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
Miller, Kaitlyn kmiller@discoveryprep.org Social Science 10
Mentor Email School/District Date
Discovery Charter Preparatory
Flores, Fabian fflores@discoveryprep.org 11/4/2022
High School
Content Standard Lesson Objectives Unit Topic Lesson Title
10.2 Students compare
and contrast the
Glorious Revolution of
England, the American
Students will understand the
Revolution, and the
spread of revolution from
French Revolution and the American Revolution to
Revolutions American and French Revolutions
their enduring effects the French Revolution.
worldwide on the
political expectations
for self-government and
individual liberty.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertin ent 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.)
Creates, adapts, and integrates a broad range of strategies,
1.4- Using a variety of resources, and technologies into instruction designed to meet
instructional strategies, students’ diverse learning needs.
1
resources, and technologies to
Integrating
Innovating
meet students’ diverse learning Students actively engage in instruction and make use of a variety of
needs targeted strategies, resources, and technologies to meet their
individual students needs.

Develops a rigorous learning environment that includes accuracy,

analysis, problem solving, and appropriate levels of challenge.
Holds high expectations for students. Has an understanding of
2.4- Creating a rigorous learning achievement patterns, and uses scaffolds to address achievement
environment with high gaps.
2 expectations and appropriate Applying
support for all students
Students engage in a variety of differentiated supports and
challenges in ways that promote their accuracy, analysis, and
problem solving in learning.

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.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1

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 is to understand the
spread of revolution from the American
and French Revolutions.
- Inquiry will be incorporated through
Nearpod activities.
- Ability to transition from activity to
activity
Lesson Plan was organized, relied on a
variety of activities, thoughtfully timed,
and relevant to students.  
Teacher used the lesson plan reflection
to consider improvements and
determine areas of need.

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
 What specific feedback regarding your focus students
do you want from your ME?
Focus Student 1: English Learner
- Provide student with
access to vocabulary
- Translated instruction
- Differentiate activities
- How my differentiation of activities and
resources aided my students in the
lesson
- How effective my lesson helped my
focus students
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
- Provide longer response
- Provide one on one aid
to text based questions
- Differentiated activities
- Provide additional
- Additional time
material/documents for
- Preferred seating
questions
Focus students were engaged with the lesson
at each stage.  Focus students used the
materials provided. Students were given
ample time to complete the gallery walk
jigsaw activity and Nearpod.

Employed PBIS strategies throughout the

lesson by steering students back to the
Specific Feedback
- How I responded to students who material, answering questions, addressing
 What additional specific feedback do you want from struggle meeting the objectives of the Chromebook issues, and praising effort.
your ME regarding lesson implementation?
lesson during the activities.

The lesson structure was superb. In responding

Opening:
- Students respond to opening questions
about the American and French
revolutions on a collaborate board.
- Think-Pair-Share with a partner
Body:
- Going through slides presentation on
each revolution while students follow
along on paper guided notes.
Instructional Planning
 How is the lesson structured (opening, body, and - Students participate in activities
closing)? throughout the slides. These activities
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? include open ended questions, vr “field
 What progress monitoring strategies will be used?
trips”, collaborate boards, matching
How will results inform instruction?
game, and quiz game.
Closing:
- Students respond to an exit ticket
question.
Differentiation:
- All sources are provided on
Chromebooks and physical paper
- Translated instructions in Spanish
- Checking for understanding
to the RAP (Review and Preview), students
applied their own reasoning and background
knowledge on the Enlightenment. The gallery
walk was well constructed, as students were able
to group up and work in pairs. It allowed for
student-to-student dialogue. The short readings
for each influential person of the Enlightenment
era was concise and understandable. As students
walked around answering their graphic
organizer, Mrs. Miller checked in with each
group answering any clarifying questions
students had. The content expanded their
understanding and they applied the new
information with the questions and class
discussion.  Students were able to navigate the
internet in their Nearpod activity to analyze
primary and secondary sources. 
Exit slip question would determine whether
students met objectives.
Primary source documents were well chosen and
meaningful. Mrs. Miller provided additional
alternative sources if any website was inactive.

Student Engagement/Learning - Participating in whole class, teacher- Mrs. Miller encouraged students to collaborate
 How will you make the lesson relevant to all the
students? student, and student-student in their gallery walk; developing and enhancing
 How will students show progress towards master of
lesson objectives? discussion throughout lesson student communication skills. Students were
- Annotations of sources engaged with each other and walking from
station to station completing their graphic
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2

- Questions, collaborations, and
activities require students to analyze
and think critically about the American
and French Revolutions.
organizer. Mrs. Miller was active and
approached each pair during the gallery walk.
Her transition to Nearpod was exceptional.
Students knew exactly what to do and how to
get to the next activity. Mrs. Miller walked
students through the Nearpod and also asked
questions to check for understanding. She
providing students with the opportunity to speak
and answer clarifying questions, students
progressed towards their mastery of the lesson
objective.
Students demonstrated their knowledge in their
Exit Slip Nearpod responses and exit polls.

Mrs. Miller greeted  each student at the door as

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.
they entered the classroom. The classroom
- I will maintain a positive learning environment is welcoming and positive. Prior to
environment for all students the class bell ringing, Mrs. Miller was seen
- Using PBIS practices, students will conversing and laughing in her interactions with
know they are safe to express their students. Through her classroom protocols, Mrs.
understanding in an open environment Miller is able to encourage constructive
- Students come in ready to begin and behavior. The learning objectives and the
open their chrome books to access the agenda were written on the board and students
Nearpod. The Nearpod code is located knew what their objectives would be. Mrs.
on the board. Miller was respectful and friendly to her
- Strategies to prevent or redirect students and exercised effective classroom
difficult behavior to move smoothly control using PBIS.  
Her excellent planning optimized classroom
through the lesson.
behavior and was properly timed.

Closing activity was effective, reinforcing

Closure concepts and vocabulary. New teacher will
 How will you close your lesson? - Students will respond to an exit ticket
analyze the student responses on Nearpod
 How will you assess student learning and prepare at the end of the lesson.
them for the next lesson? and the graphic organizer to discover if
students grasped the lesson objective.
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
EXAMPLE 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
CSTP 1: Engaging All Students 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
 In what ways were students 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
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Most students remained focused on

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.
NT was effective in reviewing source
analysis and historical inquiry with
students. Used modeling and
scaffolding to help build students
skills that was needed to complete
assignment.
NT kept students engaged by having
students collaborate In pairs during
the gallery walk to read the
provided source material and
complete the graphic organizer. NT
encouraged students to work
together, discuss the source
material and discuss what to write
the task and were fully engaged in
Some students were not able to fully
the lesson. A couple student
pick apart the reading to complete
struggled to fully analyze the source
the graphic organizer provided. In
materials provided on the
the future, I will do one of the boxes
Enlightenment thinkers and the
in the organizer with the class as a
ideals. Students were asked to work
whole, so they are clear on the
in pairs during the gallery walk,
expectations of the activity.
then individual during the Nearpod
activity.
Students were engaged and Students generally were
discussed the sources with their participatory and engaged in the
partners and completed a series of class discussions, paired activity and
discussion questions and activities in the Nearpod. In future
collaborative questions about the lessons, I will incorporate more
enlightenment ideas and check points on the material by way
philosophers. As well as completed of midway check points and more
questions on a virtual fieldtrip. This personal thoughts on their
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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.
in each box of the graphic organizer.
Students demonstrated their
knowledge by writing in the
provided graphic organizer, and was done by the gallery walk and
progressions.
completing a series of discussion Nearpod.
questions, collaborative questions,
matching, and multiple choice
question in the Nearpod. As well as
a series of exit questions/polls.
NT greeted each student as they
entered the room. Classroom
environment was open and
welcoming. Before class began, Ms. Students appeared to be
Miller discussed students days and comfortable in the classroom and
how they were feeling. This opened have a positive interactions with NT Students are comfortable in class are
students up to being willing to and other students. A couple engaged during tasks. A couple
engage in a lesson and the activities students had to be reminded to students needed to be reminded to
of the day. On the board, students keep their phones away and not on keep their phones away, and one
could see the days objectives and them, and 1 of those students students turned his phone over as
agenda. phones was taken and held at NT’s this is a part of an agreement to
desk until the end of class. This was keep him track.
done politely and without
PBIS exercises were also used by NT hesitation as it is school policy.
to reward students who were
showing mastery, engagement and
effort.
NT helped students understand the
subject matter by making clear
connections to all material and
providing students with a number of
different resources. Students were
asked to look into and read both
In the future, I will front-load to
primary and secondary sources on Some students struggled to analyze
better prep my students for these
the Enlightenment and the some primary sources that made
activities. This will allow them to
Enlightenment Philosophers. Some direct connections to the breakout
understand the material on a deeper
students struggled with reading and of the French and American
level and be more confident with
analyzing some primary sources that Revolutions.
analyzing primary sources.
discussed the direct connections to
the American and French
Revolutions. Ms. Miller sat with
those students to help point out the
connections and help them
understand.
The structure of this lesson was Students demonstrated knowledge In future lessons, I will provided
clear and concise. Started with a by responding to discussion more one on one support for focus
RAP (Review and Preview), in this questions, polls and completing a students to ensure they are fully
students were asked a question in graphic organizer. NT did an accommodated and understanding
which they discussed with a partner adequate job of encouraging the activities.
and wrote their responses. Then students to try their best and
students took some brief notes on reinforced student participation
the Enlightenment and the and overall effort.
philosophers. The slides for notes
were engaging and well
constructed. The lecture was short,
but effective and included images
and a video. After these short notes,
students were paired up to
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CSTP 5: Assessing Student
Learning
 How did students
demonstrate achievement
of lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
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.
complete a gallery walk on the
different philosophers. After
completing the gallery walk,
students returned to their seats,
and engaged in a Nearpod activity
that encompassed discussions
questions, vocab matching,
collaborations questions, short
virtual field trip and polls. Focus
student 2 was paired with a partner
that was picked to best support. As
well as provided with differentiated
readings and additional scaffolding.
An exit question and poll were
provided to allow students to show Some students struggled with the
their understanding and meeting primary sources and NT was Students mostly met expectations,
the lesson objectives. Primary available to help breakdown the however, in future lessons, I will
sources were strategically chosen. material and explain its overall model for students how to respond
NT moved about the room during significance. This helped students on the graphic organizer.
the entire lesson and was present to make the necessary connections.
help all students.
Section 4: Post Observation Conference
Summative assessment data provided by the lessons exit poll and question shows that 78% of students
understood the lessons material and were able to fully complete each step. Students struggled with analysis on
some primary sources provided.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 2 struggled with analysis of
Student 1 demonstrated general Student 3 demonstrated mastery
the primary sources and
mastery of the objectives. They of the lesson and earned a grade
completing all writing prompts as
received a grade of 86% when given 92% and was one of the leading
they were expected. Student 2
material that had been translated. participants in all discussions.
received a 72%.
I would break up the activities more and allow for more time on each step.
The first lesson strength was student proficiency of the technologies. Next, students were fully engaged in class
discussions and partner work. Finally, the majority of students were able to successfully analyze sources and
respond to long form discussion questions.
The first improvement would be to help struggling students with their incorporation of the primary sources in
their responses. To use the source material to back claims. Next would be to choose partnerships more
carefully, other than my focus students. Finally, to allow for more time for each activity, and space them
between 2 class times, instead of 1.
Students will be moving onto the Revolutions of America, France and Latin America and their impacts. With
this, students will continue in their practice of historical inquiry and primary and secondary source analysis and
critical thinking.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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