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

Jennifer Sampson jsampson@bousd.us History 7th and 8th

Mentor Email School/District Date

BJH/ Brea Olinda Unified

Gina Dauphin gdauphin@bousd.us 10/10/2018
School District
Content Standard Lesson Objectives Unit Topic Lesson Title

7.2 Students
analyze the geographic,
political, economic,
religious, and social
structures of the Students will
civilizations of Islam in understand the
the Middle Ages. geography of the
1. Identify the physical Middle East by
Islam Geography of the Middle East
features and describe completing a map
the climate of the activity online using
Arabian peninsula, its the National
relationship to Geographic website.
surrounding bodies of
land and water, and
nomadic and sedentary
ways of life.
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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
formed and just coming into investigates and examines increased relevant and elements into a cohesive and ability to add new methods and
prominence pedagogical practices suitable use of pedagogical unified pedagogical repertoire strategies into pedagogical
choices repertoire

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

Integrates a wide range of adapted resources, technologies, and instructional

Using and adapting resources, technologies, and
standards-aligned instructional materials including I- materials to meet identified student needs and make subject matter accessible to
3.5 adopted materials, to make subject matter
accessible to all students
Integrating students. Assists students with equitable access to materials, resources and
technologies. Seeks outside resources and support.

Planning instruction that incorporates Plans instruction using a wide variety of strategies to address learning styles and
I-
4.4 appropriate strategies to meet the learning meet students’ assessed language and learning needs. Provides appropriate
needs of all students Integrating support and challenges for students.

Section 2: Pre-Observation Conference

Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan
lesson plan. reflection.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis?
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson?
• What specific feedback do you want from
your ME?
Focus Student 1: English Learner
Instructional Strategies to meet
the needs of all students. What
impact will the incorporation of
multiple instructional strategies
have on the learning needs of all
students (especially the EL
population) as measured by
student class work and the chapter
Will students already know/ be
exam? introduced to the Middle East?
I will incorporate this special
emphasis by using direct
instruction to show example and
explain instructions, then giving
the student time to work alone on
the first map. Then on the second
day allowing student to work with
their elbow buddies.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Focus student number

Focus Students
• Summarize critical needs
and how you will address
them during this lesson.
Student number one is and
EL student who scored a
low 2 on the ELPAC and is
considered a novice English
learner who is minimally
developed. He requires
translations in class from
out aide in order to stay on
task in class. I have chosen
him as a focus student
because although he is very
minimally developed with
his English he works very
hard in class and I have
already seen an
improvement.
three is also a resource
Focus student number 2 is a student on an IEP with a
resource student with and specific learning disorder
IEP who has a specific that effects her sight. She
learning disorder who wears glasses but still
struggles with reading and struggles heavily with
writing. He mixes words up seeing both distance and
when he is reading and this close up. She can see,
effects his comprehension of relatively well, a font 14
the information. However if on worksheets or readings
he is listening to the and can read and
information read to him or to participate in class with
a lecture his retains the readings. Her writing
information at a high level. however is a different
His spelling is also very low, story. Although the
he almost shows evidence of information is almost
dyslexia with his writing. He always accurate, it is
is very smart though and is almost impossible to read.
great at participating. I have I chose this student
chosen this student because I because she is such a hard
am trying to learn and worker and LOVES history.
develop new ways to help She is interested in the
him succeed in class and information and activities,
many of these ways use she just needs certain
technology. modifications to perform at
the level of the other
students in the class.

How did they do on the assignments in

• What specific feedback regarding your
focus students do you want from your ME?
Specific Feedback
What additional specific feedback do you
•
want from your ME regarding lesson
implementation?
regards to my special emphasis on What specifically are you looking
using different instructional strategies? for? For example, could they answer
Are their any other modifications that the focus questions, identify key
you forsake being beneficial to the points of the map?
specific students above?
How did the students do with the use
of technology? Did I give enough
I will look for this
instruction on how to use the website
to answer the questions?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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Instructional Planning
How is the lesson structured (opening,
•
body, and closing)?
• What varied teaching strategies and
differentiated instruction will help
students meet lesson goals?
• What progress monitoring strategies will
be used? How will results inform
instruction?
Student Engagement/Learning
• How will you make the lesson relevant to
all the students?
• How will students show progress towards
master of lesson objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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On the first day of the lesson, student will start off by
answering a warm-up (bell work) questions that asks
what they already know about the geography of the
Middle East. Students will first share responses with
their elbow buddy, then we will discuss as a class. I will
then instruct the students to get their chrome books
and come back to their desks and wait patiently for
instructions. I will ask students to put everything away
except a pen or pencil and their colored pencils. I will
then pass out the blank map of the Middle East. I will
then show the students the National Geographic
websites mapmaker interactive and demonstrate how
to use the site and review the expectations for this
activity. Students then are instructed by me to open
their chromebooks, go to google classroom and click
the link provided and begin filling in their map and
coloring it according to the instructions. Students work
on this independently and at the end of the period we
review the map together as a class.
On the second day, student will start off by answering a
warm-up (bell work) questions that asks about the
Middle East map from the previous day. Students will
first share responses with their elbow buddy, then we
will discuss as a class. I will then instruct the students Will the students on day two have
to get their chrome books and come back to their desks one worksheet that they fill out or
and wait patiently for instructions. I will ask students they act are working on their own,
to put everything away except a pen or pencil and their
but can collaborate when needed?
map from the previous day. I will then pass out the
instructions for the interactive mapmaker activity day
2. I will walk through the instructions with the
students, then demonstrate on the projector how to
complete the questions by adding a layer to the map
and answering the first questions with them. Once I am
confident the students understand the process, I allow
them to open up their chrome books and work with
their elbow buddy to go through the rest of the
questions. The next day we review the answers
together as a class and discuss the major topics
(climate, religion, etc.) of the geography of the Middle
East.
I use direct instruction to explain and demonstrate
what is to be done, students then work independently
on the first map and with small groups on the second
map.
Students will show progress towards mastery of lesson
objectives by participating in class discussions,
following along during class time and answering the
questions or filling in the map, then sharing out
responses when we review as a class.
I make the lesson on the geography of
the Middle East relevant to all
students is by using It will be interesting to see how well
nationalgeographic.com and by asking the students can handle this website
questions about the Middle East today as they work.
so the students can compare when we
start learning about it in class.
Page

Classroom Management
• How will you maintain a positive learning
environment with a welcoming climate of
caring, respect, and fairness?
• Identify specific classroom procedures and
strategies for preventing/redirecting
challenging behaviors.
I will maintain a positive learning environment
for my students by continually referencing my
class expectations, my class and school wide
matrix and the voice level chart. I will also
explain to the students before the activity how
to give constructive and thoughtful feedback
instead of being rude/ disrespectful. Students
can also reference sentence starters within their
binder to help them with this. My classroom is
also set up in a way to promote positive
I like your inclusion of how to give
behavior.
feedback without being rude
Some classroom procedures and strategies I use
for preventing challenging behaviors are to make
my presence known to the groups/ stay close to
groups off task. Also I would reference the
classrooms expectations/ matrix to redirect poor
behavior. To prevent poor behavior I would be
very careful with student grouping prior to the
lesson. I might also privately talk to certain
students and encourage them to stay focused.

First day the close of my lesson will include a

Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
class discussion on the map of the Middle East.
Next as a class we will review the map and
questions from day two and discuss main points. looks good
This conversation will help us understand the
the similarities of the geography of the Middle
East today compared to back in 600 AD.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
Student groups answered worksheet questions that
EXAMPLE When teacher reviewed worksheet, she asked Students completed the worksheets and were able to
included all levels of Bloom’s (“Identify 6 problem-
CSTP 1: Engaging All additional questions of analysis and evaluation ask questions. Most groups needed revisions for their
solving strategies; pick two strategies and identify
Students (“which problem-solving strategy do you prefer? How questions; comparison/contrast was the most
• In what ways were at least one similarity and one difference between
could you create a math problem that could be common analysis question. I need to give them a
them”). Groups then selected a strategy and
students engaged? solved with this strategy?”) Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Demonstrated how to login or
access the website; students
were already familiar with
the website from the day
Student in front closed the
before, but not with using
chromebook after the second
the layers.
reminder; everyone else
“Pause and wait for the next closed theirs the first time,
including FS2 & 3.
instruction”
FS2 & FS3 eyes on teacher &
T Walked to the back of the
demonstration. FS2 & FS3 From this lesson and the
room to make sure everyone
Specific Feedback both worked with their feedback I gathered that
was there.
• What information can partners. FS3 Watched focus students understood
you provide the NT
regarding requested partner work login & add the instructions and
T “Close your chromebook
halfway to focus on me right layers after she had finished
special feedback? successfully got started on
that step and followed with the lesson.
now.”
“Get it?” FS2 received help
from his partner and teacher
T Demonstrated by doing
on adding two layers.
number one while students
Partner helped FS2 as
watched. “Now that we’ve
added the layer, what else do needed, while he helped his
partner with answering the
we need? The Legend!”
questions.
T demonstrated the how to
adjust the transparency in
order to accurately interpret
the legend.

All students worked with

PRIDE cards given to those their partners to complete
who were called on and the worksheet. They each
CSTP 1: Engaging All answered. had their own chromebook
Students
and navigated the website
• In what ways were
students engaged?
“Do I need something else [to on their own, but they
How were students understand what these colors consistently discussed and
not engaged?
mean]?…Yes! The legend!” Students were very engaged
• How did students
helped each other navigate
contribute to their in the lesson and showed
learning? & interpret the data.
“I can’t tell what the color excitement through
• How did teacher and/
Students often were pointing
or students monitor is…I can adjust the comments.
learning? at not just their own screen,
• How were the focus transparency.”
students engaged but their partners. They
and supported first asked their partners,
throughout the Used pointer while
lesson? before asking the teacher.
demonstrating.
“This is actually really
“Isn’t this interesting?” interesting!”
During teacher instruction & Student in front closed the
demonstrations, teacher told chromebook after the second
students to close their reminder; everyone else
chromebook halfway. Teacher closed theirs the first time, Environment was very
CSTP 2: Effective
Learning also emphasized & including FS2 & 3. monitored by myself and the
Environment encouraged students to help adalt aide in the room.
• How did students and
teacher contribute
each other out. Students would often check Students were very aware of
to an effective
learning in with their partners with, how they were to act during
environment? “Get it?” and give each other this activity.
reminders from the
demonstration, “Don’t forget
to adjust the transparency.”

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Warm-up was on the board &
students began completing it
as they entered the room.
Name two countries that
border Saudi Arabia using the At least 7 students raised
map from yesterday. their hand to answer the
CSTP 3: Organizing warm-up. PRIDE cards given
Subject Matter “Today we’ll be exploring to those who were called on
• What actions of the
NT contributed to
maps to look at other things and answered. Through the warm-up and my
student assimilation like climate, population, use introduction mini lesson I was
of subject matter?
• How did students of electricity using the Students used the able to prep the students for
construct knowledge Interactive Map on Nat. Geo. interactive map to answer there assignment. I also
of subject matter?
• What misconceptions Site.” questions on the worksheet. provided examples and
did students have Some of the questions modeled my expectations.
and how were they
addressed by the Teacher reminded students to required them to interpret
teacher? consider what happened in the information, which they
Christianity after the Great did after discussing it with
Schism when Christianity their partner.
split when answering the
question on whether the two
different Muslim groups live
peacefully or in conflict.

Students used the

interactive map to answer
questions on the worksheet.
Students were partnered
CSTP 4: Learning Some of the questions
based on ability level, social
Experiences required them to interpret
skills, and personality. FS3 Lesson was modified through
• How were students
the information, which they
supported through has her own chromebook and student seating chart,
differentiated did after discussing it with
instruction? was provided an electronic worksheets, and adult aides
their partner.
• How did students
participate?
version on via Google to help all students be
• How did the NT Classroom, but she chose to successful.
contribute to FS2 Worked with partner to
not use it. Instructional Aide
student learning? discuss the answers. “I’m
helped all students. dyslexic, OK” when
partnered corrected
something he wrote.

CSTP 5: Assessing First student finished at

Student Learning 12:55 and started reading a
• How did students
demonstrate
Teacher and Instructional book. Three more finished
achievement of Aide moved around the room at 1:03.and began working
lesson objectives? Through observations,
helping students, listening in on their map from the day
• In what ways did student work and the final
students struggle or on their discussions, looking before. Most students had
demonstrate limited exam at the end of the unit.
understanding? at their answers, and offering 2-3 questions left to
• What teacher help. complete for HW. FS2
actions contributed
to student finished before the bell; FS3
achievement? had two more to complete.

Section 4: Post Observation Conference

95% of students achieved all learning objectives from the lesson. These objectives were
students will understand the geography of the Middle East by completing a map activity
To what degree did online using the National Geographic website. After completing the map political and
students achieve lesson physical map of the Middle East and answering questions with their elbow buddy about the
objectives? geography, then reviewing both together as a class students were able to clearly see and
understand the learning objectives. I then checked this with their worksheets and overall
scores on the map portion of their Islam exam.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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100%- With modified
To what degree did worksheets, a modified test, the learning objectives at
focus students achieve
and an adult Spanish speaking almost 100% accuracy. He
lesson objectives?
aide FS1 was able to
complete and learn the
learning objects.
93%- With Modified
worksheets, and a modified
test FS3 was able to learn
the learning objectives at
almost 100% accuracy. He
95%- With Modified has a really hard time
worksheets, and a modified focusing, so after two days
test FS2 was able to learn on in class time he had to
take some of the activity
home to finish. He then
struggled with remembering never fully finished both
certain location on the map worksheet. I then had to
for the test and needed a ask my adult aide to work
little extra time on the with him during some down
second map worksheet. time in class/ lunch/ snack
to finish. Then on the test
he also struggled with
remember certain
locations.

Next time I would allow for more reflection time at the end of every day were students
What would you do
differently next time?
can work with their elbow buddies to compare notes and discuss. This peer work time is so
important for understanding but sometimes gets lost because of a lac of time.
Top three lesson strengths include using technology, excitement of the lesson, and in the
incorporation of group work. This lesson uses a really wide variety of technological tools
What were three top
to keep the students interested and excited about learning the geography of the Middle
Lesson Strengths?
East. Student LOVE the national geographic website, especially the interactive mapmaker
feature.

Top three lesson struggles or areas of needed improvement were timing due to the nature
of the online assignment and it being the first time in class that we completed this,
another was chrome books and the technology aspect of the assignment because
What were three top
areas for improvement?
unfortunately the internet was not working well that day. The last struggle with this
particular lesson, was student participation when it came to homework. If students did
not finish in class, then they would need to finish at home. If they come to school no
prepared, unfortunately we have to move on.
The next steps would be to use this same formate (national geographic website) to
complete the geography for our next unit. Students will already recognize the website and
be able to work more independently on the assignment. I will also add more difficult
What are next steps?
questions to the interactive mapmaker section of the lesson to make it a bit more
challenging. I also reference this assignment continually throughout the unit to help
explain topic like trade centers and the spread of Islam.
Other Comments/Notes

I was so impressed with how respectful students were to one another. They were willing to accept and give
help to one another. They also encouraged one another, making sure their partner “got it” before moving on.
Everyone worked together.

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
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Focus Student
3/ Your Choice

Text
Focus Student 2/ Student with ILP/504
Focus Student
3/ Your Choice

Text