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
Social Studies (World th
Ryan Voortman rvoortman@westernchristian.org 10
History)
Mentor Email School/District Date
Western Christian
Dawn Bartholomew dbartholomew@westernchristian.org 10/20/2020
Schools
Content Standard Lesson Objectives Unit Topic Lesson Title
- Analyze problems facing the
Republic.
10.1: Analyze the similarities
- Summarize events leading to
and differences in Judeo-
the creation of the Roman Rome The Roman Empire
Christian and Greco-Roman
Empire.
ideas of law, reason and faith
- Describe the empire’s
economy and government.
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 formed and Skills are developing as NT investigates and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified expands ability to add new
choices pedagogical repertoire methods and strategies
into pedagogical repertoire
CST Rating Description (Identify both teacher and student rating for
Element Initial Rating
P CSTP 1 and 2.)
T- Aides students in making connections between
subject matter being talked about in class to things that
may be occurring around them on a daily basis
Connecting subject matter to meaningful, Teacher: Applying
1.3 S- Students use these connections to make inferences
real-life contexts Student: Applying
in regards to how the past continues to impact us in the
present. Students may share this knowledge in a
variety of ways.
Using available technologies to assist in T- Uses a variety of digital platforms in order to assess
Teacher: Applying
5.6 assessment, analysis, and communication student both formally and informally. Teaches students
Student: Emerging
of student learning how to adapt to new tech tools as well.
Section 2: Pre-Observation Conference
Part B: ME Feedback
Part A: NT Reflection
Provide feedback on lesson plan
Use questions to guide reflection on the lesson plan.
reflection.
Inquiry Focus/Special Emphasis -My inquiry focus for this semester is as follows: I think this plan can be especially
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or ‘Providing students with an increased amount of helpful for engaging your
special emphasis into the lesson? agency over their learning so that they might take students during distance
 What specific feedback do you want from your ME?
charge of their education.’ learning. Distance learning can
-I plan to incorporate this focus into my lesson by make students passive receivers
including student driven activities such as jigsaws, of information, and requiring
providing students with the opportunity to take them to participate in more
ownership of their learning and also provide them student driven activities might
with the opportunity to teach their fellow classmates. help them engage and learn
- What do you suppose some risks with providing more. Some risks could include
students with increased agency to take charge of their the fact that some students might
education might be? choose to not participate at all or
not participate completely. You
as the instructor and facilitator

Focus Students
 Summarize critical needs and
how you will address them
during this lesson.
 What specific feedback regarding your focus students student when
do you want from your ME?
Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
Focus Student 1: English Learner
-This student is international and not
currently in the U.S due to travel
restrictions, since he cannot participate in
the group activity I will make sure that I
provide ample feedback for him in regards
to the portion of the lesson that requires the
students to read an excerpt of a text about
the life of Julius Caesar with their
classmates. Therefore making up for the
interaction that he missed out on.
-How exactly would you work with an international
it comes to participating in a group
activity if he or she is not able to physically able to be and answer your
in class sessions?
-How would you suggest implementing a lesson that
gives students increased agency in their learning
while still ensuring that students are aware of the key
concepts and learning objectives set out before them?
will need to monitor their work
and progress and provide more
feedback in a timely manner to
hold them accountable and guide
them in these learning activities.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
-I really don’t have
I am worried that this student
any concerns for this
will not comprehend what is
student, I am just
going on in class, as she has
interested to see how
missed numerous class sessions
he performs in a group
up to this point. Therefore, while
setting as this is the
the other students are working in
first time we have
groups to complete their reading
done so all year. I
on Julius Caesar, I plan to
believe that he will
personally pull her aside and
take on a bit of a
discuss the concepts, lessons and
leadership role even
work that she missed along with
more so than he
a way that she can get caught
already has in a group
back up
context.
Some suggestions for this
include: Altering the
expectations for this student and
clearly communicating those
expectations to them in written
format (either email or myWCS
messaging). You might require
this student to communicate with
you in written form (email or
myWCS messaging) to foster
communication between you and
the student regarding the
assignment. The student would
need to communicate with you
questions/complete your
instructions and then you would
need to provide feedback,
clarification, and correction to
this student. Would it be
possible to have the international
student email or message his
responses to his group in the US
for comment and response from
them? If not, then you might
need to continue modifying the
assignments and expectations for
this student.
Possible suggestions include:
Assign each student specific
vocabulary terms/concepts/ideas
that they are responsible for
gathering information on and
teaching to the other students.
Check with them to make sure
that the information they have
gleaned is correct and provide
correctional feedback when
necessary. Maybe you could
require the students to “teach
you” before they teach the other
students. Inform students that

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.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
they will receive a grade on each
portion of the assignment to hold
them accountable to work
diligently through out the
process.
-Opened by going over objectives with students in
Good ideas regarding the
order to allow them to gain a better understanding of
objectives and order of
what will be covered in class. Followed by a short
instruction. I’d suggest also
presentation in regards to the downfall of the Roman
including a rubric to help
Republic and the rise of the Empire. I will then
students see how many points are
highlight one key character who played a role in this
allocated for each portion of this
transition (Julius Caesar) and assign students an
assignment. I’d suggest also
excerpt to read about his life in a breakout room. The
providing helpful information
lesson will close with a review of what students read
the students need to gather
as well as a video in regards to how the death of
regarding each key character
Caesar caused the end of the Republic and the
(job title, length of service in the
beginning of the empire.
government, main thing they are
-Several teaching strategies that I am planning to use
known for in history, etc). Will
in this lesson include: direct instruction, Student
the students see the questions
reading and discussion, as well as video analysis.
that they will need to answer
-I will include checks for understanding throughout
about this life of Caesar at the
the lesson, in addition students will have a series of
beginning of the assignment or at
questions that they will need to answer about the life
the end of the assignment?
of Caesar as they read through the excerpt provided.
-I will make this lesson relevant to my students by
providing them with the opportunity to work in
groups of their peers in order to gain a full grasp of
the concepts that they are required to know.
-Students will show progress toward mastery of the Good idea. You have the
lesson by being able to teach and explain what they opportunity to provide
learned from their reading to both myself and their clarification and correction when
peers. the students explain what they
-In addition, differentiation and increased student learned to you before they teach
agency over their learning will be incorporated it to their peers.
through the use of a playlist at the end of the unit that
will allow students to choose an activity from a
variety of options in order to demonstrate their
mastery of the content presented.
Yes, I agree. Continue to work
on providing clear guidelines and
rubrics for how students will
-I will maintain a positive learning environment by
earn their grades. Continue to
encouraging students to step out of their comfort zone
be direct and consistent in
and share with their classmates what they learned in
communicating with students
regards to the life of Julius Caesar.
when they don’t meet your
-Honestly classroom management is a different beast
expectations as they work in the
when it comes to teaching online, I have found that at
break out rooms, and let them
times it can be exceedingly difficult, however I plan
know how that will impact their
to check up with the breakout rooms that I assign my
grade. Also provide positive
students to regularly in order to ensure that they are
feedback when you observe
on track and working on what I have assigned. In
students demonstrating proper
addition, I believe that the most important part of
and desired behavior and work
classroom management when it comes to working in
in the break out rooms. You can
an online environment is to be consistent with your
also give “bonus points” for
rules and regulations… a practice that I have been
great behavior to continue to
learning to employ now more than ever.
motivate students to follow
instructions and provide their
own self discipline.
-I will close the lesson by explaining to students how Plan for time at the beginning of
the Empire faired following the death of Caesar and the next lesson to review the key
the rise of the new triumvirate, as well as compare concepts of this lesson and
and contrast the differences in the social structure provide correction/clarification if

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?
between the Republic and the Empire.
-I will assess students understanding of the lesson
you see that several students
prior to the next lesson by assigning them several
didn’t grasp key concepts. You
book questions that provide me with feedback in
could also require students in
regards to how much of the information they were
their homework assignments to
able to grasp.
list 1-2 questions for clarification
-At the end of the unit, students will chose an activity
they have regarding this lesson.
from the playlist I created in order to demonstrate
their mastery of the learning goals that were set out.
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 worksheets and were
Student groups answered worksheet questions that included
able to ask questions. Most groups needed
When teacher reviewed worksheet, she asked additional questions of analysis all levels of Bloom’s (“Identify 6 problem-solving strategies;
revisions for their questions;
and evaluation (“which problem-solving strategy do you prefer? How could pick two strategies and identify at least one similarity and one
you create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy
comparison/contrast was the most common
analysis question. I need to give them a
and created two math problems to exchange tomorrow.
Bloom’s question stems handout next time.
I agree that giving your students a Bloom’s
Taxonomy guide sheet before you begin an
activity can help them diversify the types
I think helping students revise
of questions they ask. Continue to model
their questions/work is a good -What types of strategies
the desired outcome for your students
strategy for helping them increase would you suggest trying
before they begin working on their own.
agency over their learning. This out in order to provide
Working through several different
provides guidance and clarity for increased agency for
examples with them together will help
correctly completing this students over their
provide clarity and direction for them to
assignment and others like it in learning?
continue working on their own or with
the future.
their group. I think this will build their
confidence to increase agency over their
learning process.
Ryan Voortman monitored learning as he Students were engaged by -Students were engaged
observed students in each breakout room reading about the life of Julius when I had them work
and interacted with students to provide Caesar and discussing the alongside one another to
support and help as needed. He checked questions together. It is hard to read the excerpt in regards
on each group to monitor their progress completely observe all of the to the life a Julius Caesar,
and hold them accountable for staying on students in this process via Zoom, as I observed them
task, and he provided helpful hints and but it seemed like all of them were discussing the questions
correction for the students when necessary. engaged. with one another as I
In a “normal” classroom setting, Ryan Students contributed to their popped in and out of the
would have walked around the classroom learning by reading the material, breakout rooms.
monitoring and helping each group. In this discussing and answering -Students contributed to
virtual classroom, Ryan adapted and used questions about Julius Caesar. their learning by taking on
the Zoom breakout rooms to help him They had to think about the a greater sense of agency
monitor and keep the students engaged. information and provide their own or control over their
examples to help complete the leaning not only through
work. reading the assigned text,
The focus students were engaged but also through
throughout the lesson by reading displaying their
and participating in answering the knowledge of the learning
assigned questions. goals through completing
The focus students were supported one of the activities listed
throughout the lesson as Ryan on the playlist that I
answered their questions and created.
provided encouragement for their -I monitored student
work in each breakout room. group work by popping in
and out of breakout rooms
in order to ensure that
discussion was on topic
and flowing seamlessly.
-Focus students were
engaged through the use
of differentiated
instruction and their

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?
Ryan contributed to the effective learning
environment by incorporating diversity of
instruction in his lesson, structuring the
lesson to require students to read and work
on their own, provided accountability for
their assigned work and encouraged them
during this process. The students were
given clear and specific instructions and
expectations for completing the
assignment which contributed to the
effective learning environment.
Ryan Voortman contributed to student
assimilation of the subject matter by
creating a diverse lesson plan which
provided students with opportunities to
learn and review the information about
Rome and Julius Caesar with him and their
fellow classmates.
Ryan provided the students with several
diverse options in the “Life in the Roman
Empire Project” to demonstrate their
knowledge and understanding of what life
was like for a citizen of the Roman
Republic.
Ryan Voortman planned a diverse lesson
plan to provide students with a variety of
instructional methods which required them
to take agency over their learning for this
lesson and unit. Students were required to
follow along with the notes and participate
in the breakout room discussions.
Students were given clear and specific
instructions to successfully complete the
assignment. Ryan also provided the
students with six different options for them
to demonstrate their knowledge of what
life was like for a citizen of the Roman
Republic, which I believe motivates and
The students contributed to an
effective learning environment by
participating through reading and
discussing the questions in their
breakout rooms. Students were
given clear and specific
instructions and expectations,
which helped them achieve the
desired learning outcomes.
Students constructed knowledge
of what life was like for a citizen
of the Roman Republic by
completing and processing the
lesson notes, reading information
about Julius Caesar and discussing
this information with their
classmates and their teacher.
Students demonstrated their
knowledge and understanding of
what life was like for a citizen of
the Roman Republic by
completing one of the six options
provided to them in the “Life in
the Roman Empire Project.”
I was not aware of any student
misconceptions regarding this
lesson.
Students participated by following
along with and processing new
lecture notes, identifying and
explaining key vocabulary terms,
names and concepts and
discussing guided questions in
their student breakout rooms.
ability to choose how they
might show their mastery
of the learning objectives
by choosing an item to
complete from the
playlist. (In constructing
the playlist I attempted to
come up with an activity
that fit the needs of each
of my students).
-Teacher carefully
planned out lesson and
constructed student
assignments in a fashion
that would measure the
achievement of learning
goals.
-Teacher kept discussion
in the breakout rooms on
task and in line with what
was to be accomplished.
-Students followed along
with notes and were
willing to participate in
group and whole class
discussion.
-I personally believe that
the differentiation
integrated into this lesson
and the unit as a whole
through the use of
breakout rooms and the
playlist of various
activities for students to
choose from (integrated at
the end of the unit)
greatly contributed to a
greater level of student
understanding.
- Students constructed
their knowledge through
notes, group and
individual processing.
-I did not notice any
specific misconceptions
that students may have
had in regards to the
information presented.
-Students were supported
through differentiated
instruction both within
this lesson (breakout
room reading and
discussion) as well as
throughout the unit as a
whole; as they each chose
an activity from the
playlist provided for them
in order to demonstrate
their knowledge at the end
of the unit.
-I personally contributed

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?
encourages his students to take agency
over their learning. All of this
to student learning
demonstrates how Ryan supported his
through the careful
students through the differentiated
implementation of
instruction and enhanced the learning
differentiated instruction.
process for students with diverse learning
needs.
Students demonstrated
achievement of the learning
objectives by successfully
completing the questions related
to this specific assignment as well
as completing the “Life in the -On the most basic level,
Ryan Voortman contributed to student
Roman Empire Project.” students demonstrated
achievement by creating an interesting
Some students initially struggled mastery of the learning
lesson plan with different instructional
with processing the information objectives through their
techniques and options for students to
by themselves and with their response to the book
demonstrate their understanding of the
breakout group. In the beginning questions that were
subject. Ryan presented historical
of the breakout room sessions, assigned to them. In
information to the students and then
some students weren’t sure about addition, they also
required them to interact with and process
what the questions were asking as demonstrated their
the historical facts by themselves and then
they “searched for the right mastery once again at the
with their breakout groups. Ryan
answer.” Students in each group end of the unit with the
monitored and interacted with the students
started providing possible completion of one of the
to ensure their understanding and success.
suggestions and answers for the playlist activities.
questions, and within a few
minutes, students were better able
to process the information through
their group discussion and teacher
feedback.
Section 4: Post Observation Conference
-Throughout the lesson and the duration of the unit, I was able to see a great improvement in student
mastery of content standards. Personally I equate this increased improvement to the implementation of
differentiated instruction as well as the technology enhanced playlist that provided students with a greater
sense of agency and control over their learning which overall, made the experience more meaningful for
them.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
-While I was hoping I would see
vast improvement in this
-While there was a bit of confusion in
student’s mastery of the learning
regards to the text that students read in a
objectives, the improvement -This student is truly
group setting in class, along with what was
observed was only minimal at gifted and continued
expected of him in regards to the playlist
best. While she did take part in with to display the
activity project, after I was given the
the playlist activity, which she leadership qualities
opportunity to clarify those things, he
seemed to enjoy as it allowed her that he has all year
continued to work as resiliently as before.
to express her creativity, many of long, as he aided his
Through watching my lessons reading the
the problems that she is having classmates along,
text and completing the activities
in regards to fully grasping the helping them to
associated with not only this lesson but the
material stem from the fact that understand the content
unit as a whole he was able to master the
her attendance is not consistent. I objectives better.
learning goals as can be seen through his
am hoping that as the year goes
assessment scores.
on this problem will continue to
deteriorate.
-Next time, I would like to be a bit more intentional with the formative / informal assessment that I
include within my lesson. I felt as though it was a bit of an afterthought for this lesson, however in the
future I would like to use formative assessment as a means of not only collecting data but also engaging
my students as well.
1.) Differentiation through the use of breakout rooms and the technology enhanced playlist that was
integrated at the end of the unit.
2.) Planning and time management… filling the block of time that I had with my students while
keeping them engaged along the way.
3.) Classroom management… although this can be a struggle in a digital environment I believe that
 this is a strong suit of mine as I attempt to build rapport with my students while ensuring that
conversation is on track and learning objectives are being met.
1.) Student engagement through formative assessment (maybe include a kahoot or game of sort mid
lesson to assess and engage)
2.) Focus on a variety of students… I find that in the case of some classes, the louder students tend
What were three top areas for
improvement? to steal the show… I need to make sure that all students have a voice.
3.) Making assignments more interactive… while I find that book questions are simply and effective
way to check for understanding they can get repetitive (hence why a playlist was used at the end
of this unit… to change things up a bit)
1.) Continue to utilize playlists or similar activities that not only differentiate instruction but provide
What are next steps? students with a creative way to display their mastery of the learning goals.
2.) Continue to develop further ways in which students can be engaged by formative assessment.
Other Comments/Notes

-I was honestly pleasantly surprised how many of my students responded to the playlist activities and how they were eager to
display their knowledge in a more creative fashion.

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.