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
Brittany Clift BrittanyLorraineClift@gmail.com Social Studies th
6 -8 th

Mentor Email School/District Date

Shahien Shakar sshahkar@kingsvalley.org King’s Valley Christian School 10/15/2022
Content Standard Lesson Objectives Unit Topic Lesson Title
ELD 1B.6 - Reading closely literary and
informational texts and viewing
multimedia to determine how meaning is
conveyed explicitly and implicitly through
language

ELD 2C.6 - Connecting ideas

ELD 2C.7 - Condensing ideas

RL 8.2 - Determine the central ideas or

Students will learn about and have a better
information of a primary or secondary
understand of the economic, political, and
source; provide an accurate summary of Conflict in the Colonies Road to the Revolution
social/cultural development of the events
the source distinct from prior knowledge
leading to the American Revolution
or opinions.

RL 8.3 - Identify key steps in a text’s

description of a process related to
history/social studies

RL 8.7 - Integrate visual information (e.g.,

in charts, graphs, photographs, videos, or
maps) with other information in print and
digital texts
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 Skills are polished as NT expands ability
just 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.)
T - Explores additional instructional strategies, resources, and technologies in single
Using a variety of instructional strategies, lessons or a sequence of lessons to meet student’s diverse learning needs.
T- Exploring
1.4 resources, and technologies to meet students’
S- Exploring
diverse learning needs S- Students participate in single lessons or a sequence of lessons related to their
interests and experiences.
T- Explores additional instructional materials, resources, and technologies to make
Using and adapting resources, technologies, and subject matter accessible to students. Explores how to make technological resources
standards-aligned instructional materials T-Exploring available to all students.
3.5
including adopted materials, to make subject S-Applying
matter accessible to all students. S- Guides students to use available print, electronic, and online subject matter
resources based on individual needs.
Section 2: Pre-Observation Conference
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 During this lesson I will have students incorporating GSuite Great idea to have students develop competence with
 What is your inquiry focus and/or special emphasis? tools to help engage my students and improve their GSuite by engaging them in a fun and complex lesson. I
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? technology skills. Students will be using Google tools to help will be on the lookout for how well students engage with
 What specific feedback do you want from your ME? them complete a digital snapshot that will help them better this lesson and how to take it to the next level in the
understand the Road to the Revolution in the colonies. I would future.
like my ME to inform me how I could have used this activity to
the greatest advantage to my students and who to prepare
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 them for the quiz the follow day.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
She struggles with some vocabulary. I have This student has been diagnosed with This student has struggled with
chosen this student because I believe she would ADHD and anxiety. This student struggles completing homework and classwork
Focus Students benefit from setting goals to help improve her with paying attention in class and over the last two years. However, this
 Summarize critical needs and
how you will address them
vocabulary over time. For this student I will completing homework. This student can be year has shown some great
during this lesson. monitor her. She also has access to a dictionary motived by working with a partner and this improvements and time management
on her device which she is allowed to use to activity will have students work in pairs. skills. I am going to be monitoring this
help provide definitions and translations if This should help engage this student to student in class and redirect attention if
needed. stay on task. needed.
I like everything you have listed for your focus students.
I would like to know if my current methods of support students For focus student #2, you could implement a visual
 What specific feedback regarding your focus students
do you want from your ME? are helpful. I would also like to know what else I can do to timer. This type of timer helps students with ADHD who
support these students. suffer from “time blindness” and is a reminder for them
to stay on task.
Specific Feedback Will the “starter” tie into the lesson they are learning
Is there any other way I could implement this lesson that
 What additional specific feedback do you want from that day. Does it relate to events leading up to the
your ME regarding lesson implementation? would be beneficial to the students learning?
American Revolution?
Everyday I start my class with a starter. Students will have the
first 4 minutes to complete the starter. After I will check in
with students to see if anyone has any questions before we
start our lesson. I will then review what we have been learning
so far in the chapter. I will then explain the activity for the day
and show on the TV the slides they will be completing and
provide some instruction. Students will be working in pairs to
complete a Digital Snapshot slide show on the road to the
revolution. During this lesson students will be using technology
to complete the assignment. They will have a variety of
Instructional Planning readings to analyze and summarize. Students will also create
 How is the lesson structured (opening, body, and Will students discuss their quick reflections?
closing)? imaginary social media posts that relate to the topic. Students
Great idea having students create an imaginary social
 What varied teaching strategies and differentiated Having students work in pairs allow the students to brainstorm
instruction will help students meet lesson goals? media post. This creates buy-in and builds upon a level
and work with a classmate and provide support to teach other.
 What progress monitoring strategies will be used? of familiarity that is accessible to the class.
How will results inform instruction? I will be monitoring them throughout the lesson. I will walk
around the room and check in with each pair to make sure
everyone is on task and to help those who may be struggling.
The last 10 minutes of class I will assess to see if students are
finishing the assignment or need more time. If students are
done, I will have them do an exit ticket telling me one thing
they learned. If students are still working, the rest of the
slideshow will become homework and we will review the
following day. Students will receive a quiz on this assignment
either the following day or 2 days after depending on what
students need.
This lesson has a variety of tasks that will be relevant to
students. Students enjoy using technology in the classroom
and the entire lesson in on their iPads. Students will be able to
research images and post them to the slides. This allows them
some freedom on what they can use. Students will also be I like that students will be using technology and media
Student Engagement/Learning creating imaginary social media posts which all students that is familiar to them while also pushing them within
 How will you make the lesson relevant to all the engage in themselves. For the material, students have been their Zone of Proximal Development toward
students?
 How will students show progress towards master of learning about the conflict in the colonies, and how these lead strengthening their Google Suite skills. The fact that
lesson objectives? into the war and eventual creation of America and our students are working in pairs will also allow them to help
government. Generally, the students have an interest in our troubleshoot technical problems for each-other.
governments and the formation and layout of the government.
Students will be summarizing, highlight important information,
outlining history key concepts, and answering essential
questions.
This section could be a little clearer. Beyond
expectations, how do you specifically maintain a positive
From day one I have set clear expectations on how students working environment? What tools do you use to refocus
Classroom Management should behave in the classroom to each other and to me. the class? Having observed your class in the past, I know
 How will you maintain a positive learning Students are very aware of what is appropriate. I will continue that you regularly implement formative assessment by
environment with a welcoming climate of caring,
to have and set these clear expectations. I also have some walking around the room and checking-in with students
respect, and fairness?
 Identify specific classroom procedures and strategies tools to use to refocus the class if needed. The starter at the or redirecting them when they get a bit off-topic.
for preventing/redirecting challenging behaviors. beginning of class really helps the students get prepared for
class and adjust to a new room and classroom. I do like how you set the tone with the warm-up/starter.
It shows students that they are expected to think
critically and work right from the get-go.
Closure The last 10 minutes of class I will assess to see if students are I see that you will review the slideshow the next day.
 How will you close your lesson?
finishing the assignment or need more time. If students are Does that mean that students will present their
 How will you assess student learning and prepare
them for the next lesson? done, I will have them do an exit ticket telling me one thing slideshows? I see students will complete the slideshow
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2

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?
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.
they learned. If students are still working, the rest of the
slideshow will become homework and we will review the
following day. Students will receive a quiz on this assignment
either the following day or 2 days after depending on what
students need.
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?”)
“Great lesson, students were engaged and
seemed to enjoy the assignment. Per your
question on how to improve the lesson: I would
recommend always testing the technology
lessons ahead of time. This way issues like the
1st slide will become more obvious and allow
you to make necessary adjustments.”
“Teacher clarified questions and jumped-in on
peer discussions.”
“The teacher played soft, instrumental music in
the background. Teacher moved around the
room performing “check-ins” with students
anticipating issues before they were to arise.”
“Students struggled with the medium (google
slides). The first slide seemed to have been
locked in some way. Ms. Clift calmly and
respectfully acknowledged students’ stress and
concern. She redirected the students to move
to the second slide and reduced the length of
reflection at the end to make up for the time
students had lost. I was impressed with how
she was able to pivot in a stressful situation.”
“Teacher moved around the room, monitoring
progress and answering student questions.
Teacher redirected students who were getting
off task.”
for homework if they neglect to finish in class. How long
is this assignment?
Student Actions
Student groups answered worksheet questions that included all
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
strategies and identify at least one similarity and one difference
between them”). Groups then selected a strategy and created
two math problems to exchange tomorrow.
“I think a follow-up presentation or “gallery
walk” where student work is showcased
would be a fun way to not only review the
material, but also allow students to take
pride in what they produced.”
“Students worked in pairs while on their
iPads. Some groups utilized pair reading.
Students researched images and other
resources to share with their partners. All
students appeared engaged.”
“Students worked in pairs and were
appropriately engaged. They sustained a
respectable volume and did not interfere
with their neighboring groups.”
“Students read the slides in pairs. They
would then reflect on the content of the
slides. After reflecting, they would search
for media to create a post reflecting their
findings and create an imaginary social
media post.”
“Teacher moved around the room,
monitoring progress and answering student
questions. Teacher redirected students who
were getting off task.”
Part 3B: NT Reflection on
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 handout next time.
As suggested by my mentor, a follow up to
the activity could be great. If I could figure
out a way to incorporate a gallery walk type
activity, that could help it be more
interactive.
I was able to monitor the students by
walking around the classroom and checking
in with each group. I answered questions
and helped students who struggled.
I always try to keep a positive environment
for students to work in. I walked around
and checked in with each pair to not only
answer questions but keep students on
task.
The technology not working in the way I
had hoped definitely made the start of the
activity more stressful. If students were
using laptops, the issue would not have
been present, however the issue was
because students use iPads and it was a
formatting issue. Luckily I was able to get
students to move on from the issue.
During the entire activity I was moving. I
tried to help students who had questions
and guide them towards solving the
problems they had. Some students went off
task and I made sure they redirected their
attention back to the assignment.
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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?
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.
Students were to review the reading on the
“Teacher will give a quiz using Google Forms as assignment as they were given a quiz on the
a medium in two days. The focus of this quiz “Students create faux-social media posts assignment two days after the assignment.
will be economic, political, and social that serve as evidence of their Students also showed understanding by
development of the events leading to the understanding of the key concept.” completing the end of the assignment
American revolution.” where students had to create a faux-social
media post.
Section 4: Post Observation Conference
Students participated well in the activity. Students were engaged with the lesson and were able to learn and be
creative within the activity.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student generally stayed on task.
This student struggled with paying attention and
This student struggled with some vocabulary, but was However, this student struggled to stay on
staying on task. The tech issues caused this
able to use the built-in dictionary on her device to help task with a partner. This student often would
student some anxiety, and had a slower start to
her. I was able to monitor her, and besides the need to jump ahead instead of work with their
the assignment. Having this student work with a
look up a few words, and some technical issues, this partner. I had to remind them to work in
partner did help some, but the tech issues
student did well during the activity. teams. Overall the student did work and was
definitely caused a problem.
able to work around the tech issues.
I would split up the assignment so that I could have more time explaining and not have to make so many
adjustments on the fly. I think making this a 2-day activity could have given students more freedom to ask
questions and not feel rushed.
Having students work in partners helped the students be more engaged. The variety of readings helped break
up the work.
I should have spent more time going over the instructions. I should have tested the activity on an iPad before
assigning it as some of the functions were different on an iPad compared to a computer. I should have split up
the activity into two days.
The next steps are to go over the activity with the students the following day and discuss the readings. Students
will also be taking a quiz over the readings and activity.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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