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
Michael Manuel Mdmanuel304@gmail.com Social Studies 9-12th
Mentor Email School/District Date
California Connections
Jerri Kelm jkelm@connectionsacademy.org 10/4/22
Academy/Ripon
Content Standard Lesson Objectives Unit Topic Lesson Title
IIB-1 Basic Concepts
explaining the capabilities and Students will be able to identify
limitations of sensory the concepts of Gestalt
Summary of Sensation and
processes. Psychology.
Sensation and Perception Perception as it relates to
IIB-2 Interaction of the person Students will be able to identify
Psychology.
and the environment in the anatomical structures
determining perception responsible for sensation.
IIB-3 Nature of attention.
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 Skills are polished as NT expands ability
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Develops expectations with some student involvement.
Communicates, models and explains expectations for individual
and group behavior.

5. Developing, communicating, and

Reviews standards for behavior with students in single lessons
2 maintaining high standards for Exploring
or sequence of lessons in anticipation of need for reinforcement.
individual and group behavior
Students know expectations for behavior and consequences and
respond to guidance in following them.

Gathers and uses additional instructional strategies in single lessons

4. Utilizing instructional strategies that
3 Exploring
are appropriate to the subject matter
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner
 Summarize critical needs and
how you will address them Focus Student 1 is an EL3. This student
during this lesson. is gaining proficiency in English but
requires more time and resources to
master the subject matter. This
student benefits with 1:1 interaction
before attending Live Lessons to
preview content and seek clarification.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
or sequence of lessons to increase student understanding of
academic language appropriate to subject matter.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Student 2 has a 504 for Focus Student 3 is a student that
ADHD and a Dyslexia Diagnosis. gets behind in course work and
This student has benefited thus has a bit of an issue with
far in the semester by the graphic Learned Helplessness (as work
organizers and the fact that the piles up students want to
Near Pod for the lesson has both engage less). In the case of this
visual and written options. Student, I input extra credit the
same day the student attends a
Live Lesson (they are optional in
our setting). Whether or not this
is beneficial to the student is not
apparent at this point in the
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/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?
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.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
The main emphasis of this lesson is getting
students to engage with the material and
participate in class activities. I will incorporate this
by having several interactive activities for students
to engage in during the Live Lesson.
For Mentor: Any additional ways to get students
to increase engagement?
For Mentor: Any strategies that you have used in
the past that you may find beneficial now?
For Mentor: Any specific advice about the
structure of the Lesson itself?
The Lesson begins with poll pod questions, usually
2-3 unrelated to the content and 1 related to
content. We then discuss the results, this allows
students time to log-in and get settled. The
content question is something that was covered in
the previous unit (normally something that a lot of
students struggled with based on the answers to
quiz questions). The lesson itself corresponds with
a Near Pod where I deliver content for a slide or 2
at a time, followed by checks for understanding. In
the middle of the lesson is a much more
interactive section where students are shown a
series of optical illusions and we discuss how they
relate to the content. The lesson ends with a
discussion of the content of the day.
This lesson should be interesting to all the
students because it covers content that is very
interesting. In respect to showing mastery, the
content of the Lesson is directly related to the
assessments students take during this unit.
Respectful behavior and language is modeled for
students at all times, I also allow students to add
pronouns, and change their names to preferred
names in the Zoom Room. Because my class is
large (and I can not effectively monitor the chat
during the lesson) students are only allowed to
converse with me via the chat feature in Zoom.
The Lesson will close with a discussion about the
content with pre-prepared content related
questions. I will examine the content related
semester.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
Add extra credit specifically for this
assignment and send out a Webmail to let
students know. Be sure to end with an Exit
Ticket of some sort, I suggest using one in
Near Pod.
During Live Lessons it is difficult to address
individual needs, the most important thing
we can do is to engage students in our one
on one calls before or after Live Lessons to
help provide clarity. I would also
recommend that you add supplemental
course materials directly to your Message
Boards.
I think the most important thing to make
our Live Lessons successful is to have as
many interactive activities as possible. In the
Zoom setting it is very easy for students to
enter the room and then check out. The
more polls and Near Pods etc. that you have
the more kids will stay engaged.
I like the overall theme and that there are a
lot of opportunities for engagement, I would
suggest adding an “Exit Ticket” related to
the content covered that day, perhaps in the
Near Pod itself, that way you could easily
assign extra credit based on how the
students answered the questions.
You can also see understanding via the
results of student’s responses in the Near
Pods, especially if you create a content
related Exit Ticket.
Both of these strategies are good in respect
to maintaining structure in the Live Lessons.
Remember that Live Lessons are not
mandatory and therefore if students are
disruptive you can put them in the Waiting
Room, just remember to address it with the
students and/or their Caretakers after the
lesson and to not make a big deal out of it
when if/when it happens.
Again, I would suggest an Exit Ticket activity
for the students, this also allows you to see
how much students that attend Live Lessons
Page 2

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
are gaining from the Lessons themselves,
because students that do not attend Live
Lessons will also be taking the assessments
and figuring out which students attended
assessments to gage student learning.
and which students didn’t and then
comparing their scores is a task that we
don’t have the time to complete most
weeks.
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 of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick
analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
two strategies and identify at least one similarity and one
prefer? How could you create a math problem that could be solved
difference between them”). Groups then selected a strategy and
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.
Per our discussion, Michael provided
opportunities for the students to
engage in the lesson through
interactive polls and the exit ticket. I think that I did well with
Students participated in the chat,
Michael also did a demonstration that engagement in my Live Lesson
the polls, and by completing an exit
allowed students to get up and move which was one of my main goals
ticket. Students asked clarifying
around during the lessons, which is a for this lesson. Students largely
questions in the chat pod.
challenge in our environment. Michael participated in my Exit Ticket
redirected students engaged in off
topic conversations in the chat during
the lesson.
Michael did a great job of engaging
students throughout the lesson by
incorporating a variety of activities. Per
school policy, students are not
required to participate or have
Students began the Live Lesson by Overall I think that student
cameras on, so while many were
answering poll questions. One was engagement went well, especially
engaged, there are some who choose
content related and one was for for the limitations in our
to not engage in lessons. Michael had
fun and based on student interests. environment. The number of
the students contribute to their own
Students shared what they were students that participated in the
learning by providing a tactile activity
doing for Halloween. Students NearPod impressed me.
that allowed students to experience
finished the lesson by participating Additionally, many students that
the lesson. Michael checked for
in an Exit Ticket activity where they did not attend the Lesson Live
understanding by asking questions and
logged into NearPod and watched the recording and
taking student responses in the chat.
completed a fun and engaging completed the NearPod activities
He was able to clarify the content and
group of activities. voluntarily.
ensure students were understanding
the lesson before moving on.
Throughout the lesson, the strategies
that Michael implemented created an
engaging and supportive environment.
I think that I did well in respect to
creating a positive, engaging Live
Michael created an effective learning Students contributed to an
Lesson environment for my lesson.
environment by actively monitoring effective learning environment by
I believe that Students feel heard
the chat and redirecting students to keeping their mics on mute and
and get adequate attention from
stay focused and keep their discussions following Michael’s redirection.
me. Students are also able to work
on topic. Michael provided interesting Students asked questions and
with me 1:1 which allows for more
examples to illustrate how content Michael gave clarification when
personalized instructions, should
relates to everyday life. needed.
they need extra assistance after
the conclusion of the lesson itself.
Page 3

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I think that I was well organized in
respect to this Lesson. I provided
visual aids, vocabulary, and
engaged in direct instruction. My
pacing was good, we finished on
time because I accounted for
Michael used a variety of strategies to
Students were able to ask questions that may arise during the
contribute to student assimilation of
questions in the chat throughout Lesson itself. One note that in my
the subject matter. Michael provided
the lesson without causing environment, lessons need to be
direct instruction, opportunities for
disruption. This provided for a designed to help students both
inquiry, visual aids, and tactile
unique opportunity for synchronously and asynchronously.
activities. Students were able to
misconceptions and confusion to The recording, presentation, and
construct knowledge of the subject
be addressed by Michael as they activities (like the Exit Ticket) are
matter by participating in the tactile
arose. available to both students that
activity and experiencing the lesson.
attend and those who watch the
recording later. I was happy with
the organization as well as
engagement in the Exit Ticket from
students that attended and those
that watched the recording later.
Michael utilized various strategies to
differentiate instruction for his
students. Michael incorporated
vocabulary building, visual aids, tactile
activities, verbal instruction, and
checked for understanding. Students Students followed along with the
were able to participate through the lesson using the provided visual I think that I did well creating an
presentation through Zoom. They
chat function as well as through interactive Live Lesson that
activities such as polls and the exit interacted with Michael and their benefited my students overall.
ticket. Michael contributed to student classmates through digital activities There were multiple opportunities
learning by frontloading vocabulary in the poll pods and completed an for students to actively participate
and checking for understanding Exit Ticket in Nearpod. via the Chat Pod and
throughout the lesson before moving
onto new concepts. Michael also made
the lesson engaging and relevant to
student lives helping them to be
engaged and interested in what they
were learning.
At the end of the lesson, Michael asked
students to complete the Sensation
and Perception Exit Ticket where
Students demonstrated their Students were asked to complete The Exit Ticket Activity went well
knowledge of the content. Michael the exit ticket before leaving the and most students participated. It
then let students know that if there lesson. Students responded to illustrated areas of high
were any other questions they could content related questions to show comprehension in respect to some
email him or come to office hours for that there was an understanding of content areas but also illustrated
further clarification. Before moving on the material. some areas that need
Michael has stated he will review the improvement.
exit ticket responses to assure student
learning has occurred.
Section 4: Post Observation Conference
Students did well overall in achieving lesson objectives. They did well overall in their completion of the Exit
Ticket which illustrated their knowledge of the content.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I front loaded vocabulary for my During the Lesson itself I used My motivationally challenged
English language learners and directed several methods for content student did not attend our Live
Page 4

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.
delivery. In the virtual Lesson on this day. This student
environment it is difficult to still has the opportunity to
students to my Study Guide that has customize Live Lessons specifically watch the Live Lesson and do
vocabulary defined and examples for individual students. But I did the Exit Ticket but getting
posted for the specific terms. have a 1:1 with my focus student students that do not have to
to discuss the course content attend, to attend is a continued
after the Live Lesson. challenge.
The activity that I had planned during the Live Lesson involving the demonstration of how rods an cones work in
the eye was a bit more rushed than I would have liked. I forgot to have the Students get the proper materials
before the lesson started. I will also add more visual aids in respect to the anatomy of the eye as that was the
section that students struggled with the most in the Exit Ticket Activity.
The top three strengths were engagement, use of visual aids, and overall flow. I believe that this lesson was
great at keeping student attention and interest in the subject matter. I believe that my visual aids were strong
and I had interesting and funny images (including memes) that students find funny, thus increasing
engagement. I believe that the lesson flowed well and had a logical beginning, middle and conclusion.
The top three areas for improvement were planning, amount of teacher led instruction, and lack of attendance.
In respect to planning, I should have had Students collect materials needed for the demonstration before the
lesson began. My Live Lesson involved a lot of me teaching and student listening, ideally I would like to increase
the amount of Student involvement. This is a challenge in my environment that many of my colleagues are also
trying to address. Finally, because our Live Lessons are voluntary, I would love to get more of my students to
attend live. I have tried incentivizing with extra credit but even that has limits.
Next steps are to move on with content, take what I have learned to improve future Live Lessons and to make
modifications to this Lesson for next year.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5