave some insight to
 How did significant circles activity their thought processes which I
students was able to use in the 1-1
demonstrate conferences
achievement - The significant circle activity
of lesson helped the students choose a topic
objectives? and contributed to the
 In what
ways did
students
struggle or
demonstrate
limited
understanding
?
 What
teacheractions
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
7/10 students completed all activities & cleared their topic with me - 5 during class and 2 by the end of the school day.
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
Completed most activities during the Completed all activities in the lesson, Completed all activities in the lesson,
lesson
lesson, but a few responses were missing. successfully cleared a topic with me. successfully cleared a topic with me.
objectives?
Successfully cleared a topic with me after
class.
- Strategic grouping - put talkative students with quieter students
What would you do
- Move the rubric activity to later in the unit sequence
differently next
time?
1. Funds of knowledge strategies were successful in getting students to complete work on time
What were three
2. Gave good feedback in the moment
top Lesson
3. Pacing helped students stay engage
Strengths?
1. More modeling
What were three
2. Facilitating productive group work
top areas for
3. Organizing subject matter (choosing the right activities for the right time)
improvement?
The next class will begin with an explanation of the outline graphic organizer, and students will match the parts of the organizer
What are next steps?
with sections from the sample speech they read earlier in the unit. Then, they will use the organizer to outline their own speech.

Other Comments/Notes

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 3 of 3