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
Joel Bernstein jobernstein@calca.connectionsacademy.org Social Studies 11
Mentor Email School/District Date
CA Connections
Daniel Hertzler dhertzler@ calca.connectionsacademy.org Academy/San Juan 10/7/2019
Capistrano
Content Standard Lesson Objectives Unit Topic Lesson Title
11.4.1 1. List the
Students will be able to list this causes and
purpose and the effects
effects of the Open Door policy, and America’s Rise as a Super
of the Open Door Imperialism
America’s ascent to becoming a world Power
policy. power.

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 examines Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence 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.)
Teacher: I want to make real life connections to the content for my
students.
Connecting subject matter to meaningful,
1.3 Exploring Student: Students who can personally connect to the content are able to
real-life contexts
better retain the information.

Teacher: This lesson provides ELs with audio and visual ques throughout
the lesson, giving them opportunities to match text to what the see in
Addressing the needs of English learners the political cartoons.
3.6 and student with special needs to provide Exploring
equitable access to the content Student: Students have multiple content inputs, including PowerPoint
and political cartoons. Having these inputs allows ELs to affirm what they
read with what they see.
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.
 Making a real-life connection for students
 The exit ticket for the lesson will ask students, “Have you ever felt
Inquiry Focus/Special Emphasis As laid out in the lesson plan, NT has addressed
 What is your inquiry focus and/or special emphasis? taken advantage of? How did that make you feel? How do you think
the implemented constant checks for
 How will you incorporate the inquiry focus and/or China felt with the implementation of the Open Door policy? Use
special emphasis into the lesson? understanding that address his special
two causes and two effects of the Open Door policy as evidence.”
 What specific feedback do you want from your ME? emphasis.
 I would like to make sure that my lesson, checks for understanding,
and closure activity, address my special emphasis.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students For this student, I have chosen a
I must make sure my lecture gives students the background I must make sure that I am addressing
 Summarize critical needs and student who has been exceeding
how you will address them
information. For my EL student, multiple inputs must be student’s accommodations as stated
expectations in my class. The
during this lesson. given to address this. All students must have this initial in their 504, through differentiated
needs for this student will be to
information to be able to make a connection to their lives. instruction.
extend the learning goals.
For each student, there are different needs that will need to be NT has differentiated inputs that will address his
 What specific feedback regarding your focus students
do you want from your ME?
monitored. I would like to receive feedback that I am indeed meeting EL and student with a 504. Would like to see his
these needs for each student. planned extension for the gifted student.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 As of now, I feel confident in my lesson plan. I feel it addresses each of
Specific Feedback I am definitely willing to meet again before our
the three focus students. As observation approaches, I would like to
 What additional specific feedback do you want from observation. NT has been thorough in his drive
your ME regarding lesson implementation? meet again to make sure my checking for understanding methods are
to have all students meet the learning goal.
still valid, and guide students to achieve the learning goal.
 Opening will be a PowerPoint lecture with video clips to provide
background knowledge of U.S. imperialism, and sentiments with
trade possibilities in China. The body will have students look at
political cartoons and answer questions that extend what we have
just discussed in our lecture. To close, students will answer the exit
ticket question, “Have you ever felt taken advantage of? How did
that make you feel? How do you think China felt with the
Instructional Planning implementation of the Open Door policy? Use two causes and two I believe NT has a well-structured lesson plan.
 How is the lesson structured (opening, body, and
closing)? effects of the Open Door policy as evidence.” This is to put students He has multiple teaching strategies that allow
 What varied teaching strategies and differentiated “in” the history. Getting to think about a real life situation they have all learners access to the information. I like his
instruction will help students meet lesson goals? been in, then being able to relate that to the Open Door policy. closing activity, and how he is getting students
 What progress monitoring strategies will be used?
 Having multiple teaching strategies will allow all types of learners to to relate personal feelings to the content.
How will results inform instruction?
learn, think, and relate to the content. PowerPoints, video clips, and
political cartoon worksheet will be my inputs.
 Allowing time for students to ask questions, and asking my own, will
drive students to meet our learning goal. Having checks when
discussing the causes and effects of the Open Door policy will
hopefully trigger students to know that this is something I should
remember.
 Being an online school, technology is relevant to all students. Having
different teaching strategies, PowerPoint, video clips, and political Relevancy is tougher to achieve in our online
Student Engagement/Learning
 How will you make the lesson relevant to all the cartoons, will give students multiple access points into the content. setting. The multiple learning strategies and the
students?  By implementing questions about causes and effects of the Open closure activity that pulls personal interactions
 How will students show progress towards master of Door policy during the lecture as checks for understanding, students of the students into the classroom, are great
lesson objectives?
will be discussing material that will lead them to achieve the learning ways of creating relevancy.
goal.
 Maintaining a safe learning environment is a big priority for me.
Having students share their personal feelings in front of the class is
not for every student. Those who do share know that they may share
Classroom Management freely. Having students share their personal stories by writing allows Students come to our school setting for number
 How will you maintain a positive learning them to share their thoughts with no fear of judgment. of reasons, many have social anxiety and have
environment with a welcoming climate of caring,
 In our online setting, we have a “chat-pod” that all students may been bullied at their prior schools. We take
respect, and fairness?
 Identify specific classroom procedures and strategies share and discuss material for the class to see. I start my lessons by bullying very seriously and monitor it very
for preventing/redirecting challenging behaviors. stating that there will be no tolerance when making fun of other closely.
students or their ideas. Students who do so, will first get a private
chat from me. Students who continue this behavior, will have a
conference set up with me and one of their caretakers.
 To close, students will answer the exit ticket question, “Have you
ever felt taken advantage of? How did that make you feel? How do
you think China felt with the implementation of the Open Door I really like the exit ticket. Making history
policy? Use two causes and two effects of the Open Door policy as relevant to the students is a great way for
Closure evidence.” students to retain the information. Assessing
 How will you close your lesson?
 How will you assess student learning and prepare  By answering the exit ticket, students will not only be relating the student responses will allow NT to know if
them for the next lesson? personal interactions to the content, hopefully making it more students were able to meet the learning
relevant, but they will also be achieving the learning goal for the objective, as well as know if his teaching
lesson. Reading the student responses will let me know if the strategies are reusable for future lessons.
students were able to meet the learning goal, it will also tell me if my
teaching inputs and strategies were successful for my future lessons.
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
Students completed the worksheets and were able to
EXAMPLE all levels of Bloom’s (“Identify 6 problem-solving strategies;
When teacher reviewed worksheet, she asked additional questions of analysis and ask questions. Most groups needed revisions for their
CSTP 1: Engaging All Students pick two strategies and identify at least one similarity and
evaluation (“which problem-solving strategy do you prefer? How could you create a questions; comparison/contrast was the most
 In what ways were one difference between them”). Groups then selected a
math problem that could be solved with this strategy?”) common analysis question. I need to give them a
students engaged? strategy and created two math problems to exchange
Bloom’s question stems handout next time.
tomorrow.
 NT addressed his concerns by
providing multiple content inputs for
his EL student, where students could
access the content through lecture,
 I feel my preparation for these
Specific Feedback video clips, and group work. NT
 What information can  NT thought hard on how to address the needs of his focus students provided them
allowed his 504 student to print a hard
you provide the NT focus students. His preparation included multiple inputs, with the appropriate means to
regarding requested copy of this exit ticket and send it to
accommodations, and lesson extensions. access the content in the best way
special feedback? NT after class. Lastly, NT provided an
for each student.
extension the exit ticket for his gifted
student, asking student to write a full
page instead of the few sentences
asked of the rest of the class.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
  Students engaged in lecture with
 NT led class through a background information lecture, video clip, worked together in the
with video clips. NT then explained the political cartoon group activity, and showed what they
CSTP 1: Engaging All activity where students worked in groups. NT lastly have learned in the exit ticket.
Students assigned the “Exit Ticket” to the class which had to be  Students were active during lecture by
 In what ways were completed before dismissal. It was a little difficult to discussing topics and asking questions.
students engaged? How  For the most part, I feel my class
manage the engagement of all students during group Students worked together in groups to
were students not was engaged and the majority of
engaged? work in breakout rooms. complete the worksheet. Lastly, they
the class met or exceeded the
 How did students  NT provided background information, guided further proved their grasp of the lesson
contribute to their lesson objective. My focus for
research of the topic during group work, and was objective by completing the exit ticket
learning? next lesson is to maintain focus
 How did teacher and/or constantly checking for understanding during these question.
and engagement of the class
students monitor inputs.  Students were asked questions during
learning? during group work in the breakout
 NT frequently checked for understanding during lecture, lecture pertaining to the lesson
 How were the focus rooms.
students engaged and making sure students grasped key components to objective that served as checks for
supported throughout eventually attain the lesson objective. understanding.
the lesson?  NT provided multiple content inputs for his EL student,  Multiple content inputs for his EL
allowed an accommodation to his 504 student, and student, allowed an accommodation
extended the exit ticket for his gifted student. to his 504 student, and extended the
exit ticket for his gifted student.
 I feel the environment for this
lesson was effective. Providing
 Students contributed to an effective
CSTP 2: Effective background information first
 NT made his environment effective by providing learning environment by engaging in
Learning Environment allowed students to have a
 How did students and necessary background information, allowing students to the lecture and video clip, working
understanding of the information
teacher contribute to an further their learning on their own, and making them together in their groups to complete
effective learning being discussed in group work.
prove their learning with the exit ticket. the worksheet, and combining the two
environment? Lastly, students proved their grasp
to complete their exit ticket.
of the lesson objective by
completing the exit ticket.
 Students took their background
CSTP 3: Organizing
knowledge and applied it to their
Subject Matter group work to complete the political
 NT providing background information to all students
 What actions of the NT cartoon worksheet.  The flow of the background
contributed to student allowed for student assimilation to attain the lesson
 Students combined their lecture notes information, group work, exit
assimilation of subject objective.
matter? and group work worksheet, to ticket, allows students to gather
 NT allowed students to attain more information during
 How did students complete the exit ticket which information in multiple ways and
construct knowledge of
group work, along with their lecture notes, to show
measured their attainment of the not just from me. I want my
subject matter? their grasp of the lesson objective.
 What misconceptions did
lesson objective. students to feel they have say in
 A misconception NT discussed was if/when U.S.
students have and how  During lecture, a student asked if U.S. their learning.
imperialism ended.
were they addressed by imperialism ended. This started a
the teacher?
short discussion about U.S. military
operations around the world.
 Students were provided differentiated
instruction by having multiple inputs,
 NT differentiated instruction by having multiple inputs,  Students participated during
PPt, video clip, worksheet. The exit
PPt, video clip, worksheet. NT also differentiated the every stage of this lesson. They
ticket was also differentiated by
exit ticket by allowing some students to provided bullet engaged in the discussions during
CSTP 4: Learning allowing some students to provided
points instead of complete sentences. NT also extended lecture, worked together during
Experiences bullet points instead of complete
 How were students the exit ticket and asked for some students to complete group work, and individually
sentences. The exit ticket was
supported through a full page. showed their grasp of the lesson
differentiated extended for some students by asking
 NT led a short PowerPoint lecture, followed by group objective.
instruction? them to complete a full page.
 How did students
work where NT monitored each group and checked for  Differentiation is key to allow all
 Students took notes during lecture
participate? understanding. NT then assigned the exit ticket for the students access to the content
 How did the NT
and video clip and discussed topics as
final check for understanding. and lesson objectives. By
contribute to student a class. Students then broke into
 NT contributed to student learning by providing differentiating the exit ticket, I
learning? groups to further their learning
background information, allowing students to further allowed all students to show their
together. Lastly, students answered an
their learning on their own in group work, and prove achievement of the lesson
exit ticket question using their notes
their learning with the exit ticket. objective.
and group work worksheet to show
mastery of the lesson objective.
 NT asked students an “Exit Ticket” questions to prove  Students demonstrated achievement
their mastery of the lesson objective. “Have you ever of the lesson objective by using
CSTP 5: Assessing felt taken advantage of? How did that make you feel? information gained throughout the
Student Learning How do you think China felt with the implementation of lesson to write the exit ticket. By
 How did students  Discussing the lesson with my ME,
demonstrate the Open Door policy? Use two causes and two effects of completing the exit ticket thoroughly,
we felt the lesson was structured
achievement of lesson the Open Door policy as evidence.” students will have shown mastery of
objectives? to allow for student achievement.
 NT showed some exit tickets that did not meet the the lesson objective.
 In what ways did No matter how hard I plan, there
students struggle or
lesson objectives. These most often were paragraphs  Students struggled to complete the
is always going to be students
demonstrate limited that did not support student claims with causes or exit ticket by not providing sufficient
understanding?
that will need extra time and
effects of the Open Door policy. evidence to support their claims.
 What teacher actions effort to meet lesson objectives.
 NT provided background information, allowed student Directions state students need to
contributed to student
achievement? to work together in a group setting to further their provided at least two causes and
knowledge of the content, and lastly, NT provided time effects as evidence.
to have students share their achievement of the lesson  Students were provided with
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 objectives.
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.
background information, clear
directions to complete group work,
and were allowed to use all
information gathered to completed
the exit ticket.
Section 4: Post Observation Conference
26 out of 30, or 86%, students were able to meet or exceed the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My student with a 504 was able to
achieve the lesson objective as well.
My EL student was able to meet the lesson objective! I My gifted student was able to
However, as per his accommodations,
differentiated the exit ticket to allow for bullet points of the meet the lesson objective with
I allowed him to hand write his exit
causes and effects, but the information provided ease. I had her extend the exit
ticket and scan me a picture of it.
demonstrated mastery of the lesson objective. ticket by writing a full page.
Student complete the exit ticket
paragraph with no problems.
I think the main thing is not becoming predictable with my lessons. I do not always want to lecture, but realize it is a necessary input. I would
like to try different activities and to take some chances!
 Clear instructions for each activity of the lesson.
 Frequent checks for understanding
 Differentiated instruction.
 Monitor participation in the breakout rooms
 Add more rigor to my lessons
 Build a library of activities to keep my lesson fun and fresh.
Grow from this lesson. Plan each lesson with these Pop-Cycle questions in mind. Plan for all my students.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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