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
Adam Tricomo Atricomo@materdei.org Science High School
Mentor Email School/District Date
Marla Utley Mutley@materdei.org Mater Dei High School 10/21/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
• Students will be able to
HS-LS2-7: Design, evaluate, and identify a human impact
refine a solution on biodiversity and
explain in detail the
for reducing
chemistry of how the
the impacts of Human Impacts on the Environment
specific human activity The Chemistry of a Human Impact
human activities on and Biodiversity
impacts the
the environment and environment.
biodiversity. • Students will propose a
solution for how to
reduce the impact.
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.)
T – Makes ongoing adjustments to instruction based on observation of student engagement and regular checks for
T - Applying
1.6 Monitoring student learning and adjusting instruction while teaching understanding.
S - Exploring
S – Students receive assistance individually or in small groups during instruction.
T – Begins to encourage students to establish learning goals through single lessons or sequence of lessons that include goal
Involving all students in self-assessment, goal-setting, and progress T – Exploring
5.5 setting exercises.
monitoring S - Applying
S – Guides students to monitor 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.
• Use of formative assessment and goal-setting exercises to
monitor student learning, motivation, and progress.
Inquiry Focus/Special Emphasis
• I will have students complete a goal-setting exercise at the start I would ask them questions about their audience. Then I would ask them
• What is your inquiry focus and/or special emphasis?
of class before beginning the lesson questions about what they want to communicate to that audience. What do
• How will you incorporate the inquiry focus and/or
• What questions can I ask my students to guide goal-setting and they want the audience to understand? Those two questions should help them
special emphasis into the lesson? begin to set their goals for the project.
encourage critical thought? I’d like my students to set ambitious,
• What specific feedback do you want from your ME? yet attainable goals.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
•
Student will need guidance on what topic to
• Student may need extra guidance on where • I will go over the rubric with the student
Focus Students research and what sources to use to gather
to gather information for project. Like my and make clear what the student needs to
• Summarize critical needs and how information on specific human impact. I will
ELL, I will give this student a list of possible do to earn desired grade. I will also
you will address them during this provide the student with a list of possible
topics and a list of credible sources to provide extra guidance during the goal-
lesson. topics and a list of credible sources to
choose from. I also will request to meet setting exercise so the student has clear
choose from, as well as offer guidance in
with the student one-on-one before the due objectives and a plan for how to reach
class while the student begins the research
date to check in on the student’s progress. those objectives.
process.
I would like all my students to develop skills for evaluating the credibility of
When I assign research projects, I introduce them to the APA style as that will
• What specific feedback regarding your focus students online resources, however I realize this may be challenging for my focus
be what they will use at the university level (in science classes at least). I also
do you want from your ME? students. How should I provide them with guidance while also challenging them
show them the Purdue Owl website. Another good website is paperpile.com.
to identify credible sources on their own?
I plan on providing my students with a list of possible topics to choose for their
project. They will be responsible for explaining the chemistry of the human I like the second choice. By providing a list, you are communicating to them
Specific Feedback impact and proposing a method of reducing the impact. Should I not provide a your expectations but by letting them know they are free to explore something
• What additional specific feedback do you want from list and challenge students to discover a human impact on their own? Or should I not included on the list will allow them the opportunity to work on something
your ME regarding lesson implementation? just provide a list and mention that they can choose a topic not on the list of they are interested in. I believe this will appeal to the creatives in your focus
they would like to explore other topics? The goal is to appeal to each student’s group.
interests and allow them to build off of their prior knowledge and experience.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 • Students will begin with a goal-setting exercise. I will then go over
the instructions and the rubric for the project while also providing
some examples for topics they can choose. Students will spend
most of class researching their topic and preparing their project. I
Instructional Planning will guide students throughout the block by providing them with
• How is the lesson structured (opening, body, and credible sources or helping them evaluate the credibility of
closing)? sources they discovered.
I like the idea of a goal-setting activity—this will make sure students are aware
• What varied teaching strategies and differentiated • I will provide students with a list of potential topics and a list of
of the learning objectives of the lesson.
instruction will help students meet lesson goals? credible sources. I will also provide students with a detailed rubric
• What progress monitoring strategies will be used? and sentence frames so all students are aware of expectations
How will results inform instruction? and what information that need to gather for their project.
• I will check in with all students at the end of the block to assess
their progress and identify any common misconceptions or areas
of growth. I will also see if their progress aligns with the
expectations they identified during the goal-setting exercise.
• I will allow students to choose their own topic for the project so
Student Engagement/Learning they can choose a topic that is relevant to them.
• How will you make the lesson relevant to all the
• Students will show progress by checking in with me at the end of This will be a great way to ensure content is relevant and of interest to each
students?
the block to show how they’ve progressed and make sure they student.
• How will students show progress towards master of have clear direction moving forward as they prepare to work from
lesson objectives? home.
• Students will work at the own pace and have a choice for their
Classroom Management topic of research and how they would like to demonstrate their
• How will you maintain a positive learning knowledge. They will be able to work one-on-one with me and/or
environment with a welcoming climate of caring, with their peers throughout the block. Using the goal-setting exercise to encourage students to buy in to the classroom
respect, and fairness? • For students that are not being productive in class and/or policies and procedures is a good idea.
• Identify specific classroom procedures and strategies distracting others, I will go over their goal-setting exercise with
for preventing/redirecting challenging behaviors. them and explain how their behavior is not conducive to
achieving the goals they set for themselves.
• I will close the lesson by asking students to share the progress
they made on their project during the block. Students will share
Closure 1) the topic they chose, 2) the main sources they’ve used so far,
• How will you close your lesson? and 3) how they plan on presenting the information (what Checking in with each student before the end of the block will ensure they
• How will you assess student learning and prepare app/program they plan on using). know what is expected of them.
them for the next lesson? • I will assess student learning by using the rubric to grade the
students’ projects. I will begin the next lesson by addressing any
common misconceptions I identified during the grading process.
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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
• In what ways were students 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
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback Students were able to choose a topic and begin research
• What information can you I gave the NT information on how I introduce research topics
His students produced well-researched projects from varied before the end of the block. While most students chose a
provide the NT regarding in addition to a website that I believe will be helpful to
and reliable sources. topic from the list I provided, some chose topics that were
requested special increase his students’ digital literacy.
not on the list that were of interest to them.
feedback?

Students were engaged with a short introduction and then

CSTP 1: Engaging All shown a National Geographic Video discussing human
Students impact on the planet. The video itself was very effective in
The short videos I played at the beginning of the block
• In what ways were students the way the information was presented and engaged
seemed to do a good job of capturing students’ attention and
engaged? How were students from the start.
introducing them to the topic of the lesson.
students not engaged? Students were interested in the presentation of the topic.
• How did students contribute Students contributed to their learning as they completed the
They paid attention, they did not talk during the I checked in with each student before the end of the block to
to their learning? project. Because they had to complete the research, they
presentation and they were immediately on task once the ensure they knew what was expected of them and see if they
• How did teacher and/or automatically learned more about the topics they chose.
NT presentation concluded. had any questions. One of my focus students (an ELL) had not
students monitor learning? yet selected a topic by the time I checked in with him, so I
• How were the focus The NT went around to each student to ensure they
directed him toward the instructions and encouraged him to
students engaged and understood what was expected of them. The NT also
choose a topic from the list I provided.
supported throughout the directed them in goal setting to help them stay on track. In
lesson? this way, he both monitored and engaged them at the same
time.

CSTP 2: Effective Learning Students seemed to know exactly what was expected of them
Environment The students paid attention, they did not distract each and what they needed to accomplish by the end of the block.
The NT made sure students were paying attention to him as
• How did students and he started the lesson. The students contributed to the
other and they did not distract themselves by staying on Students remained on task knowing that I would check in on
teacher contribute to an their iPads. They put their iPads away according to the NT their progress by the end of the block. I limited distractions
learning environment by paying attention.
effective learning instructions. by asking them to close their iPads when I was giving
environment? instructions.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
CSTP 3: Organizing
Subject Matter The NT explained the project very well he then followed up
• What actions of the NT with a video that made the topic interesting and relevant to By playing the two videos at the start of class, I was able to
contributed to student his students. access students’ prior knowledge. By having students
assimilation of subject complete the goal-setting activity, I ensured students were
Immediately after the presentation, students began their
matter? The students began their projects by first goal setting, they aware what the objectives of the lesson were and how they’d
work. As the NT circulated around the room to each
• How did students construct then began their research using reputable websites. This
student, he was able to confirm they were on task and
be building on their prior knowledge. Students didn’t seem to
knowledge of subject was on of the topics the NT wanted to concentrate on. have any misconceptions about how humans can negatively
understood his expectations for the project.
matter? impact biodiversity. A couple students seemed to struggle
• What misconceptions did I do not believe there were any misconceptions. The NT with selecting a topic, so I directed them toward the
students have and how presented a well prepared lesson and the students had no instructions and a list of possible topics to choose from.
were they addressed by trouble understanding its goals.
the teacher?

After delivering the lesson, the NT went around to each

Students were able to choose their own topic and choose
CSTP 4: Learning student to confirm they understood his expectations. It is in
how to present their information. If students were unsure if a
Experiences those one on one conversations where he could differentiate
certain topic would be acceptable, if a certain source was
• How were students as necessary.
credible, or if a certain application would work for presenting
supported through As the NT circulated throughout the room, he met with
information, I encouraged them to reach out and ask me.
differentiated instruction? Students participated by paying attention to the each student which gave the opportunity for students to
• How did students presentation. They then set their goals for the project and ask any questions they had. They were all on task.
I checked in with each student to make sure they were on
participate? began research.
track and had a plan for how to compete the project. I
• How did the NT contribute directed all students to the rubric so they knew what they
to student learning? The NT was very “hands on” in his interactions with each
needed to do to perform well.
student.

CSTP 5: Assessing Student After students completed their research, they presented Students submitted their presentation after having over a
Learning their findings in a presentation of their choice: iMovie, week to work on it and check in with me along the way.
• How did students Keynote, Prezi etc.
demonstrate achievement Some students did not develop descriptions that were in-
of lesson objectives? Because this was a project that allowed students to choose The students produced iMovies, Keynote Presentation, depth or cite credible sources. A couple students copied and
• In what ways did students their subject and they wanted to present it there were none Prezi’s among other means of presenting all they had pasted bits of information instead of rewriting in their own
struggle or demonstrate that struggled with it. learned. words.
limited understanding?
• What teacher actions The lesson was well thought out and prepared. By speaking I believe that checking in with each student one-on-one and
contributed to student with each student he ensured they understood his having students complete the goal-setting activity helped
achievement? expectations and could complete the project well. contribute to student achievement.

Section 4: Post Observation Conference

To what degree did students Most students did a great job of choosing a relevant topic, gathering information from relevant sources, and presenting information in a clear and concise way. Overall, I was impressed
achieve lesson objectives? with the quality of work.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Student 3 turned in one of the most impressive
Focus Student 2 also chose a very unique topic projects out of all my students. While many of my
To what degree did focus Focus Student 1 chose a very specific, relevant topic that no (overharvesting of shark fins). I was impressed with the student chose to create a slideshow presentation, this
students achieve lesson one else in the class chose. The descriptions lacked a little overall organization of the presentation and the inclusion student made a 7 minute video that resembled a
objectives? depth on certain portions, but the student answered all the of relevant images and graphics. Like my ELL, this student newscast. The student went into great depth and and
questions and met all the requirements. lacked depth on some descriptions, but overall submitted included relevant graphs and images. All requirements
quality work. were exceeded and the student actually received bonus
points for creativity.

What would you do differently Next time, NT would like to encourage students to use a program/app that they have not used before to present their information. He would also like to check in with each student after
next time? giving them more time to work on the project so he can give feedback and ensure they are submitting quality, in-depth work.

1. The NT was very clear in setting his expectations.

What were three top Lesson
2. Although the project was challenging, students were motivated to tackle the project because it was something about which they cared and had a vested interest.
Strengths? 3. The one-on-one interaction he had with each student gave them the confidence they needed to research such an important topic.
1. According to the NT, some students needed a better understanding of how to avoid plagiarism.
2. He is also considering limiting modes of presentation as many chose to use apps that were commonly used. He is considering whether it would be beneficial to require
What were three top areas for
students to use an app or program they have not used in the past.
improvement? 3. The NT would like to include another progress check to ensure students understand the depth to which they need to research and information they are required to
present

The NT would like to provide feedback in various forms to ensure that the students who were unable to earn scores higher than 80% have a better understanding of how to use the
What are next steps? rubric to earn more points in the future.

Other Comments/Notes

I would like to take this opportunity to commend the NT on how well thought out this lesson plan was. I appreciated the subject he chose for its relevance as well as its integration with the core subject matter of Chemistry. He
made something that many consider to be abstract, tangible, which is something our students need to be able to solve the many environmental problems we face as a global community.

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 3 of 3