Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
Christina Perry cperry@stpolycarpschool.org Social Studies 6​
Mentor Email School/District Date
St. Polycarp School/Diocese of
Roberta Elliott relliott@stpolycarpschool.org 10/17/20
Orange (GGUSD)
Content Standard Lesson Objectives Unit Topic Lesson Title
SWBAT evaluate how
6.2.4. Know the significance of
Hammurabi's Code impacted Ancient Mesopotamia Hammurabi’s Code Investigation
Hammurabi’s Code.
Mesopotamian society.
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.)
Incorporates differentiated instructional strategies into ongoing planning that addresses culturally responsive pedagogy, students’
Planning instruction that incorporates appropriate strategies to meet the diverse language, and learning needs and styles.
4.4 learning needs of all students
T – Applying
Uses assessments of students’ learning and language needs to inform planning differentiated instruction.
T - Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content.
T- Applying
1.5 Promoting critical thinking though inquiry, problem solving, and reflection
S- Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of
lessons.

Section 2: Pre-Observation Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is a dedicated
student, but she is always in need
This student has ADHD and has a
This student is an Advanced ELL. He of extra explanation and
hard time focusing on classwork,
needs help improving his writing to one-on-one instruction. After
especially if it requires a lot of
be more grammatically correct and hearing and seeing the
content related reading, such as
have more complex sentence information explained in different
articles or primary source
structure/variety. He also needs ways, she has a better time
Focus Students documents. She also struggles with
● Summarize critical needs and how help in comprehending more understanding the content. I’d
writing long responses. I will
you will address them during this advanced reading materials, such as like to see her become more
lesson. modify the number of documents
academic articles and primary independent in her ability to
she needs to read so she can focus
sources. I will provide support to critically think and analyze. I will
on deeply understanding a few
him throughout the lesson by provide guided questions for
sources. I will also allow her choice
providing sentence stems, group discussion, but I want to
in how she wants to present her
discussions, and guided reading challenge her to walk through the
learning, since she enjoys more
questions for the different sources. directions and analysis on her
artistic expressions.
own before seeking extra
assistance from me.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus is on how well using real-life Tying her lesson to a modern day experience
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
application to the historical content can deepen is a good way to deepen the student’s ability
● How will you incorporate the inquiry focus and/or student’s critical thinking, as well as how to comprehend the significance of
special emphasis into the lesson?
● What specific feedback do you want from your ME? different technology tools, such as Google Docs, Hammarabi’s code. Good use of technology to
breakout rooms, and Flipgrid help facilitate that enhance the student’s experience
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 critical thinking. This focus is incorporated into
my lesson plan by having them reflect on the
role of laws in Mesopotamian society and then
comparing that to our modern day laws. This
should help them answer the essential question
in a more critical and thoughtful way. The use of
Google Docs to present and organize the
information, breakout rooms to facilitate group
discussion, and Flipgrid for presenting their
reflection should help them gather the
information and share it in a meaningful way.
The feedback I’d like to receive is any
suggestions on specific questions to ask students
or prompts they should answer.
Ms. Perry is very effective in the gradual
Inquiry Focus/Students
Since she teaches the same students, it would be release of the assignment to the students. As
● What specific feedback regarding your focus students helpful to hear if there are any strategies she has she walks through the assignment with
do you want from your ME?
found helpful in teaching them in her own class. students. I find that scaffolding the lesson for
her ELL students very effective
She has taught about Hammurabi’s Code before
Specific Feedback
and is good at getting students to think critically The use of venn diagrams to compare and
● What additional specific feedback do you want from in their writing, so it would be helpful for any contrast and a sentence stem will be helpful
your ME regarding lesson implementation?
tips on how to help students write their for the three students she is focusing on
responses in a critical way.
This particular lesson is part of a lesson plan
series. Students will have already been
introduced to Mesopotamian society and
Hammurabi’s Code through a lecture and
activity. The opening of this lesson is to activate
students’ prior knowledge by having them
reflect on what they recall about Hammurabi’s
Code. Then I will explain to them the groups they
have and the roles they have within their group
to help facilitate a group discussion. A Google
Doc with the discussion questions is provided to
all students and they are then assigned to
breakout rooms. I will monitor their discussions
Ms. Perry has invested time and thoughtful
and challenge their thinking as I go from group
research into her instructional planning. As
to group. The closing of the lesson is for the
Instructional Planning this particular lesson is part of the series it is
● How is the lesson structured (opening, body, and groups to summarize what they have discussed
evident that the students are engaged and
closing)? and for students to draw connections between
● What varied teaching strategies and differentiated ready to tackle this part of the lesson. Having
instruction will help students meet lesson goals? what they have discussed and the other groups.
● What progress monitoring strategies will be used? How the students work in groups with assigned
will results inform instruction? The use of a visual guide (Google Doc) and
roles will work well with this class.
sentence stems will help students know how to
Ms. Perry is clearly able to monitor her break
facilitate the discussion. Having clear roles also
out rooms and keep students on track
helps them all participate. I will strategically
assign students roles to fit their ability as well as
offer them opportunities to grow. Group
discussion also helps students who would
normally have a difficult time answering the
questions because they can hear from other
students. Based on the notes taken by each
group in their Google Doc, I will be able to tell
whether or not they are thinking critically about
the role of government. If they are, then they
are ready for the last assignment on Flipgrid. If
not, then I will need to offer further guidance in
helping them make the present day connections.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 The lesson will be relevant to all students
because they are all assigned a role within the
group. There is a leader, reporter, note taker,
and timekeeper. As I move from group to group,
I can monitor if students are fulfilling their roles.
In terms of content, the discussion questions are
Ms. Perry’s students are enthusiastic about
open-ended allowing students to express their
being in groups and it is beneficial for their
Student Engagement/Learning opinion. They are asked about whether laws are
social and emotional growth. The self
● How will you make the lesson relevant to all the necessary and what makes good laws. Since they
students? evaluation after the lesson anchors the
● How will students show progress towards master of have rules they have to follow, discussing laws is
lesson objectives? students back into a whole group setting and
applicable to their lives. Students will
allows them to describe the role they played
demonstrate mastery based on their ability to
in their learning
answer the questions, either in listening to their
participation in their group or their ability to
answer questions directly from me. Students
also have the ability to self-evaluate their
comprehension and participation in the
discussion.
I start my class off with sharing of their roses and
thorns and/or things they are grateful for. This
helps establish and maintain a welcoming and
caring classroom environment. I will also preface
their discussion with the guidelines for having a
respectful and productive discussion so that all
ideas are heard and valued. The division of tasks
also allows for equity and accountability for Ms. Perry’s classroom management is based
Classroom Management student work—students can’t slack because they on structure and respect. Her moment of
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and all have something to contribute. While teaching sharing allows students to bond together and
fairness?
● Identify specific classroom procedures and strategies
online I cannot monitor all breakout rooms with her. Consequently they are respectful of
for preventing/redirecting challenging behaviors. constantly, I can have students evaluate their her and quickly redirect their behavior when
group as well to provide me with feedback on instructed to do so
who was and who wasn’t participating. While in
the breakout rooms, I can correct students if
they address someone or their thought in a
disrespectful way. I can also model the different
roles if they need assistance. Addressing
students privately through the chat is another
way to redirect behavior.
The lesson will close with the sharing of
individual group’s discussion with the whole
class. After listening to each group’s sharing by
their reporter, I will have students draw
connections or differences between what the
various groups have said. I will be able to tell a
Sharing group discussion and individual
Closure lot about how the whole class comprehends the
● How will you close your lesson? reflections gives the students another
● How will you assess student learning and prepare them topic through how their discussions unfold. The
opportunity to understand the material from
for the next lesson? Google Doc responses will also help me
their peers
determine if they are thinking deep enough
about the topic. I can tell this as well from their
self-evaluation. I will let students know that
what they discussed in their group will help
them for their own response on how law is seen
in our world today.
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 of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students 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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
● 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?”) two math problems to exchange tomorrow. need to give them a Bloom’s question stems handout next time.

I wasn’t able to implement her

Specific Feedback Students were in engaged in the
● What information can you
Ms. Perry furthered student suggestion of a Venn Diagram during
discussion, providing what they
provide the NT regarding understanding as she listened to this observed lesson, but I used it
requested special thought would be a fair punishment
feedback? student discussions. after to help reinforce their
for a crime
understanding.

CSTP 1: Engaging All

Students
● In what ways were Students used the breakout rooms,
students engaged? How
were students not collaborative Google Doc, and the
engaged?
● How did students The students were in break out discussion to engage in the lesson
contribute to their Ms. Perry monitored each room rooms with specific roles and content. I moved from room to
learning?
● How did teacher and/or instructions. room to monitor as well as
students monitor
learning? monitored their Google Docs in real
● How were the focus time.
students engaged and
supported throughout the
lesson?

The sharing we have at the

CSTP 2: Effective Learning This was a very effective learning beginning helps build a trusting
Environment Ms. Perry acted as an observer in
● How did students and environment because the groups environment, something we have
their discussion which allowed
teacher contribute to an were small and the students been building all year. This helped
effective learning students to contribute their thoughts.
environment? seemed very engaged them be more comfortable sharing
their ideas.

CSTP 3: Organizing
Subject Matter When students expressed an idea, I
● What actions of the NT Although I did not see the teacher
contributed to student prompted them with more things to
It appears information provided to clear up any misconceptions as I
assimilation of subject consider to deepen their
matter? students by Ms. Perry in a pior lesson watched the video it seemed like
● How did students understanding. Students also took
construct knowledge of gave context for the student's the students themselves clarified
subject matter? ownership of the subject matter by
● What misconceptions did
discussion. the answers among themselves
being active participants in their
students have and how through a lively discussion
were they addressed by role.
the teacher?

Students were supported in various

CSTP 4: Learning ways, including my guidance during
Experiences
● How were students
the discussion, their role in the
Ms. Perry’s understanding of her The students took possession of
supported through group, and their classmates. I
differentiated instruction? students strengths made grouping their learning through lively
● How did students assigned students to specific groups
participate? them very effective discussions.
● How did the NT contribute
and in specific roles to ensure they
to student learning? were able to participate in the most
effective way.

CSTP 5: Assessing Student

Learning Students demonstrated their
● How did students Ms. Perry brought them back for a All students had a chance to achievement of the objectives in
demonstrate achievement
of lesson objectives? class discussion and it was interesting participate in small groups and their discussion and Google Doc.
● In what ways did students
struggle or demonstrate to listen to the student’s point of view listened to the other groups ideas. Students also completed a
limited understanding? on the law. self-evaluation of their group
● What teacher actions
contributed to student discussion at the end of class.
achievement?

Section 4: Post Observation Conference

To what degree did students Students were able to achieve the lesson objective of evaluating how Hammurabi’s Code impacted
achieve lesson objectives? Mesopotamian society, as well as how it affects our modern day society. They were able to do this by first

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
 evaluating the code itself, then discussing how it changed life in Mesopotamia, and lastly how laws impact us
today.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I was able to review with her after Being in the group setting helped
To what degree did focus He was able to discuss the to ensure her understanding. Her her understand what they were
students achieve lesson information in his group and with role in the group was time keeper doing in the discussion and
objectives?
some prompting he was able to so she could focus on listening to hearing other students' thoughts
deepen his understanding. the content, but her understanding helped her clarify her own. She
could be deeper. was able to meet the objective.
I would have assigned the groups and explained the roles ahead of time so that students had more time to
discuss and process at the end. It wasn’t rushed at the end, but it would have been nice to have more synthesis
time, especially if I would have been able to help them visualize the information with the Venn Diagram. That, or
What would you do differently
next time? choose one of the longer class periods to do the discussion. I would have also added additional sentence stems
for my focus students to further scaffold their discussion. Students were also fixated on just one of the laws in
the Code and so I would encourage them ahead of time to discuss many of the laws and the Code as a whole,
not individual laws.
What were three top Lesson
Strengths? Organization, engagement, knowledge of students

What were three top areas for

improvement? Differentiated supports, variety of technology tools

Continue to reinforce the concept for the rest of the unit and help them further apply what they’ve discussed to
What are next steps?
real world contexts through their Flipgrid discussion. Provide more opportunities for students to apply what
they’ve learned from ancient history to modern times in subsequent units, such as social class in India, civil
service tests in China, and democracy in Greece.
Other Comments/Notes

A good lesson that kept students engaged. A good topic in which to center the discussion around because it was relevant and interesting
to students.

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