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
Roya Bolouri Roya.bolouri@animo.org Anatomy & Physiology 12th Grade
Mentor Email School/District Date
Animo Inglewood Charter High
Dr. LaShawn Allen Lashawn.allen@animo.org School 10/11/20
Green Dot Public Schools
Content Standard Lesson Objectives Unit Topic Lesson Title
GD A&P Learning Objective: SWBAT construct an Integumentary System The Biology of Skin Color
● LO2.1: Explain explanation on how the
mechanisms within structure and function
the three layers of (CCC2) of melanin serves an
skin: epidermis, essential role in a person’s
dermis, and health (HS-LS1-1) by writing
hypodermis. a CER (SEP 6) explaining the
different skin colors based
NGSS SEP 6: on latitudes of the world.
● HS-6B: Construct an
explanation based on
valid and reliable
evidence obtained
from a variety of
sources (including
students’ own
investigations,
models, theories,
simulations, peer
review) and the
assumption that
theories and laws
that describe the
natural world operate
today as they did in
the past and will
continue to do so in
the future.

● HS-6D: Apply
scientific reasoning,
theory, and/or
models to link
evidence to the
claims to assess the
extent to which the
reasoning and data
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 11
 support the
explanation or
conclusion.

Relevant NGSS Standard:

● HS-LS1-1. Construct
an explanation based
on evidence for how
the structure of DNA
determines the
structure of proteins,
which carry out the
essential functions of
life through systems
of specialized cells.

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 Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T - Reinforces positive, responsible, and respectful student
Promoting social Development and interactions. Assists students to resolve conflicts. Incorporates cultural
responsibility within a caring T - Applying awareness to develop a positive classroom climate.
2.1
community where each student is S - Applying
treated fairly and respectfully S - Students demonstrate efforts to be positive, accepting, and
respectful of differences.
Designs and integrates an assessment plan that provides formal and
informal assessment data on student learning.
Involving all students in self-
5.2 assessment, goal-setting, and progress Integrating
Uses data analysis of a broad range of assessments to provide
monitoring
comprehensive information to guide planning and differentiation of
instruction.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
● Summarize critical needs and how
you will address them during this This student will exhibit qualities of This student will exhibit qualities of This student will exhibit qualities
lesson.
a collaborative member in the a collaborative member in the of a collaborative member in the
classroom. They will bring their classroom. They will bring their classroom. They will bring their
own culture to the lesson and own culture to the lesson and own culture to the lesson and
respect the opinions and respect the opinions and respect the opinions and
contributions of other students contributions of other students contributions of other students
during discussion (especially as we during discussion (especially as we during discussion (especially as
talk about race and skin color). talk about race and skin color). we talk about race and skin color).

The student also has difficulty
monitoring, reflecting, and
designing next steps without
teacher directed feedback. This
student will be given multiple
opportunities to self-assess
throughout the lesson to reflect on
their own learning, and be given
sentence frames to design next
steps. I will continue to monitor
their reflections and further steps
to differentiate the lesson for him.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
This student has difficulty asking
for help when needed. In addition
to frequent check-ins with the
student, I will facilitate
opportunities for self-reflection
and identification of next steps.
This data will help inform me of the
needs of the student.
I will strategically and place checks
for understanding throughout the
lesson to understand this student’s
gaps in learning or needs, so that I
This student has difficulty staying
engaged during the class period. I
will create a space for students to
create their own goals based on
the objective of the lesson,
hopefully giving the student
ownership of their learning. This
student will reflect on their
progress towards their goal. With
the reflection from their data, I
will differentiate instruction as
needed.
The lesson? The choices you
Page 2 of 11
 In addition, I will strategically place
checks for understanding
throughout the lesson to can differentiate instruction as
understand gaps in learning or needed. made for experiences, platforms
needs of the student so that I can Create expectations for/with used,materials, standards,
differentiate instruction as needed. student as it relates to them relationships, structure, chunks,
Create expectation for/with asking for help. To begin to have chews, check. Intentional cold
student as it relates to monitoring, the student own their growth in call of student and specific
and reflecting to push their learning and being able to know questions for CFUs as it relates to
learning learning growth - have when and how...so they are also the experiences they are
student check in with you after growing , even though you will be enjoying and struggling with,
every chunk to let you know providing CFUs , use of private especially in Distance Learning
where they are via Private Chat chat
ELD Standards? Language Criteria
for success?
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis Focus: Students monitoring their own socio- Distance Learning
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or emotional growth and learning growth Do Now (+): Green Check provides students
special emphasis into the lesson?
● What specific feedback do you want from your ME? with the opportunity to identify their learning
During the lesson, students will reflect on their growth as it relates to their understanding and
own learning through a series of polls, open navigation of the platforms used in Distance
ended questions, class temperature checks, and Learning
an exit slip. Questions will include Engagement (+): Students are able to guide
metacognition skills and questions which lead to their learning by the questions they provide for
monitoring their growth towards the objective. the next part of the lesson; (=) you can use
Zoom poll to have students rank themselves as
I would like for my mentor to review my checks it relates to how they feel before they begin the
for understanding, built-in opportunities for next steps and discuss their current thinking (is
student monitoring, and suggest other this the small discussion?) explaining why they
opportunities that I may have missed. made the choices they did before answering the
questions on the collaboration board - be
prepared, because discussing race can lead to a
deeper discussion when looking at color and
location on map. Exploration & Explanation
Evaluation (+): Students making predictions
about the Driving Question and guiding the
discussion by determining the questions to be
asked for next steps (=) encourage students to
speak as added level of processing for EL
students (L&S) and have a student or you
capture them in one location to support other
students. Again, make a direct connection to
the students and their SEL growth by checking
in on each step of the process and their ability
to access and engage in the lesson can use
Zoom poll (i.e. after completing and reviewing,
Were you able to arrive at the same conclusion?
After the discussion and seeing other responses
does this now make more sense? Do you feel
you will be able to meet the objective by the
end of the lesson?) Elaboration (+): Reflection
and revision with justification (=)Make direct
ask about SEL and have students explain their
feelings as it relates to the learning and growth;
have them provide the vocabulary, and have
students from the reading identify vocabulary
they think is essential to be able to address the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 11

Inquiry Focus/Students
● What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I would like my mentor to suggest ways to
aggregate data quickly and efficiently
throughout the lesson.
I would like my mentor to identify areas of
weakness in my lesson implementation. I would
objective , individually and then cold call
students to share with justification and have
students vote on whether valid to keep; have
students in folate discussion connect the
learning to previous and learning and future
implications Evaluation (+): Current learning
experiences and CFUS (i.e. comments, breakout
rooms); (=) capture the brainstorm to solidify
learning and as a reference point for students
to address their CER paragraph Closing (+): Exit
Slip, students learning and SEL (=) add
justification to their meme, picture, or text as to
why they feel this represents their confidence
as it relates to their objective; include the
metacognitive questions and more questions
about their personal learning experiences How
was the lesson today taking into consideration
Distance Learning? Were there distractions?
How did your learning grow? How can you use
this learning in your day to day interactions
...etc.) to get them connect their SEL growth
with learning; When will the Do Now
learning/thoughts be addressed? As an added
layer as it relates to misconceptions, facts,
myths, and questions being answered
● The (=) are to extend the lesson and
provide more information and push
your lesson, as I thin the way in which
you are approaching it, especially
during Distance Learning
demonstrates your deep level of
understanding of learning experiences
of students, the impact of these
experiences on student engagement
and content mastery, and the
grounding learning in the standards
and skills required to develop
students as scientific learners
See Above - Current CFUs are accurately placed
and can be deeper based upon suggestions.
Individual check-ins will be required as many of
the CFUs are planned for the whole group and
should be anonymous, unless students are
paired or grouped to make sure responses are
authentic. Use private chat, use avalanche chat
(students type responses into the chat, but DO
Not hit enter until told to do so, everyone
responds at the same time) responses and polls
(Nearpod and Zoom), collaboration board are
all ways to get aggregate data and the current
placement is appropriate. Essential for your
consideration is response the data, deciphering
individual supports, and authenticity, but
current approach provides multiple
opportunities to get aggregate “real time” data
See Above - The lesson plan is strong and leads
students to independent mastery of the lesson,
Page 4 of 11

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
like them to suggest ways to improve the quality
of the data collected throughout the lesson.
The opening of the lesson is an opportunity to
engage students in inquiry. They will reflect on
their own knowledge and experiences with
different cultures, races, and people. Students
will reflect on the objective of the day to guide
their learning. They will identify their
metacognition goal for the lesson.
The body is split into 4 chunks. Students will
explore the different skin colors based on
latitude and the equator through the analysis of
a map. The second chunk has students learning
about melanin and the differences in skin color.
The third chunk has students reflecting on the
importance of eumelanin in the health of an
individual (and themselves). And lastly, students
will write a CER using evidence from the lesson
in the last chunk. Students will participate in
with students driving the lesson and the
teacher facilitating. My largest
recommendations are (1) support subgroups in
building ownership skills in their learning (2)
have students identify the vocabulary to be
used with support; provide time and space after
reading and annotating for them identify the
words that are essential to effective explanation
then cold and have them justify their selection,
and have students collectively determine the
vocabulary (3) The Do Now has students
identify what they believe to be facts, myths,
and questions, when do we affirm these, can it
be part of the closure where we re-visit and
have students based upon their learning
determine? Will this happen in a future lesson?
(4) Connection to previous learning, and
application of current learning (sun tan lotions
and connection to SPF, do they use it, impact
now of being in the house for long periods of
time and not going outside for many) (5)
Opportunities to explicitly have students tell
you their feelings throughout the class as it
pertains to their SEL; use as a way for a mental
break before a chunk, how many distractions
did you have during the previous section, how
did you show up emotionally to class today, as
direct questions that connects their SEL to the
learning and growth (6) the Google Draw could
lend itself to a deeper discussion of race, be
prepared to discuss and navigate the
conversation, so you or students are not caught
off guard, establish/create norms around
students responses for this chunk and then can
check in later on the comments they provide
during revision or potentially pose, this could
also happen during the Do Now
● These are all extensions to the lesson
though, as the current data and ways
you are addressing are sufficient
Do Now - will this happen during framing?
Effective instructional planning and excited to
see the experience of the students and their
engagement. But, varied experiences to reach
the independent mastery of the objective.
Balanced scaffolds and supports and student
driven learning
Page 5 of 11

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
applying their new information to the map they
analyzed during the first chunk of the lesson.
After each chunk of the lesson, students will be
given prompts for self-reflection and self-
monitoring.
Lastly, students will evaluate their learning
against the objective of the day. They will
articulate their needs and next steps.
Students will have differentiated graphic
organizers, and homogenous groups for
differentiated instruction. Sentence stems will
be used, as well.
Students will be prompted to reflect on their
learning after each chunk. Through polls on
Zoom or Nearpod, open ended questions on
Nearpod or through the chat, monitoring on
Google Classroom, and self assessment answers
on Nearpod will help inform me of next steps.
Students who score themselves low, or need
assistance will move to small group instruction
before they proceed to the next chunk of the
lesson. Based on open ended answers, I will re-
teach or change the pacing of the lessons.
The phenomena of this lesson is engaging as it is
real world applicable. Students will bring their
own experiences to the lesson. In addition,
students will be self-monitoring and reflecting How is this real world applicable? What are the
as they are taking ownership of their own current implications for the time? What are
learning. some anticipated experiences? What cultural
capital can we rely on and access? Is there
Students will show progress towards mastery by capital that you can share to deepen
accurately answering open-ended questions, engagement
collaborating with their group members, and
through the answers they write on
Nearpod/Google docs.
Expectations for the lesson and the class period
will be set , reinforced, and modeled
throughout. In addition, community is built in
the classroom from the start of the year, and
the appropriate behavior is modeled.
As students begin to share their differences
and personal experiences, I know that you have
Routines that have been developed from Day 1
established a great culture, but be prepared to
of class will continue to be implemented
navigate the discussion and ground in tenets of
throughout this lesson. Students will be given a
brave spaces and similarities (but of course I am
Do Now for the start of the class period as they
preaching to the choir)
enter, the objective to reflect on, and
Brave Spaces Reference Sheet
expectations. Positive narration will be used to
prevent or redirect challenging behaviors.
Transitions will be planned to maximize learning
time. Precision pairing will be used to increase
student learning and to minimize student
“shutdowns”.
An exit slip will be provided to students using Have students explain how or why their
Google forms. Students will be asked multiple selection expresses their confidence (i.e. smiley
questions based on content and metacognition. face emoji...I am extremely confident
Page 6 of 11

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I will grade their CERs to evaluate student
learning and their ability to meet the objective
of the lesson.
Through data collected, I will reflect on their
learning and plan next steps for the next lesson. see the lesson and debrief after. You have
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
When teacher reviewed worksheet, she asked additional questions
of analysis and evaluation (“which problem-solving strategy do
you prefer? How could you create a math problem that could be
solved with this strategy?”)
Using the private chat to get
feedback from students as to their
completion of assignments, provide
feedback on responses, and
encourage further completion of
assignments and deeper thinking
about responses
Setting up polls for students to let
teacher know that they are ready to
move on and effectively
Using the document to see student
responses and give feedback about
their completion of assignments and
expectations for the completion of
assignments
because...using language of the lesson and
objective as an immediate check prior to
CER...can reference rubric… include specific
questions that also address SEL; was this lesson
balanced, what experiences did you enjoy, you
do it in the middle of the lesson, but also do in
the beginning and end of the lesson, right after
do now (how are you entering this space
today?); opportunity to also connect to prior
learning experiences and content; before you
start the lesson, but as stated prior excited to
created a space for students that is inspiring as
it relates to STEM, and have a deep knowledge
and understanding of the experiences that
supports mastery of content, and therefore this
feedback is to enrich your lesson. s and push
students in their engagement of the lesson
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Using multiple methods of data
collection allowed for data-informed
adjustments to be made as the
lesson progressed.
The private chat with individual
students created more engagement
and allowed me to understand
hinderances to student learning.
A poll on Zoom asking when
students were finished reading or
Responding using the private to answer a question allowed for
allow for more context about appropriate pacing of the lesson.
completion of assignments Whole class data was collected, and
prompting for students to articulate
Answering the poll and responding additional time needed helped guide
via chat and using teacher feedback lesson pacing.
to guide next steps and actions
Using Google Classroom to monitor
student answers gave specific data
on student understanding, as well as
pacing.
Overall, data collection and pacing of
the lesson was appropriate.
However, to dive deeper into the
skills, I may want to determine which
areas of the lesson I could cut out
and what areas I could spend more
time extending.
Page 7 of 11

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Driving Question: How does UV
light affect our health?
Teacher had students engage in the
lesson via answering the I see and I
wonder questions, answering the
poll as their access of the
google.doc, the chat for support and
the private chat for getting and
keeping students engaged during
the lesson
Verbal and written support(s) given
to students by the teacher, based
upon the chat and next steps -
supported Focus Students without
directly identifying them (i.e.
sentence frame for response?)
Feedback - After completion of task
and collaboration board in Nearpod
have students that did not respond
like those that had responded to
hear from all students
Teacher posed questions to in the
poll and used the public/private to
push students and support those
students whom needed to complete
assignments, had not started or
needed to be supported in pushing
their thinking, and provide tech
support and others as students
requested
Feedback - Use of polls to guide
student participation, remain
consistent and return to
expectations for students (i.e Poll
give % and data and moves on)
Students contributed to their
learning via (1) accessing prior
knowledge, identifying current
knowledge, and knowledge they
want via google.doc and (2) using
chat public/private to identify and
connect learning (3) polls to gauge
pacing and participation
Students monitored learning
through the of the Nearpod
collaboration board
Students completed learning tasks
and responded to pacing and other
check-ins via public/private chat
and by completing Nearpod
collaboration board and Google.doc
Students were engaged due to the
real-world applicable topic that is
relevant to their lives. Students were
interested in learning more about
their own health and how high UV
light (from Los Angeles) affected
them on a personal level.
Students showed engagement with
their participation, clarifying
questions, and commenting on
personal experiences/relations with
the content. Students who were not
engaged were contacted privately in
the chat. Outcomes included
responses about helping their
parent/sibling, or redirection
towards the task at hand.
Student learning was monitored
through Google Classroom/Docs,
Nearpod, the chat, and Zoom polls.
Focus students were supported
through private messages in the chat
and comments on their Google Docs.
Add sentence frames to their graphic
organizers and differentiated texts
helped make the lesson be
accessible for all. Students were
redirected if necessary, and checked
in on throughout the entire lesson.
Students contributed to an effective
learning environment by taking
ownership of their learning. They
asked clarifying questions when they
had them, contributed to class
discussions, and stayed engaged
with all questions posed to them
orally on Zoom or written on
Nearpod.
The teacher contributed to an
effective learning environment by
using appropriate pacing of the
lesson, ensuring accessibility for all
students, using real-world applicable
phenomena, encouraging a safe
environment for all, and by creating
a lesson with appropriate rigor.
Students are encouraged to feel
successful and a culture of safety
and love is employed in the
classroom. Making sure students feel
loved and supported is paramount in
my classroom. The lesson was
challenging and asked students to
practice their Science and
Page 8 of 11

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.
Engineering Skills with appropriate
supports and gradual release.
Using a 5E lesson, students
participated in inquiry through their
knowledge acquisition. Starting with
an Engage which was relevant to
student lives and accessed their prior
knowledge, allowed students to
access a starting point. As students
built and fortified their knowledge,
students explored a quick reading
while answering questions. As the
students progress through the 5E
Accessing Prior knowledge and
Answered I see and I wonder lesson sequence, students progress
connecting to the Unit’s Driving
(Goolge.doc) from collaboration to independent
Question by using the I see and I
Shared collaboratively through evaluation.
wonder collaboratively with
Nearpod
students and collaboration on the
Read text and annotated to Strategies of collaboration are used
Nearpod through an inquiry
determine learning and build through class discussions and
approach. Students then read and
knowledge/context through the various tools on
annotated a text to clarify their
No Misconceptions Nearpod. Students are able to see
understanding and next steps.
shared/expressed during other answers and reflect on their
No Misconceptions
observation own answers.
expressed/shared to address
Misconceptions were not present,
but in the future, I will do a small
mini-lesson on UV light and how the
light is dispersed through the Earth.
Many students did not understand
that in the winter we receive a
different UV Index average than in
the summer, and that the distance
from the equator affected the
average amount of UV we receive.
Sentence frames Responding to prompts Different subgroups were given
Prompting Connecting learning to personal different texts on their handouts.
Direct Feedback experiences Lexile levels ranged for high-
Access/Pacing support through Sharing responses performing, mid-performing, and
prompting Reading, annotating and special needs students. In addition,
Inquiry through the I see and I verification of learning graphic organizers were utilized and
wonder question sentence frames were given. The use
Celebrating responses of oral and written instructions
Pushing student thinking through ensured accessibility for all students.
questioning and prompting
Feedback: Sentence frame provided Students participated orally, through
to whole group (why?) provide to the chat, on Nearpod, and in their
students in private chat, have a Google Docs (assigned on Google
student guide you through a model Classroom). Students were given
response or provide criteria for a multiple means to show mastery of
model response the content, collaborate with their
peers, and ask clarifying questions as
needed.
Students were given direct feedback
from the teacher through comments
on their google docs, orally from
their responses on nearpod, and
with private messages on Zoom.
Page 9 of 11

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
In the future, I would like to take the
advice my mentor gave me about
having a student model their
response. At times, I do a lot of the
reading of the responses on the
collaboration board, but I would like
to push students to read their own
answers, on a peer’s that they like.
Students showed achievement of
lesson objective through their
proving behavior. Although multiple
checks for understanding and data
collection was made throughout the
lesson, the whole objective is met
through the proving behavior (the
Attain of lesson objectives no
CER paragraph).
observed during observation
Students did not demonstrate
The teacher ensured appropriate
limited understanding from the
sequencing of activities, supportive
ones that responded
scaffolds, and an engaging topic.
Teacher had clear expectations,
Relationships with the students
supports, and prompting that gave
added safety and engagement for all.
students the opportunity to
Students struggled in needing more Consistent prompting and explicit
Feedback find ways to make sure
promoting for completion of tasks expectations helped engage students
that it could identified and
(limited of students) in a distance learning setting, as well.
addressed of all students
Overall, students were able to
master the objective, however more
(**Note: Mentor only stayed for 25
time was needed than anticipated to
minutes, but saw evidence of
finish writing their CERs. Some
student achievement of objective
students were not confident in their
through student work at a later
answers until they discussed it with a
conference)
peer or the teacher, and I would like
to add that to a future assignment. It
would be beneficial for students to
think through their own thoughts,
but then collaborate with another
for self-monitoring.
Section 4: Post Observation Conference
Students were able to achieve the lesson objective. Students understood the concepts, however, spending
additional time improving the constructs (tier 2 vocabulary and flow) of their CERs would be beneficial in the
future. Their claim, evidence, and reasoning were wholly accurate.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did not meet the
objective during the lesson. This
student remained engaged in the
This student was able to meet the This student needed much more
lesson for half of the time, but
academic objective. However, in his support to get to the final objective
then said he had to leave to help
accommodated version, he used (one-on-one support through a
his parent. He did not return. A
less Tier 3 vocabulary words than breakout room), but was able to
follow up conversation has led to
the class rubric had required. meet the objective.
a new goal, and the student met
the objective outside of class time
two weeks later.
The next time I use this lesson sequence, or plan a similar sequence, I would like to include more collaborative
time for students to share their stories and their experiences. To create an empathetic classroom, students
need to become active listeners and feel safe sharing. In addition, I would like to build in time for students to
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What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
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.
create the criteria for an effective CER and have students reflect on their progress to meet the student-led
criteria. Lastly, I would include a period where students could discuss their action plan to writing their proving
behavior to increase confidence before they submit their end product.
Overall, the three strengths of this lesson plan were engagement, data collection, and differentiation for
different students. Students were engaged in the topic, participated in all lesson activities, and were alive with
discussion during whole class chunks of the lesson. Multiple means of data collection allowed for adjustment
and readjustment as the sequence continued. Data collection of understanding, engagement, and pacing were
crucial to the success of this lesson. Lastly, multiple means of differentiation occurred. Gifted students received
a more rigorous text and rubric for their CER, while high-need subgroups received a lower lexile/vocabulary
glossary text and rubric.
Three areas for improvement are increased collaboration, increased student interaction, and student-created
criteria. This lesson would have benefited from more student collaboration that could be facilitated through
group roles and breakout rooms. Student interaction could have been prompted with asking students to
comment on a peer’s answer on the collaboration boards (Nearpod) or to extend the thinking of another
student during a class discussion. Lastly, students could have created the rubric/criteria for success in terms of
their CER as they are well equipped with the knowledge of what makes an exemplar CER. Creating the CER
criteria may increase student ownership.
To improve future lessons, I will continue to think through the activities that provide high leverage to the
improving student skills. If the focus of the lesson is CER writing, I will spend more time on the criteria to make
a strong CER beyond the conceptual knowledge. Students should be pushed to include Tier 2 vocabulary in
addition to Tier 3 vocabulary. I will use collaboration and peer feedback to continue to push the excellence in
their proving behaviors.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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