Pop 2 Marchan 03

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
emarchan@vistacharterps.or
Elizabeth Marchan Social Studies 8th
g
Mentor Email School/District Date
Shirley Sotero ssotero@vistacharterps.org Vista Public Schools 03/15/18
Content Standard Lesson Objectives Unit Topic Lesson Title
1. CA Social Studies
Content Standard
8.7.2: Trace the
origins and
development of
slavery; its effects
on black
Americans and on
the region’s
political, social,
religious,
economic, and 1) Students will be able
cultural to identify the main
development; and argument in two
identify the primary sources and Slavery in the South Slave Auctions
strategies that support the claim
were tried to both with evidence from
overturn and the text.
preserve it (e.g.,
through the
writings and
historical
documents on Nat
Turner, Denmark
Vesey).
2. CCSS RH 8.1:Cite
specific textual
evidence to
support analysis of
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 13
primary and
secondary sources.
3. CCSS RH 8.2:
Determine the
central ideas or
information of a
primary or
secondary source;
provide an
accurate summary
of the source
distinct from prior
knowledge or
opinions.
4. CCSS RH 8.6:
Identify aspects of
a text that reveal
an author’s point
of view or
purpose.
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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Establishes and communicates to students clear learning

Establishing and articulating
4.2 Applying goals for content that are accessible, challenging, and
goals for student learning.
differentiated to address students’ diverse learning needs.
Plans instruction using a wide range of strategies to address
learning styles and meet students’ assessed language and
Planning instruction that learning needs. Provides appropriate support and challenges
incorporates appropriate for students.
4.4 Integrating
strategies to meet the learning
needs of all students Integrates results from a broad range of assessments into
planning to meet students’ diverse learning and language
needs.
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.
I think that your focus inquiry is

Inquiry Focus/Special Emphasis My focus inquiry will be, “Will using a
 What is your inquiry focus and/or special emphasis? ambitious, but doable. I know that this
 How will you incorporate the inquiry focus and/or variety of cooperative learning strategies
special emphasis into the lesson? year your focus has been on providing
 What specific feedback do you want from your ME? such as timed-pair-share and Kagan
more supports for your EL students and
structures help meet the learning needs of your students with learning needs. I
all of my students? think that Kagan structures have been
very successful at our school, and I have
I will check with my ME and the Special seen you implement them with success
Education teacher to make sure that the in your classroom.
modifications/accommodations I provide
during the lesson, as well as the
strategies I use during the lesson are
appropriate for my EL students and
students with learning needs.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is a Spanish- He has been identified with a This student has an extreme
speaking student who is in SLD along with OHI. This amount of energy and needs
her 2nd year in the U.S. She is student can be challenging as constant re-direction. He is a
currently at a “Beginning” he often pretends to fall asleep behavioral challenge in my
level of CELDT. I chose this in class and needs constant 1:1 classroom. I chose this
learner because she is an attention. He often has student because I would like
extremely bright student, but difficulty completing his to find ways to re-direct his
she has very low confidence modified assignments and energy and his chattiness so
in her English-speaking requires after school tutoring that he stays on task. He also
abilities. She is extremely shy to complete said assignments. struggles academically as he
and is very hesitant to work I chose him because he is a has a difficult time turning in
with others. I would like to challenge both behaviorally classwork. He is extremely
focus on her so that I can and instructionally. What bright, however, I don’t think
provide her with the motivates him is allowing him that he believes he is bright
necessary supports to help to choose the types of or that he is capable of being
boost her confidence. I also activities he completes along successful. This student does
want to make sure that I so I want to make sure that I love being successful, and I
Focus Students partner or group her with am giving him those know that by giving him a
 Summarize critical needs and how
you will address them during this students that I know she will opportunities. Some of the purpose, he will be able to
lesson.
be more willing to speak to. accommodations this student stay on task.
has are graphic organizers,
During the lesson, I will use clarified and repeated His assigned seating is next
visuals and body language directions, simplified to my podium so this will
during the direct instruction instructions and modified continue during the lesson as
portion. I will translate during assignments, extra time to turn when he is close proximity to
the direct instruction portion. in classwork assignments. me his behavior tends to be
I will give directions and better. He will also be
model instructions for her. During the direct instruction partnered with my EL
Although I speak her native portion of the lesson, I will use student. He works really well
language, at this point in the visuals and body language. with my her and when given
year, I begin to take away this Before the lesson activity the task to translate for her,
part of the scaffolding as I begins, I will give instructions he is focused and is helpful.
want her to become a bit out loud and model Giving him a task where he
more independent. She will instructions for him. I will is allowed to speak, but
be practicing her listening make sure to have a printed set speak with a purpose will be
skills during this portion as I of simplified instructions for a great way of re-directing
will be giving directions in this student. The student will his energy and chattiness.
English. be working with a partner. The Since he is working with an
assignment will be modified EL student, myself and the
During the lesson activity, the for this student. For the 8th grade TA will be
student will be working with assignment, I will give this checking in on them
a partner who is fluent in both student sentence frames to constantly so I know he will
English and Spanish, and is help him complete his close be on task.
someone she is comfortable reading. He and his partner
working with. She will will be taking turns reading
practice her listening skills by out loud. He will also be given
listening to her partner read an extra day to work on the
one of the documents in assignment with our T.A.
English. She will be
practicing her speaking skills
as she and her partner will be
taking turns reading out loud.
The portion of the assignment
that she will need to read out
loud will be modified and
will be rewritten in short
simple sentences. She will
also be practicing her English
reading skills as she will need
to follow along as her partner
reads. Parts of her document
will be rewritten in short
simple sentences. I will also
make sure to include sentence
frames that she can use to
answer and complete her
graphic organizer.
I want to make sure that I am providing
I think that the collaborative strategies
enough supports for my EL students and
you will be using are appropriate for all
my students with learning needs. My ME
of your students, including your EL and
has had my 2nd focus student and my 3rd
SPED student. I am not familiar with
focus student previously in 6th grade, so
your EL so just make sure that the
 What specific feedback regarding your focus students she is very knowledgeable about how to
do you want from your ME? partner you have assigned to her is
meet their needs. I also want to make
someone she will work with, not just
sure that the collaborative strategies I am
socialize with. I am very interested in
using will be meeting the needs of my
seeing how the SPED students does with
students. I would also like feedback on
this lesson and the modified assignment
the lesson activity, which is a close
you will be giving him.
reading.
You definitely have a lot going on in
I want to make sure that my lesson is your lesson plan, a lot of pieces. You
doable within the 50 minute period so might end up running out of time, so
Specific Feedback
 What additional specific feedback do you want from
that I do not run out of time. I also want make sure that this does not interfere too
your ME regarding lesson implementation? to make sure that I am using the much with the lessons you have planned
appropriate amount of collaborative for the rest of week. You are using
strategies. “RoundRobin” and an A/B partner
activity. I think this is the appropriate
amount of collaborative strategies. I also
like how you are allowing your students
to choose which narrative and letter they
read. Student choice is always important
because it gives your students more
ownership of their work.
At the beginning of the class, there will
I always like you structure your lessons
be a quick write in Google Classroom
so clearly. There is an opening, a body
that students will need to complete. I will
and a closing. I really like that you are
set a timer for 3 minutes. As students are
using the quick write to frontload the
turning in their quick writes, I will be
vocabulary your students will be
checking their answers and walking
encountering during the lesson activity. I
around assisting students who may need
also think that since you are using the
assistance. Once the timer goes off, I will
“RoundRobin” structure, a structure that
have students close their Chromebooks
is familiar to your students, they will
so that I can go over the day’s agenda,
have no problem participating. This will
lesson objectives, essential question and
provide this special group of students an
explain why they are learning about the
opportunity to practice their speaking
slave auctions. I go over the agenda to let
and listening skills in a setting they will
my students, especially my students with
feel comfortable with.
learning needs, know what to expect for
the day. I go over the learning objectives,
I am glad that you are using Nearpod to
essential question and the why to help
help you with your direct instruction
students make connections to the
because this will allow students with
material.
learning needs and EL students interact
Instructional Planning
with the material. I also like that you are
Once I have gone over the agenda, etc., I
 How is the lesson structured (opening, body, and using Nearpod because you’ll be able to
closing)? will start class with a Kagan structure,
 What varied teaching strategies and differentiated monitor the progress of all of your
instruction will help students meet lesson goals? “RoundRobin.” I will use this structure
 What progress monitoring strategies will be used? students. However, don’t forget that you
How will results inform instruction? because it will provide my students with
will still need to include a lot of visuals
an opportunity to be able to communicate
and use body language to help your EL
positively and share their ideas with their
students and your students with learning
classmates. It will also give my EL
needs access the lesson. I don’t think
students an opportunity to practice their
you will need to provide your EL
English speaking skills. As they are
students with translated directions
sharing their answers, I will walk around
because at this point in the year you
to monitor for understanding.
want to make sure that you take away
some of the supports.
Once most groups are done sharing, I
will use my signal to get their attention. I
I think that it is great that the activity is a
will ask a couple of students to volunteer
partner activity and all students are
the responses they shared with their
working with their Kagan partner. I also
partners during the Kagan Structure.
really like how you are allowing your
Once I have gotten about 3-4 students to
students to choose which documents
volunteer answers, we will move onto
they read and source. I think that the
using Nearpod. I use Nearpod as it
close reading graphic organizer will help
allows students to interact with the lesson
all students visualize the organization of
material. Nearpod allows students to take
the material.
notes during the direct instruction portion
of the lesson and allows them to annotate
on the slides. It also allows me to ask I think that closing your lesson with an
them questions throughout the direct exit ticket is a great way of assessing
instruction portion so that I can check for student knowledge immediately. You
understanding. The Nearpod will only be will be able to assess whether your
9 slides with 3 CFU questions. The students have met the learning objective.
Nearpod will also include a short 3 min.
video clip from “The Story of Us” on Make sure that you’re using your time
slave auctions. All of my students are wisely and are able to monitor your
able to download the lesson material and student’s progress throughout the lesson.
their notes. I will use a lot of visuals and
body language for my students with
learning needs and my EL students.
Once we have finished the Nearpod, I

will explain the lesson activity. I will
have instructions printed and simplified
for my students with learning needs. I
will model how to complete the activity
using a document I did not assign them. I
will use body language and visuals to
help model the activity. This will be
helpful for my students with learning
needs and my EL students. The lesson
activity is in the form of a graphic
organizer. Graphic organizers have been
shown to help all students organize their
information, but especially students with
learning needs and EL students. The
lesson activity will be
modified/accommodated to meet the
individual needs of my students. My
students will also be working with their
Kagan partners (A/B partners). They will
be reading out loud to each other, this
will help them practice their speaking
skills.
As students are working with their A/B

partners, I will be walking around to
check for understanding. Students will
not be allowed to turn in their work until
I have checked and made sure that their
answers are correct. The learning
outcomes will be assessed using an exit
ticket. I will check the exit tickets at the
end of the day. If at least 80% of my
students receive a 75% or better, then I
will move on to the next part. However,
if 80% of my students receive less than a
75%, then I will need to re-teach the
following day.
I will make sure that the lesson is

relevant to my students by beginning our
discussion on the meaning of the word
“dehumanized,” and we will brainstorm
ways groups of people have been
dehumanized. My students have already
learned about the treatment of Natives by
this point. I will also make the lesson The topic you are covering is very tragic,
relevant to my students by asking them a so make sure you warn your students
series of questions where they will about possible triggers. Make sure that
Student Engagement/Learning
 How will you make the lesson relevant to all the
discuss who their support system is and the video you are showing is appropriate
students? why. This will lead to our discussion for their age. I like that you make your
 How will students show progress towards master of
lesson objectives? about what happened to enslaved lesson relevant to their experiences and
families at slave auctions and the activate knowledge they already possess.
treatment they received at auctions.
Students will show mastery of the lesson

objectives with an exit ticket at the end
of class. I will also be monitoring
understanding throughout the lesson in
their quick writes, during the Nearpod
and as I am walking around checking for
progress during the lesson activity.
I always greet students at the beginning
of class by standing at the door. I do this
so that it sets the mood for class time. I I really like that you meet and greet your
also always model the behavior I expect students at the door because I do think it
of students by using simple words like, sets the mood for the day. I like how
“please” and “thank you.” I address your transition times are short, and that
students respectfully and give them you use the same structures at the
opportunities to correct their behavior. beginning every period so that your
students know what is expected of them.
Classroom Management My classroom is extremely structured. I know that you already have your
 How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and My students know that when they enter behavior cycle posted in your classroom,
fairness?
 Identify specific classroom procedures and strategies
my class, there is always a quick write or and your students know what the
for preventing/redirecting challenging behaviors.
some type of bell work they must consequences are if they misbehave.
complete. I always set my timer and Another way you can re-direct
display it on my whiteboard so that they challenging behaviors is by providing
are aware of how much time they have your chatty students with opportunities
left. As students are working, I walk to speak with a purpose. I also think that
around and check answers. I also use this maybe you should give them a little
time to re-direct students who are taking stretching break in between to help those
their time to begin the quick write. Once with too much energy.
my timer goes off, all students are
expected to close their Chromebooks so
that they I can go over the agenda, lesson
objectives, essential question and the
why. This is the structure for the
beginning of class, and all my students
know what to expect. I believe that
keeping my transition times short and
using a timer allows me to keep control
of my classroom at all times. It also
prevents a lot of behavior issues as my
students know that there is no time to
waste. I also like to keep this structure
for my students with learning needs. This
way they know what to expect at all
times.
I use a lot of body language and hand

signals to re-direct behavior. I do not
single students out. I have a site called
Hapara that allows me to see what
students are doing on their laptops. I am
able to exit them out of sites/apps that
they should not be looking at. It also
allows me to send private messages to
my students, so I use this resource a lot.
When I have a student who is extremely
disruptive, I like to place my hand either
on their desk as I continue teaching, or I
like to gently place my hand on their
shoulder to get their attention. If I notice
that a student has too much energy, I
send that student out on an errand so that
they are able to use up some of their
energy.
I will close the lesson by asking my
students if they feel that we have met the
lesson objective. I will let them know This is a good way of closing the lesson.
Closure what topic we are talking about the next I think that the exit ticket being used will
 How will you close your lesson?
 How will you assess student learning and prepare
day. I will then post the link for the exit help you determine whether your
them for the next lesson?
ticket on their Google Classroom and students have met the learning
direct my students to answer the exit objectives.
ticket. I will use the exit ticket to assess
student learning.
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 you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created two
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
math problems to exchange tomorrow.
- Began lesson with
“RoundRobin.”
This is a good
structure to use with
all students. EL
students can - EL students and
practice their students with
language skills, and learning needs I am relieved that I was able to
students with participated in provide enough support for my
learning needs “RoundRobin.” students with learning needs
practice social
- Students worked and my EL students. I always
skills.
on their lesson want to make sure that I am
- Used body
activity with their meeting the needs of all of my
language and
A/B partners. All students, but especially this
Specific Feedback visuals to during
 What information can you students seemed population of students. Since
provide the NT regarding direct instruction
requested special to be on task and they are in the general
feedback? portion of lesson.
engaged. education population, I
This is an effective
strategy for EL - EL students and sometimes feel that I am not
students and students with meeting their needs. I am really
students with learning needs glad that my ME thought the
learning needs. worked on their accommodations/modifications
- Modeled the lesson assignments with and supports I provided were
activity. their partner with appropriate.
- Assigned individual very little teacher
modified versions support.
of the assignment to
EL students and
students with
learning needs.
- Students were I was glad to see that my

engaged through - Entered the students were engaged from the
established classroom classroom, opened very beginning of the lesson to
rules and procedures. their Chromebooks the end. I was impressed with
- Students shared their and began working the questions they were asking
answers through a on their quick write. and the deeper-level thinking
CSTP 1: Engaging All “RoundRobin.” It - Students discussed that was happening. My
Students
 In what ways were students seems that students answers with their students were able empathize
engaged? How were
students not engaged? have used this Kagan group during and realize the impact slave
 How did students contribute
to their learning? structure before so “RoundRobin.” auctions had on families and
 How did teacher and/or
students monitor learning?
they were engaged. - Students volunteered the impact it had on our
 How were the focus students
engaged and supported
- Began the whole class answers during a country. Overall, 95% of my
throughout the lesson? discussion and whole class students turned in their lesson
encouraged students discussion and asked assignment and met the lesson
to continue deeper-level thinking objectives. My ME did suggest
questioning what they questions. that I should add some type of
know. - Answered CFU activity where my students can
- Monitored learning questions in Nearpod. stand up to move around. She
through CFU suggested that I could have
questions embedded - Worked with A/B done a “Stand Up, Hand Up,
throughout the partners on lesson Pair Up,” during the Nearpod.
Nearpod. activity.
- Focus student #3
hardly needed re-
directing because he
was too busy helping
translate parts of the
assignment for his
partner.
- Focus student #2
needed a lot of
attention and re-
direction. Teacher did
a great job at not
allowing him to be off-
task longer than 3-4
minutes.
- Walked around to
individually check in
on each A/B partner
throughout the lesson
activity.
- Teacher walked
around to monitor
learning environment
and checked in
individually on - Students interacted
students during positively with one
“RoundRobin” and another during
during the lesson “RoundRobin.” They I was happy to hear that my
activity. thanked one another mentor teacher thinks that I
- Teacher was when they were done have a positive learning
encouraging and sharing. environment in my classroom. I
CSTP 2: Effective Learning teacher-student - Students were not work really hard year-long to
Environment
 How did students and interactions were hesitant to volunteer make sure that my classroom is
teacher contribute to an
effective learning positive. their answers. a welcoming classroom and
environment?
- Focus student #3 - Students did not seem that my students feel at home. I
needed some re- to be afraid to ask work really hard to build
direction, but he questions about the rapport with my students as I
responded well to lesson topic. know that this helps create a
teacher re-direction. - Students positively positive learning environment.
- It is very clear that the interacted with one
students respect the another during the
teacher, and that lesson activity.
teacher has good
rapport with her
students.
- NT structured the
lesson delivery in a
way that her students
are already familiar
with.
- She made the material
- Students shared
interesting to her
answers with Kagan
students. Students
team during
asked a lot of I really appreciated my ME’s
“RoundRobin.”
questions at the end comments. My post-
CSTP 3: Organizing Subject
- Asked more questions
Matter of direct instruction observation conference was
 What actions of the NT of teacher during
contributed to student portion. very positive and a truly
assimilation of subject Nearpod.
matter? - Teacher modeled how rewarding experience for me. It
 How did students construct - Students answered
knowledge of subject to identify author, was really nice to see/hear that
matter? CFU questions in the
 What misconceptions did highlight main my students were engaged
Nearpod.
argument, cite
students have and how
during my lesson. My students
Students asked
were they addressed by the
-
teacher?
evidence. stated that this has been one of
individual questions
- During Nearpod, their favorite topics in the year.
during lesson activity
teacher was able to
as NT was checking in
monitor progress and
with them.
catch any
misconceptions.
- NT walked around to
individually check in
on student progress
and understanding.
My focus this year has been
- Students were providing appropriate supports
supported with visual for my students with learning
aids, translation and needs and my EL students. My
modeling. ME told me that I am providing
- Lesson was the appropriate amount of
- Students shared
differentiated to support. Last semester she had
answers with team
support all students. suggested that I should take
during “RoundRobin.”
- Teacher modeled away some supports for my EL
CSTP 4: Learning
- Students asked
Experiences lesson activity to all students, especially because
 How were students questions throughout
supported through students. EL students they will be moving onto high
differentiated instruction? the lesson. They also
 How did students had directions and school soon, so I took her
participate? asked for
 How did the NT contribute to assignment translated advice. Most of my EL students
clarification.
for them.
student learning?
have been able to succeed and
- Students worked with have gained more language.
- Students with
the A/B partners on
learning needs had However, I do still have 2 who
lesson activity.
modified assignments are still hesitant to speak in
they were able to front of others they are not
work with a more familiar with. This is something
capable peer. I will continue working with
them on. My ME really liked
that I allowed my students to
work with a peer on their lesson
activity.
- Students
demonstrated
achievement of lesson
objectives through
active participation, My ME and I agreed last
answering CFU’s in - Students were semester that exit tickets are a
Nearpod and exit actively engaged in great way to assess whether my
ticket at the end of the lesson. students met the learning
class. - They participated objectives. I also did assess
CSTP 5: Assessing Student
Learning
- Some students during “RoundRobin” throughout the lesson through
 How did students
demonstrate achievement
struggled and during partner CFU questions in the Nearpod
of lesson objectives? understanding the work. and by walking around as they
 In what ways did students
struggle or demonstrate text they were - Some students were working with their A/B
limited understanding?
 What teacher actions reading, but teacher struggled with their partners. My ME thought that it
helped guide them sources, but they did
contributed to student
achievement? was great that I continuously
through questioning not hesitate to ask for checked for understanding
techniques. help from teacher throughout my lesson. I will be
- Encouraged students who helped guide reflecting on the data I
throughout the lesson. them. collected to determine my next
Praised students steps.
during individual
check-ins with A/B
partners.
Section 4: Post Observation Conference
To what degree did students My students achieved the lesson objectives to a high degree. The class average on the exit ticket
achieve lesson objectives?
was 90%.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus My student with learning My focus student #3 also met
students achieve lesson My EL student met the lesson
needs met the lesson objective. the learning objectives. He
objectives? objective. She scored an 85%
He scored a 75% on the exit scored a 100% on the exit
on her exit ticket.
ticket. ticket.
Next time, I would leave more time for student generated questions than I did this time.
What would you do differently Sometimes my students tend to be over-engaged and they want to continue asking questions,
next time?
and because of time, I can’t give them more time. I would have a question box or give my
students sticky notes where they could ask more questions.
What were three top Lesson
Strengths? The 3 lesson strengths were:
1) The material was extremely interesting for my students. I showed them a
video clip, which helped make the material more real for them.
2) The accommodations/modifications I provided for my EL students and my
students with learning needs were appropriate.
3) The exit ticket that shows that the average was a 90%, which shows that my
students met the lesson objective.
The 3 areas for improvement were:

1) I would give more time for student-generated questions.
2) Give more time for students to work with one another during the lesson activity.
What were three top areas for
improvement?
3) I would add some type of activity that would require my students to stand up to
give them a break.
What are next steps?

My students will continue to analyze slavery and its effects. This will culminate in a project
where they will look at and create a project relating to modern-day slavery, human trafficking.
Other Comments/Notes
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.

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Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Directions for Preparation for POP Cycle

Section 1: New Teacher Information

Shirley Sotero ssotero@vistacharterps.org Vista Public Schools 03/15/18

Content Standard Lesson Objectives Unit Topic Lesson Title

1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating

Establishes and communicates to students clear learning

Part A: NT Reflection Part B: ME Feedback

I think that your focus inquiry is

Once we have finished the Nearpod, I

As students are working with their A/B

I will make sure that the lesson is

Students will show mastery of the lesson

I use a lot of body language and hand

Student groups answered worksheet questions that included all

- Students were I was glad to see that my

Section 4: Post Observation Conference

The 3 areas for improvement were:

What are next steps?

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