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
Jonathan Luna JoLuna@caliva.org AP Government 12th Grade
Mentor Email School/District Date
Julie Good jgood@caliva.org CAVA @ Sutter 10/5/2018
Content Standard Lesson Objectives Unit Topic Lesson Title
Define federalism and
12.7 Students analyze and
contrast the federal system
compare the powers and
of government with the Chapter 3 Federalism – Why it’s
procedures of the national, Federalism
unitary and confederal Appealing
state, tribal, and local
systems in explaining where
governments
governmental power lies
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.)
Employing classroom routines, I employ the classroom routine of polling and think questions on a
procedures, norms, and supports for regular basis. These are reflected through cues that tell the students to
2.6 3
positive behavior to ensure a climate answer critically through chat, or to answer a question through a poll
in which all students can learn response.
I switch between direct instruction and informal assessment often. My
pacing is not always ideal because AP courses are extremely
Using instructional time to optimize
2.7 3 information dense, but I am constantly working to pick and choose the
learning
most important concepts worth elaborating on to help students
succeed for the AP test.
Using knowledge of students’
academic readiness, language Plans differentiated instruction, which is based on broad knowledge of
4.1 proficiency, cultural background, and 4 students. Matches resources and specific strategies to students’
individual development to plan diverse learning needs and cultural backgrounds.
instruction.
Decides on the purpose for assessment and skills to be assessed to
Applying knowledge of the purposes, select appropriately matches pre-, formative and summative
5.1 characteristics, and uses of different 3 assessments.
types of assessments Selects assessments based on clear understanding of the purposes and
characteristics of assessments to support student learning.
Sets goals connected to the CSTP that are authentic, challenging, and
Establishing professional goals and based on self- assessment.
engaging in continuous and Aligns personal goals with school and district goals and focuses on
6.2 3
purposeful professional growth and improving student learning.
development Selects and engages in professional development based on needs
identified in professional goals.
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 of 5
 Your differentiation of instruction and your use
of different types of assessment are already
ideal. If you are trying to focus on which
particular change is leading to the greatest
Inquiry Focus/Special Emphasis What impact will differentiation of instruction gains in your students, you should really focus
 What is your inquiry focus and/or special emphasis? and assessment have on student performance on one or two variables changes at a time so
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? measured by polling participation/scores, test you can really assess for effectiveness through
 What specific feedback do you want from your ME?
scores, and Practice AP Exam FRQs? student test results. For example: try utilizing
more FRQ practice questions on a daily basis,
then see how FRQ test scores improve or how
your AP exam scores improved this year
compared to prior years.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 1 is a high functioning ELL.
The student is classified ELL, but in
terms of academic performance,
may be up for reclassification soon.
Student 3 is a “late start” student.
Grammar and sentence structure
In my school we call them Cohort
admittedly demonstrate the
4 or C4 students. This student has
student’s lack of proficiency in the
a start date of 10/8 and is very
English language. It appears the
Student 2 is a 504 with a few late in joining my class. These
student is trying very hard to write
health accommodations that allow students tend to be at a
Focus Students “at the AP level.” I have addressed
 Summarize critical needs and how a little more time on assignments disadvantage, especially in regard
this in a one on one session
you will address them during this and quizzes. I will address this to AP courses. I have already met
lesson. already. In addition to that
student’s needs during this lesson with the student in a one on one
meeting, all students are
by providing test time during pre class and provided as much
encouraged to read through the
and post assessments. information as possible to set her
chapter before attending class.
up for success. I did this by
Chapter vocabulary is also emailed
teaching her how to access the
at the beginning of the semester.
material and assessments during
Vocabulary is highlighted in bold
the actual lesson.
during instruction and graphic
organizers and images are used to
help with comprehension and
memorization.
As we’ve discussed, and you have actually done,
C4 students have always been a difficult
meet with the student during office hours and
demographic to work with, especially when we
 What specific feedback regarding your focus students schedule one on one time to get her acclimated
do you want from your ME? are already functioning on little to no remaining
to your classroom so that she can focus on the
bandwidth. What are your suggestions to help
difficult course rather than learning the
this student succeed?
platform or logistics.
This is a strong lesson, but I’m curious
how/where/when I could replace current FRQs really should be practiced after the entire
informal assessment with additional FRQs to lesson is done. I would consider replacing the
better help my students on the AP exam. This is end lesson informal polling questions with FRQs
Specific Feedback
difficult for me to figure out since FRQs require and see how well students do. You can even
 What additional specific feedback do you want from much more critical thinking and usually have to consider discussing with them if they prefer it
your ME regarding lesson implementation?
come after all of the content/information has or if they believe it is helpful. This is one of
already been taught, but I use informal those things I would simply experiment with
assessment to break up my lesson to keep my and see if it is beneficial, if it is not you can
students engaged. Any suggestions would be revert to your prior system.
appreciated.
Opening lesson is Blackboard collaborate polling
Instructional Planning
 How is the lesson structured (opening, body, and questions serving as informal assessment, As always, the way you differentiate instruction
closing)? followed by direct instruction with informal is actually impressive considering the density of
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? assessment sprinkled in intermittently in the AP courses. I would not change anything here
 What progress monitoring strategies will be used?
How will results inform instruction?
form of informal assessment through polling other than the aforementioned point.
and critical thinking questions that must be
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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?
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.
shared in chat. Students are later expected to
research court cases utilizing teacher provided
resource, then discuss said court cases as a
group. Class ends with more informal
assessment questions, and then student’s
complete formal assessment test (data will be
provided on ILP or POP).
Consider what you would do during this lesson
Students will show progress towards mastering
if students did not demonstrate an
lesson objectives by answering informal
understanding through the informal
assessment questions correctly.
assessment.
I set very high expectations and classroom
procedures at the start of the school year. Teaching AP seniors really makes classroom
Students are expected to be respectful towards management a much simpler task. Based on my
one another and to myself. When there are experience working with you, I am doubtful
issues, I address them immediately and sternly there is much here I can add that would be
so that my students understand how serious the beneficial to you.
matter is.
The lesson closes with informal assessment
I have discussed this with you before, but you
questions and a reminder that students are
really should set aside a minute or two before
expected to complete the formal assessment on
class ends to review the entire lesson.
their own time by the end of the week.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do 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.
You were wondering when you
should include FRQs during your
The NT did not actually attempt to
lessons so that students had more I will definitely try to incorporate
do this, but I think it would have
time to practice for the AP exam. FRQs at the end of each lesson so
been beneficial to experiment.
You may want to consider having that students can practice. I can
When we initially discussed this, it
one FRQ at the end of each class consider having students submitting
was not as well thought out, but
and treat it like an “exit slip” of them to me online via dropbox for
have a more solid idea of how to go
sorts. The difficult part to evaluate extra credit as well as attendance.
about it now.
would be how to collect/assess or
have all students participate.
My lessons are really built to engage
Teacher monitored learning by
Students demonstrated their all students so it is very easy to see
making sure student’s answered poll
engagement through asking the different ways I engage or
questions during informal
questions, participating in “type in interact with my students. I do this
assessment and re-taught if student
the chat” questions, polling through to not just differentiate instruction,
informal assessment results were
BlackBoard Collaborate, etc. but to ensure my students stay
poor.
engaged and do not lose interest.
BlackBoard is an amazing
Students did as teacher instructed technological asset for teaching
Teacher went over class and participated in class and asked online as it allows us as educators to
expectations at the start of class questions. BlackBoard allows monitor student engagement.
reminding students to participate, moderators (both myself and the Myself and other teachers use these
stay engaged, and ask questions. NT) to see that students are not idle tools to ensure that students have
and are actively participating. not simply walked away from their
computer/class.
Page 3 of 5
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?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students demonstrated their
The NT did a very good job building
understanding of the subject I am constantly revising my lessons
from one concept, explaining the
matter in various ways. One way I and I have been using this one for a
fundamentals/basics of said
was a fan of was their use of an few years now so it has been honed
concept, and then expanding
external technological resource quite a bit. The major change I am
further and further on it. This
(website) to learn about the looking forward to implementing is
style/organization made it very clear
different court cases and discuss including the end of class FRQ as an
and easy for students to
what they learned with the rest of exit ticket.
understand.
the class.
Students were supposed through
NT contributed to student learning
differentiated instruction by being I am admittedly still working to
by demonstrating his excitement
provided a study guide, NT use of improve my class and lessons for IEP
when students unanimously
graphic organizers, images, graphs, and 504 students. This is a bit
answered the correct answer.
and charts. Students participated difficult as an AP teacher other than
Positive reinforcement was a great
through sharing their thoughts in a change in expectations of
way to establish rapport and set
chat and by answering informal deadlines.
high expectations.
assessment polling questions.
Teacher contributed to student It’s not really demonstrated in POP
achievement by being clear, concise, Students demonstrated their cycle form or attached materials, but
and demonstrating passion for the achievement of lesson objectives students also complete a formal
subject. This last point is one that through answering well of informal assessment during their own time to
many teachers have a difficult time assessment questions. demonstrate understanding of the
committing to. lesson as well.
Section 4: Post Observation Conference
90% of students did well on informal assessment during class lesson. 90% of students also passed the test
associated with Federalism (this lesson) with a C or higher as well.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Because my class is set up in a
way that each chapter is fairly
This student did an excellent job in Admittedly this student did require independent from prior chapters,
both informal and formal the utilization of the extension this student did a good job on
assessments. Even though this granted by his IEP/504, but with both formal and informal
student is an ELL, this result was that did an amazing job on the assessment during this lesson.
very much expected. formal assessment. How well she does overall in the
class is of course still up for
evaluation.
Next time I will definitely work out logistics of assessing the students via exit ticket at the end of the lesson in
the format of a free response question. It may not be perfect the first time around, but the value gained from
the assignment/assessment after revisions is too beneficial to pass up.
The main areas of strengths were differentiation of the lesson, NT excitement/passion which then passes onto
the students, and learning outcomes being achieved.
Taking the risk and trying something new, getting out of your comfort zone and testing FRQs as an exit ticket
even if it is may not go as well as I hope. The lesson ran tight on time as well and could really be condensed,
but AP classes are very difficult to keep concise due to the depth and rigor of the curriculum.
Next steps are to actually incorporate a FRQ into the end of my lessons and utilizing them in a way that
students are accountable for actually completing them.
Other Comments/Notes
Page 4 of 5
 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 5 of 5