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 Email Subject Area Grade Level

Patrice France pfrance@fjuhsd.org Government 12th

Mentor Email School/District Date

Mike Mcguire mmcguire@fjuhsd.org Fullerton Joint Union High 10/6/2023

School District

Content Standard Lesson Objectives Unit Topic Lesson Title

GOVT.12.4.1 By the end of the lesson, Topic 4: The Legislative Lesson 2: The two houses
students will be able to Branch
Discuss Article I of the define the roles of the
Constitution as it relates House and Senate in
to the legislative branch, impeachment proceedings
including eligibility for
office and lengths of
terms of representatives
and senators; election to
office; the roles of the
House and Senate in
impeachment
proceedings; the role of
the vice president; the
enumerated legislative
powers; and the process
by which a bill becomes
a law.
 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 as
are newly formed and developing as NT as NT makes NT combines NT expands ability to
just coming into investigates increased relevant elements add new methods
prominence and examines and suitable use into a cohesive and and strategies into
pedagogical of pedagogical unified pedagogical pedagogical repertoire
practices choices repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating
for CSTP 1 and 2.)

Engaging Element 1.4 Applying T- Facilitates systematic opportunities for students to apply
And Using a variety of critical thinking by designing structured inquiries to complex
Supporting problems
instructional strategies,
All S- Students pose and answer a wide range of complex
resources, and questions and problems, reflect, and communicate
Students technologies to meet understandings based on in-depth analysis of content learning
In students’ diverse
Learning learning needs

Engaging Element 1.2 Exploring T- Facilities systematic opportunities for students to apply
And Connecting learning to critical thinking by designing structured inquires into
Supporting students’ prior
All
complex problems.
knowledge, backgrounds,
Students life experiences, and
S- Students pose and answer a wide range of complex
In interests questions and problems, reflect and communicate
Learning understandings based on in-depth analysis of content
learning

Engaging Element 1.5 Exploring T- Refines the flexible use of an extensive repertoire of
And Promoting critical strategies, resources, and technologies to meet students’
Supporting thinking through inquiry,
All
diverse learning needs
problem-solving, and
Students reflection
S- Students pose and answer a wide range of complex
In questions and problems, reflect and communicate
Learning understandings based on in-depth analysis of content
learning.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Focus Student 2: Student Focus Student 3: Your Choice
Summarize Learner w/ILP/504
critical needs
and how you will
address them
during this
lesson.
 For all my English learners I
provide key vocabulary with
pictures.
My entire class has IEP and I do
not have any 504 students. One
thing I do for my students is to
make sure that they have
text-to-speech and speech-to-text
options available. During the
lesson.
My focus student will be my
students with behavior plans
and making sure they are
getting their
encouragements/rewards during
the lesson

Part A: NT Reflection Part B: ME Feedback

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

Inquiry Focus/Special My inquiry focus and or special emphasis in this Hi Patrice,

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?
lesson is to make sure that all students hyper
aware that within the government there are
different branches and each branch plays its own
role. I want them to understand that in the
legislative branch, there are two houses. And
that each of those houses plays a role in a
legislative branch.
According to your emphasis, it seems as if you
want your students to be able to identify
1. All branches of the government. 2. Understand
that the legislative branch has 2 parts (houses)
and 3. Understand the roles of each house
If I am reading this correctly, you may want to
consider the fact that you may not get through
our entire lesson due to the needs/supports that
you will have to implement so that all students
can access the lesson

If I may suggest that your emphasis should just

be on the House and the Senate, and have
students name at least one role.

Inquiry Focus/Students
 What specific feedback
regarding your focus
students do you want from
your ME?
How to break down the larger words for students Hi Patrice,
who struggle to read or write. A suggestion would be for you to include
synonyms and pictures next to the terms.

Specific Feedback Implementation of text-to-speech or speech Hi Patrice,

 What additional specific
feedback do you want from
your ME regarding lesson
implementation?
options Please remember that if you utilize the online
text, text-to-speech options of available to both
you and your students.

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?
The lesson will open with a question regarding
the government and the checks and balances
system.(The teacher will read aloud the
questions so all students can participate, the
teacher will also provide sentence starters for the
students) The teacher will provide 5- 7 minutes
for students to write down answers to questions
in Google Classroom, The teacher and
instructional aide will walk around the classroom
to support learners with this question.
Body: From there I will move into the legislative
branch and how it is broken up into the two
houses. From there I will speak about the
differences between the two houses. ( This will
be my direct instruction time. During this direct
Hi Patrice,
Your lesson plan sounds great but I am afraid
that you will not have enough time to get through
the entire lesson. Your notes are new to typing
and they do need extra support in this area.
Please provide a hard copy of the guided notes
to better assist your students with those
accommodations. Make sure to read aloud all
directions and possibly provide a graphic
organizer to help students witht the lesson. I
think a KWL chart would be a great way to start
and end the lesson. It could also serve as your
exit ticket.

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.
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
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
instruction time, students will be engaged with
the lesson by taking guided notes on their
laptops. I will ask students clarifying questions
throughout the lesson.
Closing: Closing will be how they both come
together to make the legislative branch.Students
will then answer “WH” questions about the
lesson.
What is the legislative Branch, Who are the two
houses?, and What are their jobs?
I will make the lesson relevant to all the students Hi Patrice,
by utilizing current examples of the Senate and I agree with this.
House implementing legislation.
How I will maintain a positive learning Hi Patrice,
environment in my classroom is by making each Classroom management is not a major concern
student feel heard. We have classroom/school due to the size of your classroom. But please
rules that we abide by. remember that some of your students cannot be
I will greet them at the door. quiet for 58 minutes and should be allowed their
When they raise their hands I will answer their breaks per the IEP.
questions.
I will close my lesson with an exit ticket or Hi Patrice,
questionnaire asking students to identify a role of During your exit ticket or the “you do phase” of
the House as well as a role of the Senate. your lesson, please remember to continue to
support those learners who need extra support to
complete the exit ticket. (Ex: Make sure you are
reading aloud, if your exit ticket is on Google
Classroom you might want to have a hard copy
etc..)
Section 3: Observation of Lesson Delivery
Part 3B: NT Reflection on
Lesson Delivery
Student Actions
 EXAMPL
E CSTP Teacher and aide split Students where split in two Overall Patrice
1: groups and where speaking,
themselves executed a good lesson.
Engaging
All Students up into two groups sharing, ideas and writing Case load and push in
 In what down answers. Students students did interrupt
ways were
students
wrote notes and followed her to ask for help on
engaged? instructions. assignments
Specific and she was able to have
Feedback her assistant help, and then
 What No information needed, Students where given the
information she continued with her lesson.
Teacher used a variety option to type or write
can you
provide the of modalities to break answer. Text to speech
Patrice has a small class,
NT options were available to
down work in the lesson so group work can be hard.
regarding
requested students as well
So utilizing partner work
special
feedback? may be helpful in this

CSTP 1:
Engaging All
setting.
Students Students where engaged,
 In what ways by working in groups,
were students Teacher and instructional
engaged? How aide monitoring students Following along with the lecture
were by using completed guided notes,
students not
learning by walking around the
classroom. Asking clarifying and using the notes to answer
engaged?
 How did questions questions around the classroom.
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 Teacher contributed students contributed by
Learning to an effective learning answering questions and
Environment
environment, by making sure giving their definitions
 How did
students and classroom rules were on certain terms.
teacher
followed and every student's
contribute to an
effective question were answered.
learning

environment?
 CSTP 3:
Organizing Students used a graphic
Subject Matter organizer to complete
Teacher was able to
 What actions
of the NT relate content to student. the assignment.
contributed to
student
assimilation of Students filled out
subject
matter? a graphic organizer
 How did on the subject matter.
students
construct
knowledge of
subject
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?

CSTP 4:
Learning
Teacher teaches to Students were able to
Experiences accommodation the different use graphic organizers,
 How were variety of students with IEPs
students Speech to text and text to
supported in her classroom. speech devices. As well
through
as shortened assignments
differentiated
instruction? This class is not a A-G supported That accessed mastery
 How did class
students
participate?
 How did the
NT contribute
to student
learning?

CSTP 5:
Assessing
Student Teacher had students fill Students turned in
Learning out an exit ticket. (question) completed graphic
 How did
students posted to google classroom. organizer and completed
demonstrate an exit ticket on google
achievement
Teacher and instructional classroom at the
of lesson
objectives? aide assisted students who end of the lesson.
 In what needed extra support,
ways did
students by providing examples or
struggle or models of the material.
demonstrate
Sentence starters and graphic
limited
understanding? organizers where also
 What teacher accessible.
 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 Per the exit ticket, students were able to achieve the lesson objectives.
did students
achieve lesson
objectives?

To what degree Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
did focus w/ILP/504
students achieve
lesson
High degree High Degree High Degree
objectives?

What would you Have students work in pairs instead of groups.

do differently
next
time?

What were three

Classroom management, student engagement and use of accommodations.
top Lesson
Strengths?

What were three Utilize more technology, offer breaks for students, less information on slides
top areas for
improvement?

What are next steps?

Other Comments/Notes

Great lesson, I can tell Patrice has a great rapport with her students.

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