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

emarchan@vistacharterps.or
Elizabeth Marchan Social Studies 8th
g
Mentor Email School/District Date

Shirley Sotero ssotero@vistacharterps.org Vista Public Schools

Content Standard Lesson Objectives Unit Topic Lesson Title

1) By the end of the lesson, I

will be able to synthesize
5 amendments in the Bill
CA SST 8.2.6: Enumerate the of Rights and apply my
powers of government set knowledge to determine if
forth in the Constitution and an amendment has been The Constitution Close Reading of The Bill of Rights
the fundamental liberties violated. I will show
ensured by the Bill of Rights. mastery by scoring at
least a 75% on an exit
ticket at the end of class.

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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire

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

1.5: Promoting critical thinking Supports students to initiate critical thinking through
1 though inquiry, problem solving, and Integrating independently developing questions, posing problems and
reflection reflecting on multiple perspectives

2.4: Creating a rigorous learning Integrates rigor throughout the learning environment that
environment with high expectations values accuracy, analysis, and critical reading, writing and
2 and appropriate support for all Integrating thinking. Integrates strategic scaffolds and technologies
students throughout instruction that support the full range of learners
in meeting high expectations for achievement.
Section 2: Pre-Observation Conference

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 13
 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 inquiry will be, “How can I

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?
facilitate a rigorous learning environment
and provide opportunities for students to I think this is an ambitious lesson plan,
apply critical thinking skills with especially for students with learning
appropriate supports for all students? needs and EL students. However, I know
that this year, the Social Studies teachers
I will check with my ME and the Special are being asked to support what students
Education teacher to make sure that the learn in ELA in their classrooms. I think
modifications/accommodations I provide that the skills you are teaching in this
during the lesson, lesson activity and lesson will help students with the SBA,
assessment are appropriate for my EL and they are skills they will use in high
students and students with learning school and in college.
needs.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

The EL student I have chosen The student with learning

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
to focus on has been
identified as “beginning” on
all the components of the
CELDT test. He arrived from
Mexico this year and this is
his first year experiencing
school in the U.S. He did take
English classes before in his
class in Mexico so he is
familiar with some of the
language and is able to speak
in short phrases. He is also
able to read short simple
sentences. He needs more
practice listening, speaking,
reading and writing in
English.
During the lesson, I will use
visuals and body language
during the direct instruction
portion. I will translate during also have printed out notes and
the direct instruction portion. a highlighter that the student
I will give directions and
model instructions for him.
Although I speak his native
language, at this point in the give instructions out loud and proximity his behavior tends
year, I begin to take away this model instructions for her. I
part of the scaffolding as I
want him to become a bit
more independent. He will be instructions for this student.
My third focus student is a
needs I have chosen has been
student who has a history of
identified as having a primary
struggling academically and
disability of “other health
behaviorally. Academically
impairment” and a second
he struggles as he is often
disability of “specific learning
unfocused and distracts
disability.” This student’s
himself and others. He also
“other health impairment”
has a difficult time turning in
impacts her ability to read and
classwork. He is extremely
write at grade level. Some of
bright, however, he has low
the accommodations this
self-esteem and does not
student has are graphic
believe that he is capable of
organizers, text-to-speech
being successful.
applications, clarified and
Behaviorally he is a
repeated directions, simplified
challenge as he loves to chat
instructions and modified
with those around him. He is
assignments, extra time to turn
a very sympathetic child so
in classwork assignments.
he makes friends with
anyone. He is also very
During the lesson, I will use helpful in class when given
visuals and body language tasks and shines most when
during direct instruction. I will he is helping others.
His assigned seating is next
can use so as to keep on pace to me so this will continue
with the lesson. Before the during the lesson as when he
lesson activity begins, I will is next to me or in close
to be better. He will also be
will make sure to have a partnered with my EL
printed set of simplified student. He works really well
with my EL focus student
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 practicing his listening skills The student will be working and when given the task to
during this portion as I will with a partner. The assignment translate for his partner, he is
be giving directions in will be modified for this focused and is helpful.
English. student. For the assignment, I Giving him a task where he
will give this student sentence is allowed to speak, but
During the lesson activity, the frames to help her complete speak with a purpose, will be
student will be working with her 1 sentence summaries. She a great way of re-directing
a partner who is fluent in both and her partner will be taking his energy and chattiness.
English and Spanish. He will turns reading out loud. When it Since he is working with a
practice his listening skills by is her turn to read, since the EL student, myself and our
listening to his partner read document is a google doc, she 8th grade TA will be working
some of the amendments out will be able to use a text-to- with him and his partner a
loud for him in English. He speech app so that the app lot, which will keep him on
will be practicing his reads it for her. When it comes task.
speaking skills as he and his to the portion where they have
partner will be taking turns to create symbols, this student
reading out loud. The portion will only be required to create
of the assignment that he will 2 symbols. She will also be
need to read out loud will be given an extra day to work on
modified and will be the assignment with our T.A.
rewritten in short simple
sentences. He will also be
practicing his English reading
skills as he will need to
follow along as his partner
reads. Parts of his document
will be rewritten in short
simple sentences. I will also
make sure to include images
on some parts of the section
where they have to create a
symbol, as I want most of his
focus to be on writing 1
sentence summaries for the
amendments. His assignment
will be done on a graphic
organizer.
I think that the
accommodations/modifications are
appropriate for the focus students. I do
I want my ME to help me make sure that
think that you should change one of the
the accommodations/modifications for
modifications for the student with
my student with learning needs and EL
learning needs. Instead of doing a “fill-
 What specific feedback regarding your focus students students are appropriate. My ME had
in-the-blank,” you should give her
do you want from your ME?
both my 3rd focus student and my student
sentence frames as she needs to be
with learning needs previously in 6th
challenged.
grade, so she has expansive knowledge
about these students.
The Kagan structure you’re using will
also help your focus students during the
lesson. I like that the stand up, hand up,
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 13

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
pair up will help your EL students
practice their speaking skills.
I will work with you to fix your learning
outcomes. The level of rigor is
appropriate to the students’ grade level
and provides opportunities to reinforce
I want to make sure that my lesson is what they have learned in their ELA
clearly structured, the level of rigor is classroom. I think that the lesson activity
appropriate, I am providing enough uses an easy to understand graphic
supports/time for my students to achieve organizer. I think that you should break
the learning outcomes and that my up the activity into parts so that students
learning outcomes are assessed have enough time to complete their
appropriately. activity. You are assessing the learning
outcomes using an exit ticket, which is a
common way of checking student
mastery. Just make sure that you have
enough time to complete the lesson.
At the beginning of the class, there will You are thorough in the way you
be a quick write in Google Classroom structure your lesson. There is an
that students will need to complete. I will opening, a body and a closing. The
set a timer for 3 minutes. As students are opening is comprised of quick write and
turning in their quick writes, I will be a Kagan structure. I really like that the
checking their answers and walking quick write is helping students activate
around assisting students who may need prior knowledge about the topic. I also
assistance. Once the timer goes off, I will think that using the “stand up, hand up,
have students close their Chromebooks pair up” is familiar to your students,
so that I can go over the day’s agenda, including your EL students and students
lesson objectives, essential question and with learning needs. They will have no
explain why they are learning about the problem participating since they will be
Bill of Rights. I go over the agenda to let working with peers they feel comfortable
my students, especially my students with with. This will provide this special group
learning needs, know what to expect for of students an opportunity to practice
the day. I go over the learning objectives, their speaking and listening skills in a
essential question and the why to help setting they will feel comfortable with.
students make connections to the The fact that you use a timer and
material. displays the time, will help anxious
students quell their anxiety.
Once I have gone over the agenda, etc., I
will start class with a Kagan structure, I am glad that you are using Nearpod to
“Stand up, hand up, pair up.” I will use help you with your direct instruction
this structure because it will provide my because this will allow students with
students with an opportunity to move learning needs and EL students interact
around the classroom, but it will also with the material. I like that you are
provide my students with learning needs using different resources to help you
and my EL students to share their with your lesson. Nearpod is also a
answers with a peer they feel useful tool to monitor the progress all
comfortable with. I will give them about students are making towards the learning
1 minute to share their answers with at objectives. Nearpod is a tool that most
least 2 partners. I have also used this teachers use at our school. Just don’t
Page 4 of 13
 structure various times so my EL forget that you will still need to include a
students know what to do and what to lot of visuals and use body language to
expect. As they are sharing their answers, help your EL students and your students
I will walk around to monitor for with learning needs access the lesson.
understanding.
I think that it is great that the activity is a
Once my timer goes off, I will use my partner activity and all students are
signal so that they know they need to go working with their Kagan partner. This
back to their seats. I will ask a couple of is a useful strategy to help meet the
students to volunteer the responses they needs of all students. I also like how the
shared with their partners during the activity itself is a graphic organizer,
Kagan Structure. Once I have gotten which will help all students visualize the
about 3-4 students to volunteer answers, organization of the material.
we move onto using Nearpod. I use
Nearpod as it allows students to interact I think that closing your lesson with an
with the lesson material. Nearpod allows exit ticket is a great way of assessing
students to take notes during the direct student knowledge immediately. You
instruction portion of the lesson and will be able to determine whether
allows them to annotate on the slides. It students have met the learning objective
also allows me to ask them questions and if you need to re-teach the next day.
throughout the direct instruction portion
so that I can check for understanding. Make sure that you’re using your time
The Nearpod will only be 9 slides with 3 wisely and are able to monitor your
CFU questions. All of my students are student’s progress throughout the lesson.
able to download the lesson material and
their notes. I will use a lot of visuals and
body language for my students with
learning needs and my EL students.

Once we have finished the Nearpod, I

will explain the lesson activity. I will
have instructions printed and simplified
for my students with learning needs. I
will model how to complete the activity
using amendment 1 of the Bill of Rights.
I will use body language and visuals to
help model the activity. This will be
helpful for my students with learning
needs and my EL students. The lesson
activity has been formatted as a graphic
organizer. Graphic organizers have been
shown to help all students organize their
information, but especially students with
learning needs and EL students. The
lesson activity will be
modified/accommodated to meet the
individual needs of my students. My
students will also be working with their
Kagan partners (A/B partners). They will
be reading out loud to each other, this

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 13
 will help them practice their speaking
skills. They will be practicing how to
communicate in a professional and
positive manner with their peers.

As students are working with the A/B

partners, I will be walking around to
check for understanding. Students will
not be allowed to turn in their work until
I have checked and made sure that their
answers are correct. The learning
outcomes will be assessed using an exit
ticket. I will check the exit tickets at the
end of the day. If at least 80% of my
students receive a 75% or better, then I
will move on to the next part. However,
if 80% of my students receive less than a
75%, then I will need to re-teach the
following day.
The prompt for the quick write that I will
use will help students activate prior
knowledge. Most students have had some
type of interaction with the court system
so many of them, even though they do
not realize, already know something
about the rights guaranteed to us in the
Bill of Rights.
I think that the lesson will be relevant to
During the Nearpod, I will also have
your students through the prompt you’re
students share a time when they felt that
including in your quick write at the
they had been treated unfairly, and I will
beginning of class. I think that the
probe further to see if students are able to
prompt for the open-ended question in
make the connection between injustice
Nearpod will also help your student
Student Engagement/Learning and the Bill of Rights.
 How will you make the lesson relevant to all the
students?
make connections to the lesson. I think
 How will students show progress towards master of that the scenarios you’ve given them in
lesson objectives? In one portion of the lesson activity, I
the graphic organizer will help them
will give students short scenarios where
deepen their understanding of the Bill of
they will need to determine whether a
Rights. Again, I do suggest that you
right has been violated. The scenarios
break up the organizer into parts so that
will be situations that they are familiar
it doesn’t overwhelm your students.
with like back pack searching, freedom
of speech/religion issues.

Students will show mastery of the lesson

objectives with an exit ticket at the end
of class. I will also be monitoring
understanding throughout the lesson in
their quick writes, during the Nearpod
and as I am walking around checking for
progress during the lesson activity.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 13

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I always greet students at the beginning
of class. I always model the behavior I
expect of students by using simple words
like, “please” and “thank you.” I address
students respectfully and give them
opportunities to correct their behavior.
My classroom is extremely structured.
When students enter my class, they know
that there is work that they must work on
at the beginning of class. I always set my
timer and display it on my whiteboard so
that they are aware of how much time
they have left. As students are working, I
walk around and check answers. I also
use this time to re-direct students who
Like you, I always greet my students at
are taking their time to begin on the
the door. I know that this is something
assignment. Once my timer goes off, all
administration expects from us, but I
students are expected to close their
really do think it sets the mood for the
Chromebooks so that they I can go over
day. I like how your transition times are
the agenda, lesson objectives, essential
short, so this will help you with your
question and the why. This is the
challenging behaviors since they won’t
structure for the beginning of class, and
have much time to waste. I know that
all my students know what to expect. I
you already have your behavior cycle
believe that keeping my transition times
posted in your classroom, and your
short and using a timer allows me to keep
students know what the consequences
control of my classroom at all times. It
are if they misbehave. Another way you
also prevents a lot of behavior issues as
can re-direct challenging behaviors is by
my students know that there is no time to
providing your chatty students with
waste.
opportunities to speak with a purpose. I
also think that maybe you should give
I use a lot of body language and hand
them a little stretching break in between
signals to re-direct behavior. I do not
to help those with too much energy.
single students out. I have a site called
Hapara that allows me to see what
students are doing on their laptops. I am
able to exit them out of sites/apps that
they should not be looking at. It also
allows me to send private messages to
my students, so I use this resource a lot.
When I have a student who is extremely
disruptive, I like to place my hand either
on their desk as I continue teaching, or I
like to gently place my hand on their
shoulder to get their attention. If I notice
that a student has too much energy, I
send that student out on an errand so that
they are able to use up some of their
energy.
Page 7 of 13
 I will close the lesson by reminding
students about the lesson objective and
the essential question. I will let them
know what topic we are talking about the
Closure
 How will you close your lesson? next day. I will, then, have students
 How will you assess student learning and prepare
them for the next lesson?
quickly answer anonymously whether
they feel we met the learning objective
through a Google form. I will then post
the link for the exit ticket. I will use the
exit ticket to assess student learning.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
This is a good way of closing the lesson.
I think that the exit ticket being used will
help you determine whether your
students have met the learning
objectives. I like it because it is short,
sweet and to the point. You will be able
to know if you need to re-teach the next
day or if you can move on.
Part 3B: NT Reflection on
Student Actions Lesson Delivery

Student groups answered worksheet questions that included all

EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
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 you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created two
with this strategy?”) need to give them a Bloom’s question stems handout next time.
math problems to exchange tomorrow.

- EL students and
- Used “Stand Up, students with learning
Hand Up, Pair Up” needs participated in
structure. This is a “Stand Up, Hand Up,
good structure to Pair Up.” Shared their
use with all answers to the scenario
students. EL posed in the quick
students can write. Students shared,
practice their “S: She didn’t give her
language skills, and permission to check
students with her purse.” All students I am relieved that I was able to
learning needs were engaged. provide enough support for my
practice social - Students volunteered students with learning needs
skills. answers during the and my EL students to where
- Reviewed answers whole-class they hardly needed direction
Specific Feedback with whole class. discussion. The
 What information can you from me. I always want to
provide the NT regarding Encourage students discussion led
requested special make sure that I am meeting the
feedback? to continue asking students to use needs of all of my students. I
deeper-level deeper thinking skills, am really glad that my ME
thinking questions. and all students were thought the
- Used body engaged. Allowing accommodations/modifications
language and students to ask I provided were appropriate.
visuals to during questions and to
direct instruction discuss things like
portion of lesson.
their rights
This is an effective
guaranteed by the
strategy for EL
Constitution creates a
students and
positive classroom
students with
environment.
learning needs.
- Students worked on
- Modeled the lesson
activity. Translated their lesson activity
with their A/B
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 13
 instructions in partners. All students
Spanish. seemed to be on task
- Assigned individual and engaged.
modified versions - EL students and
of the assignment to students with
EL students and learning needs
students with worked on their
learning needs. assignments with
their partner with
little teacher support.
Great job scaffolding
and modeling for
these students. The
modification/accomm
odations were
appropriate.
- Students were
engaged through
established classroom
rules and procedures.
- Students discussed
their answers to the
- Entered the
posed scenario
classroom, opened
through a Kagan
their Chromebooks
structure. The I was glad to see that all of my
and began working
scenario posed was students were engaged from the
on their quick write.
interesting to the very beginning of the lesson to
- Students discussed
students so they were the end. I was impressed with
answers with one
all engaged during the the arguments brought up by
another during a
CSTP 1: Engaging All structure. my students as we discussed
Students “Stand Up, Hand Up,
 In what ways were students - Teacher walked some of the Constitutional
Pair Up.”
engaged? How were
around to check on amendments. I was even more
students not engaged?
- Students volunteered
 How did students contribute
students during the impressed with the questions
to their learning?
answers during a
 How did teacher and/or
Kagan structure. they were asking. I was nervous
students monitor learning?
whole class
 How were the focus students - Began the whole class about being observed by my
engaged and supported discussion and asked
throughout the lesson? discussion and ME as this is the first time she
deeper-level thinking
encouraged students has formally observed me in
questions.
to continue my classroom. Overall, 95% of
- Answered CFU
questioning what they my students turned in their
questions embedded
know. lesson assignment and met the
in Nearpod.
- Monitored learning lesson objectives.
- Worked with A/B
through frequent CFU
partners on lesson
questions embedded
activity.
throughout the
Nearpod.
- Walked around to
individually check in
on each A/B partner
throughout the lesson
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9 of 13
 activity. This helps
make sure that
students are on task
and accountable to
one another.
- Focus student #3
hardly needed re-
directing because he
was too busy helping
translate parts of the
assignment for his
partner, who was
focus student #1.
- Focus student #2 was
engaged in the activity
and discussed
answers with her
partner. I was
impressed to see that
she wanted to try the
original non-modified
assignment, and I was
glad to see you gave
her that choice.
- Students interacted
positively with one
another during Kagan I was so happy to see that my
- Teacher walked ME thinks that I have a positive
structure. They
around to monitor effective learning environment
thanked one another
learning environment in my classroom. This is
when they were done
and checked in something I work on creating in
sharing.
individually on my classroom, especially at the
- Students were not
students during beginning of the year. I like to
hesitant to volunteer
lesson activity. set expectations for how my
their answers.
- Teacher was students interact with one
CSTP 2: Effective Learning - Students did not seem
encouraging and another in my class. I work
Environment
to be afraid to ask
 How did students and
teacher-student really hard to build rapport with
teacher contribute to an
questions about the
effective learning
interactions were my students as I know that this
environment?
lesson topic.
positive. helps create a positive learning
- Students positively
- It is very clear that the environment. One thing I
interacted with one
students respect the remember my master teacher
another during the
teacher, and that said to me (something that I
lesson activity. They
teacher has good have heard often since then
discussed the
rapport with her from others) when I was
amendments. It is student-teaching, “Kids won’t
students.
clear that you have a learn from teachers they don’t
very positive effective like.”
learning environment
in your classroom.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 10 of 13

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?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute to
student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
- NT structured the
lesson to help all her
students succeed.
- NT made the material - Students shared
relevant to her answers with one
students. Students, another during “Stand
It was really nice to hear from
then, created their Up, Hand Up, Pair
my ME that I structured my
own questions about Up.”
lesson to help all of my
the topic. - Asked more questions
students succeed. My post-
- Teacher modeled how of teacher during
observation conference was
to how to highlight whole class
very positive and a truly
key information, discussion.
rewarding experience for me. It
words, main points. - Students answered
was really nice to hear that my
- Misconceptions were CFU questions in the students were engaged during
addressed and Nearpod.
my lesson and that they were
progress monitoring - Students asked taking responsibility of their
techniques were used individual questions learning.
to catch during lesson activity
misconceptions. as NT was checking in
- NT walked around to with them.
individually check in
on student progress
and understanding.
- Students were
supported with visual
aids, translation and
modeling.
- Kinesthetic learners
were supported I always want to make sure that
through the Kagan - Students asked I provide the appropriate
structure since they questions throughout support for all of my students.
It was nice to hear that my ME
were able to stand up the lesson. They also
thinks that I am doing that for
and talk to their asked for clarification
them. One suggestion she did
partners. and they participated
have was that I should start
- Auditory learners in partner
taking away some supports for
were supported with discussions.
my EL students only because
the verbal explanation - “Stand Up, Hand Up,
they will need to become more
of instructions, lesson, Pair Up.” Students independent as the year
etc. shared their answers continues, especially since they
- Lesson was with one another. are 8th graders and will be
differentiated to - Students worked with moving onto high school soon.
support all students. the A/B partners on She really liked that I allowed
Teacher modeled lesson activity. my students to work with a peer
lesson activity to all on their lesson activity.
students. EL students
had directions and
assignment translated
for them. Students
with learning needs
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
had modified
assignments with
built-in supports like
text-to-speech tools
and they were able to
work with a more
capable peer.
- Students
demonstrated
achievement of lesson
objectives through
active participation, My ME and I agreed that the
answering CFU’s in - Actively engaged in exit ticket was the best way to
Nearpod and exit the lesson and assess whether my students met
ticket at the end of participated during the learning objectives. I also
class. partner work. did assess throughout the lesson
- Students struggled - Students struggled through CFU questions in the
when reading some of when reading some of Nearpod and by walking
the text in the Bill of the text in the Bill of around as they were working
Rights, but teacher Rights, but teacher with their A/B partners. My
taught students how
taught students how ME thought that it was great
to highlight and focus to highlight and focus
that I continuously checked for
on key words in the on key words in the understanding throughout my
text. text. lesson. I will be reflecting on
- Encouraged students the data I collected to
throughout the lesson. determine my next steps.
Praised students
during individual
check-ins with
partners.
Section 4: Post Observation Conference
My students achieved the lesson objectives to a very high degree. The class average on the exit
ticket was a 90%.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My student with learning My focus student #3 also met
My EL student met the lesson
needs met the lesson objective. the lesson objective. He
objective. He scored a 85% on
She scored a 100% on the exit scored a 100% on his exit
his exit ticket.
ticket. ticket.
Next time, I would leave more time for student generated questions than I did this time. My
students wanted to continue asking questions, and because of time, I could not give them more
time. I would have a question box or give my students sticky notes where they could ask more
questions.
The 3 top lesson strengths were:
1) I made the material relevant to my students.
Page 12 of 13

What were three top areas for
improvement?
What are next steps?
2) The accommodations/modifications I provided for my EL students and my
students with learning needs were appropriate.
3) The exit ticket that shows that the average was a 90%, which shows that my
students met the lesson objective.
The 3 top areas for improvement were:
1) I would give more time for student-generated questions.
2) Give more time for students to work with one another during the lesson activity.
3) I would add a couple more amendments to the assignment itself as I am confident
they would have been able to complete them.
My students will continue to analyze the Bill of Rights by applying what they have learned.
They are going to be pretending to be Supreme Court Justices and they will be reading and
deciding cases.
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 13 of 13