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
Anthony Palmer Alex.palmer@academy.longbeach.org Social Science 9-12
Mentor Email School/District Date
Intellectual Virtues
John Rodriguez John.rodriguez@academylongbeach.org 3/9/2021
Academy
Content Standard Lesson Objectives Unit Topic Lesson Title

10.5.2 -Examine the principal

theaters of battle, major
turning points, and the
importance of geographic
factors in military decisions Students will develop an understanding
and outcomes (e.g., of soldier’s opinions of WWI,
topography, waterways, retroactively apply this understanding
distance, climate). to photos we observed the last class,
World War 1 WWI Poem analysis
and have solid foundation of what the
war was like for future lessons by
10.5.4 -Understand the nature analyzing a poem and discussing
of the war and its human costs colorized war footage.
(military and civilian) on all
sides of the conflict, including
how colonial peoples
contributed to the war effort.

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 and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified ability to add new methods and
choices pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Informs students about learning objectives, outcomes, and
summative assessment results. Recognizes the need for
Involving all students in self-assessment,
5.5 emerging individual learning goals.
goal-setting, and progress monitoring
Monitors progress using available tools for recording.
Adapting instructional plans and
Begins to adapt plans and materials in single lessons or
4.5 curricular materials to meet the assessed exploring
sequences of lessons to address students’ learning needs.
learning needs of all students.
Gathers and uses additional instructional strategies in single
Utilizing instructional strategies that are lessons or sequence of lessons to increase student
3.4 exploring
appropriate to the subject matter understanding of academic language appropriate to subject
matter.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
● Summarize critical needs and “Candice” - This student is a good candidate “Carly” - This student was “Tony” - I chose this student
how you will address them
during this lesson. to track because they have trouble focusing selected because they enjoy because they are extremely
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 quiet. It is difficult to know
what they understand or are
the class and are very
thinking because they do not
intelligent however they do not
typically participate in
submit all assignments and
discussion. They also struggle
struggle to make large
to submit assignments so it is
connections across a unit. My
difficult to gauge their
goal with this student is to help
in class and struggles to submit assignments. understanding. My goal with
build a connection from the
I will mindfully place this student in a strong this student is to put them in
previous lesson (which they did
breakout group to empower them to a breakout room that I know
well on) using the structure of
collaborate and at least complete the will have good answers to the
this lesson and placing them in
assignment with the rest of the group in reading questions so they
a strong breakout group. I will
class. have something written
also gauge their growing
down. I will then make a
understanding of soldier’s
point to include them in our
opinions of the war by grading
debrief discussion. I will tell
their poem close-read
them I will call on them for a
assignment and reading their
specific question so they
exit ticket.
need to be ready with a
response.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My emphasis is getting my students involved in the
self-assessment and progress monitoring of their Learning and reflecting along the way IS
growth during this unit (CSTP 5.5) effective! Even just asking students to
question their progress in both
Inquiry Focus/Special Emphasis I am incorporating my emphasis through an exit ticket immediate and long-term goals
● What is your inquiry focus and/or special emphasis? at the end of the period by asking them reflective, yet establishes and reinforces the purpose of
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson? simple to answer questions about their work today and the growth mindset. I say that because
● What specific feedback do you want from your ME? their growth towards their unit goal. while everyone may not answer the
questions, it frames learning as part of a
Is this an effective way of getting my students involved process instead of something to cross off
in the self-monitoring process in the middle of the the to-do list.
unit?
Good calls on those three students, in
general. In particular for one class
period, what will you do if Student 1
does not show up, as usual? For Student
2, she is hit or miss depending on… who
Inquiry Focus/Students Are my goals for these students reasonable for them & knows? Sometimes she phones it in,
● What specific feedback regarding your focus students
do you want from your ME? reasonable to meet in one class period? sometimes she just wants to talk about
cats, and sometimes she’s the shot
caller. Student 3 is certainly capable; he
lobbied hard to get into my Honors
English class. I have also seen him as a
follower, more often.
It’s a good call to have them put their
names or initials by their response,
because Jamboard doesn’t let us see
Specific Feedback Is the exit ticket effective or would it be better who adds a note. Another effective
● What additional specific feedback do you want from implemented if I used it to gauge content strategy you are planning with this is to
your ME regarding lesson implementation?
understanding? make it a condition of dismissal. Of
course, a student just needs to hit the
“Leave Meeting” button, so enforcing
this may be a challenge.
Instructional Planning Lesson structure: The video was so short and the text was
● How is the lesson structured (opening, body, and
closing)? ● warm up question more about the technology and curiosity
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● an introductory video to get student’s of adding color to the film. The
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 attention and thinking about the topic of life
during war
● a close read activity to further understand
interesting point was made about how
soldier’s attitudes about the war
we are more likely to humanize the
● independent work time
subjects in the film if they were in color.
● a debrief of students’ answers to reading
In all the shots, the soldiers were at
questions
leisure and seemed happy. Were those
● an exit ticket to monitor their own progress
propaganda shots? It wasn’t until the
● What progress monitoring strategies will be used? towards their unit goal and understanding of
How will results inform instruction? director said that his grandfather was in
the day’s content.
the war that I felt any humanization
happening.
Instruction is differentiated by looking at photographs,
video, reading a poem, whole class discussion, and
Students will put more time into the
answering reading and critical thinking questions.
poem, and that’s where the real impact
of this lesson comes from.
I will monitor progress with the warm up question,
video discussion, close-read discussion, grading the
close-read answers, and the exit ticket.
Another way to do this is by reading
The imagery we will observe will be very compelling
letters home from actual soldiers. That
because soldier’s faces will be much more lifelike than
gives them a name and a life. I’m not
old, black and white footage that is sped up in an
sure that color vs. B&W photo will be
unnatural way. The imagery is also colorized creating a
enough to humanize long-dead,
much more realistic feel and helps the viewer
Student Engagement/Learning unnamed faces. Think about the Vietnam
● How will you make the lesson relevant to all the
determine how old these soldiers are. I will lead
Veterans Memorial. It has 58,000 names,
students? discussion towards the fact that these soldiers are not
● How will students show progress towards master of carved into black granite, listed by date
lesson objectives? that old. Many are young and look like they could be
of death. If it instead only had the
my students’ classmates.
number “58,000” no one could humanize
the loss.
Students will show progress towards mastery of lesson
objectives through their work and discussion about the
Again, though, the work on the poem
poem and close-read assignment and their exit ticket.
looks to be more powerful.
My classroom norms, established one day one and
reviewed periodically, all ensure a positive, safe, and
equitable learning environment.
Mr. Palmer’s Classroom Norms:
● Equal participation
o Raise your hand before speaking
Classroom Management ● Open-mindedness
● How will you maintain a positive learning ● Respectful
environment with a welcoming climate of caring,
respect, and fairness? ● Considerate of how other feel I’ve seen this in action in your class.
● Identify specific classroom procedures and strategies ● Safe learning environment
for preventing/redirecting challenging behaviors.

Students raise their hand before speaking or speak in

the order I indicate (“Sam first and then Victoria”)
Class norms and building of respect and kindness have
taught my students to be polite when speaking and they
are very good about being cautious if 2 students speak
up at the same time.
It is ambitious and admirable to assess
We will close the lesson with a debrief of their answers
their close reading of a poem, as
for the poem close-read assignment and an exit ticket
opposed to informational text. Some
which will ask my students to self-assess their learning
Closure students may get lost in the literary
● How will you close your lesson? and progress towards their unit goal.
● How will you assess student learning and prepare
analysis of it and may not connect to the
them for the next lesson? historical aspects. It would help to have a
I will assess student learning by grading their poem
rubric for them (and you) to see what the
close-read assignments and reading their responses to
grading criteria will take into
the exit ticket.
consideration.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
 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 Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students When teacher reviewed worksheet, she asked additional questions of analysis all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their
and evaluation (“which problem-solving strategy do you prefer? How could you pick two strategies and identify at least one similarity and one questions; comparison/contrast was the most common
● In what ways were create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy analysis question. I need to give them a Bloom’s question
students engaged? and created two math problems to exchange tomorrow. stems handout next time.

Throughout the lesson, I felt

Students opened the necessary that students were actually
NT prepared students at the beginning of documents on their computers prepared and had the necessary
the class by asking them to have the for easy access later. They also documents ready to go because
Specific Feedback
● What information can you
appropriate documents open and ready so engaged with the check in there was very little waiting for
provide the NT regarding there was minimal down time during the question: “PB&J or Ham and students to catch up.
requested special
feedback? lesson. NT reviewed classroom norms to Cheese?” There was much
establish an environment of collaboration, friendly debate verbally and in the The check in question
courage, and open-mindedness. chat which was a nice way to start responses were hilarious and
the class. helped get the class off to a
great start.
CSTP 1: Engaging All NT has established a class community of
Students Students impressed me with
● In what ways were open-mindedness and courage which is
students engaged? How 3 students started class with their their communication and
evident by the students talking with the NT
were students not cameras on and kept them on volunteering throughout the
engaged? and each other at the start of class and
● How did students throughout the entire lesson. lesson. This has been a growing
contribute to their throughout the lesson. When prompted by a
Students mostly volunteered to trend throughout the year and
learning? discussion question, about 4 students
● How did teacher and/or respond to discussion questions; shows how well of a community
students monitor constantly volunteered to respond. NT
learning? non-volunteers called on, too. we have built and how much
● How were the focus
encouraged other students to respond by
they have grown individually
students engaged and asking for more answers/opinions or calling
supported throughout this year.
the lesson? n students directly.
It was very encouraging to see
immediate student response to
photos or video without being
CSTP 2: Effective Frequent NT encouragement and modeling Students would respond to each prompted. This helped lead into
Learning Environment
● How did students and of accepting and building on ideas, including other in discussion including my prepared discussion
teacher contribute to an seeking follow-up questions and contrary disagree respectfully when questions organically and made
effective learning
environment? ideas. opinions varied. it feel like others how
participated really wanted to
talk, not just answer my
questions.
CSTP 3: Organizing NT scaffolded this lesson well with previous
Subject Matter 2 lessons introducing and discussing the
● What actions of the NT Students were engaged with the
contributed to student topic of soldiers’ opinions of WWI. The Only one student in the chat
assimilation of subject lesson from bell to bell. They
lesson sequence made sense and gave rise asked “what are we doing”
matter? were able to follow the lesson
● How did students to thoughtful discussion with each step. The during the lesson which is
construct knowledge of progression without getting lost
subject matter? lesson was also utilized different kinds of great. Usually I have about 2-3
● What misconceptions did
between photos, video, poem
sources including photos, video, and a poem questions like this in a lesson.
students have and how document, and exit ticket.
were they addressed by which helped keep students engaged and
the teacher?
synthesize the information.
NT prompted thoughtful discussion I tried to pair students
questions throughout the lesson as well thoughtfully with making the
Students engaged with the
provided reflection questions at the end of breakout rooms so no one felt
CSTP 4: Learning discussion questions and provided
Experiences the poem analysis document. abandoned while completing
answers to the reflection
● How were students If student responses lacked clarity, NT asked the poem document. We
supported through questions on the poem document
differentiated questions to help that student develop their debrief the questions on the
instruction?
before debriefing as a whole
contribution. document as a whole class by
● How did students class. Students were discussing
participate? When sending students to break out rooms students sharing out their
● How did the NT contribute with each other in the breakout
to work on poem document, NT paired responses. Not all had similar
to student learning? rooms and helping each other
students in such a way that they would responses which led to good
answer the reflection questions.
support each other. Students who typically reflection. Students were
struggle with reading and comprehension allowed to adjust their answers
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 were paired with stringer students so there
if their thinking changed based
was a support system there for the students
off the debrief.
weaker with reading.
Student responses showed that
NT asked questions or asked students to This was the first check in for
the majority understood what
CSTP 5: Assessing explain their thinking or responses if student student goals and I was
was being discussed in the lesson.
Student Learning was not clear or if it seemed that other pleasantly surprised with the
● How did students Those that seemed to struggle
demonstrate students did not understand what was said. honesty of the answers and
achievement of lesson were the same students who
NT had students complete a google form as how well they seem to know
objectives? were quiet throughout the lesson
● In what ways did an exit ticket to gauge their understanding themselves. When asked what
students struggle or and did not ask any questions.
demonstrate limited of the lesson and as a check in for their they need to do in order to
Students answered honestly
understanding? goals they set for this unit. This provided achieve their goal, many
● What teacher actions when asked how they are
contributed to student students with the opportunity to self-assess responded with real next steps
achievement? progressing with their individual
and provided NT with data on which to and not a generic answer like
goals and gave next steps to
proceed with into the next lesson. “try harder”.
achieving them.
Section 4: Post Observation Conference
Based on our discussion in class and data from the exit ticket questionnaire, I believe students achieved the
To what degree did students lesson objective. Overall, they showed that they understood the message of the poem which was that war was
achieve lesson objectives? no longer something to romanticize like it was before in history. Understanding the objective was achieved in
part by the sources and discussions earlier in the lesson as well.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
“Tony” was still very quiet
during this lesson. Upon
grading their reflection
question responses and
looking the data from the exit
“Carly” did achieve the ticket google form, I do think
“Candice” has been MIA for months and it is
To what degree did focus objective with the help of the that they achieved the
very difficult to contact them. Part of the
students achieve lesson class discussions and objective. Their ideas were
objectives? issues is that they have been struggling with
classmates helping them clear and communicated how
weak internet connectivity. Candice did not
through the reflection the soldiers described in the
achieve the objective.
questions in breakout rooms. poem felt: unmotivated and
suffering at a level that they
would not wish it on their
enemies. They responded
“there is no glory in fighting
or dying like this.”
I felt that I rushed the end of the lesson in order to get the students to complete the exit ticket and provide
What would you do differently
next time? feedback on how they are progressing towards their unit goal. I think I missed out on some valuable
conversation and the exit ticket could have easily been an “entrance ticket” at the start of the next lesson.
What were three top Lesson
Strengths? Organization, student engagement (discussion and teamwork), and students’ open-mindedness.

-Sending a private chat to select students letting them know that I will be calling on them for a specific
discussion question so I make sure they are participating and so they get a chance to have their thoughts and
What were three top areas for
improvement? voice heard by their peers.
-Not rushing the end of the lesson when it is unnecessary.
-Involve students in more meaningful self-assessment.
Continue planning lessons like this. The pacing worked out well and the activities were varied and unique. Not
What are next steps? ever lesson can be packed with discussion and interesting resources like this one so how can I maintain a similar
level of interest on days unlike this one?
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