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
th
Christina Perry cperry@stpolycarpschool.org Social Studies 6​
Mentor Email School/District Date
St. Polycarp School/Diocese of
Roberta Elliott relliott@stpolycarpschool.org 10/17/20
Orange (GGUSD)
Content Standard Lesson Objectives Unit Topic Lesson Title
SWBAT evaluate how
6.2.4. Know the significance of
Hammurabi's Code impacted Ancient Mesopotamia Hammurabi’s Code Investigation
Hammurabi’s Code.
Mesopotamian society.
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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
Incorporates differentiated instructional strategies into ongoing planning that addresses culturally responsive pedagogy, students’
Planning instruction that incorporates appropriate strategies to meet the diverse language, and learning needs and styles.
4.4 learning needs of all students
T – Applying
Uses assessments of students’ learning and language needs to inform planning differentiated instruction.
T - Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content.
T- Applying
1.5 Promoting critical thinking though inquiry, problem solving, and reflection
S- Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of
lessons.

Section 2: Pre-Observation Conference

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
● What specific feedback do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is a dedicated
student, but she is always in need
This student has ADHD and has a
This student is an Advanced ELL. He of extra explanation and
hard time focusing on classwork,
needs help improving his writing to one-on-one instruction. After
especially if it requires a lot of
be more grammatically correct and hearing and seeing the
content related reading, such as
have more complex sentence information explained in different
articles or primary source
structure/variety. He also needs ways, she has a better time
documents. She also struggles with
help in comprehending more understanding the content. I’d
writing long responses. I will
advanced reading materials, such as like to see her become more
modify the number of documents
academic articles and primary independent in her ability to
she needs to read so she can focus
sources. I will provide support to critically think and analyze. I will
on deeply understanding a few
him throughout the lesson by provide guided questions for
sources. I will also allow her choice
providing sentence stems, group discussion, but I want to
in how she wants to present her
discussions, and guided reading challenge her to walk through the
learning, since she enjoys more
questions for the different sources. directions and analysis on her
artistic expressions.
own before seeking extra
assistance from me.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus is on how well using real-life Tying her lesson to a modern day experience
application to the historical content can deepen is a good way to deepen the student’s ability
student’s critical thinking, as well as how to comprehend the significance of
different technology tools, such as Google Docs, Hammarabi’s code. Good use of technology to
breakout rooms, and Flipgrid help facilitate that enhance the student’s experience
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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?
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.
critical thinking. This focus is incorporated into
my lesson plan by having them reflect on the
role of laws in Mesopotamian society and then
comparing that to our modern day laws. This
should help them answer the essential question
in a more critical and thoughtful way. The use of
Google Docs to present and organize the
information, breakout rooms to facilitate group
discussion, and Flipgrid for presenting their
reflection should help them gather the
information and share it in a meaningful way.
The feedback I’d like to receive is any
suggestions on specific questions to ask students
or prompts they should answer.
Ms. Perry is very effective in the gradual
Since she teaches the same students, it would be release of the assignment to the students. As
helpful to hear if there are any strategies she has she walks through the assignment with
found helpful in teaching them in her own class. students. I find that scaffolding the lesson for
her ELL students very effective
She has taught about Hammurabi’s Code before
and is good at getting students to think critically The use of venn diagrams to compare and
in their writing, so it would be helpful for any contrast and a sentence stem will be helpful
tips on how to help students write their for the three students she is focusing on
responses in a critical way.
This particular lesson is part of a lesson plan
series. Students will have already been
introduced to Mesopotamian society and
Hammurabi’s Code through a lecture and
activity. The opening of this lesson is to activate
students’ prior knowledge by having them
reflect on what they recall about Hammurabi’s
Code. Then I will explain to them the groups they
have and the roles they have within their group
to help facilitate a group discussion. A Google
Doc with the discussion questions is provided to
all students and they are then assigned to
breakout rooms. I will monitor their discussions
Ms. Perry has invested time and thoughtful
and challenge their thinking as I go from group
research into her instructional planning. As
to group. The closing of the lesson is for the
this particular lesson is part of the series it is
groups to summarize what they have discussed
evident that the students are engaged and
and for students to draw connections between
ready to tackle this part of the lesson. Having
what they have discussed and the other groups.
the students work in groups with assigned
The use of a visual guide (Google Doc) and
roles will work well with this class.
sentence stems will help students know how to
Ms. Perry is clearly able to monitor her break
facilitate the discussion. Having clear roles also
out rooms and keep students on track
helps them all participate. I will strategically
assign students roles to fit their ability as well as
offer them opportunities to grow. Group
discussion also helps students who would
normally have a difficult time answering the
questions because they can hear from other
students. Based on the notes taken by each
group in their Google Doc, I will be able to tell
whether or not they are thinking critically about
the role of government. If they are, then they
are ready for the last assignment on Flipgrid. If
not, then I will need to offer further guidance in
helping them make the present day connections.
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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?
EXAMPLE
CSTP 1: Engaging All Students
The lesson will be relevant to all students
because they are all assigned a role within the
group. There is a leader, reporter, note taker,
and timekeeper. As I move from group to group,
I can monitor if students are fulfilling their roles.
In terms of content, the discussion questions are
Ms. Perry’s students are enthusiastic about
open-ended allowing students to express their
being in groups and it is beneficial for their
opinion. They are asked about whether laws are
social and emotional growth. The self
necessary and what makes good laws. Since they
evaluation after the lesson anchors the
have rules they have to follow, discussing laws is
students back into a whole group setting and
applicable to their lives. Students will
allows them to describe the role they played
demonstrate mastery based on their ability to
in their learning
answer the questions, either in listening to their
participation in their group or their ability to
answer questions directly from me. Students
also have the ability to self-evaluate their
comprehension and participation in the
discussion.
I start my class off with sharing of their roses and
thorns and/or things they are grateful for. This
helps establish and maintain a welcoming and
caring classroom environment. I will also preface
their discussion with the guidelines for having a
respectful and productive discussion so that all
ideas are heard and valued. The division of tasks
also allows for equity and accountability for Ms. Perry’s classroom management is based
student work—students can’t slack because they on structure and respect. Her moment of
all have something to contribute. While teaching sharing allows students to bond together and
online I cannot monitor all breakout rooms with her. Consequently they are respectful of
constantly, I can have students evaluate their her and quickly redirect their behavior when
group as well to provide me with feedback on instructed to do so
who was and who wasn’t participating. While in
the breakout rooms, I can correct students if
they address someone or their thought in a
disrespectful way. I can also model the different
roles if they need assistance. Addressing
students privately through the chat is another
way to redirect behavior.
The lesson will close with the sharing of
individual group’s discussion with the whole
class. After listening to each group’s sharing by
their reporter, I will have students draw
connections or differences between what the
various groups have said. I will be able to tell a
Sharing group discussion and individual
lot about how the whole class comprehends the
reflections gives the students another
topic through how their discussions unfold. The
opportunity to understand the material from
Google Doc responses will also help me
their peers
determine if they are thinking deep enough
about the topic. I can tell this as well from their
self-evaluation. I will let students know that
what they discussed in their group will help
them for their own response on how law is seen
in our world today.
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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
● 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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
prefer? How could you create a math problem that could be solved between them”). Groups then selected a strategy and created
with this strategy?”) two math problems to exchange tomorrow.
Students were in engaged in the
Ms. Perry furthered student
discussion, providing what they
understanding as she listened to
thought would be a fair punishment
student discussions.
for a crime
The students were in break out
Ms. Perry monitored each room rooms with specific roles and
instructions.
This was a very effective learning
Ms. Perry acted as an observer in
environment because the groups
their discussion which allowed
were small and the students
students to contribute their thoughts.
seemed very engaged
Although I did not see the teacher
It appears information provided to clear up any misconceptions as I
students by Ms. Perry in a pior lesson watched the video it seemed like
gave context for the student's the students themselves clarified
discussion. the answers among themselves
through a lively discussion
Ms. Perry’s understanding of her The students took possession of
students strengths made grouping their learning through lively
them very effective discussions.
Ms. Perry brought them back for a All students had a chance to
class discussion and it was interesting participate in small groups and
to listen to the student’s point of view listened to the other groups ideas.
on the law.
Section 4: Post Observation Conference
Students were able to achieve the lesson objective of evaluating how Hammurabi’s Code impacted
Mesopotamian society, as well as how it affects our modern day society. They were able to do this by first
comparison/contrast was the most common analysis question. I
need to give them a Bloom’s question stems handout next time.
I wasn’t able to implement her
suggestion of a Venn Diagram during
this observed lesson, but I used it
after to help reinforce their
understanding.
Students used the breakout rooms,
collaborative Google Doc, and the
discussion to engage in the lesson
content. I moved from room to
room to monitor as well as
monitored their Google Docs in real
time.
The sharing we have at the
beginning helps build a trusting
environment, something we have
been building all year. This helped
them be more comfortable sharing
their ideas.
When students expressed an idea, I
prompted them with more things to
consider to deepen their
understanding. Students also took
ownership of the subject matter by
being active participants in their
role.
Students were supported in various
ways, including my guidance during
the discussion, their role in the
group, and their classmates. I
assigned students to specific groups
and in specific roles to ensure they
were able to participate in the most
effective way.
Students demonstrated their
achievement of the objectives in
their discussion and Google Doc.
Students also completed a
self-evaluation of their group
discussion at the end of class.
Page 4 of 5

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?
A good lesson that kept students engaged. A good topic in which to center the discussion around because it was relevant and interesting
to students.
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.
evaluating the code itself, then discussing how it changed life in Mesopotamia, and lastly how laws impact us
today.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I was able to review with her after Being in the group setting helped
He was able to discuss the to ensure her understanding. Her her understand what they were
information in his group and with role in the group was time keeper doing in the discussion and
some prompting he was able to so she could focus on listening to hearing other students' thoughts
deepen his understanding. the content, but her understanding helped her clarify her own. She
could be deeper. was able to meet the objective.
I would have assigned the groups and explained the roles ahead of time so that students had more time to
discuss and process at the end. It wasn’t rushed at the end, but it would have been nice to have more synthesis
time, especially if I would have been able to help them visualize the information with the Venn Diagram. That, or
choose one of the longer class periods to do the discussion. I would have also added additional sentence stems
for my focus students to further scaffold their discussion. Students were also fixated on just one of the laws in
the Code and so I would encourage them ahead of time to discuss many of the laws and the Code as a whole,
not individual laws.
Organization, engagement, knowledge of students
Differentiated supports, variety of technology tools
Continue to reinforce the concept for the rest of the unit and help them further apply what they’ve discussed to
real world contexts through their Flipgrid discussion. Provide more opportunities for students to apply what
they’ve learned from ancient history to modern times in subsequent units, such as social class in India, civil
service tests in China, and democracy in Greece.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5