Fullerton Online Teacher Induc on Program

Pre/Observa on/Post Cycle Form (POP)

Revised 4.20.17

Direc ons for Prepara on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden fy date for lesson observa on and set dates/ mes for pre- and post-observa on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec on 1: New Teacher Informa on, lesson plan, and Sec on 2, Part A NT Re ec on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc ons for Pre-Observa on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec on 2, Part A: New Teacher Re ec on; completes Sec on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa on conference. Lesson plan is adjusted as needed and nalized for delivery.
Direc ons for Observa on and Prepara on for Post-Observa on Conference
7. During lesson delivery, ME completes Sec on 3A: ME Observa on of Lesson Delivery, no ng both Teacher Ac ons and Student Ac ons.
8. Prior to Post-Observa on Conference, NT re ects on lesson outcomes and completes Part 3B: NT Re ec on on Lesson Delivery.
Post Observa on Conference Direc ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa ons and outcomes; complete Sec on 4. All parts should be transcribed into one document and submi ed to course instructor.
Informa on is used for ILP.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

welch.daniel@amschool.
Daniel Welch Modern World History 9
edu.sv
Mentor Email School/District Date

strayhdorn.chris an@am Escuela Americana- El

Chris an Strayhorn Oct. 24, 2021
school.edu.sv Salvador
Content Standard Lesson Objec ves Unit Topic Lesson Title

-De ne absolu sm and

10.1 Students trade the
iden fy historical
development of the
examples Intro to Absolu sm and DBQ
western poli cal ideas of Absolu sm
-Describe the elements of Intro Paragraphs
the rule of law and
and write a DBQ style
illegi macy of tyranny
introduc on paragraph
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra ng 5 – Innova ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are re ned as NT combines Skills are polished as NT expands
and just coming into prominence inves gates and examines increased relevant and suitable elements into a cohesive and uni ed ability to add new methods and
pedagogical prac ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini al Ra ng Ra ng Descrip on (Iden fy both teacher and student ra ng for CSTP 1 and 2.)

T- Integrates connec ons from subject ma er to meaningful,

real-life contexts, including those speci c to students’ family
Connec ng Subject ma er to T- Applying and community
1.3
meaningful, real-life contexts S- Exploring S- Students make use of real-life connec ons provided in single
lessons or sequence of lessons to support understanding of
subject ma er
T- Begins to encourage students to establish learning goals
through single lessons or sequence of lessons that include goal
Involving all students in self-
T- Exploring se ng exercises.
5.5 assessment, goal se ng, and
S- Exploring S- Students use opportuni es in single lessons or sequence of
progress monitoring
lessons to monitor their own progress toward class or
individual goals.
Sec on 2: Pre-Observa on Conference
Part A: NT Re ec on
Part B: ME Feedback
Use ques ons to guide re ec on on the lesson
Provide feedback on lesson plan re ec on.
plan.

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special My inquiry ques on is “Will students’ goal Rubric use can help with this issue. The
emphasis? se ng, progress monitoring, and re ec ve idea is to see growth. Ac ve engagement
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson? process result in greater engagement?” and experimenta on with strategies
• What speci c feedback do you want from your
ME?
should help with greater engagement.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Some students do not have a

Students with ADHD will have a Generally unmo vated
strong command of English. I
hard me paying a en on to students have a di cult me
will have all materials readily
Focus Students one method of teaching for 75 pu ng in the e ort to
• Summarize cri cal needs and available for easy access so
how you will address them minutes. I will chunk the lesson succeed. I’ll start the lesson in
during this lesson.
that if they miss something in
into various parts and have a trying to connect the class to
the ow of the class, they can
variety of prac ce, from wri ng, something meaningful,
work back and see it, using
to discussion, to watching hopefully sparking some
technology to translate if
videos. interest in the students.
needed.
I have seen the strategy of breaking up
sessions into more manageable pieces
really work, especially with 90 minute
Have you seen these methods work in blocks. Organiza on is key for students at
• What speci c feedback regarding your focus
students do you want from your ME? increasing engagement? If so, any all levels (Focus Student 1). Focus
examples? student 3 should yield high results with
the right hook and making connec ons.
Transfer can be a powerful tool in
increasing engagement.
I will observe for student involvement
Speci c Feedback Can you observe the students and see
• What addi onal speci c feedback do you want and indicate those students engaging at
from your ME regarding lesson when they are most and least engaged
di erent mes, in di erent ways, and
implementa on? during the ow of the lesson?
with di erent methods.
Opening: Write and discuss
Body: Communica on of informa on
The planned bellringer/discussion/hook
Closing: Prac ce
Instruc onal Planning should be an interes ng way to see who
• How is the lesson structured (opening, body, will engage in the lesson. I’m interested
and closing)? Time for wri en re ec on and peer
• What varied teaching strategies and to see how Dan connects local
di eren ated instruc on will help students
discussion. Various mediums, such as
informa on, personal life to absolu sm.
meet lesson goals? videos and wri en word.
• What progress monitoring strategies will be Dividing the topic up and allowing
used? How will results inform instruc on?
students to explore in depth should
Think, pair, share. Wri en prac ce with
provide more engagement.
feedback.

We will relate it to organiza ons of people

Student Engagement/Learning they are in. It also prac ces an academic
A clear outline with examples,
• How will you make the lesson relevant to all the skill they will need for the rest of their
students? expecta ons, and steps is provided to
• How will students show progress towards schooling lives.
master of lesson objec ves? support students in wri ng a thesis.
Mostly through wri en prac ce.
By encouraging inten onal par cipa on.
Classroom Management Dan plans to have the students informed,
• How will you maintain a posi ve learning
therefore, par cipa ng in an inten onal
environment with a welcoming climate of Having a bell ringer at the beginning of
caring, respect, and fairness? fashion. He has indicated that he has a
• Iden fy speci c classroom procedures and class. Having the ac vi es planned so we
strategies for preven ng/redirec ng clear rou ne that will be conducive to
challenging behaviors.
can move smoothly. Ac vely monitoring
student expecta ons.
and helping students.
POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 We will review the prac ce paragraphs.
Then we will close with a concentra on Providing clues for the next lesson is a
Closure exercise. great idea in making connec ons.
• How will you close your lesson?
• How will you assess student learning and
Working with concentra on is a good way
prepare them for the next lesson? Students have an idea of the next lesson to engage the students but also support
being a DBQ, so we’ll use their prac ce as metacogni on.
a stepping stone towards the next lesson.
Sec on 3: Observa on of Lesson Delivery
Part 3A: ME Observa on of Lesson Delivery Part 3B: NT Re ec on on
Teacher Ac ons Student Ac ons Lesson Delivery
Student groups answered worksheet ques ons that
Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked addi onal included all levels of Bloom’s (“Iden fy 6 problem-solving
ques ons. Most groups needed revisions for their ques ons;
CSTP 1: Engaging All Students ques ons of analysis and evalua on (“which problem- strategies; pick two strategies and iden fy at least one
comparison/contrast was the most common analysis
• In what ways were solving strategy do you prefer? How could you create a similarity and one di erence between them”). Groups then
ques on. I need to give them a Bloom’s ques on stems
students engaged? math problem that could be solved with this strategy?”) selected a strategy and created two math problems to
handout next me.
exchange tomorrow.

-The ball ac vity led students to

put their hands up (majority of
students)

-Teacher made direct

-Students raised their hands
connec ons to student lives
with the opportunity to share
(family/who holds power)
their answers with the passing
of the ball(the ball was a very
-Asking students to connect to
Speci c Feedback e ec ve way of encouraging -Most students were engaged at
prior units with Divine Right
• What informa on can students to contribute). the start. Next me, I want to
you provide the NT
regarding requested have more varied ac vi es
special feedback? -Pacing was a li le slow for
-Hands were raised to available to adjust the pace.
engagement with ADHD
par cipate
students

-Students almost always turned

-Connec ng Star Wars (The
to the same neighbor
Scroll as a tool to set the stage in
wri ng)

-Every ac vity involves turning

to a neighbor
CSTP 1: Engaging All
Students
• In what ways were
students engaged? -All students were engaged in
-Rou nes have helped get the
How were students not the bellringer ac vity
engaged? students engaged early in the
• How did students -Allowing the students to freely
contribute to their lesson. I need to nd a way to
learning?
popcorn the ball allowed for -Some students were o task
streamline informa on and
• How did teacher and/or shared engagement during the explora on ac vity
students monitor ac vi es more e ciently to the
learning? looking at other sites/other
• How were the focus students.
students engaged and
slides
supported throughout
the lesson?

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 -Some students on task during
entrance; Others took a while to
get organized, but by the
beginning of class, students
-Bellringer was provided for were prepared to engage
when students entered; -Class was quiet and organized
expecta ons were clear, as one minute before class was set
students knew how to begin the to start
CSTP 2: E ec ve
class (“In a typical group of -Most students turned to a -The bellringer and discussion is
Learning Environment people, should power be in the neighbor to share their answers. a good rou ne to get the class
• How did students and
teacher contribute to
hands of one or many?”) Some students engaged more involved. I need to vary the
an e ec ve learning -Asked students to close than others. Some spoke in discussion to allow for students
environment?
computers to discuss/students Spanish rather than English to hear di erent voices.
followed the process -Not all students were listening
-The teacher called the class during the ball ac vity
back to order with the rules and -Clearly not your fault, but the
expecta ons of the ball ac vity noise outside the classroom is
distrac ng
-Prac ce thesis me had limited
structure with students talking
in Spanish
CSTP 3: Organizing
Subject Ma er -Students used discussion to
• What ac ons of the NT -Teacher provided a bellringer -Inquiry was the focus. Some
look at perspec ves
contributed to student designed to get at the roots of students took the ini a ve,
assimila on of subject -Students use the online
ma er? absolu sm, allowing students to while others looked for the short
• How did students pla orm (Brightspace) to access
construct knowledge of
easily connect to the deeper cut. Need to have a discussion
the subject ma er
subject ma er? lesson about the importance of inquiry
• What misconcep ons -Students looked ahead at the
did students have and -Slides were provided in advance and taking each step as a
how were they material, which limited the
for the students student.
addressed by the inquiry to some extent
teacher?

-Students re ected in
-Teacher made connec ons to discussions to be er their
CSTP 4: Learning
family, school understanding of the ques on
Experiences -Wri ng down a word and
• How were students
supported through
-The compass metaphor for a de ni on to try and nd the -Ac ve experiences help
di eren ated reward peaked interest theme/connec ng factor students remember the lesson
instruc on?
• How did students (Connec ng a thesis to a allowed the students to take be er. I need to nd ways to get
par cipate?
• How did the NT
compass) ownership of their learning the less ac ve students involved.
contribute to student (Students ini ally thought of
learning?
-Drew clear connec ons as to power/ego)
how to write a thesis -Student engaged in metaphor
experience

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 -Teacher pushed students by
asking “Why?”

CSTP 5: Assessing -Lesson objec ves were not

Student Learning clear from the beginning but the
• How did students -Asking students to create their
demonstrate teach led the students to the -Students wrote their thesis
achievement of lesson own word/de ni on based on
subject material through clues, statement and put forth e ort. I
objec ves? inquiry
• In what ways did leading to genuine inquiry need to create more sca olds for
students struggle or
demonstrate limited some students to give them a
-Prac ce crea ng and re ning a
understanding? -Essen al Ques ons, Enduring starter.
• What teacher ac ons thesis statement
contributed to student Understandings, and Learning
achievement?
Targets could be used in the
future to provide clearer
direc on on the goals of the
class period
Sec on 4: Post Observa on Conference
To what degree did
70% of students met the standard of being able to write the thesis statement and explain
students achieve lesson
objec ves? absolu sm.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

To what degree did focus Is approaching the standard.

students achieve lesson Demonstrated an understanding
Shows some level of Achieved the standard for
objec ves? of absolu sm, but is struggling
understanding, but needs more both thesis and absolu sm
with the thesis.
support.
I would have more varied tools available, such as ge ng students to turn to another student or
What would you do
di erently next me? smaller groups. I would also provides sca olds for more students in wri ng a thesis, giving them a 3
part structure with sentence starters.
1. Engaging student right away with the ball discussion.
What were three top
Lesson Strengths? 2. Connec ng the learning to something that is real for them: family and school.
3. Giving me for inquiry.
1. Changing the pace.
What were three top areas
for improvement? 2. Providing more sca olds.
3. Adjus ng the delivery of the inquiry and nding a technical solu on.
We will review the thesis and move onto body paragraphs. We will also look into more depth in
What are next steps?
speci c absolute rulers.
Other Comments/Notes

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

POP Cycle, Fullerton Online Teacher Induc on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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