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
Mitchell Nalian mnalian@lovingsavior.org World History/ US History th
7 -8th
Mentor Email School/District Date
Valorie Wend Vwend@lovingsavior.org Loving Savior of the Hill 12 October 2022
Content Standard Lesson Objectives Unit Topic Lesson Title
6.3 Students analyze the
geographic, political, economic,
religious, and social structures
of the Ancient Hebrews. Students will recognize the
6.4. Discuss the locations of the role of Israelite kings played
Ancient Israel The Israelite Kingdom
settlements and movements of in the development of
Hebrew peoples, including the ancient Israel.
Exodus and their movement to
and from Egypt, and outline the
significance of the Exodus to the
Jewish and other people
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.)
Develops shared responsibility with students for resolving conflict and
Creating physical or virtual learning creating and maintaining a caring classroom community. Supports
environments that promote student students in taking leadership in developing a caring community that is
learning, reflect diversity, and T--Applying responsive to the diverse cultural norms of identities of all students.
2.2
encourage constructive and S-Applying
productive interactions among Students take responsibility resolving conflicts and maintaining a caring
students classroom community. Students promote respect and appreciation for
differences.
Collects a variety of formal and
Designs and integrates an assessment plan that provides formal and
informal assessment data on student
informal assessment data on student learning.
learning.
T-Applying
5.2
S-Exploring Uses data analysis of a broad range of assessments to provide
Make adjustments in planning for
comprehensive information to guide planning and differentiation of
single lessons or sequence of lessons
instruction.
based on analysis of assessment data.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and how
you will address them during this This student performs very well in I have a student with a 504 for This student currently sits at a C
lesson. mathematics but struggles with ADHD. This student’s 504 allows because she constantly forgets to
reading comprehension and for extended time on assignments. submit assignments when they
writing. She currently reads He currently sits at a solid B in the are due and as a result, she is
between a first and second grade class. penalized.
level. All material must be modified
in order to accommodate her. She In order to accommodate this In order to accommodate this
currently sits at a C- in my class.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 student, I need to prompt her
In order to accommodate this whenever I see she is distracted
student, I print out the notes in or doing something else. I use a
Chinese so you can understand the student, I put the notes on Google
program called GoGuardian that
content. Unfortunately, my Classroom so he can reference
monitors their Chromebook for
curriculum can only be modified to them when he is at home and he is
unauthorized websites.
a 4th grade reading level. As a also given extended time on
GoGuardian also provides me
result, I rely on websites such as classwork and tests.
with a list of websites the student
Newsela that modify some went on and how long they were
secondary sources into her Lexile on it.
reading level.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My focus for this lesson is to determine if
students will be motivated to take better notes
if they are allowed to use them on a Google Taking notes will prepare students for the next
Inquiry Focus/Special Emphasis Form quiz. level of education. Students will be required to
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or take notes in higher education and even in
special emphasis into the lesson?
 What specific feedback do you want from your ME?
Students will take a quiz immediately after we their future careers. It is important that they
are finished with our notes. develop these skills now.

Inquiry Focus/Students I go above and beyond by printing out her

 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?
 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.
How else can I accommodate my ELL.
notes in her native language.
How can I reteach the material if students Provide students with supplemental material
perform poorly on the quiz? from McGraw Hill.
Students are introduced to the lesson by
sketching the Temple of Solomon from 1 Kings
6. When students are finished, we will debrief,
discuss their drawing, then will see an artist
reconstruction of it. Students will then take
notes during the lesson. Before the lesson ends, Pair sharing and collaborative assignments are
students will complete the Google Form quiz something students enjoy doing. Students can
before they leave. work in pairs while attempting to sketch the
Temple of Solomon.
I will check for understanding throughout the
lesson to ensure that students are engaged and
focus. I will walk around the room to ensure
students are actively taking notes.
We are a private Christian school and we are
connected by our faith. Through our discussion Students provide their own interpretation of
of the early Israelites, we can have a better the Bible by working inside it. The big issue
understanding of God’s role in our lives. was with having students apply this in real life.
Students will have to take notes later in their
academic future and in their chosen
Progress toward the lesson objective will be professions.
determined through their Google Forms.
Students have clear classroom expectations that Students are given equal opportunities to
they have followed since the beginning of the share their thoughts and opinions. They are
school year. given praise and showered with positivity to
encourage them to share. This leads to the
Every student knows to have a pencil and paper development of a solid rapport and leaves
ready as soon as the class begins because we students with the desire to come to class.
always have a journal entry at the beginning of
every class.

The most effective way for this class to redirect

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2

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
 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.
challenging behavior is by placing myself near
their desk. Students tend to end the behavior
and or stop the behavior when I get closer to
them.
I will close my lesson by informing students of
their Google Forms quiz. Students will then
finish the Google Form before they leave.
Having instant feedback will help better
prepare students for the next lesson. Google
Based on the results from the Google Forms, I Forms allows for instant feedback on
will determine if students were successful with assignments.
their notes or not. If students perform poorly, I
will check their notes to see if they are actually
taking notes.
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
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
From my perspective, it seemed like
students were engaged and enjoyed
Teacher was enthusiastic and had a
Students were engaged and working small groups. My students
sense of humor. Teacher walked
responded well to humor. enjoy my puns and it often gets a
around to check for understanding.
positive reaction and wakes students
up in the morning.
Students seemed engaged and
enjoyed working in small groups
with their peers. I generally walk
Teacher walked around the room to
Students worked in small groups around the room to see if students
check for understanding. Teacher
and discussed their interpretation are on task and to determine if
asked prior knowledge questions
of Solomon’s Temple. students are successfully completing
throughout lesson.
the task. Sometimes students need a
gentle nudge or need to be
prompted in order to say engaged.
I think my sense of humor and
rapport with my students makes a
more effective learning environment
because they are comfortable with
me. Moreover, students enjoy
Teacher asked prior knowledge Students worked in groups to
working together but they
questions to check for answer questions and collaborated
sometimes need to be prompted in
understanding. together to come to a conclusion.
order to remain on task. Asking prior
knowledge questions allows me to
determine if students are on task
and if they understand what it
required of them.
Once we finished the group
assignment, I showed students a
more realistic picture of the Temple
of Solomon. In hindsight, I should
Teacher was giving visuals for Students used the Bible to create
have given students a handout of the
descriptions of the size and the temple but had difficulty in
biblical verses in order to cut down
dimensions of Solomon’s Temple. trying to recreate it.
on time. I had students use a Bible
and by the time they found the right
chapter and verses, we lost class
time.
Page 3

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My EL student has a Mandarin to
English Bible which she used in order
Teacher placed students into groups to help with this group assignment.
Students were placed in groups and
to assist students who have My more capable student also
the EL student was placed in a
different needs and gave visuals, speaks Mandarin and was able to
group where another student could
and assisted students who needed assist her. I also place my higher
assist her.
scaffolding of the material. performing students with lower
achieving students and fortunately
this class enjoys helping each other.
Giving praise and showing genuine
happiness when students answer
Teacher encouraged students questions correctly gives them
Students drew on what they read
throughout lesson and gave positive confidence and allows me to build
based on prior knowledge and
praise that contributed to student rapport with them. Students were
based on what they read.
success. given a Google Forms assignment
that would ultimately be used a
formative assignment.
Section 4: Post Observation Conference
Based on my checks for understanding and Google Forms assignment, students did achieve the lesson goals.
The goal for the lesson was, “Students will recognize the role of Israelite kings played in the development of
ancient Israel” and based on the Google Forms result, the class average was 8.25 out of 10. I would have liked
to see a 10/10 but, a B average is still a good class average.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
On my Google Forms assignment,
Surprisingly, this student received
this student received a 4/10. She
a 0/10 and I don’t believe it is
was reserved when I asked her
This student received a 10/10 on based on academic achievement.
questions and seemed to struggle
the Google Forms and based on my This student gives great insight
when I asked her questions. She
interaction with him, he enjoyed and always wants to answer
was given the notes in Mandarin
this lesson. He engaged when I questions. I think he scored so low
but she needed more scaffolding.
asked him questions and worked because he didn’t care about his
She reads at a 1st grade level and it
well with his group. score. He answered all my
is difficult to differentiate
questions during the lesson and
th
instruction that isn’t at a 4 grade
was engaged with his group.
level.
Next time, I would provide students with a handout of the Biblical verses in order to save time since students
needed time to look them up. The biggest issue I had was time management for this lesson due to the group
assignment and the only way to improve upon it is to find ways to shave off time for particular aspects such as
the group activity.
Based on my observation, I think the biggest strengths I had involved my rapport with students via the use of
humor, my constant checks for understanding, and my formative assignment. My rapport allowed students to
engage with the lesson and made them comfortable with answering my questions. I always check for
understanding throughout my lesson because students enjoy answering my questions and generally offer good
insight. Lastly, my formative assessment really focused on the key aspects of the lesson objective.
The biggest improvement I need to focus on is my scaffolding and support for my EL student. I’ve never had a
student with a reading level at the 1st grade level. I’ve used Newsela to because it can lower the Lexile score
however; it only goes to a 3rd grade level the lowest and she still struggles. My next area of improvement would
be giving students a handout of the Biblical verses in order to decrease time students spend in finding the
correct passages. This led to less time for instruction because students needed to find the passages. Finally, my
next level for improvement would be an alternate assignment for my EL student for her formative assignment.
I didn’t modify the assignment for her and that led to her low score. Overall, I think my strengths outweighed
my weaknesses because developing student rapport leads to more student engagement and buy-in for my
lessons.
My next step would be implementing my new strategies for improvement. I have to try them in order to
determine if these steps would benefit my students.
Other Comments/Notes
Page 4
Students seemed engaged with my lesson and there was a lot of buy-in. I think my personality and humor makes my students
comfortable with me and in return, they feel comfortable in sharing their thoughts and opinions. This results in easier checks for
understanding because students are not afraid to give an incorrect answer.

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 5