Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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 Em Subject Area Grade

ail Level
Armida De La Torre Armidadelatorrecande@ofy.o US History 10th-12th
rg

Mentor Em School/District Date

ail

David Barajas Dbarajas@ofy.org Acton-Aqua Dulce 11/02/2023

Content Standard Lesson Objectives Unit Lesson

11.4: Students trace
the rise of the United
States to its role as a
world power in the
twentieth century.
Topic Title
SWBAT connections Unit 4: America; Pre US Imperialism & the
between United States WWI Politics of the Early 1900s
imperialism and the
economic, political,
moral, and military
causes.

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 Skills are Skills are applied Skills are refined as Skills are polished
are newly formed and developing as NT as NT makes NT combines as NT expands
just coming into investigates and increased elements into a ability to add new
prominence examines relevant and cohesive and unified methods and
pedagogical suitable use pedagogical strategies into
practices of repertoire pedagogical
pedagogical repertoire
choices
CS Elem Initial Rating Description (Identify both teacher and student rating
T ent Rating for CSTP 1 and 2.)
P
Connecting subject matter to 2 Explore using additional real-life connections to subject matter in single lessons on
1.3 meaningful, real-life contexts sequence of lessons to support understanding. Sudents make use of real-
 life connections provided in single lessons or sequence of lessons to support students
.
on subject matter.

1.4 Using 2 Explores additional instructional strategies, resources, and technologies in

a variety of instructional strategies, resources, single lessons or sequence of lessons to meet students’ diverse learning
nd technologies to meet students’ needs.Students participate in single lessons or sequence of
lessons related to the interests and experiences.

Organizing
3.3 curriculum to facilitate student under 2
standing of the subject matter

Examines organization of curriculum and considered adjustments in single

lesson sequence of lessons to support understanding of subject matter.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
Summarize critical Learner w/ILP/504 Choice
needs and how
you will address Destiny Ireno Ana Casimiro Dave Luna
them during this
lesson.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the Provide feedback on lesson plan reflection.
lesson plan.

Inquiry
Focus/Special
Emphasis
 What is your inquiry focus
and/or special emphasis? 
How will you incorporate the
inquiry focus and/or special
emphasis into the lesson?
 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?
I want students to reflect on how policies
passed during the Imperialism era are still
affecting American lives today.
The specific feedback I want from my ME is
how to help guide our specific student
population to think critically on how US
imperialism has affected the economy and day
to day lives of people around the globe.
I would like to know how to keep students
focused in a classroom setting when most of
our demographic completes history through
independent studies.
I would like to know how I can switch up my
lesson when I see that students are beginning
to lose focus.
Having students make connections to
their experiences to historical events
will make the lesson meaningful to
them.
Our student population typically wants
to know
why do I have to do this” or “how is this
relevant to me”? To help students make
these connections you could show them
examples of laws and practice through
the decades leading up to today and
ask them to give examples.
Keeping our students attention is
challenging. The use of short video clips
to engage them visually is a good
practice. Also the use of contemporary
music and then playing music from the
past will help keep them engaged.
The information that I shared in the previous
response should help with this. Embedding
clips or sound throughout the lesson will help
with reengagement.
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?
I start class with an opening/essential Your instructional planning, lesson content,
question, go into lecture while students follow and checking for understanding looks well
along with guided notes, and end class with an designed.
assignment.
Providing students with copies of notes so they
can follow along, I play videos to bring history
to life, and stop to check for understanding at
various points of my lecture.
Results of check for understanding will allow
me to rephrase lecture and reteach a concept
if needed.

Provide students with modern stories that

Student Engagement/Learning
 How will you make the
lesson relevant to all
the students?
 How will students show
progress towards master of
lesson objectives?
connect to modern day cases of imperialism.
Students will be able to understand how US
imperialism affected the economy and politics
of the globe pre-WWI.
I am not sure what this question is asking, but
when it says all students, you may want to think
about the different student populations and
learning styles in terms of lesson relevancy.

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.
During lecture I will walk around to ensure Good, if needed you can use specific
students are staying focused on the task at seating/grouping to address behavioral issues.
hand. I will also have students share a little
about themselves during our opening question This type of setting arrangement could also
of the day. ensure that the student population’s needs are
met.
Lesson will be closed by having students
complete a summary of their guided notes,
complete a graphic organizer, having students
identify causes of imperialism, and
introduction of the gilded age.
Looks good.

Closure
 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the next
lesson?

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Section 3: Observation of Lesson Delivery
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection
on Lesson Delivery
Teacher Actions Student Actions

EXAMPLE CSTP
1:
Engaging All Students 
In what ways were
students engaged?

If possible stretch your lesson
Specific
out to give students the
Feedback
opportunity to connect and
 What information
absorb the material. There were
can you provide a couple of instances where the
the NT students were making great
regarding connections to the material and
requested special tying it to science concepts (for
feedback? example)
I would suggest asking the students
questions after a video clip to
ensure that they are engaged.
The lesson that was observed was
essentially two lessons in one. At
our program, we only see our
students twice a week. I teach US
history on Tuesday and Thursday.
Due to the Halloween observation,
Tuesday’s class was canceled and
therefore Thursday served as a
makeup day. I agree that pacing and
asking questions after every video,
would help with engagement.

Q1>NT used short videos At the start of the semester, I set

CSTP 1: Q1>Student answered recap
to introduce subject expectations and routines with
Engaging All questions students. We are nearing the end of
matter
Students the semester and have seen that
>NT set up student Q1>They discussed material
 In what ways were upholding students to both
seating in groups. This in groups/pairs. They also
students engaged? expectations and routines have
allowed students to made connections to their
How were allowed for a positive learning
interact with each other own experience and other
students not engaged? environment.
Q1> NT’s use of color core subject matter
 How did students
and bold print in her
contribute to their Q1b< I did not observe
learning? presentation made the
disengaged students
notes easy to navigate
 How did teacher
and pick up on key terms, Q2< students contributed to
and/or
historical figures and their learning through class
students monitor
event and group discussions. They
learning?  How were
Q1> NT allowed student participated in popcorn
the focus
to have their reading. They maintained a
students engaged and
supported Chromebooks open to the high level of mutual respect
throughout the lesson presentation, as for NT and each other
lesson? well as on the
Promethean board. This
gave them the
opportunity to spend
more time on the
presented material and
addressed any visual
impairments the students
may have
Q3< Nt walked around
the room to ensure
engagement. She also
asked clarifying questions
of random students. She
also set clear
expectations at the
beginning of the lesson,
so student knew what
was expected of them
 < NT has created a positive Students worked together to Students were eager to complete the
CSTP 2: classroom environment, where complete their reading assignment assignment as a class. That was
Effective Learning students are respectful of each and fill out a graphic organizer. something new to me because for
Environment other. The students seem to feel the most part they tend to get their
 How did students safe to contribute to discussions work done in small groups or
and and participate in reading partners. I was very welcoming to
teacher regardless of their reading this desire to work as a whole group
contribute to an levels or speaking abilities and would love to incorporate this
effective to my future lessons.
learning

environment?
Q1< NT shared some lesson Q1< based on the NT’s lesson Anytime a student is willing to
CSTP 3:
information in lecture and video students were able to come up participate, I applaud them for their
Organizing Subject
format and then introduced with their own examples of bravery. We tend to have a
Matter some ideas/current events for relationships between past and population of students that tend to
 What actions of the NT students to make their own current events. they were also close off. I believe that encouraging
contributed to connections. At other parts of able to make inferences to their them to guess, even if it’s wrong, is
student assimilation of the lesson, NT introduced a own community experiences a great way to reduce anxiety in the
subject current event and then tied it classroom setting.
matter? back to the historical events, so
 How did students students could see the
construct knowledge of relationship between the two.
subject
matter? Q1 one of the students made
 What misconcepti ons an incorrect inference during a
did students have and discussion. NT thanked the
student for the response and
how
them made sure to share the
were they correct information for all
addressed by the students. The other students
teacher? did not point out the incorrect
inference. They respected the
student’s response, which
displays the classroom culture
that they have created

The classroom environment The students were able to use I have learned that providing the
CSTP 4:
and seating arrangement their Chromebooks to complete students with the notes as I am
Learning Experiences
allows all students to the lesson and classwork. This presenting them tends to lead to
 How were students participate and learn safely. allowed students to work at their better retention of the material. As I
supported through Students were able to work in own pace, whether it was faster or lecture, students are writing their
differentiated groups and pairs. Students that slower for remediation notes at their own pace.
instruction? needed more support were
 How did students seated toward the front, but still
participate? members of the groups.
 How did the NT NT explained clearly the lesson
contribute to student topic, expected learning
learning? outcomes, and individual
homework assignment
NT presented the lesson with
both visual and auditory
components. She has also
fostered groups where
students can help each other
and she can spend more time
to re-teach concepts.
 NT ensured students were The students participated in the I was very surprised the level of
CSTP 5:
following along with the lesson by lesson and were able to answer student engagement and interaction
Assessing Student asking questions to check for NT’s questions regarding with materials was high even after
Learning understanding of concepts. historical events. Students were such a long presentation. I usually
 How did students also able to make connections to only lecture an average of 10-12
demonstrate their own lives & current events to minutes. This time however, I
achievement of lesson material in the lesson. lectured a little over 30 minutes.
objectives? Students did not lose focus and
 In what ways did From my observation the lesson were asking questions. I believe
students struggle or was successful. I believe that overall the lesson was successful.
demonstrate limited struggle/limited understanding will
understanding? be best observed after unit
 What teacher assessment

actions contributed to
student achievement?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
To what degree did
students achieve I believe about 80% of the students were able to answer the essential question clearly
lesson objectives? based on their summary of the guided notes.

To what degree did focus
students achieve
lesson objectives?
from her classmate about
What would you do
differently next time?
Focus Student 1: Focus Student 2: Student Focus Student 3: Your
English Learner w/ILP/504 Choice
D.I. was able to achieve A.C. was able to achieve the D.L was able to achieve the
the lesson objective 95% lesson objective 80% lesson objective 100%
independently. Student independently. Student asked for independently. Student asked
asked for clarification assistance from me and her me for clarification once.
classmate about 4-5 times.
two times. .
Next time I will shorten the lecture portion of class and ask questions after each short video clip to ensure
students are connecting the video to the lesson.

What were three top My top three lessons strengths are:

Lesson Strengths?
What were three top
areas for
improvement?
What are next steps?
1. Setting high expectations at the start of class
2. Model good behavior and creating a safe learning environment/climate
3. Finding connections between historical events and modern times
My top three areas for improvement are:
1. Pacing my lessons into smaller chunks
2. CHecking for understanding after visuals are presented
3. Lesson closure/exit ticket
My next steps are reflection on the lesson and coming up with at least 2 questions I can ask after
each clip. I will also incorporate more group work and opportunities for students to collaborate
with one another.
Other Comments/Notes
 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 3 of 3