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
Alexandra Brown abrown@magnoliapublicschools.org Social Studies 12
Mentor Email School/District Date
Magnolia Science Academy
Jacob Chucker jchucker@magnoliapublicschools.org 10/23/18
Santa Ana
Content Standard Lesson Objectives Unit Topic Lesson Title
6.2.1. Locate and describe the
major river systems and
discuss the physical settings
that supported permanent
settlement and early Students will be able to answer
civilizations. questions about Ancient Egyptian
geography by reading and discussing
CCSS RH6.2 Determine the with their table groups. 
central ideas or information
of a primary or secondary Students will be able to accurately Ancient Egypt Ancient Egyptian Geography
source…. create and label a map of Ancient
Egypt by using information obtained
ELD Grade 6 through reading, class discussion,
A. Collaborative and map examination.
1.Exchanging information and
ideas with others through
oral collaborative discussions
on a range of social and
academic topics.
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 and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies
choices pedagogical repertoire into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Teacher: I am aware of the English Learners in my class and the
English Language proficiency levels of my students. I need to
work toward using more of my own measures to assess EL
Teacher-
3.6“Addressing the needs of English proficiency in the classroom so that I can provide better
Emerging
3 learners and students with special needs supports during my lessons.
Students-
to provide equitable access to content.” Students: Students engage in a variety of lesson types that help
Exploring
with content comprehension. Students have access to graphic
organizers, visuals, maps, etc. to help them with content
comprehension.
1 1.6 “Monitoring student learning and Teacher: Teacher: I implement lessons that follow curriculum guidelines
adjusting instruction while teaching.” Emerging and my own personal pacing guide. I need to work towards
Student: making adjustments to my lessons as I go based on observation
Exploring of student engagement and comprehension.
Students: Students receive assistance individually or in small
groups. I sit students in groups of four so that I can provide
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 small group instruction to tables on a regular basis.
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.
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?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
For my 3rd focus student I
have chosen a student that
performs at the Gifted and
Talented level. This student
reads at a 9th grade reading
Student has an IEP plan for level and is often able to
autism. Student performs very complete assignments
well during class with individual independently and without
help from the teacher as well as much instruction. The biggest
My first focus student is an English the instructional aide. Student is challenge with this student is
Learner. This student does particularly very attentive and wants to do to make sure they are not
well with social conversations with peers well but often needs extra help working too quickly on
but often struggles to use academic with instructions. During this assignments and making sure
vocabulary. This student loves to read to lesson I will need to make sure that the work is challenging
the class. I will provide this student with a that I clearly outline instructions enough for them. During this
Focus Students
 Summarize critical needs and reading that is at their level to help them verbally and written on the lesson it will be important to
how you will address them with content comprehension. This student board. I will also likely need to make sure this student is
during this lesson.
will benefit greatly from the group check in with the student following directions carefully.
discussion of questions and answers. This individually after giving full class This student sometimes
will allow him to discuss the content with directions. It will be important to rushes through assignments
peers. The assignment of creating a map circle by this student’s desk without reading directions
will help this student as it will allow them multiple times throughout the carefully. I will also assign this
to visually see what we are reading about lesson to make sure they student to be the leader of
in class. understand each step of the their group. This will allow the
lesson. The instructional aide will student to lead the discussion
also prompt the student to work of the reading. This challenge
and clarify any them to help their group
misunderstandings. members to answer the
questions and discuss the
reading. This student will have
a reading that is set above
reading level to cater to their
current reading level.
My mentor advised me to offer this
student extra credit if they can label
additional things on the map or perhaps to
I would like to know in what ways I can better
 What specific feedback regarding your focus students give them additional(higher)level
do you want from your ME? support my Third Focus Student. I often struggle to
questions to answer. This will allow the
support students that perform above the class level.
student to work throughout the whole
class period without having extra “free
time” at the end.
Specific Feedback I would like to know the best way to implement the My mentor advised that I do not give out
 What additional specific feedback do you want from
your ME regarding lesson implementation? class reading. I am using differentiated readings too many different texts. When showing
which means I cannot read out loud to the whole my mentor the differentiated texts he
class. I am worried that students will realize they are choose two and stated that since they
not all reading the exact same text. I typically just looked similar in formatting that these
modify texts to make sure they fit the needs of most might be best to use for the lesson.
students. In this lesson I will be testing out having
students read a text tailored to their needs.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

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?
Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
Classroom Management
 How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My mentor stated that I could leave my
students in their current heterogenous
grouping or I can have students sit with
I also would like to know the best way to group
others that will be having the same
students for this lesson.
reading as them. This would allow
students to read out loud to one another
as they would all be using the same text.
I will open the day with a warm-up. I will ask
students to identify the Nile River on a map.
Students have previously located the Nile when they
created their Fertile Crescent/Mesopotamia.
Students will then be given a reading on the
Geography of Ancient Egypt. Students will read on
their own. After students have completed the
reading they will work in their table groups to
answer questions about Ancient Egyptian
Geography. We will share responses as a class. I will
then show various maps of Ancient Egypt and give
instructions on how students are to create their own
map. Students will have the rest of class to work on
their own maps.
Students will be given differentiated reading, engage
in group work, whole class discussion, and be
provided with visuals to help them with content
comprehension. This lesson will allow all readers to
access the content and will provide a visual of the
geography students need to know for the unit.
I will assess student learning by reading and listening
to their responses to the questions, walking around
the room to assess work and by grading their maps.
If I notice that students are unable to answer
questions in their groups I can review key points in
the reading with the class and have the class answer
all questions together. If students are struggling to
label their maps accurately I can work with that
student individually or stop the whole class and
model how to label some of the landforms,cities, etc.
that they are required to label. I will likely have to
adjust the pace of the lesson as I go and as students
work.
Students will show progress towards mastery of the
first objective by working together to answer the
questions. I can walk around during the group
discussions to see which students are working on the
questions and any issues they might be having.
Students will show the mastery of the 2nd learning
objective by working on their own maps. I can walk
the room to assess student engagement during this
work time. When student turn in their maps I can
assess their understanding of the Ancient Egyptian
Geography.
Students are aware of my classroom rules and My mentor advised me that it will be best
procedures. The number one rule in my class is to to make sure that all readings look similar
respect yourself, others, and property. On a daily to make sure students do not tease one
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 Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
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?
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.
basis I work with students on following the
classroom rules. All rules are posted on the walls
and have been repeated throughout the year in
order to establish a caring classroom environment.
I have a series of redirections that I use with
students. If a student is off task I will stand near another during the reading portion of the
them to prompt them to work. If a student is lesson.
disruptive to their group I will move their seat. If a
student is disruptive to the class, disrespectful to a
student, etc. I can pull them aside to discuss the task
and classroom rules. I anticipate that during this
lesson I will need to make sure all students are on
task and working bell to bell.
This lesson will likely continue into the next day. I
anticipate that I will need to allow students time on
the next class day to finish their maps.
I will assess student learning throughout the lesson
My mentor advised to make sure that I
by listening to and reading the responses to the
give students enough time to complete
questions about Ancient Egyptian Geography. I also
their maps. It will be a better assessment
be able to assess student learning by grading student
of learning if they have ample time to
maps of Ancient Egypt. I can walk around the room
complete the assignment and do not feel
as students work to assess learning during the work
rushed.
process. At the end of the lessons students will turn
in their maps to be graded. This will prepare them
for the next lesson as it will allow them to
understand the geography of the area we will discuss
throughout the next lesson and the rest of the unit.
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 Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
strategy?”)
and created two math problems to exchange tomorrow. handout next time.
I asked my mentor for feedback
on a few things before the
The teacher effectively implemented the lesson. I was worried about
Students did not realize that they
differentiated readings in this lesson. students noticing the difference
had received different texts. The
Students got a reading that better in the readings but they did not.
texts looked very similar so
matched their reading level. Students did This was because my mentor
students were not able to pick up
not seem to notice the differences in their gave me excellent guidance on
on the differences.
readings. how to make sure the readings
looked similar before handing
them out to students.
The teacher gave clear instructions for Students were asked to read on
students. The teacher calls on many their own and then answer I feel as though the lesson was
different students, encouraging them to questions in groups. When the fairly engaging for students. I
participate. teacher had students discuss the think that the reading in the
answers as a whole class there beginning may have been
As students work the teacher walks were many hands raised. Students slightly boring. Next time I will
around the room to check in with groups wanted to share out their modify the readings and shorten
as well as answer any student questions. responses with the class. them to promote a higher level
This was observed during the reading of engagement. Students
activity as well as map assignment. The reading may have been seemed to like the map activity
slightly long as some students and we excited to have a hands
Teacher checks in with focus students as seemed to have wandering eyes on assignment.
needed to make sure they are on track and might not have been reading
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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?
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.
during the given time frame
and able to access the content. The focus students were on task
and working with their groups
throughout the lesson.
Students were very on task
during this lesson. I think that
the groups of four was very
helpful. Students were able to
Teacher sets clear expectations for all work together on questions
Students worked collaboratively
tasks. Instructions are given verbally as which allowed the higher level
with their table groups. Students
well as shown on a slide presentation at thinkers to teach concepts to
were working together to answer
the front of the room. Students are given their peers and allowed
questions. During the map activity
specific times for each task to keep them struggling students to discuss
students also supported one
on track. questions with their peers.
another and helped each other
find the locations they needed to
Teacher may want to assign classroom I think that the map activity
label as well as with directions for
jobs to students in order to expedite went well. Students were able to
the activity.
certain task such as passing out papers. work together on it while still
creating their own product. I saw
students interacting with one
another and supporting ach
other throughout the lesson.
Some students had trouble with
map labeling. Students were
Teacher walks around the room and
provided a checklist but still
engages with the students. Teacher
struggled to know what to label.
answers student questions in a small
Students received information A lot of students simply copied
group setting.
from a reading. Students were also down every location from the
able to examine two maps in order map they examined even though
Teacher repeated instructions about the
to help them label their own map. that was not required. Next time
map activity after realizing that some
I would likely model the first
students were completing the assignment
three labels with students to
incorrectly.
show them how to properly
utilize the checklist.
Students were given
differentiated readings. I feel
this helped students with
The teacher used two readings for the understanding the reading. This
introduction activity. These readings were makes it difficult because you
based on the reading levels of the cannot read together as class,
classroom students. This helped lower but it allowed me to give
levels students understand the content as Students were eager to students a reading that they
well as challenged the higher level participate. When students were would understand on their own.
thinkers with harder vocabulary and a asked to share answers to the
slightly longer text. questions, there were a lot of I feel as though I gave very clear
hands raised. instructions throughout the
The teacher calls on different students to lesson and that students were
encourage participation. During the map assignment on task. Next time I would model
students were for the most part some of the map activity to
The teacher guides student learning. She on task and working on it. better support the struggling
provides clear instructions and follows up students. They likely would’ve
with students. She was seen going to benefited greatly by having me
student groups to answer questions and label some locations with them. I
provide additional instructions as needed. showed them an example of a
final product that I created, but I
do not feel as though this was
enough for all students.
Page 5 of 7

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?
What were three top areas for
improvement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The teacher may want to revise the
reading to shorten its length. This would Overall I feel as though the
help students to engage as well as not Students were asked to do two lesson went fairly well. I think
overwhelm them. main activities. The first activity that I had clear instructions and
was to read and answer questions kept a pace throughout the
It would also be best to maybe have a few about the geography of ancient lesson.
introductory questions in the beginning. Egypt. The second activity was to
This will allow the students to focus in on label and color a map of ancient Students struggled the most
the topic before jumping into the reading Egypt. with accurately labeling their
and questions. maps. Students needed more
Students struggled the most with teacher led modeling. Students
The activity is clearly laid out for students the reading in the beginning. did great with the reading and
and is nicely put together. The activities Students appeared to understand questions as they were able to
are grade appropriate. One the content as observed during support one another.
recommendation would be to further their group discussions as well as
challenge the students in the map when they shared answers with Students were able to answer
assignment. The teacher provided them the whole class. questions as well as produce
an outline. Students could likely create an their own labeled and colored
outline and the entire map from scratch if map of ancient Egypt.
challenged to do so.
Section 4: Post Observation Conference
Students were able to achieve the first learning objective of answering questions using the reading. Students
did really well with this part of the lesson. Students worked in groups to answer questions and we discussed as
a class. Student responses were very well written and impressive when shared out with the class.
Student maps were for the most part accurately labeled and colored. I would say that about 80% of students
were able to follow the map checklist and label all locations correctly as well as color the appropriate locations.
Students that did not accurately label locations were often times very close but slightly off.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did very well with
the lesson. They worked
This student was able to somewhat meet collaboratively with their group
the lesson objectives. This student was to answer questions about This focus student was able to
reluctant to reading in the beginning, but ancient Egyptian geography. The meet all objectives with little
worked with their group to answer the student was able to answer all difficulty. This student was
geography questions. This student even questions correctly. able to answer all of the
shared a correct answer with the class. geography questions as well
This student was able to earn an as help her group with
This student received a C on the map A- on their map assignment. The answering them. This student
assignment. Some of the required map was well done with two also earned a 100% on her
locations/landforms were not labeled on small errors in labeling. The map assignment as all labeling
the students map and the student did not student put forth a lot of effort and coloring was accurate.
follow guidelines for coloring. and was able to meet the
learning objectives set forth for
them.
Next time I teach this lesson or a similar lesson I have a few changes I would make. First off I would make sure
start the lesson off with some engaging questions to get students interested.
The first strength I can identify with this lesson would be the differentiated reading. I feel as though some of my
students that typically struggle with reading in the class were able to contribute to group discussion about the
questions and share with the class. I would also say that having students work collaboratively on the questions
was a strength. I got to observe my students taking charge of their learning and helping to support one another.
I think that it is always best to have students work together and test out their ideas before sharing with the
whole class. Lastly, I think that the map checklist was a strength of the lesson. I was able to clearly outline what
students should be labeling and coloring for them. Most students were able to use the checklist and accurately
label their own map of Ancient Egypt.
I think that the lesson fell a little flat in the beginning. Students completed the work and were mostly on task,
but seemed a little bored as it was an individual reading task right off the bat.
Page 6 of 7
 I also would have added some additional questions to challenge my higher level thinkers. These questions could
be added to the question sheet and labeled as not required, so that not all of the students have to do them but
the fast paced finishers have something to challenge themselves with.

Lastly, I would make sure to model the map labeling for students. Students were given a map checklist as well
as two maps to use to help them label their outlined map. This was not enough for some students and students
seemed to struggle with accurately labeling the required locations/landforms. Next time I would like to show
them two to three items on the checklist and how to properly label. This would help the struggling students to
know how to use a checklist and how to place locations on their own maps.
My next steps will be to move forward with my Egypt unit. I will be reviewing the significance of the Nile River in
many ways throughout the unit. The Nile is discussed throughout lesson packets and videos that I will be using.
Students that struggled to learn the importance of the Nile will have a chance to further review this
What are next steps?
information. We will refer back to the maps we created as well as other maps of Egypt to gain a visual
perspective of the area we are discussing. Students will also watch videos to actually see the Nile River as well
as the deserts of Egypt and other locations they labeled on their maps.
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 7 of 7