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
Jesus Horta Jhorta@bousd.us Social Studies/History 10-12
Mentor Email School/District Date
Brea-Olinda Unified School
Steven Orme Sorme@bousd.us 11/05/2021
District
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be able to
HSS Standard 12.8.3 - Explain correctly identify
how public officials use the propaganda strategies to the
Propaganda techniques in political
media to communicate with degree of 80% by watching The media and political life
advertisements
the citizenry and to shape political advertisements and
public opinion. explaining which strategy is
used.
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 into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T - I use assessment websites that connect questions to specific
standards to measure achievement by standard. Kahoot is used to
Using available technologies to assist assess daily learning in a formative format. Grades are posted on
T – Applying
5.6 in assessment, analysis, and Aeries online.
S - Applying
communication of student learning S - Students participate in multiple forms of assessments. Project-
based learning is participated in. Peardeck can assess in real-time to
review concepts.
T - I assess data from student work to determine future lesson plans. I
Reflecting on teaching practice in T – Exploring collaborate with other teachers to better help students who struggle.
6.1
support of student learning S – Exploring S - Students talk with the teacher after lessons and communicate,
informally, what they like and did not like about a lesson.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
● Summarize critical needs and how
you will address them during this This student is getting better at I expect this lesson to help this This student suffers from anxiety
lesson. English, but his vocabulary and student in having things to do that and is often missing class to speak
writing are still progressing. Since will keep his mind on the learning with a counselor to help her
this lesson will have real-time material. Since there are classroom through those moments. This
participation via computer, I will be responses all documented on the lesson is done on a laptop, and
able to keep an eye on him and see same screen, it will be easy to keep this student will be monitored
if he needs any assistance. Lecture this student focused on the many digitally so she does not have to
notes will come with pictures of things that will be done in the share out loud to earn her credit.
key terms and ideas, which will lesson. The lesson will be This lesson will also be about the
help him in understanding a given completed as a class, which can material (politics), which can
concept more easily. Lastly, the help him focus on the task of the enhance her comfort and safety in
medium that students will be assessment. the lesson. I hope for her to

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 observing for the assessments are
videos, which can help him better
perform since he is working on his
listening and observing skills
instead of reading skills.
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?
Inquiry Focus/Students
● What specific feedback regarding your focus students
do you want from your ME?
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.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
My inquiry focus is to use Peardeck to check for
understanding and encourage collaboration
and corroboration
Students will be guided, taught, and review the
content using Peardeck. Students will also be
assessed on their laptops using Peardeck as
well. Student participation will be ongoing
during the lesson using Peardeck as well.
I want feedback on how I can design the notes
and lecture portion, that preloads students with
information necessary for the lesson, more
effectively for our students.
I want specific feedback about how the lecture
or information can be misunderstood by the EL
student. This is something that I want to work
on because we have students who are still
progressing in their English language skills while
learning content as well. I want to help students
learn English and content at the same time so
they do not fall behind their peers in content
acquisition.
I want specific feedback about how students are
receiving information during the lesson. Even
though I monitor student work while we go
through the lesson, I want feedback about if the
content is too difficult or not difficult enough for
our students based on how they interact with
the content.
The opening is meant to have students view
political advertisements that are silly, funny, and
ridiculous to spark conversation about why they
exist if they work, and what strategies are used.
The body is composed of students taking notes
on propaganda strategies that are used in
political advertisements. Students will be given
review questions after each concept to check
for understanding.
Closing will be an assessment where students
review political ads and have to determine
which strategy is used and explain why.
Information will be presented in text, pictures,
and video, which can help students who need
differentiated instruction. Videos shown will
have subtitles and will be presented in front of
participate fully in this lesson.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
If there is collaboration, it can help to have
students groups pre-determined to not waste
time and smooth transitions between
collaboration and individual work.
Having images and graphic organizers are the
best ways to help EL and all other students
when taking notes. You can give time for
students to reread the concept and participate
in a practice question.
Peardeck sounds like a good tool to keep
students engaged throughout the entire lesson.
You can have some higher-level questions,
assignments, or projects lined up for students
who need the challenge if the lesson is too
easy. Most of our students should be able to
challenge themselves with the content, but if
you have someone who understands the
concept much easier, you can give them an
alternative assignment that challenges them.
Same comments as above about
alternative/more challenging assignments.
The introduction to the lesson sounds like a
good way to hook the students. Will you have
questions to guide the conversations or will it
be less formal? It is a good idea to have
students share with one another before sharing
out loud to the class if they do that.
The body of the lesson sounds like a good way
to keep all students engaged throughout the
lesson. You can add conversation amongst the
students to encourage engagement.
The closing feels appropriate to assess the
learning objective for this lesson.
You are providing information in multiple ways
which can help students understand.
Page 2 of 8

Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the class in large form or on individual computer
screens on students’ desks. Assessment that has
students view videos that can be replayed,
paused, and slow down if needed, which can
help all students view the resources.
There will be review questions embedded into
the presentation for students to show their
learning throughout the lesson.
The lesson will be relevant by having
advertisements and resources that are from the
last elections. These videos will be modern and You can have students complete surveys of
about people and ideas, students know and care which politicians and political issues they care
about. about so that you can choose advertisements
that fit their interests.
Students will show progress towards master of
lesson objective by performing informative You can have a review after each slide to check
assessments using Peardeck, and participating for understanding.
in a summative assessment at the end of the
lesson.
A positive learning environment will be
maintained by the way students will be working You can have a fair way of picking on students
on their individual laptops while participating in to share their responses. Maybe by a
an interface with others in the class. Students randomizer or drawing cards.
will be able to practice with the content
digitally, and I will be able to see all students’ You can add elements of collaboration by
participation in real-time. This will keep all having students practice some concepts after
students engaged and on task since I will be able learning them with one another. These practice
to see if someone is not participating, questions do not have to be graded or counted
struggling, or keeping up. for credit, but they can be moments that
students can learn from each other.
I will check in with students about their day and
their lives to create a sense of bonding and Is there a way to make a question or poll on
belonging in the class. This community-building Peardeck that can be seamlessly connected to
fosters a sense of respect for learning and one the presentation students will be participating
another. I will also keep students engaged in the in? This can make the check-in related to the
lesson because there are videos to watch and content they will learn and can keep students’
questions to respond to that will prevent attention when transitioning to the lesson.
challenging behaviors from being shown.
The lesson will be closed with an assessment
Good idea with the assessment being
where, as a class, students will be shown
videos/commercials that students watch.
different political advertisements and students
are to determine which propaganda strategy
You might want to add some practice questions
was used and why they think so. The
that students can do as a class or in small
assessment will be graded and students will
groups to get ready for the assessment.
receive immediate feedback about their
responses. If students need to review and
The next project sounds like a good idea. I
retake the assessment they can do that.
would make sure students if grouped, are given
jobs to help the video-making process.
After the assessment, students will be
presented with a project that will have them
Try to have an example of a student-made
create their own political advertisement using
project that can be used as a guide for your
strategies they learned about. The lesson will
student’s projects. Maybe two projects so you
prepare them for this as well as the assessment
can show what a complete and incomplete
because they will be assessed knowledge they
project looks like.
will need to work on projects that follow.
Section 3: Observation of Lesson Delivery
Page 3 of 8

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?
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.
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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
I want to give more time and
Students took notes throughout the opportunities to deepen
Teacher gave information via lesson. Lesson information can be understanding after each slide and
laptop, documents, and visual slowed down and more time can be after each new technique was
presentation. Teacher lectured and taken to ensure understanding. taught. I want to have students give
provided examples for students Students struggled to learn after their own explanation of each
when teaching propaganda tactics. only being taught information from technique after each slide to help
each slide. them understand easier when trying
to complete the assessment.
I want to scaffold students' analyses
of political advertisements by
Students were seen taking notes, providing a worksheet that has
Teacher engaged students with
typing responses, and sharing their students break down a commercial
Peardeck and Chromebooks.
responses out loud to the class. and document what they see, hear,
Teacher was able to monitor all
Students were engaged throughout and feel while watching to better
students’ answers on his computer
the lesson due to the nature of help them choose the correct
which kept students accountable
having to watch videos in order to strategy that was used. During the
and on pace with the class. Teacher
learn and for the assessment. Some observation, my mentor expressed
is asking students to think by
students seemed challenged when how the music in the “fear” strategy
providing examples and typed
assessed and a lot of them commercial had scary music in the
responses on their laptops. Teacher
incorrectly identified the wrong background. This helped students
gives examples while students take
strategy when a question was asked better understand why the strategy
notes. I could not see all responses,
as a class. There could be more used in the ad is fear. I want to slow
but there were students sitting
review questions done as a class to down how students watch the
doing nothing after responding and
help teach those who had a harder political ads and provide them a way
waiting for others.
time grasping the new material. to better understand the difference
between each strategy and feel
more prepared for the assessment.
Teacher had all students respond to
Students are seen typing responses I want to add an element where
review questions that engaged them
that are selected to share out loud students pair up and discuss which
throughout the lesson. Teacher
after the teacher reviewed their strategy they believed was being
asked students to share their
answers. Students also gave used in the ad, and express why they
responses after checking the class’s
examples verbally which helped think so. This can add to learning
answers on his computer. Teacher
other students understand. Some about the material and give others a
provided examples in the form of
students were seen talking about chance to share their thoughts and
images for key terms used in the
their responses, I would encourage encourage sharing out loud. I also
lesson. Teacher did a walkthrough
teacher to have students share with want to add more opportunities to
with students where he modeled
one another what they typed to review commercials as a class so
how to review the political ad.
help others learn and keep them students can see how to think about
Teacher showed examples of
accountable for responding in a the ads they review for the
correct and incorrect answers to
respectful way. assessment.
help students in the assessment.
Teacher attempted to have students Students had notes that they took I want to create my own videos or
assimilate to the material by having via paper and also had examples that are specifically one
vocabulary explained and taught opportunities to type responses on strategy only. The videos I chose
with examples. There were images the laptop. Students had to respond were all real political ads, which can
and videos used to help explain to political advertisements by be harder for students to analyze
about the content. Teacher used identifying the correct strategy quickly and effectively. By having my
examples in verbal format to help used and explaining why they think own resources that are specific, it
assist student understanding. that strategy is the correct answer. can be easier and more effective to
Teacher had students respond to Some students were confused assess student responses.
each slide on a chromebook with about some strategies and were
typed answers. students were also incorrect when trying to complete I want to have more time for
Page 4 of 8

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?
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.
instructed to take notes by teacher.
students to show their
Teacher tried to assist students who
understanding as the lesson goes on
did not understand by reviewing the
and not wait for the assessment to
example multiple times and the assessment. Students could
learn if students were understanding
explaining the thought process that benefit from having fewer
or not. I also want to create a
is taken to get to the right answer. questions on assessment in order to
document that helps students break
Teacher also allowed there to be allow more time for thinking and
down the political ad and hopefully
two right answers on multiple reviewing of the political ad.
better assist them in the right
political ads due to the duality of
direction of successfully identifying
strategies used in the ad and the
the propaganda strategy used.
possibility of correct answers.
Teacher provided material in
printed and digital form which
Students had guided notes that
helped students follow along.
could be referenced throughout the I want to make this lesson more
Teacher also had videos play on the
lesson and during the assessment. individualized by having the lesson
big screen in the front and on the
Students participated in typing run as a student-paced lesson.
individual screens of the students’
responses and written responses Students who understand the
laptops. Teacher replayed any
that helped their learning. Not all material can move ahead at their
videos that needed extra time
students shared verbally, which can own speed and those who need
played or that students had issues
be added if this lesson is done more time and review can do that.
with. Teacher also made sure there
again.
were subtitles and audio loud
enough for all to hear.
Students demonstrated learning I think that some students felt
Teacher did a good job giving with the assessment at the end of rushed by the class-paced
examples of each strategy both in the lesson. Some students were assessment. I want to run the
printed and visual format. Teacher challenged with the assessment and assessment as a student-paced
assessed understanding at the end had multiple wrong attempts when activity that can help students
of the lesson with videos played and the teacher was walking around to succeed. I also want to have more
student responses are given. see student answers. Some specific examples for students to
Teacher assessed student responses students did not struggle, but analyze instead of real political ads. I
but did only one practice problem as others took a lot longer to respond, can make examples that can be
a class. which could indicate some limited much easier to identify compared to
understanding. real commercials.
Section 4: Post Observation Conference
Most students (90% of students) earned an 80% on the assessment of the lesson. There were a couple of
students who struggled more and got a 70% on the assessment.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was successful on the
assessment with a 75%. This This student did great on the
This student did well on the final student did not show signs of assessment with 100%. This
assessment and was able to pass struggling but could have benefited student felt engaged in the lesson
with an 82%. This student also was from more time on each video because of the political content
able to participate throughout the played. Some students were and style of learning material
lesson as well. rushed and did not go back to used like commercials and
review the videos again if they political ads.
misunderstood.
Next time, I would do the lesson with more time for review of each propaganda strategy and much more time
for the assessment. When students do the assessment I would have them self-paced the assessment so they
can individually watch the advertisements and replay them as needed. I would also create a document to assist
students in their analyzing of a political ad.
1. All students were following along throughout the lesson and participated in review questions and
assessments. There were no students who were not taking notes or following along.
2. There were different media formats like videos, images, and documents that allowed students to
learn about the material in different ways.
3. The content and materials used were relevant due to using recent political commercial videos and
politicians. These things kept students engaged and interested in the lesson.
Page 5 of 8
 1. There need to be more chances to review each propaganda strategy after they are covered in the
lecture.
2. There could be more chances for integrating partner or group discussion when analyzing political ads.
What were three top areas for
improvement? This can help students learn from one another in a different format.
3. The assessment needs to be done with each student controlling the pace of the videos played and
having control over how they review those videos. Students seemed to be rushed during the
assessment because the class was moving through it together.
The next step is to reteach and cover the propaganda strategies that were most confusing or difficult for
students to identify in the assessment. After reteaching and review are done, there is going to be a project
What are next steps?
where students have to create a political advertisement that emphasizes one strategy in it. The goal is that as a
class, there can be one commercial about each strategy to enhance learning.
Other Comments/Notes
- There are college-student videos on Youtube on the different propaganda strategies that can be used to better assess students
on the different strategies. The only issue is that they are labeled with the strategy used so it can be challenging to incorporate
it into the assessment.
- Instead of the assessment, I can introduce and have students work on the project. Students can then show their ads and the
assessment can be done on the projects that students submit.
- If I use videos from real-life, they need to be very clear about what strategy is used. Ambiguous commercials can lead to
confusion for the students.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

The Media and Political Life ‖ Propaganda and Techniques in

Advertisements
American Government November 5, 2021

Goals & Objectives

Students will be able to correctly identify propaganda strategies to the degree of 80% by watching political
advertisements and explaining which strategy is used.

California State Content Standards

12.8.3 - Explain how public officials use the media to communicate with the citizenry and to shape public
opinion.

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.11-12.1 - Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of the text as a
whole.

CCSS.ELA-LITERACY.RH.11-12.2 - Determine the central ideas or information of a primary or secondary

source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 15 Mins.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 8
 I will have students view political advertisements that will range from funny, bizarre, over the top, or
memorable. After reviewing the videos, I will have students answer questions about advertisements that
will get them thinking about what their goals are. I will have students discuss with one another on an
online page about their ideas and answers. This digital discussion will prepare students for the body of the
lesson where they will learn about propaganda strategies that are used in political advertisements.

Vocabulary (Content Language Development) ‖ Time: Throughout lesson

Throughout the body of the lesson, students will be learning about multiple words that are strategies used
in commercials. These vocabulary words and their knowledge will be assessed in the final assessment of
the lesson. This vocabulary will also be necessary for the follow-up lesson where students create their own
political advertisements in which they show how they define the key term. The words used for this lesson
will be Propaganda, Glittering Generalities, Euphemism, Testimonial, Card Stacking, and
Bandwagon.

Content Delivery (Method of Instruction) ‖ Time: Throughout the lesson (45 Minutes)
Students will use Chromebooks to sign into the Peardeck group of the class where they can follow along
with the lecture and participate online. Using Peardeck, students will review concepts, take notes, and be
assessed throughout the lesson on the newly acquired vocabulary and information. After the lesson is
delivered, students will take an assessment online as a class where they will see videos and their goal is to
determine which strategy was used and explain their answers.

Student Engagement (Critical Thinking & Student Activities)‖Time: Throughout lesson

Students will be critically analyzing political advertisements that were recently in the political spotlight.
Students will be learning about content that is relevant to their lives and can be a different way to learn by
viewing videos instead of reading. The next level of critical thinking comes in form of the follow-up project
where students have to apply their knowledge and create a political advertisement of their own where they
must use two of the nine newly learned techniques of propaganda.

Lesson Closure ‖ Time: 20 Minutes

There will be a final assessment where, as a class, all students will view a political ad and must determine
which strategy is identified in the video. Students must then explain why they think that is the right
answer. We will review the assessment in class and allow for redos depending on the success of the
student. The remaining time will be used to explain the project that will follow where students will create
their own political advertisement using the strategies they learned about in this lesson.

Assessments (Formative & Summative)

There will be formative assessments after each newly taught material in the lesson. After the lesson is
completed there is will be a summative assessment for the lesson where students will view 9 different
political advertisements and have to decide which strategy was used in each. They will also explain the
reasoning behind their selection. A follow-up assessment will be in the form of a project where students
will make their own political commercials using the strategies that they learned about.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 8
 Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations for all students will come in many forms such as providing students partners to work
with, photos to help describe the new vocabulary, and videos students will watch and learn about in the
lesson. New vocabulary words will be reviewed after each slide of content to assure understanding by all
students.

Resources (Books, Websites, Handouts, Materials)

Chromebooks for each student, projector, projector screen, Peardeck Google Slides Presentation, Computer
for the teacher to run the lesson, Note Sheet for students to fill in, Links to all videos and commercials
shown.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 8