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
Danielle Toth danielletoth@ofy.org Modern World History 10
Mentor Email School/District Date
Teresa Brown tbrown@ofy.org Options for Youth – ACTON 10/22/2021
Content Standard Lesson Objectives Unit Topic Lesson Title
10.2.1 Compare the major
ideas of philosophers and their
effects on the democratic
revolutions in England, the Students will conduct
United States, France, and research and incorporate at
Latin America (e.g., John least two credible sources in The Enlightenment in Europe John Locke Vs. Thomas Hobbes
Locke, Charles-Louis their argumentative essays
Montesquieu, Jean-Jacques that support their argument.
Rousseau, Simón Bolívar,
Thomas Jefferson, James
Madison).
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-Provides students with additional feedback based on formative
assessments from single lessons or sequence of lessons. Seeks to
Using assessment information to
provide feedback in ways that students understand.
share timely and comprehensible T – Applying
5.7
feedback with students and their S – Applying
S- Communicates with families about student progress, strengths, and
families.
needs at reporting periods. Contacts families as needs arise regarding
struggling students or behavior issues.
T- Selects strategies for single lessons or sequence of lessons that
Planning instruction that incorporates respond to students diverse learning needs
T – Exploring
4.4 appropriate strategies to meet the
S – Exploring
learning needs of all students S- Seeks to learn about students diverse learning and language needs
beyond basic data.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students Student needs to be able to Student needs to stay on task and Needs: Student needs to be
 Summarize critical needs and how identify the characteristics of be progressing with necessary challenged and encouraged by
you will address them during this
lesson. credible and not credible sources modifications such as reduced incorporating more sources and
by using the worksheet. essay length. creating visual representation.
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
 Special emphasis on the importance of  Be specific about learning goals you
 What is your inquiry focus and/or special emphasis?
using technology to identify credible want students to be able to accomplish
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? sources. at the beginning of each class.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

 What specific feedback do you want from your ME?
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?
Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 assigning partners that share the same
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.
 As a class, we will look at both credible
and incredible sources.
 I would like my ME to provide me with
strategies that will help me  Provide a resource for student to refer
differentiate instruction for my focus to in determining credible sources
students, especially my advanced
student.
 Advanced students should be given the
 I need help regarding my advanced
opportunity to showcase their skills
student: how can I challenge this
beyond the written proposal. Give
student and ensure his continued
them the opportunity to present their
success in my class?
research to the class.
 Begin by determining what you are
 I would like my ME to help me pace my
asking your students to do.
lessons effectively. Do students need
 Use exit tickets to determine if your
more time?
students need more time.
 Lessons begin with a quick write which
is a thought-provoking question that is
meant to get students to think about
the problem they will be solving or
build on the information we will be
going over.
 Instruction will then take place over  What will your checks for
the next five class periods where understanding look like?
teacher monitors student progress by  How will your differentiated strategies
checking for understanding. support your focus students and the
 I will model and guide students class?
through analyzing sources to
determine their credibility.
 These daily essay reviews will give me
the information I need to differentiate
instruction and help all students meet
lesson goals.
 This lesson related to the various
freedoms we enjoy today and
encourages students to identify their
own beliefs.
 Will students choose their groups or
 Students will be able to work in groups
will you choose them? Consider
to understand and identify sources.
 Students will show progress towards
view in the argumentative essay.
the lesson objective by showing that
they can understand the difference
between a credible and not credible
source.
 I maintain a positive learning
environment for my students by
allowing everyone the opportunity to
share their feelings or opinions toward
 Are the independent/group rules
our subject matter.
posted?
 Students are given independent study
work and group work rules to follow to
ensure a positive classroom
environment.
 Students share their work with me
 How will you have enough time to
daily so I can provide feedback on their
provide daily feedback?
ideas regarding the summative
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EXAMPLE
CSTP 1: Engaging All Students

In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students
contribute to their
learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
assessment writing task.
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 Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
 Teacher began class with a  Students entered class,
“Quick write topic: What signed attendance, and
are the various freedoms took their seats.
 Students took some time to
enjoyed in many countries  Students only began
get started on the day’s
today? working after teacher
task. They needed to be
 Teacher gave students 15 prompted them to “take
reminded many times to
minutes to complete their out notebooks and begin
take out their notebooks
quick write. your response”
and get started on their
 She walked around to  Some side conversations
journal entry
check student progress.  After about 5 minutes all
 Most students were on task students were working
and writing quietly on their response
 Popcorn kept students on
task. There were a few
 Teacher passed out times when I would have to
Enlightenment packet with re-read a paragraph slowly
articles about John Locke and place emphasis on
and Thomas Hobbes certain sentences because it
 Teacher did “popcorn  Students were ready to was apparent that students
reading” to ensure share their responses with did not understand on the
students were following their small groups and did first read through.

along. so without getting off topic Students were very
 Students were asked to respectful of their
read actively by classmates when they did
highlighting as they went not know how to
through the article. pronounce or word or did
not know what a word
meant.
 Teacher gave students time
to share their responses
with their table groups, and  Students were split on
then had 3 volunteers whether they agreed with
 I was not prepared for most
share their response with John Locke or Thomas
students to be as lost or
the class. Hobbes
unsure as they were after
reading the articles.
 Teacher asked students  It was clear students
“Which view do you agree needed more information.
with? Thomas Hobbes or
John Locke? Why?”
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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
  I did not expect students to
How did students
demonstrate achievement
of lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 using the articles
What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
 Teacher began instruction
by re-reading the articles
 Teacher had students
highlight the text as they
read together. Pink for
Thomas Hobbes views and
yellow for John Locke’s
views.
 Teacher passed out a
compare and contrast chart
 Teacher instructed
students to work in pairs or
alone to fill out this chart
Section 4: Post Observation Conference
For the first lesson of this unit, students were able to determine the credibility of the article with significant
help from the teacher. Students were able to identify what made sense
Focus Student 1: English Learner
 Students were on task
 Reading activity much
highlighting article and had
longer than expected. Next
an overall much better
time I will break class and
understanding on which
article into groups so they
views belonged to which
can each read a section,
person.
summarize for the class and
share together. This make
 Students were asking
reading much more active.
questions

Students were allowed to
work in pairs to fill out this
chart using the annotated
have such a hard time
article
picking a side to agree with
 Students were given time
and will bring more current
to think about which view
real life examples into the
they align with and will be
conversation next time
asked to pick one by next
class
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

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?
English Learners struggled with Students with ILP needed
As predicted, advanced students
vocabulary. However, they did a prompting to stay on task.
were able to grasp the concept
great job highlighting words they However, they were able to read
relatively quickly
did not understand. when called on.
Next time I would definitely break the article down into sections instead of reading the article all at once in the
class. This took up the majority of class time and breaking it into sections would most likely increase student
comprehension.
Three strengths of this lesson were 1) student participation, 2) understanding of credibility, and 3) class
engagement
Three areas of improvement were 1) article was too long for one class period, 2) vocabulary needed to be
reviewed prior to reading, and 3) students needed relative examples to understand materials
The next steps are for students to pick a side they best agree with and begin the rough draft of the
argumentative essay
Other Comments/Notes

The pop cycle was very effective for lesson reflection and feedback from mentor.

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 4 of 4