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
Brooke Bern Bbern@oflschools.org Social Science – Economics 12
Mentor Email School/District Date
Opportunities for Learning
Tristan Churchia Tchurchia@oflschools.org 10/20/19
Baldwin Park
Content Standard Lesson Objectives Unit Topic Lesson Title
Over multiple class meetings,
SWBAT compare stock
12.2 Students analyze the
performance over time, using Stock Market
elements of America’s market Stock Market Analysis Series
Google sheets, and analyze
economy in a global setting.
possible contributions to
performance outcomes.
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.)
Developing and sequencing long-term and
Establishes short- and long-term curriculum plans for subject matter concepts and
4.3 short-term instructional plans to support Applying
essential related academic language and formats that support student learning.
student learning.
Models and scaffolds student self-assessment and goal setting processes for
Involving all students in self-assessment, goal-
5.5 Applying learning content and academic language development. Guides students to monitor
setting, and progress monitoring.
and reflect on progress on a regular basis.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus: Developing and modifying instructional plans
over multiple lessons to support student learning and self- This lesson plan series is tailored to answer
Inquiry Focus/Special Emphasis assessment.
 What is your inquiry focus and/or special emphasis?
this inquiry question. You have built in
 How will you incorporate the inquiry focus and/or
Inquiry Question: To what degree do students use Google
opportunities for students to self-assess and
special emphasis into the lesson?
 What specific feedback do you want from your ME? Sheets to support student understanding, findings and for you to modify the lesson to adjust to
evaluation of stock performance over a period of time? student learning as necessary.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I will use and reinforce academic vernacular
specific to the instructional sequence and
I will redirect this student as necessary I will keep this student engaged because
Focus Students context. I will support with synthesizing and
throughout instructional activities. I will also this assignment has the flexibility of
 Summarize critical needs and how analysis with guided questions and
you will address them during this
provide graphic organizers and other tools appealing to students’ personal interests. I
scaffolding the lesson series. She will be
lesson. for supporting him with independent will also check in with this student
choosing the companies she invests in,
research: guiding questions, key words for regularly and ensure that his self-
which may keep her more interested and
effective searching, etc. assessments are authentic and intentional.
make the concepts feel more tangible to
her.
Does the lesson series have enough support for I think with the built in checks for
 What specific feedback regarding your focus students students who have trouble staying on task? Is understanding and opportunities for speaking
do you want from your ME?
there enough scaffolding for access to the and listening your lessons do have enough
content? support for those students.
Specific Feedback Do you think spanning this over the course of Spanning your learning objective over the
 What additional specific feedback do you want from
your ME regarding lesson implementation? four lessons will help my students accomplish course of multiple lessons seems like the best
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 the learning objective for the unit? How do you possible way for this type of activity. You are
think the time between lessons will impact not just teaching students how to graph and
retention? analyze data, but also that the data collection
process can take time and be done over the
course of multiple events. This is especially
relevant for the topic you’ve chosen and the
lesson series reflects that.
How often are you building in opportunities to
This lesson series is structured as four lessons
self-assess? How are students planning for
where students research, collect data and draw
growth? The self-assessments should occur
conclusions about the data they’ve collected.
Instructional Planning throughout the lesson series, not only at the
 How is the lesson structured (opening, body, and Teaching strategies include modeling; use of
beginning and end. Incorporated into the self-
closing)? graphic organizers; TWPS activities, and
 What varied teaching strategies and differentiated assessment should be an opportunity for
instruction will help students meet lesson goals? sentence frames. Progress monitoring will be
 What progress monitoring strategies will be used? students to assess what they still need to
done by students in embedding self-
How will results inform instruction? know. You may want to provide more how-to
assessments toward the unit learning goal. I will
documents for google sheets. If you want to
monitor progress through TWPS activities; class
keep it digital, you may share them rather
discussions; padlet posts; and exit slips.
than print.
You might want to build in tracking “wins and
Students will choose stocks of companies they
Student Engagement/Learning losses” so that students are engaged with the

are familiar with. Students will participate in
How will you make the lesson relevant to all the gains/losses throughout the lesson series. You
students? checks for understanding during the
 How will students show progress towards master of could give them class dollars to play with OR
lesson objectives? instructional sequence and turn in exit slips at
post earnings and losses on a class poster for
the end of each lesson.
friendly competition.
How will you redirect when students aren’t
Classroom management includes engaging and
focusing or staying on task? What activities
varied activities. I will incorporate TWPS,
Classroom Management can you have ready for them to do? I suggest
 How will you maintain a positive learning discussions, digital platform discussions, and
environment with a welcoming climate of caring, you have alternative ways for students to
respect, and fairness? student-choice in topics researched. These

complete activities if they aren’t engaged in
Identify specific classroom procedures and strategies activities aren’t teacher-led, so I will have the
for preventing/redirecting challenging behaviors. what is in front of them. If the task is to read
opportunity to monitor the class more closely
an article, can they watch a news report on a
and support or redirect students as needed.
related topic if they want to?
I will close the first three lessons in this series How will you assess the final project for
with a formative assessment. The fourth and students who are not there the final day? I
Closure final lesson will have a summative assessment suggest having students digitally submit it and
 How will you close your lesson?
 How will you assess student learning and prepare
that represents the learning objective of the share out the day of, so that it’s not
them for the next lesson? lesson series: students will graph their data necessarily about the presentation, but about
from Google sheets and analyze the the product where the presentation of ideas is
performance of their chosen stocks. a bonus.
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 levels of Students completed the worksheets and were able to
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
Bloom’s (“Identify 6 problem-solving strategies; pick two strategies and ask questions. Most groups needed revisions for their
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you
identify at least one similarity and one difference between them”). questions; comparison/contrast was the most common
 In what ways were students prefer? How could you create a math problem that could be solved
Groups then selected a strategy and created two math problems to analysis question. I need to give them a Bloom’s
engaged? with this strategy?”)
exchange tomorrow. question stems handout next time.
CSTP 4.3 Students pulled up their Google I am happy with the sequencing
CSTP 4.3 The lesson observed was the sheet documents as they completed the and pacing of the lesson series. I
culminating lesson of a series of lessons instructional tasks for this lesson. In looking think students were able to
and activities leading to a final project. at their sheets it is clear they have been access the content and gain
Brooke sequenced the instruction so that collecting data and building a repertoire of knowledge necessary to evaluate
Specific Feedback the students gathered data and built on knowledge over a series of lessons. their stock performance because
 What information can you knowledge from previous lessons and in of the order and scaffolding of
provide the NT regarding
requested special class instructional activities. CSTP 5.5 In looking at student work samples the instructional tasks. I provided
feedback? I saw that there was evidence of student a Google form as a way for
CSTP 5.5 This lesson had a self-assessment goal setting and progress monitoring over students to self-assess in the final
piece built in where students completed a the course of the unit. In this lesson this was lesson of the series. Looking back,
Google form to monitor their progress completed via Google form. I wonder if all of I wish I would have created
toward the learning goal. the self-assessment for this lesson series Google forms for all of the self-
could have been delivered this way? assessment activities in this unit.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

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?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
During modeling, Brooke provided
students with a handout that explained
what she was modeling (how to use
Google sheets). She also continually
checked in with students to make sure she
wasn’t moving too quickly (thumbs
up/thumbs down). When students were
working independently, Brooke walked
around the room to check that students
were on task and clarify any confusion. As
students graphed data, Brooke allowed
conversations in case students needed
peer tutoring as she also circulated to offer
support.
This class has evident norms and behaviors
for both independent and group work.
There is a sense of community and respect
among peers. Brooke gives very clear
information about expectations with time,
noise, conversations and peer support.
Brooke used a lot of informal checks for
understanding through walking around
and calling out for thumbs up/down as she
modeled. She clearly knew which students
were struggling because she worked with
them immediately following modeling. She
also provided multiple methods of
instructional delivery. For the portions she
modeled, she also provided a handout
with explanations and pictures. This lesson
was the culmination of the series and the
teacher contributed to assimilation of
subject matter by prompting students to
house data in their folders and in their
Google sheets document. They referred
back to this data as they completed the
final project for the series.
Brooke provided handouts with explicit
instructions and modeled new tasks so
that students could follow along and ask
for help as they needed it. She also offered
students the opportunity for peer tutoring
during independent work. Her application
activity mirrored her engagement activity,
so questions weren’t new to students and
the mirroring helped them analyze the
difference between what they thought
they knew and what they learned from
gathering even more data in this lesson.
Students contributed to their learning by
It is always good to have a second
responding when the teacher called on them
set of eyes in the classroom to
– even if they weren’t completely confident.
see things I can’t when I am
Students also participated by asking
helping students. I did notice that
questions as the teacher was modeling and
FS#3 was slightly off task during
letting the teacher know when they needed
independent work. This is
additional support to complete the task.
common. I redirected him by
asking about his answers and
FS #1 was engaged for most of the lesson.
engaging in conversations where I
He participated in the engagement activity
made personal connections to
and other academic tasks but was visibly a
the stocks he choose. This way, if
little discouraged during learning how to
he continued to talk to students
navigate sheets as the teacher modeled. He
when I walked away maybe he’d
did ask for help when the teacher walked
talk about the assignment. I
around the room to assist.
supported FS#1 by going through
each step with him that I
FS #2 participated in all tasks and was able
modeled previously in the lesson.
to stay engaged and keep up to speed as the
I watched him do it and stood by
teacher modeled how to use Google sheets.
for support.
FS #3 was mostly engaged, but did need to
be redirected by the teacher during
independent work.
Students followed the norms of the class
Students in this class are mature
very well. It is obvious this is a 12th grade
and very respectful of norms and
class, as students demonstrate qualities of
each other. This lesson was
older high school students. Students are
delivered toward the end of the
respectful toward each other, outside of the
semester, so students have been
occasional jabs about stock performance,
working together and practicing
which are technically “on task” for this
social responsibility together for
lesson.
the past 3-4 months.
Students constructed knowledge of the
I am glad students can lean on
subject matter over the series of lessons in
each other for support with
their Google sheets document. In this lesson,
classroom tasks, because it gives
students constructed knowledge by referring
me an opportunity to support
to their collected data and working together
students who need more one on
and with the teacher in creating and adding
one guidance. Housing data in
to their document. Students also conducted
and using Google sheets was new
research as they used the internet to find
for most of the students in my
historical data on their stock performance.
class. I found that we spent more
When students struggled, they asked for
time on learning how to do this
help. Depending on the level of difficulty,
during the lesson series than I
they’d ask the teacher or a peer. Some
initially anticipated. I had to
reached out to peers for help with setting up
adjust the time in the lesson to
their data table, and reached out to the
make up for the lack of
teacher with deeper content knowledge
experience that I wasn’t
questions.
expecting.
Because this is a 12th grade class,
students do feel comfortable
Students seemed to enjoy researching and asking for help and peer tutoring.
comparing their stock performance. They We have also established the
supported each other in manipulating
expectation that if there is
Google sheets and setting up the varied
conversation in class it is
functions. Students participated by assignment-related and that peer
completing the assigned tasks and asking
tutoring is acceptable. I think
questions as needed. there was high student
participation in this lesson
because the company stocks
were chosen by the students, so
they had a personal connection
to the research. Also, because we
had been doing this over time,
Page 3 of 4

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?
In the Spring ILP, I noted that I wanted to incorporate and teach self-assessment more explicitly in this POP Cycle. I feel like I was able to accomplish
that with this lesson series. Last semester I started working toward this goal and incorporating more opportunities to assess and measure growth by
explicitly reading/dissecting the learning target. I was able to incorporate self-assessment in this lesson series, both informally and formally, in
conversations with students and carving time for progress reflection in exit tickets and notebook entries.
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.
students were more invested
than a one-off activity.
Something I realized in the
assessment portion of this lesson
was that some students still
aren’t comfortable with
ambiguity in data or in possible
The lesson assessment piece asked
solutions. I realized students have
students to determine which stock(s)
mostly been taught to come up
performed best and worst and determine Some students were excited to display and
with the correct answer, but not
factors that may have cause this. The communicate how well their stocks
that the correct answer could be
assessment was aligned to both the performed. Some students struggled to
to explore more data and that
overarching objective of the lesson series explain why their stocks may not have
there isn’t one solution. The final
and this individual lesson. The teacher performed well.
assignment asks students to
helped struggling students by asking
explore some causal factors.
probing questions about stock
Some of this is easy to deduce
performance indicators.
based on previous class activities
and readings, but this also asks
students to think more abstractly
and come up with further
questions.
Section 4: Post Observation Conference
Each of the students in the class was able to achieve near mastery or higher on the final assignment of this lesson series.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS#1 was able to achieve near mastery
FS#3 achieved mastery on this
on this activity. He was able to
FS#2 followed all directions completely assignment. This student was able to
complete the assignment fully, but
and achieved exceeds mastery. follow directions and answer all
missed a few parts of the critical
questions completely.
thinking questions.
Next time I teach this lesson I would better prepare my students by introducing Google sheets earlier in the semester. I
made the mistake of assuming students were more proficient with Google sheets. Luckily I was able to make adjustments
throughout the lesson series to compensate for this.
One of the strength of this lesson is the norms that are set up in the class. Students feel safe to ask questions of me and
each other. They also respect each other. Another success of this lesson was that I modeled the use of Google sheets. One
of my professional goals is to model more, so in this lesson that was important for me. It also allowed me to help students
in real time. I was able to pause and check for understanding then differentiate accordingly. Another strength of this lesson
is that students were engaged in the content. They were genuinely interested in how their stocks performed and even
when they didn’t do well, they wanted to figure out why.
One of the areas of improvement for this lesson is that students struggled to think outside of the assignment. They were
not comfortable with multiple answers or causal factors. Next time I teach this lesson I’ll also incorporate skills in
computational thinking and being comfortable with ambiguity. Next time I teach this lesson I would also make it more fun
and engaging by incorporating “jag bucks” or some type of fake currency so that students had a tangible experience. I might
even have a student or group of students act as a bank. Another area of improvement would be to use Google forms for al
self-assessment across the unit.
Next steps in my teaching include integrating more computational thinking activities. I realized the need for students to
develop a tolerance for ambiguity and comfort in abstract thinking. While this assignment does call for some direct
responses, I think students could have gained an even deeper understanding of the content if they were more skilled in
computational thinking. One of my stretch goals for next semester is to develop computational thinking activities for each
unit.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 4 of 4
Teacher: Subject(s): Unit: Lesson(s):
Brooke Bern Economics Stock Market Stock Market Analysis Series
Content Standard(s) Lesson Series Objective

12.2 Students analyze the elements of America’s market 12.2 Students analyze the elements of America’s market
economy in a global setting. economy in a global setting.

Daily Lesson Plans

Lesson 1 of 4

Learning Target:
I can determine the role of stock in a corporation and explain the difference between common and preferred stock.

Instructional Activities Materials & Resources

Stock Market Self-Assessment Stock Market Self-Assessment

Toys R Us Stock Cartoon
Post Toys R Us Stock Cartoon
Engagement

TWPS:
- Why is the baby upset that Toys R Us is closing?
- What do you think “Play-Doh futures” might mean?
- What does “diversify” mean?

Homework from previous class: Textbook

- Read 265-269 in textbook Venn Diagram graphic organizer
Instructional Sequence

- Take notes

With shoulder partner:

- Answer questions about the reading.
- Create a Venn Diagram comparing Common Stock to Preferred
Stock.

Exit Ticket:
After learning about the relationship between stocks, a corporation,
Application

and shareholders, what do think the baby meant by “Play-Doh

futures” and why was he so upset?
 Lesson 2 of 4

Learning Target:
I can provide a history of the NYSE and choose 5 companies I’d like to “invest” in.

Instructional Activities Materials & Resources

TWPS:
Engagement

If you hold stock in a company, what is the importance of dividends?

Shoulder Partner: Chromebooks

SW complete the NYSE Internet Assignment NYSE Internet Assignment
Padlet Assignment Prompt
Independently: Stock Market Listing Diagram
SW choose an article on the NYSE site and post a response to the Stock Analysis Project Prompt
article on Padlet.

TW Model how to create a new document in Google Sheets.

- Prompt students to name the document Stock Market Analysis and
Instructional Sequence

create a tab titled “Company Profiles” and another tab titled “Stock
Performance”.

TW model how to read a stock market listing.

-Pass out stock market listing diagram.

SW choose 5 companies listed in the directory that they use or

are interested in.
- SW document information about each company in the “Company
Profiles” tab, in columns for each company: company name, symbol,
stock type, and goods/services.
- SW document date and current stock value on “Stock Performance”
tab.

Exit Ticket:
Why do you think the companies you chose are a good investment?
Application
 Lesson 3 of 4

Learning Target:
I can explain some of the impacts on the stock market and offer possible explanations for the current performance of
my chosen stocks.

Instructional Activities Materials & Resources

TWPS:
Engagement

If I invested in a company that specializes in barbeques, when might I expect

to see an increase in the value of that company’s stock? Why?

SW do internet research independently: Chromebooks (Internet Activity)

- What influences stock market fluctuations? Padlet (tbd)
- Construct a response and cite sources on poster/padlet

TW ask the TWPS question again and facilitate a class discussion

about factors that influence stock market performance.
Instructional Sequence

SW log current date and stock value for each company in Google Sheet
tab “Stock Performance”

SW assess learning toward the unit objective.

Formative Assessment:
If you bought stock in a company in the paper supply or office supply
industry, when might you predict you’ll see spikes in value?
Application

Student will check and log stocks three more dates over two weeks.
 Lesson 4 of 4

Learning Target: I can compare stock performance over time, using Google sheets, and analyze possible contributions
to performance outcomes.

Instructional Activities Materials & Resources

TWPS:
Which of your stocks performed the best over the course of the unit? Do you
think it was a good investment? Which performed the worst? Would you
Engagement

invest in that stock again?

SW only be judging stocks on recent performance.

TW ask this question again later after students have reviewed 1 year
stock performance.
TW model how to search stock value over the course of varying Chromebooks
increments of time. How-To search and read stock value
Stock Analysis handout
TW model how to add columns between columns in Google sheets.

SW add columns to the left of current data

Instructional Sequence

SW log stock values for each month dating back 1 year.

TW model how to calculate change in value.

SW answer questions on Stock Analysis handout.

TW model how to graph data in Google sheets.

SW graph their data.

SW assess learning toward the unit objective.

SW add graph to a Google slide, and answer the questions below.

Which of your stocks performed the best over the course of the unit? Do you
Application

think it was a good investment? Which performed the worst? Would you
invest in that stock again?