Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
Fabian Flores fflores@discoveryprep.org Social Studies 12​th​ Grade
Mentor Email School/District Date
Discovery Charter Preparatory
Jackie Tavelman jtavelman@discoveryprep.org 10/17/2019
School
Content Standard Lesson Objectives Unit Topic Lesson Title
12.6 Students evaluate issues
regarding campaigns for
national, state, and local
elective offices. ● Demonstrate the
● Discuss the history of understanding of the
the nomination political stances of
Presidential Campaigns and Presidential Candidate Political
process for presidential
Political Issues Campaign Advertisement
presidential candidates
candidates and the ● Describe the issues
increasing importance political officials hold
of primaries in general
elections.

CSTP Element(s) Focus for POP Cycle ​(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Plan instruction that incorporates
4.4 appropriate strategies to meet the
learning needs of all students
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
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
and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
● Teacher: incorporates differentiated instructional strategies
into ongoing planning that addresses culturally responsive
pedagogy, students’ diverse language, and learning needs
T-Applying
and styles.
S-Applying
● Students: will effectively utilize strategies and services to
ensure access to a functional communication system.

●
Teacher: selects, adapts, and utilizes appropriate
Use and adapt resources, technologies, instructional materials, resources, and technologies for
and standards aligned instructional concept and skill development in subject matter. Resources
T-Applying
3.5 materials, including adopted materials, reflect the diversity of the classroom and support
S-Applying
to make subject matter accessible to differentiated learning of subject matter. Guides students to
all students use available print, electronic, and online subject matter
resources based on individual 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.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 ● How effectively did I differentiate my
instructional strategy to address the
needs of all my students?
○ Did students effectively utilize
technological resources in their
presentations?
● Students will be allowed to use multiple
Inquiry Focus/Special Emphasis resources to gather information on their ● Thoughtful questions and focus
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
political candidate. Resources such as ● How will students locate information
special emphasis into the lesson? news sites, political websites, Google ○ Will you recommend specific
● What specific feedback do you want from your ME?
Translate, video/audio software. websites?
● Were my technological strategies
effective and appropriate for this
lesson?
○ How can I improve on my
implementation of the lesson?
○ Are there other approaches or
resources I can use?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
● The third focus student
is someone who has a
difficult time focusing
● Student is an English
and staying on-task for a
Language Learner who has
long period of time.
difficulty expressing their
Student loses focus
thoughts and knowledge on
during lessons and is
a topic/subject. Throughout ● The second focus student
distracted easily. Student
the year, student has does not struggle
has no issues
needed translation and academically nor with
academically, as in
reassurance of historical focusing, however, this
student does pass all of
and government student does need
Focus Students their classes, however
● Summarize critical needs and how documents. Due to the additional time to
you will address them during this the student often gets
language of these complete assignments
lesson. academic work incorrect
documents, the student has and also needs support
or simply does not
difficulty in deciphering from teacher to check for
submit assignments
convoluted words. understanding of
because they do not
● How i will address the material. I will allow the
focus during
problem is by allowing the student to have extended
explanations of the
student to create a video in time if needed.
lesson and of what is
Spanish, or allow the
expected.
student to only record their
● Student is allowed to ask
audio.
others for assistance,
such as myself or peers,
as well as have extended
time if needed.
● Are my focus students using their time
● What specific feedback regarding your focus students wisely and effectively?
● How will you measure?
do you want from your ME?
● Is my English Language Learner using
online resources for support?
● Are students engaged throughout the
Specific Feedback lesson implementation?
● What additional specific feedback do you want from ● Important considerations
your ME regarding lesson implementation? ● Are students actively participating in the
group activities.
Instructional Planning ● Opening: Students respond to a RAP
● How is the lesson structured (opening, body, and ● Excellent activities that will inspire at
closing)? (opening question) on the topic of
each level
● What varied teaching strategies and differentiated political advertisements. Hold whole
instruction will help students meet lesson goals? ● Is there a graphic or a set of specific
● What progress monitoring strategies will be used? How class discussion on what they see, feel,
will results inform instruction? questions?
and think about these political ads.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 ● Body: Students watch actual political
campaign advertisements of current
political candidates and advertisements
from the past. Students take notes on
the tone, imagery, music, and
information displayed in the
advertisements shown.
● Closing: Students will choose from a hat,
at random, a political candidate and a
social issue. Students will create a
political advertisement using the actual
views of the candidates.
● Students will be participating in
think-pair-shares, small groups, Google
Translate, online resources.
● Progress monitoring will occur through
my strategy of moving throughout the
classroom.
● Lesson will be relevant due to the fact
that many of my students will be voting
in the upcoming presidential election.
Students will be aware of the
● Do students have an understanding
techniques political candidates use to
Student Engagement/Learning of the different political ideologies?
garner support, in order to make proper
● How will you make the lesson relevant to all the ● Do they have a specific vocabulary
students? decisions.
● How will students show progress towards master of set of words they must use in their
lesson objectives? ● Students will also be using technological
creation of the political
resources (video/audio).
advertisements?
● Students will show progress by
portraying their political candidate’s
social views/stances through visual and
audio presentations.
● I will maintain a positive learning
environment by being respectful and
unbiased in demonstrating and
Classroom Management
explaining the many political views
● How will you maintain a positive learning environment politicians hold. If students exhibit
with a welcoming climate of caring, respect, and
fairness? disrespectful manners, I will approach ● Excellent. Follows PBIS procedures
● Identify specific classroom procedures and strategies appropriately..
for preventing/redirecting challenging behaviors.
● I will monitor classroom behavior by
actively walking and checking in with
every student. Actively ask questions
and if they need assistance.
● Lesson will close with students
presenting their political advertisements
to the class. Students who are listening
and observing the presentations, will
take notes on the effectiveness of the
advertisements.
● I will assess student learning by
Closure observing their advertisement
● How will you close your lesson? ● You might also have students fill out
● How will you assess student learning and prepare them presentations.
a Rubric to evaluate each other
for the next lesson? ○ Did they correctly inform
others of the political
candidate views?
○ Did they complete their
advertisement on time?
○ Did they cite?
○ What tone and language did
they demonstrate?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor
learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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
When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
● Teacher writes down
● Students respond to focus student responses on the
● Teacher reviews topics questions and provide white board in the front of
○ Asks focus questions responses that require the room.
○ Gets specific, them to make inferences ○ Teacher leaves
and predict responses on the
board for students
● Teacher keeps students
engaged by asking specific
questions regarding political
campaign techniques. ● Students review and
○ Students answer display knowledge and ● Teacher reviews student
using their interest. responses to check for
background ● Students raise hand to understanding
knowledge. provide answers
● Teacher also chooses
students who do not have
their hand raised.
● Teacher can request
students to write on a
sticky note their
● Teacher provided clear
● Students are focused and understanding prior to
expectations and examples
remain attentive continuing lesson
of political campaign
throughout ○ Or perhaps, have
techniques
them display a
thumbs up or
thumbs down
● Teacher introduces topic
● Students are organized,
and has appropriate lesson
review material and
format
responses
● Teacher provides students
● Teacher is organized with ● Students observe and
with a political candidate
lesson material and interpret and discuss
and a specific social issue
informative political advertisements
○ Students research
and the techniques used
and identify their
after viewing YouTube
political candidate
clips.
and their beliefs
● Teacher sets the scene for
examples of political
advertisements by asking ● Students research in groups
students what they have ● Students identify tactics of at least three (3)
seen or observed on ● Students hold high level of ● Students are required to
television or social media engagement and use three (3) sources to
● Students observe sample enthusiasm evaluate their candidate
advertisements providing and social issue beliefs
examples of the use of the
techniques used
Page 4 of 5
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?
Not Applicable
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.
● Would recommend to
● Teacher creates a Google create a list of appropriate
Forms that requires students websites students can use
● Students test observations
to input their understanding for research, instead of
in presentation questions
of their political candidate having them explore.
and discussion
and their stances on the ● Discuss how students can
social issue chosen determine if websites are
fair and balanced.
Section 4: Post Observation Conference
● Majority of students were successful in creating a finalized Weebly webpage for their assigned
presidential candidate.
● Students demonstrated some difficulty in using the resource Weebly.
● Students illustrated the correct information of their presidential candidate profiles.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
●
Had some difficulty using
● Was able to use resources
the appropriate
● Successfully able to use the and strategies, however,
resources and strategies.
appropriate resources and student needed additional
Student needed
strategies to complete the time to complete task.
additional time to
task on time. Student had difficulty
complete task. Student
staying focused.
had difficulty staying
focused.
● Hold a workshop to introduce Weebly to students and provide them access to analyze the resource.
● Provide an example of a completed and effective example of a Weebly webpage. (First time doing this
lesson)
● Students properly used multiple sources when gathering information
● Provided sufficient time for completion of Weebly
● Students created exceptional end-products.
● Need to hold a workshop or class period to demonstrate Weebly.
● Provide students with a completed and exceptional example of Weebly.
● Provide students with physical copies of properly cited work.
● Consider and implement new strategies when implementing lesson in the future.
● Students will display webpage to their peers.
● Students will take notes and decide on a candidate they would vote for and why.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5