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
Jon Luna joluna@caliva.org AP Economics 12
Mentor Email School/District Date
Julie Good jgood@caliva.org CAVA @ Sutter 3/14/2018
Content Standard Lesson Objectives Unit Topic Lesson Title
12.2.1: Students analyze the
elements of America’s market
economy in a global setting.
Students will be able to think
critically and answer
Understand the relationship of
informal assessment Aggregate Demand 4.01 – Aggregate Demand
the concept of incentives to
questions about aggregate
the law of supply and the
demand
relationship of the concept of
incentives and substitutes to
the law of demand.
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.)
Establishes and communicates to students clear learning goals for
Establishing and articulating goals for
4.2 Applying content that are accessible, challenging, and differentiated to address
student learning
students’ diverse learning needs.
Developing and sequencing long-term Establishes short- and long-term curriculum plans for subject matter
4.3 and short-term instructional plans to Applying concepts and essential related academic language and formats that
support student learning support student learning.
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.
This is a very ambitious and extremely worthy
My teacher inquiry question centers around
goal. As we’ve discussed during our most
how I can build lessons based on sequential long
previous meeting, this goal is one that takes
and short-term goals that support student
more than a year to accomplish. It is best to
learning. I want each lesson I teach to be
Inquiry Focus/Special Emphasis teach your subject for a minimum of one year
•
connected to both the prior and next lesson.
What is your inquiry focus and/or special emphasis? so that you can find the consistencies and
• How will you incorporate the inquiry focus and/or From there I want each unit to be tied to one
special emphasis into the lesson? themes between each lesson and unit. The
• What specific feedback do you want from your ME? another even if they are one month apart. I
second year you teach the same subject you
would also like the course as a whole to have a
will easily begin to “plan backward” or create
theme. The feedback I would like from my ME is
an overarching theme for the class, then each
how I would go about establishing this from
individual unit, and from there each daily
scratch?
lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
• Summarize critical needs and how Student A has been classified an Student B has an IEP/504 for Student C has major health issues
you will address them during this
lesson.
ELL, but is enrolled in AP hearing impairment. I teach and as a result tends to fall behind
coursework. I address this virtually on an independent study in the course and requires high
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 student’s ELL needs during this platform. I address this student’s levels of attention in order to get
lesson by reviewing prior content needs during this lesson by her caught up.
and informally assessing for reviewing prior content and
understanding and determining if informally assessing for
this student needs additional help understanding and determining if
after class. I also utilize many this student needs additional help
visuals and speak while consciously after class. I also utilize many
monitoring vocal speed, tone and visuals and speak while consciously
inflection. monitoring vocal speed, tone and
inflection.
Teachers, whether we admit to it or not tend to
teach to the B/C range of students in a class.
Because you have the niche of teaching AP
I feel fairly confident with Student A and B, but I
students, you must accept that you have to
do question my approach with Student C. I meet
teach to your class as if they are all A students
• What specific feedback regarding your focus students with her independently after class to help catch
do you want from your ME? who are following along quite well or adjust
up and provide her resources to “close the gap”
with each informal assessment, but generally
but was wondering if there is anything else I
you cannot teach to a few students who may
could do during class.
have fallen behind. Your approach in meeting
with the student and providing remediation is
the ideal one.
Your class is AP and the concept itself requires
AP economics, although a Social Studies class
quite a bit of visuals for clear understanding of
feels more like a math class. Due to this, I lack
AD/AS. You definitely hit the head on the nail,
Specific Feedback
the confidence in knowing my lessons have the
but I do believe some of your lessons in the
• What additional specific feedback do you want from visual effectiveness that is required of a class
your ME regarding lesson implementation? future when not focused on graphs should
like this that requires tons of graphs/visuals. Are
definitely have more “fun” or “memorable”
there any other graphical elements I could add
visuals to serve as mnemonic devices for your
to strengthen my lesson even further?
students.
I open with warm up questions, get into
logistics, and then review supply and demand
because it is imperative students understand The structure of this lesson appears to be solid,
Instructional Planning those concepts before we dive into aggregate but I feel as if you spend too much time on your
• How is the lesson structured (opening, body, and
closing)?
supply and aggregate demand. Consistently review of supply and demand and should
• What varied teaching strategies and differentiated throughout the lesson they are bombarded with consider cutting this entirely from your lesson.
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used? informal assessment through multiple choice As an AP teacher you are already working
How will results inform instruction? polling questions that link the content to “real against the clock and should consider this when
world” examples. If students do well on formulating this lesson and all future lessons.
informal assessments it will determine on if
certain subjects need to be revisited.
My lesson is relevant to students through the
Student Engagement/Learning “real life” economic examples that impact their
•
You actually do an amazing job in being able to
How will you make the lesson relevant to all the daily lives like the business cycle and inflation.
students? make a dense topic like AP economics very
• How will students show progress towards master of Students show progress towards their mastery
lesson objectives? relevant and real life for the students.
of lesson objectives through doing well on the
informal assessment polling questions.
I maintain a positive learning environment quite
One advantage we have in teaching 12th grade
Classroom Management easily by setting very high expectations at the
• How will you maintain a positive learning economics and government is that we have
environment with a welcoming climate of caring, start of the class and coming down hard on any
respect, and fairness? seniors who tend to be a lot more calm and
•
students that test these classroom expectations.
Identify specific classroom procedures and strategies mature. The fact that you teach AP amplifies
for preventing/redirecting challenging behaviors. Because I teach AP it is very rare that this is
this truth even further.
actually an issue.
I will close my lesson with more informal You do not do this and really should consider
Closure
• How will you close your lesson? assessment questions that serve as an exit ticket incorporating it into your teaching style:
• How will you assess student learning and prepare and confirm student mastery of the subject at summarizing or reviewing your day’s lesson
them for the next lesson?
hand. reiterating the important points.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
• In what ways were students
engaged? How were
students not engaged?
• How did students contribute
to their learning?
• How did teacher and/or
students monitor learning?
• How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
• How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
• What actions of the NT
contributed to student
assimilation of subject
matter?
• How did students construct
knowledge of subject
matter?
• What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
• How were students
supported through
differentiated instruction?
• How did students
participate?
• How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher Actions Student Actions Lesson Delivery
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 questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
The NT provided graphs that
became more and more
complicated as elements were Students followed along with the
necessary. This original graphs as they became more
I think this equilibrium portion of the
simplification and then layering is a complicated and answered
lesson was one of my strongest to
great way to keep students questions informally which
date in my AP Macroeconomics
following a coherent process. The demonstrate that they are
course so far
NT wants to know if other visuals understanding the content and are
would be more beneficial, but in actually following along
context of the lesson I do not think
so
I constantly informally assess my
students to rest my voice,
Students actively answered
The teacher constantly informally differentiate instruction, check for
informal assessment in real time
assessed students through the understanding, and increase student
demonstrating to the teacher their
polling tools which demonstrated if engagement and participation. If
understanding and their
they were engaged and actively time permitted I would like to
engagement with the
participating in the class include a lot more critical thinking
content/lesson
questions, but not all students
participate when I utilize these
The NE contributed to an effective
learning environment by setting a
very high standard for his students.
I am not sure if I can attribute high
This is not something that is All students participate through
student engagement to myself as the
apparent outright, but I noticed informal assessment of polling,
teacher of the classroom as the
every single student participates sharing their thoughts in the chat
demographic/group of students is
and contributes to the discussion, box, and remained after class to ask
one that is academically strong with
something that is not common questions
or without me
unless the teacher set the
foundation through classroom
management and expectations
There were certain parts of the
NT checked for student
Students were comfortable enough lesson where students were a little
understanding at informal intervals
to voice their misunderstanding lost. I will take note of those sections
after large concepts were taught
which is a result of the NT creating and write myself some cues so that I
and retaught/differentiated
an effective learning environment can clarify those sections before
instruction as necessary
questions arise to begin with
In terms of strict interpretation of
CSTP 4, the teacher Students participated through
Admittedly a majority of instruction
underperformed in this area with informal assessment through
this lesson has limited differentiation
this specific lesson, but due to the multiple choice questions and type
due to information and content that
demographic (AP students) I believe in the chat critical thinking
had to be covered
the lack of differentiation is questions
acceptable
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CSTP 5: Assessing Student
Learning
• How did students
demonstrate achievement
of lesson objectives?
• In what ways did students
struggle or demonstrate
limited understanding?
•
What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT informally assessed students
through critical thinking questions In retrospect I could spend more
Students demonstrated their
and multiple choice polling. time looking at the associated quiz
achievement of lesson objectives by
Students were also expected to and determine where there are
doing well on informal and formal
complete a quiz associated with the needed areas of improvement in
assessment
lesson’s content as well terms of my instruction
Section 4: Post Observation Conference
Students achieved lesson objectives quite well and questions/misunderstandings were addressed
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did not perform as This student attended class and as
This student may technically be
well because transcripts were a result had a solid understanding
classified an ELL, but overall
missing from the lesson (a of the lesson and content. This is
comprehension in the class as a
limitation of the school platform). not always the case because
whole is superb, and as a result, the
Accommodations are being made lessons in AP Macroeconomics
student achieved lesson objectives
and I am expected an improvement build upon one another in a
quite easily
soon manner similar to math courses
Next time I will see if there are areas I can sprinkle in other visuals to help differentiate instruction even though
the lesson does not really have room for it. I will also try to utilize the associated quiz even more as a basis for
the content delivered during the lesson
Clarity, building upon prior knowledge, and execution
Differentiation, utilization of formal assessment in creating the lesson, could use more critical thinking
questions
Revise and be cognizant of these weaknesses going forward in future lessons
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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