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
th th
Carmina Diaz Alcaraz carminadiazalacaraz@yahoo.com History – Social Science 7 and 8 Grade
Mentor Email School/District Date
APEX Academy
David Tran dtran@apexacademyhs.info 10/3/21
LAUSD
Content Standard Lesson Objectives Unit Topic Lesson Title
8.1.1  (Overall Objective for Colonies Take Root Salem Witch Trials
the 2-3 day lesson) Life In The Colonies (2-3 Day Lesson)
 Students will be able to
identify the new
settlements that
developed in New
England as a result of
Puritan Religious
practices.
 (Objective specific to
this lesson)
  After analyzing four
documents in pairs and
using a graphic
organizer students will
be able to write a one
paragraph response to
the question “What
were the causes and
consequences of the
Salem Witch Crisis of
1692?” with 80%
accuracy. 
 ELD Objective:
 SL.8.1, 6; L.8.3, 6
Collaborative: 1.
Exchanging information
and ideas with others
through oral
collaborative
discussions on a range
of social
and academic topics
2. Interacting with
others in written English
in various
communicative forms
(print, communicative
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 technology
and multimedia)

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 just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Standard:
Explores additional instructional strategies, resources and
1:
Element 1.4 Using a variety of technologies in single lessons or sequence of lessons to meet
Engaging
instructional strategies, resources, students’ diverse learning needs.
and Exploring
and technologies to meet students’
Supporting
diverse learning needs. Students participate in single lessons or sequence of lessons
All
related to their interests and experiences.
Students
Standard
1:
Uses real-life connections during instruction as identified to
Engaging Element 1.3 Connecting subject
curriculum.
and matter to meaningful, real-life Emerging
Supporting contexts.
Some students relate subject matter to real-life.
All
Students
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Matthew
 Student needs
Jaiden Samantha
passages read out loud
 Jaiden is an English Language  Samantha needs
to him. I will address
Learner he will need a graphic organizers to
this need by having a
translated version. Each organizer her
Read-Aloud of the
document has to be information before
primary and secondary
translated from English to writing. We will be
source documents
Spanish. I will provide hard using a graphic
with the entire class.
copies to Jaiden. organizer from
Focus Students  Student needs
 Summarize critical needs and how you  Jaiden needs visuals and I will Stanford Historian
will address them during this lesson. assignments broken
be providing visual images of Education Group,
down into smaller
the Salem Witch trials. “Reading Like A
chunks. Instead of
 Lastly, Jaiden will be able to Historian” to organize
reading all four
use assistive technologies all information. This
documents on the
such as Google translate in graphic organizer will
same day we will only
helping him translate his be used by all
cover two of the
constructed paragraph students benefitting
documents per day
response from Spanish to whole class
and chunk those
English. instruction.
documents even
further.
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  My inquiry focus is: What were the causes  Feedback for English Language Learner:
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or special and consequences of the Salem Witch Crisis of Strategy: Choral Reading
emphasis into the lesson? 1692? This strategy helps ELL student by
 What specific feedback do you want from your ME?
 I will use discipline-based inquiry by asking tracking the words as the educator
probing questions about the topic. points them out. The ELL student is able
 Question 1: What do you know about Salem, to read with fluency and remain engage
Massachusetts? in the classroom.
 Question 2: Why do you think the people of
Salem believed the girls’ accusations of
witchcraft?
 Question 3: Why would there be so many Specific Feedback for Focus Students:

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
 accusations all at once, all of a sudden?
 Question 4: What caused the Salem witch
crisis of 1692?
 I will incorporate the inquiry focus by having
students answer the question first on a Padlet.
 Then they will be able to come up to the board
and write down some of their responses while
the rest of the students are taking notes in a
graphic organizer.
 We will read the summary of the Salem Witch
Trials and I will then proceed to ask Question 2
and Question 3.
Mentor Feedback Specifics:
 The specific feedback I want from my mentor is
how can I continue to make connections
between these initial questions I am asking and
having them think ahead of how am I going to
answer the overall inquiry focus question.
 Can this lesson be completed in two days or is
that too ambitious?
 Does my mentor see a more preferable way to
incorporate the inquiry focus question into the
lesson?
For my English Language Learner I always ask him
if he wants to participate in the Read Aloud and
he still does not feel comfortable how can I
Inquiry Focus/Students
encourage him to try to read in English out loud?
 What specific feedback regarding your focus students do
you want from your ME? Is there any additional support that I can provide
for him besides Google Translate, visuals and
translating documents in order to better meet his
learning needs?
Specific Feedback - For the lesson implementation specific
 What additional specific feedback do you want from your
ME regarding lesson implementation? feedback any text-to-world connections I
missed that I could make?
- How do the activities I am considering
match up to the unit/lesson objectives?
Do I address each objective in multiple
lessons/activities to give students
adequate time and support to really
understand?
- What are some activities/tasks that I did
not think of that I can engage students in
that will promote their learning and
growth?
-
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
ELL:
It is important to get him to respond
even if it’s through a one on one
conversation.
ELL student can respond in Spanish but
encouraging them to use their assistive
technology to translate the response to
English.
Question to continually ask the ELL:
- “Awesome! How do you say that
in English?”
- Helps the English Language
Learner develop his academic
language.
FeedBack for ELL:
The English Language Learner especially
one that is in emersion should not be
reading on his own. This is the perfect
opportunity to bring in Choral reading. It
might be helpful as well to change the
color of the text when using the strategy
of choral reading and demonstrating how
it works. For example: Teacher goes first
reads the text in red. Students read the
text in blue.
 Student already has literacy in
native language. ELL student can
draw from his native language
with appropriate instruction to
help him develop his academic
language and understanding in
English.
Feedback for Lesson Implementation:
 Construct an exemplar response.
It is important to construct an exemplar
response that you will use to grade the
constructed responses your students will
produce.
What do you want them to be able to do?
What do you want them to be able to
explain or describe? And They must be
able to cite the information in the
response using the primary and secondary
source documents provided.
 Cite Evidence
In your lesson implementation, ensuring
that students are able to cite evidence
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 properly to support their constructed
responses.

- Pull out important information

from the sources.
- What is the most important
paragraph do that as a class.
- Model for them Primary Source 1
- What I would like you to do – we
are going to do this paragraph
together.
- Hardest / paragraph / every
student has the most information
- Think-Out-Loud / Project
- What is this? Define – what might
this mean? Highlight – annotate.
Paraphrase – students have it
now they get to do the other
paragraph on their own.
- Key idea in the paragraph. One
supporting claim? Have you
identified it - do you have it.
- Collaboratively – do it in pairs.
-
Instructional Planning Opening: Progress Monitoring Strategies:
 How is the lesson structured (opening, body, and closing)?
 What varied teaching strategies and differentiated Anticipatory Set  What will you be doing when the
instruction will help students meet lesson goals? Inquiry Question Introduction: students are working together?
 What progress monitoring strategies will be used? How will
results inform instruction? Prior Knowledge of Salem Massachusetts  One thing you could do is circle
- Using Padlet for initial prior knowledge the room looking at their graphic
activation organizer looking to see if they
- White board discussion with whole identified the primary and
class/ taking notes graphic organizer. secondary sources correctly.
 At the end of the lesson for
Body: closure you could debrief your
Read Aloud findings.
Summary of Salem Witch Trials  Students can highlight and
annotate the document.
Collaborative Partner Work:  For each skill or objective that has
Documents A and B not been met make sure to have
“Witch Trial –Play” follow up questions that promote
Graphic Organizer critical thinking.
*Students understand what they are
Closing: doing.
Debrief: * The teacher understands what to look
•What type of document is Evidence A? for.
• What type of document is Evidence B? * Time frame for activities – Guideposts.
• Based on these two documents, why did the * Follows a path in a classroom designating
people of Salem believe the girls’ testimony? one.
Figuring out the system that works for you.
Students will create a one-paragraph response
using these two documents to answer the
question.

I will be using a chunking strategy to go through

the primary and secondary source documents.
I will be using a Read Aloud to model the pace
and tone of the documents.
I will be using pair-share
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
 Students will be working collaboratively in
partners when filling in their graphic organizer.
Oral Storytelling – I noticed our students come
from backgrounds where oral story telling is a
tradition and they receive it well.
I will be engaging students through a “play”
Student Engagement/Learning
(court case of Abigail Hobbs) where a couple of
 How will you make the lesson relevant to all the students? students will play characters in a witch trial.
 How will students show progress towards master of lesson Students will show progress towards mastering
objectives?
the lesson objectives when they are able to look
at the information from the documents
synthesize the information and be able to form
an opinion and construct their own responses
with evidence.
I will use the Multi-Tier System
I will focus on Tier one.
Positive reinforcement for all students.
I maintain a positive learning environment by
Classroom Management greeting every student at the door.
 How will you maintain a positive learning environment with If a student needs redirecting – usually I will stand
a welcoming climate of caring, respect, and fairness?
 Identify specific classroom procedures and strategies for in close proximity to the student. If the behavior
preventing/redirecting challenging behaviors.
continues I address it generally with the whole
class by asking if what we are doing matches with
our three classroom rules. 1. Are we being kind?
2. Are we being respectful? 3. Are we being
excellent?
We will debrief on their graphic organizer.
I will assess student learning by collecting their
graphic organizer and reading their responses.
I will prepare students for the next lesson by
letting them know we will be reading documents
C and D.
Students will continue to use their graphic
Closure organizer.
 How will you close your lesson?
 How will you assess student learning and prepare them for
the next lesson? The end of Day 2:
Students will evaluate all four documents
together. They will be able to answer the inquiry
focus question using the documents provided to
support their answers.
Day 3: Re-Teach or Extension Activity
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Student groups answered worksheet questions that included
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you all levels of Bloom’s (“Identify 6 problem-solving strategies;
prefer? How could you create a math problem that could be solved pick two strategies and identify at least one similarity and
 In what ways were students with this strategy?”) one difference between them”). Groups then selected a
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.

Think of text-to-world
connections that can be made.
Salem Witch Trials tie in well with the
season as well (Halloween / Horror).
- Court System – Fair trail – asylum
seekers.
- College Scandal looking at the
type of sentencing that they got
“White collared crime”vs the
Trial of the witches.
- Trumpism: nationalist. Jumping
on board – how he appeals to
many.
- Covid- 19 Vaccine the science
community religious beliefs.
- Recall Election: Multiple
attempts to get him through.
Redirecting Behavior Feedback
Going around the room and if a student is
not on task being able to approach them
and not assume anything ask them
instead: “How does what you’re doing tie
in with the learning lesson objective?”
Closure Feedback
- In closing the lesson make sure
that you debrief with the entire
class the skills that were met.
- If skills were not met “circle”
what needs to be reviewed or
retaught.
- They might not be able to address
it all on Lesson 1 but what do you
want them to know by the end of
Lesson 1, Lesson 2 etc.
- A recap of everything they are
doing.
- Whole class discussion we are
going to talk about the
importance of it. Write it down in
the graphic organizer.
- Collecting information.
- Everyone speaks.
- Writing before they speak.
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Students completed the worksheets and were able to ask
questions. Most groups needed revisions for their questions;
comparison/contrast was the most common analysis
question. I need to give them a Bloom’s question stems
Page 5 of 7
 strategy and created two math problems to exchange
engaged? handout next time.
tomorrow.

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?

Section 4: Post Observation Conference

To what degree did students achieve
lesson objectives?

To what degree did focus students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
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?

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 7