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
Nicholas Espalin nespalin@calca.connectionsacademy.org Chemistry High School
Mentor Email School/District Date
California Connections
Brittany Ray bray@calca.connectionsacademy.org 10/20/22
Academy
Content Standard Lesson Objectives Unit Topic Lesson Title
-HS-PS1-3. Plan and conduct an
investigation to gather evidence Describe the relationship between
to compare the structure of pressure & temperature using evidence
substances at the bulk scale to from collected data.
infer the strength of electrical
forces between particles. –
Represent how temperature and Boyle’s Law, Charles’s Law and
HS-PS1-5. Apply scientific Gases
principles and evidence to pressure are related graphically. Gay-Luccac’s Law
provide an explanation about
the effects of changing the Determine if pressure and temperature
temperature or concentration are indirectly or directly related factors
of the reacting particles on the influencing the behavior of a gas.
rate at which a reaction occurs.
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 Skills are developing as NT investigates and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Makes adjustments and adaptations to differentiate
Adapting instructional plans and
instructional plans. Uses culturally responsive pedagogy and
4.5 curricular materials to meet the assessed T-Applying
additional materials to support students’ diverse learning
learning needs of all students
needs.
5.1 Applying knowledge of the purposes, Decides on the purpose for assessment and skills to be
5.1 characteristics, and uses of different types T-Applying assessed to select appropriately matches pre-, formative and
of assessments summative assessments
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.
The inquiry focus will be on the use of technology
Inquiry Focus/Special Emphasis within the lesson to address student learning
 What is your inquiry focus and/or special emphasis? outcomes. Specifically using pHet simulation and I like the use of several different online
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? GeoGebra to engage STs in modeling gas law variables tools to help you deliver the lesson.
 What specific feedback do you want from your ME?
and computing data graphically to visually understand
and to calculate relationships between variables.
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 This student has struggled with content This student has struggled with This student struggles with
during this lesson. related topics. This lesson incorporates content related topics in the calculation based topics. By
calculations and applied math in which ST class. I hope the engagement working with variables and
does well in. By relating data and evidence from the online resources used effectively applying those
from calculations my goal is for the student to in the lesson will help student variables within an equation
correlate and mathematical and content be engaged and understand will hopefully help the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

related material.
 What specific feedback regarding your focus students Is there any other uses that technology can provide to
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 learning/inappropriate/offensive/disrespectful is dealt
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.
the material. Also having a
flexible time to complete the
student understand the steps
lesson will allow the student
in which to setup a
enough time to complete the
calculation.
lesson and understand the
material.
For science Gizmos is an awesome tool
for engagement students test to enjoy
those. I also recommend edpuzzles, for
help students engage?
biology those can be fun and engaging
for students.
Looking at your lesson you might need
more than two days might to meet your
I would like to know if the pacing is an effective goals but not sure how quick students
timeline for the lesson. Also is there any other will go through calculations and
engagement ideas for me to incorporate into the equations. As far as other engagement
lesson? ideas I would suggest to have students
work in groups (break-out groups) for
peer based work.
Lesson is a 2 day lesson, each day covering a gas law
and creating a graph.
Opening: First we will review algebraic functions
relating to the application of math in calculations within Overall I really like the lesson format it
the lesson. Next videos are shown to demonstrate gas seems well balanced. Using the phet
laws and the graphing functions highlights
Body: Powerpoint is shown covering gas laws and the technology components and are
equations. Next students complete a pHet simulation great ways for engagement. Having
exploring and collecting data. Next they create graphs videos also are great especially ones
to visually represent relationships followed by that have experiments that students
completing analysis questions. can see reactions.
Closing: Videos are shown again and students answer
questions relating what they learned to the observed
gas demonstrations in the video.
Students will complete an online investigation in which Great idea with using the simulation
they explore gas particles as well as use graph to and having analysis questions to
visually input data they collect. monitor progress. How will you collect
Analysis questions will be shown to monitor progress as analysis questions? Are there any ways
well as check for understanding questions in the that you are seeing students responses
powerpoint. in real time?
The beginning of the lesson I will post the community
board in which students interact and share fun positive
things that they have done. During the lesson the Managing the virtual class can be
classroom policy and norms are placed on the front challenging but it seems like you have
page of the virtual classroom. Any communication that all the procedures in place to run a
is detrimental to student smooth classroom. I would suggest
team teaching where one teacher can
with by communicating clearly, kindly, and immediately answer the chat during difficult subjects
about their behavior and class expectations. and units like the unit you are covering.
Intervention steps based on the class policy will be
enforced consistently.
Part of the closure is having students answer analysis
questions which show the variables and calculations.
I like how you show the original video
The final part of the lesson is showing the videos again
experiments again. Sounds like a good
and having students answer video questions relating to
way to for students to see the overall
their learning outcomes of the lesson. The calculations
picture.
and equations will be further used in the next lesson
which is combing all gas laws together.
Section 3: Observation of Lesson Delivery
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EXAMPLE
CSTP 1: Engaging All Students
 In what ways were
students engaged?
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?”)
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.
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.

I think overall students used

technology well to complete the I thought the lesson went fairly
Specific Feedback Overall I thought the pacing was great. You lesson. A suggestion would be to well. I thought the calculations
 What information can you went at a good pace and transitioned well create alternatives especially in took longer than anticipated I
provide the NT regarding
requested special between each topic but not too fast to lose the graphing section for students will have to adjust when going
feedback?
students. that they might have other over more complex
opportunities to show their calculations.
understanding.
Overall I thought the students
CSTP 1: Engaging All were engaged. They all
Students
 In what ways were participated in the check for
students engaged? How understanding questions and
were students not The lesson was well paced and kept students A lot of students participated in
engaged? used their mics often when
 How did students engaged. Having the gas videos in the the lesson when called upon.
contribute to their called upon. Having the videos
beginning helped setup the lesson. He They made graphs to show each
learning? helped and students enjoyed
 How did teacher and/or frequently would check in with each focus of the gas laws learned in the
students monitor the humor in some. The focus
learning? student to help them during the lesson. lesson. Overall there was
 How were the focus students were all engaged and I
students engaged and thought they were more
supported throughout
the lesson? engaged compared to previous
lessons.
The students responded well to
The lesson was well organized and clearly The students participated and I
the lesson and were overall
CSTP 2: Effective setup so the students knew what was could tell have a positive
Learning Environment positive and often used
 How did students and expected. They were frequently called environment with the teacher.
academic language in their
teacher contribute to an participated in the lesson. He used academic He was light hearted and
effective learning answers especially at the
environment? language and referenced vocabulary words students laughed and were
closing discussion when we
throughout the lesson. engaged at his humor.
reviewed the videos.
Students filled out their lab
sheets and answered questions in
sequential order. They tied in the
CSTP 3: Organizing I thought the sequence of the
learning targets by completing
Subject Matter learning material was good.
 What actions of the NT He had the learning objectives posted in the the graph and discussing the gas
contributed to student Students started on the easier
beginning and he went over them. He did a law concepts. I could tell
assimilation of subject of the gas laws and progressed
matter? great job at setting up the information by students had some
 How did students into more difficult laws and
construct knowledge of steps and having students learn each gas law misconceptions on setting up the
calculations. As we continue in
subject matter?
and bringing it back to the original videos gas law equation and solving for
 What misconceptions did the gas laws students will
students have and how helped tie everything in. specific variables. He did a great
were they addressed by continue with more difficult
the teacher? job and going over different ways
equations and calculations.
to solve the equation and giving
the pointer on the calculator was
helpful for students.
Students answered questions
CSTP 4: Learning posted and completed quizzes.
Experiences He frequently checked in with students who There was a high participation
 How were students Each student made their own
needed support. He also called on students with students in this lesson.
supported through graphs. They also did an online
differentiated throughout the lesson. He modeled how to Participation dropped during
instruction? lab to fill out their data tables. I
 How did students set up each calculation and went over the graphing portion due to
thought there was a great
participate?
misconceptions in calculating before mostly misunderstanding or not
 How did the NT amount of differentiation and
contribute to student students worked on their word problems. enough graphing practice.
learning? opportunities for students to
participate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4

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.
I could see immediately student
He posted check for understanding questions Students answered questions
scores in the lesson and they
through the lesson. Especially for the first when called upon I did notice
did well with the check for
gas law, he saw that students were having students struggling and needing
understanding questions. The
trouble setting up the equation to solve. He extra time completing their
lab simulation questions I could
spent time going over that to make sure graphs. I would suggest going
not know scores yet because I
students understood. Students seemed to over graphing concepts prior to
needed to grade them. They
struggle with the graph portion, when they the lesson so students can stay
did well on content related
were setting up the graph and adding in the focused on the topic, not
questions but some struggled in
data from the online lab. necessarily the math concepts.
calculations and graphing.
Section 4: Post Observation Conference
From the unit portfolio data, 86% of students scored 70% or better. The unit portfolio covered questions and
calculations based on the lesson that had gas law concepts and word problems. Students performed better on
this unit than on previous units from their portfolio data. Overall it was successful.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student struggled with
This student performed well on the calculation portion of the
This student scored a 74% percent on the
the assessment and got a 92% assessment but scored well
portfolio assessment and met all objectives
and showed that objectives on content related
while struggling with some math calculations.
were met. questions. She earned a
68%.
I will definitely use more time prior to the lesson to go over algebraic functions applicable to the calculations
performed in the lesson. I will also go over graphing functions as well as more graphing beforehand.
1. The differentiation was good and I felt that there was excellent student engagement.
2. The pacing went well and there was adequate time for students to practice and learn the equations.
3. Showing the videos at the beginning and at the end helped students understand the real world
application to the objectives.
1. Transitioning to graphing took longer and more students struggled than anticipated.
2. Not enough peer work or group work in which students can collaborate which could improve leaning
outcomes.
3. Calculation practice time in the class was limited by time restraints.
I will create a lesson in which there are more breakout rooms and areas in the lesson in which students can work
together and collaborate. I will also incorporate more graphing practice within lessons for students to better
understand creating and interpreting visual representations which include graphs.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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