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
Joel Bernstein [email protected] Social Studies 11
Mentor Email School/District Date
Dan Hertzler [email protected] San Juan Capistrano 10/22/20
Content Standard Lesson Objectives Unit Topic Lesson Title
11.1.4

Examine the effects of the

Civil War and
Reconstruction and of the Students will be able to recognize the failure
industrial revolution, of two armies to adapt to change, and
Effects of the Civil War Civil War Effects
including demographic understand the effects war had on both
shifts and the emergence in sides.
the late nineteenth century
of the United States as a
world power

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 Skills are developing as NT investigates and examines Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical
repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and
2.)

Establishing and articulating goals for T-Establishes and articulates learning goals to students
student learning that integrate content standards with students’ strengths,
interests, and learning needs.
4.2 Integrating
S- Students are introduced to the content through
multiple inputs to facilitate their learning toward attaining
the lesson objectives.
T- Plans differentiated instruction targeted to meet
Using assessment data to establish individual and group learning needs.
5.4 learning goals and to plan, differentiate, Integrating
and modify instruction S- Students will access material through different inputs
that best meet their learning 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.
Inquiry Focus/Special Emphasis  Does reviewing for with Kahoot! Raise students test I do think Khoot! Is a great way to
 What is your inquiry focus and/or special emphasis?
scores? review for all types of learners.
 How will you incorporate the inquiry focus and/or
 We will review for the quiz as normal, during our However, you may want to leave the
special emphasis into the lesson?
 What specific feedback do you want from your ME?
lessons. For the unit test, I will create a Khoot! Review timer off when students respond to
to see if this raises student scores. questions to relieve stress.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
  Is Khoot! Accessible to all types of learners?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My third student is
My second student does not
awesome. She is an A
struggle academically, but
student, and finds the
Focus Students My EL student will need vocabulary/theory does tend to stray of track.
 Summarize critical needs and material easy. For her, I will
definitions for our lecture. I will provide the My focus for him will be
how you will address them be extending the activity
during this lesson. definitions and will have them for all students to during my checks for
and will ask her to write a
see during lecture. understanding, and have him
paragraph to show her
share his findings to ensure he
comprehension of the
is on task.
lesson objective.
The supports are good. I think you can
 What specific feedback regarding your focus students Are my supports/extensions beneficial to my focus ask your third focus student to write
do you want from your ME? students?
at least a page for the extension.
Having multiple inputs is always best.
Specific Feedback This will give your students three
Through lecture, video clip, and map activity, am I
 What additional specific feedback do you want from different ways to access the
your ME regarding lesson implementation? reaching all types of learners?
information, and achieve the lesson
objectives.
 First, students will be led through a short PPT lecture
outlining key term, battles, and outcomes of the Civil
War. Students then will watch a video clip on
reconstruction taking place after the war. Then,
students will label a map of Civil War key cities and
geographical landmarks. Lastly, students will in a
Instructional Planning
participate in a Kahoot! Review for the unit test. Again, multiple inputs will always
 How is the lesson structured (opening, body, and
closing)?  Having multiple inputs will allow for all types of benefit a larger number of students. I
 What varied teaching strategies and differentiated learners to access the content, thus allowing them to like the review and the way you will
instruction will help students meet lesson goals?
work towards meeting the objective. use that data to inform future
 What progress monitoring strategies will be used?  To check for understanding, I use poll pods during instruction.
How will results inform instruction?
lectures and activities to quickly gage the class’
comprehension. Also, the Kahoot! review shows which
students were, and were not, able to meet the lesson
objective. Depending on the number of students not
able to meet the objective, I will call the student
individually, or revisit the material all together.
 To make the lesson relevant to my students, we will
discuss the theme of slavery and I will ask my class how I really like how you will make the
Student Engagement/Learning
far they think we have come as a country since the lesson relevant to the students.
 How will you make the lesson relevant to all the 1850’s. During the lecture, you might take
students?  Students will show mastery of the lesson objective by time to show how the goals of each
 How will students show progress towards master of completing the Kahoot! Review, which will outline side turned out. Maybe make a
lesson objectives?
themes of the lesson objectives, such as goals and correlation between the goals and the
effects for both sides of the war. effects of the war.

 In an online setting, classroom management is focused

mainly on the chat pods. Monitoring student responses
here to make sure my room is a safe learning
Having a safe learning environment is
environment is something I take pride in. Students
Classroom Management a goal all teachers should have. Some
should always feel safe enough to share their thoughts
 How will you maintain a positive learning of our student body has chosen an
environment with a welcoming climate of caring, in my room.
online setting for bullying issues at
respect, and fairness?
 If something were to come up, I can chat with
 Identify specific classroom procedures and strategies
individual students privately during class time. Letting
prior schools. We owe it to them, and
for preventing/redirecting challenging behaviors. all students, to maintain a safe
them know their comments or behavior is
learning environment.
unacceptable is usually all that needs to happen.
Students who continue this behavior can be exited
from the room.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
  To close the lesson, students will answer the
I think your review hits your lesson
participate in a Kahoot! Review for the unit test.
objective. The data will inform you on
 The review will show which students were, and were
Closure whether you can progress to the next
 How will you close your lesson? not, able to meet the lesson objective. Depending on
 How will you assess student learning and prepare lesson, or if you will need to reteach
the number of students not able to meet the objective,
them for the next lesson? this material to ensure students attain
I will call the student individually, or revisit the
the lesson objectives.
material all together.

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
EXAMPLE Students completed the worksheets and were able to
all levels of Bloom’s (“Identify 6 problem-solving strategies;
CSTP 1: Engaging All Students When teacher reviewed worksheet, she asked additional questions of analysis and ask questions. Most groups needed revisions for their
pick two strategies and identify at least one similarity and

evaluation (“which problem-solving strategy do you prefer? How could you create a questions; comparison/contrast was the most
In what ways were one difference between them”). Groups then selected a
math problem that could be solved with this strategy?”) common analysis question. I need to give them a
students engaged? strategy and created two math problems to exchange
Bloom’s question stems handout next time.
tomorrow.

 NT addressed his
concerns by providing
multiple content inputs
for his EL student,
where students could
access the content
through lecture, video
 I felt that these focus
clips, map activity, and
students were all
 NT thought hard on how to address Kahoot. NT allowed his
Specific Feedback able to access the
the needs of his focus students. His 504 student to work
 What information can content in their own
you provide the NT preparation included multiple inputs, independently first, and
regarding requested way, provided the
accommodations, and lesson held him accountable by
special feedback? proper
extensions. asking ST to share their
accommodations
findings. Lastly, NT
and extensions.
provided an extension
the exit ticket for his
gifted student, asking
student to write a full
page instead of the few
sentences asked of the
rest of the class.
 Students engaged in lecture
with video clip, furthered their
 NT led class through a background  For the most part, I
learning during the map
information lecture, with video clips. NT then feel my class was
activity, and showed what
explained the map activity where students engaged and the
they have learned in the
worked independently. NT lastly assigned the majority of the class
CSTP 1: Engaging All Kahoot review exit ticket.
“Exit Ticket” to the class which had to be met or exceeded the
Students  Students were active during
 In what ways were completed before dismissal. lesson objective. My
lecture by discussing topics
students engaged? How  NT provided background information, guided focus for next lesson
were students not and asking questions. Students
engaged? further research of the topic during is to maintain focus
worked independently to
 How did students independent work, and was constantly and engagement of
contribute to their complete the map activity.
checking for understanding during these the class during
learning? Lastly, they proved their grasp
 How did teacher and/or inputs. independent work
of the lesson objective by
students monitor  NT frequently checked for understanding by continuing to
learning? completing the exit ticket
during lecture, using poll questions to make check for
 How were the focus question.
sure students grasped key components to understanding. In

students engaged and
supported throughout Students were asked questions
eventually attain the lesson objective. the future, I would
the lesson? during lecture pertaining to
 NT provided multiple content inputs for his like to continue to
the lesson objective that
EL student, held his 504 student accountable utilize break out
served as checks for
for his learning, and extended the exit ticket rooms for smaller
understanding.
for his gifted student. group work.
 Multiple content inputs for his
EL student, allowed his 504
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
 student work on his own but
share his findings, and
extended the exit ticket for his
gifted student.
 I feel the
environment for this
 Students contributed to lesson was effective.
an effective learning Providing
environment by background
engaging in the lecture information first
 NT made his environment effective by and video clip and allowed students to
CSTP 2: Effective
Learning Environment
providing necessary background answering poll have an
 How did students and information, allowing students to questions to check for understanding of the
teacher contribute to an further their learning on their own, understanding, working information being
effective learning
environment? and making them prove their learning independently to discussed in
with the exit ticket. complete their map independent work.
activity, and combining Lastly, students
the two to complete the proved their grasp of
Kahoot and their exit the lesson objective
ticket. by completing the
review and exit
ticket.
 Students took their
background knowledge and
applied it to their independent
 The flow of the
work to complete their map
background
CSTP 3: Organizing  NT providing background information to all activity.
information,
Subject Matter students allowed for student assimilation to  Students combined their
 What actions of the NT independent work,
attain the lesson objective. lecture notes and independent
contributed to student review, and exit
assimilation of subject  NT allowed students to attain more work, to complete the review
matter? ticket, allows
information during independent work, along and the exit ticket which
 How did students with their lecture notes, to show their grasp measured their attainment of
students to gather
construct knowledge of information in
subject matter? of the lesson objective. the lesson objective.
 What misconceptions did multiple ways and
 A misconception NT discussed why the North  During lecture, a student
students have and how not just from me. I
were they addressed by thought it necessary to reconstruct the South asked why the North wanted
the teacher? want my students to
after the Civil War ended. to rebuild the Southern part of
feel they have say in
the country after the war. This
their learning.
began a short discussion on
why Reconstruction was so
important after the war.
CSTP 4: Learning  NT asked students an “Exit Ticket” questions  Students were provided  Students participated
Experiences
 How were students to prove their mastery of the lesson differentiated instruction by during every stage of this
supported through objective. “Why was the Southern economy having multiple inputs, PPt, lesson. They engaged in
differentiated
instruction?
a reason for the downfall of the Confederate video clip, activity, and review. the discussions during
 How did students army?” The exit ticket was also lecture, worked on their
participate?  NT shared some exit tickets that did not differentiated by allowing own to complete their
 How did the NT meet the lesson objectives. These most often some students to provided maps and review, and then
contribute to student
learning? were paragraphs that did not support bullet points instead of showed their grasp of the
student claims of the necessity of the war. complete sentences. The exit lesson objective through
 NT provided background information, ticket was extended for some the exit ticket question.
allowed student to work independently to students by asking them to  Differentiation is key to
further their knowledge of the content, and complete a full page. allow all students access to
lastly, NT provided time to have students  Students took notes during the content and lesson
share their achievement of the lesson lecture and video clip and objectives. By
objectives. discussed topics as a class. differentiating the exit
Students then worked ticket, I allowed all
independently to further their students to show their
learning. Next, students were achievement of the lesson
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 quickly assessed on their
content knowledge during a
Kahoot review. Lastly,
students answered an exit
objective.
ticket question using their
notes and maps to show
mastery of the lesson
objective.
 Students demonstrated
achievement of the lesson
 NT asked students an “Exit Ticket” questions objective by using information
to prove their mastery of the lesson gained throughout the lesson  Discussing the lesson
objective. “Why was the Southern economy to write the exit ticket. By with my ME, we felt
CSTP 5: Assessing
Student Learning
a reason for the downfall of the Confederate completing the exit ticket the lesson was
 How did students
army?” thoroughly, students will have structured to allow
demonstrate  NT shared some exit tickets that did not shown mastery of the lesson for student
achievement of lesson
objectives? meet the lesson objectives. These most often objective. achievement. No
 In what ways did were paragraphs that did not support  Students struggled to matter how hard I
students struggle or
demonstrate limited
student claims of the necessity of the war. complete the exit ticket by not plan, there is always
understanding?  NT provided background information, providing sufficient evidence going to be students
 What teacher actions allowed student to work independently to to support their claims. that will need extra
 Students were provided with
contributed to student
achievement? further their knowledge of the content, and time and effort to
lastly, NT provided time to have students background information, clear meet lesson
share their achievement of the lesson directions to complete objectives.
objectives. independent work, and could
use all information gathered to
completed the exit ticket.
Section 4: Post Observation Conference
To what degree did students
achieve lesson objectives? 28 out of 32, or 88%, students were able to meet or exceed the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My student with a 504 was
able to achieve the lesson
My gifted student was able
To what degree did focus My EL student was able to meet the lesson objective as well. This student
to meet the lesson
students achieve lesson objective! I differentiated the exit ticket to allow is very bright, but his focus
objectives? objective with ease. I had
for bullet points, but the information provided leaves him from time to time.
her extend the exit ticket
demonstrated mastery of the lesson objective. Student complete the exit
by writing a full page.
ticket paragraph with no
problems.
I think the main thing is not becoming predictable with my lessons. I do not always want to lecture, but realize it
What would you do
differently next time? is a necessary input especially in an online world. Breakout rooms are something I have tried in the past, and am
still getting the hang out. I think they are a great resource to use during group activities.
 Clear instructions for each activity of the lesson.
What were three top Lesson
Strengths?  Frequent checks for understanding
 Differentiated instruction
 Monitor participation in the chat pod
What were three top areas
for improvement?  Add more rigor to my lessons
 Continue to mix up activity strategies
Try new things, and do not be afraid to fail. My lesson time is an extension of the material my students already
What are next steps? have. So, if something did not go according to plan, I know I can reference the material in their lessons as a safe
guard.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
 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 6 of 6