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 10/17/2019

Content Standard Lesson Objectives Unit Topic Lesson Title

1) By the end of the lesson, I

will be able to synthesize
9 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 The Constitution The Bill of Rights
an amendment has been
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.)

Plans instruction using a wide range of strategies to address learning

styles and meet students’ assessed language and learning needs.
Planning instruction that incorporates
Provides appropriate support and challenges for students.
4.4 appropriate strategies to meet the T- Integrating
learning needs of all students.
Integrates results from a broad range of assessments into planning to
meet students’ diverse learning and language needs.

Uses a variety of assessment data to set student learning goals for

Using assessment data to establish content and academic language.
5.4 learning goals and to plan, T- Applying
differentiate, and modify instruction. Plans differentiated lessons and modifications to instruction to meet
students’ diverse learning needs.

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 12
 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, “To what

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?
degree will using the iCivics site help my
students gain more knowledge about the
U.S. Constitution?”
I think that your lesson plan has a good
I will check out the iCivics website prior
level of rigor for all of your students. I’m
to using it with my students. I will use
interested in seeing how you do your
the iCivics website to inform instruction,
Reader’s Workshop mini-lesson. I know
and to help me modify the Reader’s
that this year you’re being asked to use
Workshop structure I plan on using with
the structures of Reader’s Workshop to
my students. I will also check with my
support ELA. I think that the skills you
ME and the Special Education teacher to
are teaching in this lesson will definitely
make sure that the
support ELA.
modifications/accommodations I provide
throughout the lesson are appropriate for
my EL students and students with
learning needs.

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

The student I chose as my The student I chose as my

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.
focus student 1 is at the
“beginning” level of CELDT.
She has been in the U.S. for 2
years now and is still
struggling to learn how to
speak English. She is very
shy and doesn’t like to work
with others. I chose her
because I would really like to
be able to give her the
supports that she needs. I’d
especially love for her to gain
some confidence in her
English speaking abilities.
During the lesson, I will use
visuals and body language
during the direct instruction
portion. I will translate during
the direct instruction portion. The student will be working
I will give her translated
directions and model
instructions for her.
During the lesson activity,
she will be working with a
partner who is fluent in both him sentence frames to help
The student I chose as my
focus student 2 has been
focus student 3 is a behavior
identified with a SLD along
challenge. He is the leader of
with OHI. I chose this student
the pack and if I can get him
because he is both a behavior
to focus and work, then the
and academic challenge. He is
rest of his group will follow.
easily distracted, but can thrive
I also chose him because he
if given the right
is very bright. I want to show
accommodations/
him that he can be
modifications.
successful.
During the lesson, I will use
His assigned seating is next
visuals and body language
to me so this will continue
during direct instruction. I will
during the lesson. He will
also have printed out notes and
also be partnered with one of
simplified instructions and a
my EL students. He likes to
highlighter that he can use so
help others so when given
as to keep on pace with the
the task to translate for his
lesson.
partner, he is focused and is
helpful. Giving him the
opportunity to speak with a
with a partner that I know he’s
purpose will be a great way
comfortable working with and
of re-directing his energy and
that will help keep him
chattiness. Since he is
focused. His assignment will
working with an EL student,
be modified and will be
me and our 8th grade TA will
printed out for him. I will give
be working with him and his
Page 2 of 12
 English and Spanish. She will him complete his 1 sentence partner a lot, which will keep
practice her listening skills by summaries. He and his partner him on task.
listening to her partner read will be taking turns reading
some of the amendments out out loud, which will help him
loud for her in English. She stay focused. When it comes to
will be practicing her the portion where they have to
speaking skills as she and her create symbols, he will be
partner will be taking turns allowed to draw his own as he
reading out loud. The portion loves to draw. He will also be
of the assignment that she given an extra day to work on
will need to read out loud will the assignment with our T.A.
be modified and will be
rewritten in short simple
sentences. She will also be
practicing her English reading
skills as she will need to
follow along as her partner
reads.

Parts of her document will be

rewritten in simple sentences.
I want most of her focus to be
on writing 1 sentence
summaries for the
amendments so I won’t
require her to include a
symbol in the “Symbol”
section of the document. Her
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
like that you’re giving your SPED
the accommodations/modifications for
student sentence frames. You might
my student with learning needs and EL
consider this for your EL students too.
students are appropriate. My ME had
 What specific feedback regarding your focus students
both my 3rd focus student and my student
do you want from your ME?
The Kagan structure you’re using will
with learning needs previously in 6th
also help your focus students during the
grade, so she has experience working
lesson. I like that the stand up, hand up,
with them and knows what worked for
pair up will help your EL students
them in the past.
practice their speaking skills and will
also help your students get their wiggles
out.
I want to make sure that my lesson is
The level of rigor is appropriate to the
clearly structured, the level of rigor is
Specific Feedback students’ grade level. Again, I really
 What additional specific feedback do you want from appropriate. I also want to make sure that
your ME regarding lesson implementation? want to see how you do your Reader’s
I’m providing enough supports/time for
mini-lesson. This will definitely help
my students to achieve the learning
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 12

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.
objectives and that I’m assessing them reinforce what your students are learning
correctly. in ELA.
I think that the graphic organizer you’re
using is easy to use and understand. I do
think that you should break up the
activity into parts so that students have
enough time to complete their activity.
Just make sure that you have enough
time to complete the lesson. I think that
using an exit ticket to assess is
appropriate.
You are thorough in the way you
At the beginning of the class, there will
structure your lesson. There is an
be a quick write in Google Classroom
opening, a body and a closing. The
that students will need to complete. I will
opening is comprised of quick write and
set a timer for 3 minutes. As students are
a Kagan structure. I really like that the
turning in their quick writes, I will be
quick write is helping students activate
checking their answers and walking
prior knowledge about the topic. I also
around assisting students who may need
think that using the “stand up, hand up,
assistance. Once the timer goes off, I will
pair up” is familiar to your students,
have students close their Chromebooks
including your EL students and students
so that I can go over the day’s agenda,
with learning needs. They will have no
lesson objectives, essential question and
problem participating since they will be
explain why they are learning about the
working with peers they feel comfortable
Bill of Rights.
with. This will provide this special group
of students an opportunity to practice
I like to go over the agenda to let my
their speaking and listening skills in a
students, especially my students with
setting they will feel comfortable with.
learning needs, know what to expect for
The fact that you use a timer and
the day. I go over the learning objectives,
displays the time, will help anxious
essential question and the why to help
students quell their anxiety.
students make connections to the
material.
I am glad that you are adapting a
Reader’s structure for the mini-lesson.
Once I have gone over the agenda, etc., I
Don’t forget that you will still need to
will start class with a Kagan structure,
include a lot of visuals and use body
“Stand up, hand up, pair up.” I will use
language to help your EL students and
this structure because it will provide my
your students with learning needs access
students with an opportunity to move
the lesson.
around the classroom, but it will also
provide my students with learning needs
I think that it is great that the activity is a
and my EL students to share their
partner activity and all students are
answers with a peer they feel
working with their Kagan partner. I also
comfortable with. I will give them about
like that you use a graphic organizer for
1 minute to share their answers with at
all of your students. I think that closing
least 2 partners. I have also used this
your lesson with an exit ticket is a great
structure various times so all of my
way of assessing student knowledge
students know what to do and what to
immediately. Make sure that you’re
expect. As they are sharing their answers,
using your time wisely and are able to
Page 4 of 12
 I will walk around to monitor for monitor your student’s progress
understanding. throughout the lesson.

Once my timer goes off, I will use my

signal so that they know they need to go
back to their seats. I will ask a couple of
students to volunteer the responses they
shared with their partners during the
Kagan Structure. Once I have gotten
about 3-4 students to volunteer answers,
we move onto my Reader’s Workshop
mini-lesson.
“Do you, as students, have a right to not
have your bag packs searched by our
Principal? What about by a police officer
as you’re walking home? How do we
keep the government from violating our
rights?

Today, we are going to learn about the

Bill of Rights. The Bill of Rights was
created to ensure that our individual
rights were protected under the
Constitution. I’m going to show you the
process I go through when I’m analyzing
the Bill of Rights and the tips I use to
understand the amendments.

I will read out loud the first amendment.

First, I underline words that I recognize.
I recognize the words religion, freedom
of speech, petition and grievances against
the government. Then, I ask myself, what
do I think this amendment might be
talking about?

Now, turn to your partner, and based on

the words I underlined, what do you
think this amendment might be about?

So, if you and your partner guessed that

the amendment might be about freedom
of religion, speech, assemble and protest,
you were correct. So, from now on,
whenever you’re analyzing any of the
amendments of the Bill of Rights, you
can underline words that you recognize
to try to make sense of the amendment.”

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 12
 Once I have finished the mini-lesson, 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
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 I think that the lesson will be relevant to
knowledge. Most students have had some your students through the prompt you’re
Student Engagement/Learning
 How will you make the lesson relevant to all the
type of interaction with the court system including in your quick write at the
students? so many of them, even though they do beginning of class. I do suggest that you
 How will students show progress towards master of
lesson objectives? not realize, already know something break up the organizer into parts so that
about the rights guaranteed to us in the it doesn’t overwhelm your students.
Bill of Rights.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 12

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.
As students are working with their
partners, I will walk around to check in
on each partnership to monitor progress.
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.
I always greet students at the beginning
of class. I always model the behavior I
expect of students like saying,“please”
and “thank you.” I address students
respectfully and give them opportunities
to correct their behavior.
When my 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 the
time they have left to complete a task.
As students are working, I walk around
I like that you always stand by your door
and check answers. I also use this time to
to greet your students. I like that your
re-direct students who need it. Once my
transition times are short. I know that
timer goes off, all students are expected
you already have your behavior cycle
to close their Chromebooks so that they I
posted in your classroom, and your
can go over the agenda, lesson
students know what the consequences
objectives, essential question and the
are if they misbehave. I think that maybe
why. This is the structure for the
you should give them a little stretching
beginning of class every day. I believe
break in between to help those with too
that keeping my transition times short
much energy.
and using a timer allows me to keep
control of my classroom at all times. It
also prevents a lot of behavior issues as
my students know that there is no time to
waste.
I use a lot of body language and hand
signals to re-direct behavior. I do not
single students out. I have a site called
Hapara that allows me to see what
students are doing on their laptops and it
allows me to exit them out of sites they
shouldn’t be on. It also allows me to send
private messages to my students, so I use
this resource a lot. If I notice that a
Page 7 of 12

Closure
 How will you close your lesson?
 help you determine whether your
How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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.
I will close the lesson by reminding
students about the lesson objective and
the essential question. I will let them
This is a good way of closing the lesson.
know what topic we are talking about the
I think that the exit ticket being used will
next day. I will, then, have students
quickly answer anonymously whether
students have met the learning
they feel we met the learning objective
objectives.
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 Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
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.
- All students
- “Stand Up, Hand participated in “Stand
Up, Pair Up” Up, Hand Up, Pair
structure is a good Up.” Shared their
structure to use with answers to the scenario
all students. EL posed in the quick
students can write. All students
practice their were engaged.
language skills, and - Students worked on
students with their lesson activity
with their A/B I definitely appreciate my MT’s
learning needs can
partners. All students feedback in regard to my
practice social
seemed to be on task concerns. I’m glad that I was
skills.
able to provide the necessary
- Used body and engaged.
accommodations/modifications
language and - EL students and
for my students. This is an area
students with
visuals. This is an
that I continue to work on as a
effective strategy learning needs
teacher, especially because I
for EL students and worked on their
work in an inclusive setting.
students with assignments with
learning needs. their partner with
- Modeled the lesson little teacher
activity. Translated support. Great job
instructions in scaffolding and
Spanish. modeling for these
- Assigned students. The
individual modification/accom
modified versions modations were
of the assignment appropriate.
Page 8 of 12

CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus students
engaged and supported
throughout the lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
to EL students and
students with
learning needs
- Students were
engaged through
established classroom
rules and procedures.
- Students discussed
their answers through
a Kagan structure. The
scenario given in the
quick write was
interesting to the
students so they were
all engaged.
- Teacher walked
around to check on
students during the
Kagan structure. - Students walked into
- Monitored learning classroom, opened
through frequent CFU their Chromebooks
I was really glad to see that the
questions embedded and began working
accommodations/modifications
throughout the mini- on their quick write.
I provided my focus students
lesson. - Students discussed
were appropriate. For the next
- Walked around to answers with one
partner activity, however, I will
individually check in another during a
make sure that I partner my EL
on each A/B partner “Stand Up, Hand Up, student with a different partner
throughout the lesson Pair Up.” that will encourage her to work.
activity. - Worked with A/B
- Focus student #1 and partners on lesson
her partner were a activity.
little distracted at
times, but overall, she
seemed to be on task.
- Focus student #3
hardly needed re-
directing because he
was too busy helping
translate parts of the
assignment for his
partner.
- Focus student #2 was
engaged in the activity
and discussed
answers with his
partner. I think you
Page 9 of 12

CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
did a great job pairing
him with the right
partner.
- Teacher walked
around to check in - Students interacted
individually on positively with one
I always try to establish and
students during another during
maintain a positive learning
lesson activity. Kagan structure.
environment from the
- Teacher was - Students positively
beginning of the school year
encouraging and interacted with one
because I want my students to
teacher-student another during the
feel safe and to enjoy being in
interactions were lesson activity. They
my classroom. I was glad to see
positive. discussed the
that my MT was able to notice
- It is very clear that amendments. It is this during my observation. I
the students respect clear that you have a also try to make sure that I
the teacher, and that very positive create positive relationships
teacher has good effective learning with my students.
rapport with her environment in your
students. classroom.
- Teacher structured
the lesson to help all
her students succeed. I wish I had given my students
- Made the material more time to ask more
- Students shared questions. My students always
relevant to her
answers with one have a million questions every
students through
another during “Stand year when they learn about the
scenario posed in
Up, Hand Up, Pair Constitution and the Bill of
quick write.
Up.” Rights. I need to figure out a
- Teacher modeled how
- Asked more questions way to provide them with
to how to highlight
of teacher during enough time to ask questions
key information,
mini-lesson. and to, perhaps, answer their
words in mini-lesson.
- Students also asked own questions. The fact that
- Misconceptions were
individual questions they were asking so many
addressed during
during lesson activity questions, however, makes
mini-lesson and
as teacher was realize that they were that
partner activity.
checking in with engaged with the lesson and the
- Teacher walked material. I’m glad that they
them.
around to individually were invested in what they
check in on student were learning.
progress and
understanding.
Page 10 of 12

CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute to
student learning?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
- Kinesthetic learners
were supported
through the Kagan
structure since they
were able to stand up
and talk to their
partners.
- Students were Differentiating instruction for
supported with students in an inclusive setting
visual aids, can seem like a dauting task,
- “Stand Up, Hand Up,
translation and but the more practice I get the
Pair Up.” Students
modeling. easier it becomes. When I
shared their answers
- Auditory learners spoke to my mentor teacher
with one another.
were supported with about this, she always reminds
- Students asked
the verbal me that the strategies we use
questions throughout
explanation of are always good strategies for
the lesson. They also
instructions, mini- all students, regardless of their
asked for clarification
lesson. learning needs. I also was
and they participated appreciative that my mentor
- Teacher modeled
in partner
lesson activity to all teacher noticed how engaged
discussions.
students. EL students my students were with one
- Students worked with another, and how positive their
had directions and
the A/B partners on
assignment interactions were. Sometimes
lesson activity.
translated for them. as a teacher, we need a second
- Students with pair of eyes to give us
learning needs had perspective.
modified
assignments with
built-in supports like
text-to-speech tools
and they were able to
work with a more
capable peer.
- Students I always try to make sure that I
demonstrated - Actively engaged in praise my students, especially
my students who normally
achievement of lesson the lesson and
struggle with academic content.
objectives through participated during
I like to praise them and to
active participation, partner work.
encourage them as I feel that
during lesson activity - Students struggled
this helps them feel more
and exit ticket at the when reading some of
empowered to learn. When my
end of class. the text in the Bill of
students struggle, I try to guide
- Encouraged students Rights, but teacher them towards the correct
throughout the lesson. taught students how answer without giving them the
- Praised students to highlight and focus answer. I was glad to see that
during individual on key words in the many of my students were
check-ins with text. using the tips I gave them as
partners. they worked independently.
Section 4: Post Observation Conference
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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.
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. She scored a 80% on
He scored a 90% on the exit scored a 100% on his exit
her exit ticket.
ticket. ticket.
Next time, I would leave more time for student generated questions. My students wanted to
continue asking questions, but I had to stop them to keep lesson on track. I would have a
question box or give my students sticky notes so that they could ask more questions.
The 3 top lesson strengths were:
1) I made the material relevant to my students.
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 find a different partner for my EL student.
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
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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