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
Rvoortman@westernchristian. Social Studies (World
Ryan Voortman 10th Grade
org History)
Mentor Email School/District Date
DBartholomew@westernchrist Western Christian
Dawn Bartholomew March 16, 2020
ian.org High School
Content Standard Lesson Objectives Unit Topic Lesson Title
(California State
Standard 10.2)
Compare the major
ideas of philosophers
and their effects on the Students will compare the
democratic revolutions teachings of Thomas Hobbes,
in England, the United John Locke and other Scientific Revolution
The Enlightenment in
States, France, and enlightenment philosophers and Enlightenment in
Europe
Latin America (e.g., and differentiate between the Europe
John Locke, Charles- style of government that each
Louis Montesquieu, advocated for.
Jean-Jacques Rousseau,
Simón Bolívar, Thomas
Jefferson, James
Madison).
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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT Skills are polished as NT
formed and just coming into investigates and examines increased relevant and suitable combines elements into a expands ability to add new
prominence pedagogical practices use of pedagogical choices cohesive and unified methods and strategies into
pedagogical repertoire pedagogical repertoire
CST Rating Description (Identify both teacher and student
Element Initial Rating
P rating for CSTP 1 and 2.)
T- Explores additional instructional strategies,
resources, and technologies in single lessons or
Using a variety of instructional Teacher:
sequence of lessons to meet students’ diverse
strategies, resources, and Exploring
1.4 learning needs.
technologies to meet students’ Student:
diverse learning needs S- Students participate in single lessons or
Exploring
sequence of lessons related to their interests and
experiences.
T- Selects strategies for single lessons or sequence
Planning instruction that Teacher:
of lessons that respond to students’ diverse
incorporates appropriate Exploring
4.4 learning needs.
strategies to meet the learning Student:
S- Seeks to learn about students’ diverse learning
needs of all students Exploring
and language needs beyond basic data.
Section 2: Pre-Observation Conference
Focus Students Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
 Summarize critical needs w/ILP/504
and how you will address
them during this lesson.
While this student is an English Much like the ESL student The third student who I
Language Learner, he is enrolled who I will be profiling will be profiling
in my Honors World History throughout the duration of throughout the duration
course. Despite the fact that this this lesson, this student is of the lesson is
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 also enrolled in my Honors
World History course. In extremely gifted and
may be a bit of a challenge for order to ensure that this talented. This student is
him, he always seems to student I able to grasp all always up for a good
overcome. In order to ensure that desired learning challenge and enjoys
this student is able to grasp all the outcomes, I will provide working in a group
necessary material, I give him her with filled in notes, so setting. In order to meet
additional time to formulate that she can follow along these needs, I plan to
answers and also make myself without having to worry implement a group
available to him to ask questions about missing a section. I activity in this lesson
after class, during break / lunch or have found that this helps plan that requires
after school. her better concentrate on students to dig deep
and completely digest into the material.
what is being taught.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson Provide feedback on lesson plan
plan. reflection.
This is a different and difficult
-My inquiry focus for this lesson is to teaching scenario, and
answer the question ‘does utilizing implementation of the initial plan
differentiated instruction in the classroom might not work as effectively
bolster student engagement, participation because you are not teaching
and ultimately understanding of the with direct fact to fact contact
desired learning outcomes?’. and interaction with students in a
-I plan to answer this question by classroom environment. In my
Inquiry Focus/Special Emphasis implementing a variety of strategies into opinion, eLearning (which has not
 What is your inquiry focus and/or special
emphasis? my lesson plan including: direct instruction, necessarily been practiced with
 How will you incorporate the inquiry focus group work, full class discussion, and video this class and these students
and/or special emphasis into the lesson?
 What specific feedback do you want from
analysis. previously) will be challenging
your ME? -One question I do have and that may enough at first to navigate.
make implementing this lesson a bit more Therefore, simple and fewer steps
tricky is the current COVID-19 school of instruction to follow will be
closure that we are experiencing… with more effective than trying to
that in mind: how do you think I should implement a variety of teaching
implement various modalities of teaching modalities to bolster student
given the fact that I do not have direct face engagement, participation and
to face contact with my students. understanding of the desired
learning outcomes.
The gifted and talented students
will be challenged in that they are
taking the initiative to watch the
video and complete the work on
-How exactly do I challenge my gifted and their own as independent
talented students while still allowing ESL learners. The ESL students and
Inquiry Focus/Students
students and students with learning plans students with learning plans need
 What specific feedback regarding your
focus students do you want from your ME? to still be able to comprehend the material to have extra time to comprehend
and achieve the desired learning the material and complete the
outcomes. assigned work. They will also
benefit from having the
opportunity to contact you
directly for help with instructions
and expectations.
Specific Feedback -Once again in regards to the school The school administration has
 What additional specific feedback do you
want from your ME regarding lesson closure, do you think there as anyway I asked that we limit instructional
implementation?
might be able to still have students information and exchanges to our
complete the original ‘jigsaw’ activity that I school curriculum website
had planned for them. (myWCS) and Zoom—other
sources like Google Docs are not
to be used—therefore, I can’t
think of another way for the
original jigsaw activity to work via
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

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.
eLearning.
-Opens with several critical thinking
questions that students will answer via a
discussion form. From there I will build my
anticipatory set by introducing the Age of
Enlightenment to my students by playing a
video. -Body: The main portion of this
lesson requires students to learn about
Thomas Hobbes and John Locke, through a
teacher led discussion. In addition, student
I think you can use the discussion
will also be required to analyze the
board feature through our school
writing’s of Hobbes and Locke through a
curriculum website (myWCS) to
jigsaw activity. Throughout this activity,
facilitate this activity and assess
students will be assigned one of two
whether the differentiated
excerpts, students will then need to read
instruction was beneficial in
through those excerpts and utilizing what
allowing students to gain a
we had discussed in class be able to
greater understanding of the
determine in they were reading the works
topic. Your feedback in the
of Hobbes or Locke and explain their
discussion board process can
reasoning. -This lesson will end with a full
provide necessary correction and
group discussion in regards to whether
clarification as needed.
they agree more with the teachings of
Hobbes or Locke and why.
-Following this lesson I plan to administer a
short post assessment in order to
determine whether or not the
differentiated instruction that was utilized
was in fact beneficial in allowing students
to gain a greater understanding of the
topic.
Students will learn more about
John Locke and Thomas Hobbes in
both US History in their junior
year and US Government in their
senior year. Both philosophers
made a major impact on the
formation of the US Government
-I will make this lesson relevant to my
and the principles of the US
students, as in the lesson that follows in
Constitution. Students may even
this unit I will tie the ideas of Hobbes and
have learned a little about this in
Locke to the very founding of the United
their 8th grade US History class, so
States.
you have lots of points of
-Students will be able to show their
reference—either from previously
progress toward mastering the learning
learned information or projecting
objectives through their performance on
forward to future expectations—to
the post assessment. (I plan to compare
help students see the relevance
the post assessment data from this year to
of this lesson. You can also
last year in order to determine if my
hypothesize with students—what
inquiry were correct or incorrect).
if the Founding Fathers were
influenced by different
philosophers with completely
different ideas about government
—how might this have impacted
the formation of the US
Government in 1776?
-Once again since this lesson will be taught You will be able to “mute”
virtually, in order to maintain a positive students so that only your voice
learning environment, I plan to teach this can be heard during instructional
lesson via a Zoom live feed that has been times. You can teach students
set up. As this is new territory for me, I am how to use the “raise your hand”
Page 3 of 7

not exactly sure as to what sorts of
problems or classroom management
challenges may arise, however it is my
goal to achieve the same state of
community virtually as I typically would
when I have face to face interaction with
my students.
-I plan to close this lesson off with a
discussion in which students determine
exactly what Philosopher (Hobbes or
Locke) they agree with more and why.
Closure -In order to get them ready for the next
 How will you close your lesson?
 How will you assess student learning and
days lesson in regards to the foundation of
prepare them for the next lesson? the United States and the Revolution I will
throw out some ideas that both the
Philosophers and our founding fathers had
in common in order to get them thinking
and excited for the next days lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
Student groups answered worksheet questions
EXAMPLE
that included all levels of Bloom’s (“Identify 6
CSTP 1: Engaging All When teacher reviewed worksheet, she asked additional
problem-solving strategies; pick two strategies and
Students questions of analysis and evaluation (“which problem-solving
identify at least one similarity and one difference
strategy do you prefer? How could you create a math problem
 In what ways were that could be solved with this strategy?”)
between them”). Groups then selected a strategy
students engaged? and created two math problems to exchange
tomorrow.
feature in Zoom so that questions
can be asked and answered in an
orderly and efficient manner. You
might need to remind students at
the beginning of the session that
this Zoom live feed is for
instructional purposes only, and
establish standards of expectation
for their participation (show their
face on the feed, pay attention,
listen and not talk while you are
teaching, etc). If necessary, you
can hold students accountable by
deducting participation points if
they are disrupting or misusing
the Zoom live feed instructional
format.
If you were in a traditional
classroom setting, you could give
individual students the
opportunity to decide which
philosopher they agreed with
more and list 2-3 reasons why.
Then, you could have students
who agree with Hobbes gather on
1 side of the room and students
who agree with Locke gather on
the other side of the room, and
then students could share their
supporting arguments. Then, you
could pair up 1-2 students from
each group to further discuss
their association with each
philosopher. With eLearning, you
could either have another
discussion board thread about
this subject, or have students
submit to you a written paragraph
indicating their philosopher of
choice and the 2-3 reasons why
they agree with them.
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Students completed the worksheets and were
able to ask questions. Most groups needed
revisions for their questions;
comparison/contrast was the most common
analysis question. I need to give them a
Bloom’s question stems handout next time.

I would encourage Ryan for I’ve observed the students Despite the nature of the
continuing to strive for academic in Ryan’s classroom before COVID-19 outbreak and
excellence under very difficult the Covid-19 outbreak, and the school closure that I
circumstances. Ryan has they were very attentive am experiencing, students
continued to assess his lessons, and willing to respond to his were still able to
Specific Feedback
 What information can
activities and teaching style, and questions and feedback. I participate in a
you provide the NT openly receives constructive still saw some of that ‘traditional’ classroom
regarding requested
special feedback? criticism and suggestions for willingness today, but in a lesson. Within this lesson
improvement. He has continued more reserved manner due students not only followed
to demonstrate his enthusiasm for to the nature of the Zoom along with the PowerPoint
his subject matter and his class session. Students but also had the
students. His willingness to try were still following along opportunity to participate
what would be a “normal” lesson and participating, but not in a jigsaw activity that
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
 in the classroom and implement in as much as they would
utilized the breakout room
during a Zoom class session is have during a “normal”
feature in Zoom.
commendable. class period.
Students were engaged by
answering questions from
Ryan monitored the students’
their teacher, reading Students were engaged in
learning by asking questions to
assigned articles, multiple modalities
check for understanding and
discussing with the throughout the duration of
review of previously learned
significance of the articles this lesson. One specific
material. He also provided
CSTP 1: Engaging with their classmates. method of engagement
All Students “helpful hints” when students
 In what ways were Students contributed to that I found to be helpful
were initially unable to answer a
students engaged? their learning by watching in this lesson was the use
How were students few questions Ryan also
not engaged? the previous video lecture of ‘breakout rooms’ in
 How did students monitored the students activity in
for relevant material to Zoom in order to have
contribute to their the Zoom “break-out rooms” and
learning? prepare them for this students complete a
 How did teacher then asked guided questions to
lecture, answering jigsaw activity. I
and/or students help the students clarify the
monitor learning? questions from their personally monitored
 How were the focus significance of the documents
teacher, reading the articles learning throughout the
students engaged they read in the activity
and supported and discussing them with duration of this lesson by
throughout the Ryan engaged and supported the
lesson? their classmates. Students checking in with student
focus students by providing them
also asked individual groups and aiding them in
with organized notes, an
questions for clarification driving discussion as they
introductory video, assigned
during the lesson were completing the
reading and a group activity.
presentation and group jigsaw activity.
activity.

-I contributed to an
effective learning
environment, by ensuring
that I was prepared and
Ryan contributed to an effective Students contributed to an ready to go with
learning environment through his effective learning organized notes, videos,
CSTP 2: Effective organization, prepared notes, environment by reading and a PowerPoint
Learning introductory video, use of humor, participating in the lesson, presentation that I utilized
Environment
 How did students and use of guided “helpful hints” for answering their teacher’s in order to aid in teaching
teacher contribute students, questioning students questions, reading the this lesson
to an effective
learning during the lesson to check for assigned article and -Students contributed to
environment?
understanding and providing interacting with their an effective learning
students with helpful and positive classmates in the group environment as they were
feedback in the group activity. activity. open to trying new things
(ex. Breakout rooms in
zoom) in order to achieve
the desired learning
objectives.
CSTP 3: Ryan’s organization, notes and Students constructed -I contributed to student
Organizing
Subject Matter use of questions to check for knowledge of subject assimilation of the desired
 What actions of the understanding contributed to matter by comparing and learning outcomes by
NT contributed to
student assimilation student assimilation of subject contrasting the philosophies checking for
of subject matter?
matter. of John Locke and Thomas understanding throughout
 How did students
construct knowledge I did not observe that students Hobbes and then identifying the duration of the lesson.
of subject matter?
 What misconceptions
had misconceptions during this their key characteristics as -Students constructed
did students have lesson; therefore there was no they read the articles in the knowledge of the subject
and how were they
addressed by the need for Ryan to address this. group activity. matter by utilizing the
teacher? I did not observe that information that they had
students had been given about John
misconceptions during this Locke and Thomas
lesson. Hobbes in order to
determine for themselves
if they were reading the
writings of Locke or
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
 Hobbes during their group
activity.
-Personally I do not
believe that there were
any clear student
misconceptions in this
lesson.
-Students were supported
through differentiation
throughout the duration of
this lesson as I utilized
Students were supported through various teaching
differentiated instruction as Ryan strategies in order to
provided opportunities for teach this lesson including
discussion, feedback, use of an Students participated by the use of guided notes,
CSTP 4: Learning introductory video, notes, taking notes, watching the PowerPoints, videos and
Experiences pictures, articles to read and a video, answering questions group activities.
 How were students
supported through discussion activity with their from their teacher, reading -Students participated by
differentiated
instruction?
classmates. the articles, discussing the reading one of two
 How did students Ryan contributed to student articles with their excerpts and determining
participate? learning by providing an classmates and answering along with their group if
 How did the NT
contribute to interesting and organized lesson, guided questions from their they were reading the
student learning?
interacting with the students teacher regarding the writings to Thomas
during the lesson, providing the significance of the articles. Hobbes or John Locke.
students with a variety of -I personally contributed
instruction and checking for to student learning by
understanding of the material. walking my students
through their lecture as
well as checking for
understanding as we went
through the lesson.
Students demonstrated
-Students demonstrated
achievement of lesson
achievement and mastery
objectives by correctly
of the learning objectives
answering questions asked
through answering a
by their teacher.
Ryan contributed to student series of questions
Students struggled in their
achievement by recognizing the regarding to the
overall participation during
limitations of the Zoom session document that they were
the Zoom session. High
CSTP 5: Assessing and providing students with assigned to read
school students in general
Student Learning “helpful hints” to assist them as -Students struggled
 How did students struggle with participating
they were initially reluctant to initially when it came to
demonstrate in class discussions on
achievement of participate. Ryan continued to this new method of
lesson objectives? Zoom. The environment
 In what ways did check for understanding and learning taking place via
itself doesn’t provide the
students struggle or provide hints when students were Zoom digital classroom.
demonstrate limited best opportunity for high
understanding? slow to respond. Ryan maintained However in order to aid
 What teacher school students to discuss,
a positive demeanor during the my students I upheld a
actions contributed participate and interact
to student lesson and praised students for positive demeanor in
achievement? with each other as much as
their correct responses. Ryan also order to encourage my
they would if they were in
encouraged them in their correct students to continue to
an actual classroom.
assessment during the group learn and explore the new
Students struggled to
activity. material much like they
answer some questions
would have done had we
because they weren’t as
been meeting together in
attentive as they would
the traditional classroom
have been had they been in
atmosphere.
an actual classroom.
Section 4: Post Observation Conference
To what degree did -While it was difficult to teach a lesson that required a great deal of student interaction via
students achieve lesson
objectives? Zoom, I found that through the use of breakout rooms and other features provided by
Zoom that each and every student was able to achieve the learning objectives as could be
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
 seen through their interaction with the material as well as their participation in whole class
discussions.
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
-Despite having an IEP,
the second student who I -The last student who I
chose to analyze is a very chose to analyze
resilient, hard worker. throughout this lesson is
-While the Thomas Hobbes reading Whenever she was unsure very gifted and strives
that I assigned for this lesson did of a specific topic during for perfection in all that
To what degree did prove to be a bit difficult for this this lesson, she never he does, and that has
focus students achieve
lesson objectives?
student to digest, I purposefully hesitated to ask either me not changed since we
placed him in a group of more or one of her classmates a began remote learning.
advanced students who aided him question in order to allow During the group work
in reading through and analyzing her to better understand portion of this lesson,
the text the material. As such she this student aided
did very well with this others in helping them
lesson and was able to digest the text that was
master the content assigned.
standards.
-Personally it was uncharted territory for me to teach this lesson online, as at the time that
I taught it, my school had just implemented remote learning and I was unsure of how to
What would you do effectively teach via Zoom. If I were to teach the lesson again, I may have tested the
differently next time? breakout room feature to a greater degree in order to perfect it before trying it out with
students. However other than that given the circumstances, I believe that this lesson went
quite well.
1.) Ability to conduct group activities via Zoom while teaching remotely
2.) Utilized various teaching strategies in order to ensure that the needs of every student
What were three top
Lesson Strengths? were fully met
3.) Checks for understanding integrated throughout the lesson in order to ensure that
students were able to master the desired learning outcomes.
1.) Continuing to master teaching remotely as this is a new adventure for me as an
educator
What were three top
areas for improvement? 2.) Develop new innovative ideas in order to better engage my students
3.) Provide quick feedback to my students in regards to their performance on assessments
and classwork in order to aid them in this uncertain time
What are next steps?
-With the future of the remainder of the school year still uncertain I will continue to learn
how to best utilize Zoom in order to effectively teach my students.
Other Comments/Notes

-Overall I am happy with how this lesson went, while I would have preferred to have taught it in person in
order to allow myself greater interaction with my students, the breakout rooms in Zoom allowed me to carry
out this lesson to the best of my ability given the current situation.

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 7 of 7