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
th
Lidia Azouz lazouz@newroads.org History/Social Science 8 Grade
Mentor Email School/District Date
pbentivoglio@newroads.org 10/12/21
Patirica Bentivoglio New Roads School
Lesson delivery 11/2021
Content Standard Lesson Objectives Unit Topic Lesson Title
8.1 Students understand
the major events What caused American
preceding the founding of colonists in different
Colonial Foundations and
the nation and relate their colonies to unify as one Prelude to The French and
European Contact
significance to the nation leading up to the Indian War
development of American French and Indian War?
constitutional democracy.

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.)
Adapting instructional plans and Makes adjustments and adaptions to differentiate instructional plans.
4.5 curricular materials to meet the Applying Uses culturally responsive pedagogy and additional material to
assessed learning needs of all students support students’ diverse learning needs.
Decides on the purpose for assessment and skills to be assessed to
Applying knowledge of the purposes, select appropriately matches pre-formative and summative
5.1 characteristics and uses of different Applying assessments.
types of assessments Selects assessments based on clear understandings of the purposes
and characteristics of assessments to support student learning.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
For my student of choice, since
For my student with
they are dyslexic, I will be
exceptionalities since the student
For my ELL student who is still providing a chunked version of
can become anxious, I will be using
emerging in language I want to focus Ben Franklin’s article and
Focus Students nonverbal cues such as a hand
 Summarize critical needs and how on vocabulary building. We will be photographs as a supplement to
signal when he needs my support.
you will address them during this reading a primary source from Ben use for instructions. This poster
lesson. That is the most critical need
Franklins, “Join or Die” article so I activity will be given to the
especially when I will be
want to ensure that the student will students to fully support
introducing a primary source
be well equipped to follow along. students who have a hard time
reading, lecture and give
conveying their thoughts with
instructions on a poster activity.
words.
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 How can students read the same source and How will I use the following days to reinforce
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or analyze and understand the message behind the this lesson if the students did not understand
special emphasis into the lesson? text? it within our 50-minute block. Are there some
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 I will provide the students with close reading
questions as they move along to check their
things I can move on quicker from or what do
understanding as they read the text information.
I need to emphasize with this specific class?
 What specific feedback do you want from your ME? This will help all my students to contextualize
What are their needs? More direct
Ben Franklin’s primary source. This will also help
instruction, more one-one one?
them understand one of the causes of the
French and Indian War.
In my reflective practices as an educator, that
is the overall question. I am providing the
Inquiry Focus/Students How else can I create more support for all my
students with a significant number of tools to
 What specific feedback regarding your focus students students to ensure they have understood the
do you want from your ME? become successful. It is all about execution
material?
and instructions given to the students that
will be relevant at this point.
Nonverbal and verbal cues are helpful.
Specific Feedback How can I create cues to check for However, if I provide students a quick
 What additional specific feedback do you want from
your ME regarding lesson implementation? understanding? checklist for each step I can walk up to the
students and see where they are stuck.
Opening:
- Warm Up:
Join or Die Image Analysis by Ben
Franklin (Projection on board)
- Body:
Lesson on the French and Indian War
Primary Source Analysis: Ben Franklin
with Close Reading Questions (Google
Classroom)
Instructional Planning - Closing:
 How is the lesson structured (opening, body, and What ways will I leverage technology in the
Yell Out: Share one new fact you’ve
closing)? lessons and what are my plans if the tech
 What varied teaching strategies and differentiated learned on Padlet.com
instruction will help students meet lesson goals? does not work? Consider alternative methods
 What progress monitoring strategies will be used? such as hard copies.
How will results inform instruction? Teaching strategies and differentiated
instruction will include to-do list, non-verbal
cues with focus student, vocabulary list for EL
student and chunked handout of reading for
students who would like a copy including my one
focus student.

Progress monitoring: verbal check-in as I walk

around the class. Check for understanding by
asking guiding questions throughout the lesson.
The use of propaganda and how it changes the
Student Engagement/Learning perception of people. The idea is after the In a slideshow ensure that the lesson
 How will you make the lesson relevant to all the colonists read Ben Franklin’s article; they were objectives are visible and gently remind the
students?
 How will students show progress towards master of willing to join the cause. I want the students to students that we are seeking to understand
lesson objectives?
make a connection with propaganda used today the question.
in the media.
- We will review the “Ways of the Jag” to
remind the students that all voices are
Classroom Management
respected.
 How will you maintain a positive learning - Positive reinforcement to students who Remind students of which aspect of the
environment with a welcoming climate of caring,
respect, and fairness? answer questions correctly or modeling growth mindset chart they are partaking in
 Identify specific classroom procedures and strategies behavior that is honorable. and reinforce unity with equitable voices.
for preventing/redirecting challenging behaviors.
- Discuss studentship opportunities and
how this can help their participation in
the class.
Closure I will close my lesson with a “Yell out” and give Want to consider a more reflective practice
 How will you close your lesson?
 How will you assess student learning and prepare my students the opportunity to reflect on the that will allow student voices to be heard.
them for the next lesson?
importance of propaganda in our daily lives. Often students feel unheard when something
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 I will assess the student learning by verbal cues
walking around the class to check their is so informal.
understanding and even extend it to each person
share out and respond to their lesson of the day.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. 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
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.
two math problems to exchange tomorrow.

Speak more slower to ensure

students are hearing directions
clearly.
Ask students to repeat instructions to Students were able to grasp the
check for understanding. Students answered the questions main point however we ran out of
Specific Feedback It took some time for the students to throughout the class with the class time to complete the close
 What information can you settle down after lunch, I would assistance of Lidia. They also had reading together, so it was for
provide the NT regarding
requested special suggest a quick redirection with an small academic discussions homework. I ran out of time and
feedback?
opening question for attendance. throughout the class with one rushed through the closing that I
Some of the students did not have another to check for understanding. would’ve liked some more time for
charged computers for lesson a deeper reflection on padlet.
activity. Recommendations to send
note home to parents/guardians
regarding technology.
The students were comfortable and
eager to use their computers. They
were all engaged on screen and
managed to follow the lesson while
using technology. The focus students
CSTP 1: Engaging All
Students were supported by supplemental
 In what ways were students
Students were engaged by Students were engaged however
suggestions Lidia created on Google
engaged? How were discussing the warmup question, some students remained quiet
students not engaged? Classroom. She informed me that she
 How did students then when it was time to open their during class. I want to find strategic
has the option to add supplemental
contribute to their laptops and get to their guided ways to reach students that are
learning? documents to students on Google
 How did teacher and/or practice, they were working often quiet during class. I want to
Classroom without all the students
students monitor together by discussing some of the incorporate more forms of silent
learning? having access. She added a checklist
 How were the focus questions. They also asked Lidia for discussions like a discussion post or
students engaged and for her focus students that she added
clarifying questions. padlet.
supported throughout the
lesson?
to their google classroom
assignment, she also added a simple
instructional video for guiding the
students that them some
information about the “join or die”
poster.
As mentioned before, find ways to
engage students who are quiet. This
seems to be difficult. Also it is
Her structure of the lesson, with an The students responded to effective when students work and
CSTP 2: Effective Learning
opening, middle, closing allowed for questions, asked clarifying complete assignments in class
Environment seamless transitions. She also made questions, and kept the collectively because some of
 How did students and it equitable by differentiating conversation going. students are having a hard time
teacher contribute to an
effective learning instruction for her focus students. The students also were working completing assignments when they
environment?
The students were given clear diligently on the assignment get home. Many of the students
instructions that were concise. throughout class. struggle with several executive
functioning skills and this becomes
problematic when it’s time for work
completion.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
CSTP 3: Organizing Spoke to Patricia about the
Subject Matter language used during my lesson and
 What actions of the NT Lidia used words and phrases such
contributed to student she had questions regarding how I
assimilation of subject as, Activating Prior Knowledge, Close Students formulated and
created a classroom environment to
matter? Reading, Corroboration and constructed plans/responses
 How did students construct understand that vocabulary. I
knowledge of subject Continuity throughout the lesson. It following Lidia’s guidelines of
matter? informed her that I started the
was also highlighted in the close learning history.
 What misconceptions did semester with a unit zero where I
students have and how reading.
were they addressed by taught them historical thinking
the teacher? skills.

The students were supported

CSTP 4: Learning because they were given open ended
Experiences Students shared their feedback As mentioned, I provided
 How were students questions that allowed for the lesson
during the warmup and while they supplemental materials and
supported through to flow. As the class was reading the
differentiated instruction? were working on the primary source differentiation by adding a checklist
 How did students primary source together and
participate? document. Students were raising and chunking the reading for the
answering the questions. Lidia
 How did the NT contribute their hands and eager to respond. students.
to student learning? numbered the sentences in the
paragraphs to guide them.

CSTP 5: Assessing Student

Learning
 How did students Lidia introduced the objective and As I was reflecting at the end, I
demonstrate achievement
of lesson objectives?
essential questions to the class. Students completed the padlet as a considered that offering two
 In what ways did students When it was time for closing Lidia closing. This was a way to quickly optional questions and allowing
struggle or demonstrate
limited understanding? repeated the objective and asked the assess the students. students to answer whichever
 What teacher actions students to answer via padlet. answer they felt comfortable asking.
contributed to student
achievement?

Section 4: Post Observation Conference

Throughout the lesson, I was able to see a great improvement in student mastery of the essential questions and objective. I
To what degree did students really believe that if I differentiate for all my students, it will help them all besides just only helping my focus students.
achieve lesson objectives? Personally, I equate this increased improvement to the implementation of differentiated instruction as well as
the technology.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

There was slight confusion with the Focus student 2 did not submit the
This student is neurodiverse and
reading however this student is very homework when they got home. I
is very passionate about history.
bright and rises to the challenge. This immediately followed up with
To what degree did focus However, this student tends to
student is vocal and informs me when their tutor and parents the
students achieve lesson forget about assignments. I
objectives? they cannot pronounce a word or when following day to ensure that the
they need to use the dictionary. In this
followed up with the spectrum
student had an extra copy of the
case, the student had words that were in assignment and opened a team to inform them about the
bold for them with definitions to help upcoming assignment that they
streamline of communication with
while reading. would be taking home.
their support team.
- Find ways to engage more of my quiet students.
What would you do differently
next time? - Consider chunking the reading for all students
- Go over the answers the following class to check for understanding
- Warm up discussion
What were three top Lesson - Padlet closing with 100% participation especially for students who often times to do not vocalize in the
Strengths? classroom.
- Differentiation in the assignment
- Following up with students and their support teams for big assignments
What were three top areas for - To ensure equitable voices are heard through different modes of communication (for example a
improvement? discussion post for the warmup)
- Have a timer to wind down for closing rather than rushing.
Use the playlist or the tic-tac-toe to offer opportunities of choice in the classroom.
What are next steps? Ensure I proactively speak to support teams including spectrum, ELL and parents for a big assignment to ensure
there is a follow up at home.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
 All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

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