You are on page 1of 4

Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)


2 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
Eduard Yegiazaryan Eduard.yegiazaryan@sgv.csarts.net Math 11
Mentor Email School/District Date
Courtney Miller Courtney.miller@sgv.csarts.net CSArts 10.17.2017
Content Standard Lesson Objectives Unit Topic Lesson Title
Interpreting Functions F-IF Functions and Graphing Functional Analysis Desmos Art
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 Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Creates, adapts, and integrates a broad range of strategies,
resources, and technologies into instruction designed to meet
Using a variety of instructional
students’ diverse learning needs.
strategies, resources, and technologies
1.4 4 – Integrating
to meet students’ diverse learning
Students actively engage in instruction and make use of a variety
needs
of targeted strategies, resources, and technologies to meet their
individual student’s needs.
Expands knowledge of student development and implements
learning activities in single lessons or sequence of lessons that
addresses students’ proficiencies and support understanding of
Applying knowledge of student subject matter including related academic language.
development and proficiencies to
3.2 2 – Exploring
ensure student understanding of Provides explicit teaching of essential content vocabulary and
subject matter associated academic language in single lessons or sequence of
lessons. Explains academic language, formats, and vocabulary to
support student access to subject matter when confusions are
identified.
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.
I want my students to be able to show what they
have learned over the past two months. I also want Excellent use of integration of arts and
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
them to explore graphs that they are still struggling academics. The creativity of this lesson is
• How will you incorporate the inquiry focus and/or to conceptualize. I am hoping that self-created perfect for our school! I love it! How are you
special emphasis into the lesson?
• What specific feedback do you want from your ME? graphs will make them easier to remember and going to help struggling students in this
understand. How well does my lesson plan align activity?
with UDL strategies?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Needs: Continuously forgets to use Needs: Struggling in course and
Focus Students Needs: Difficulty visualizing
• Summarize critical needs and academic and domain specific understanding of functions.
graphs.
how you will address them vocabulary. Possible solution: Frontload
during this lesson. Possible solution: Individualized
Possible Solution: Front load the basic graphs and images so
support during group work.
vocabulary and give sentence starters students can reference sheet
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
for reflection paper. during activity.

Are they engaged in the activity despite their


• What specific feedback regarding your focus students What “specific needs” are you planning for?
do you want from your ME? specific needs? After I provide individual support
What does additional support look like?
are they more or less engaged in the activity?
Specific Feedback Are the students working together to understand What is your strategy to facilitate group
• What additional specific feedback do you want from
your ME regarding lesson implementation? the activity, or are they immediately working alone? work? Is working alone alright?
There is a graphing warm up and a lesson intro, and
then the students will split into groups to work. The
students are in mixed ability groups. The students
Instructional Planning
• How is the lesson structured (opening, body, and have access to graphs. The students have access to
Good use of mixed groups as a means of
closing)? prior examples to help them understand the type of
• What varied teaching strategies and differentiated having students support each other. Make
instruction will help students meet lesson goals? graphs they need to finish the activity. Students will
• What progress monitoring strategies will be used? sure to model the process for the class.
How will results inform instruction?
submit a link to their work so I can track their
progress and help them as needed. I will also roam
the room and have brief meetings with all of the
students.
The students will be allowed to graph any image
Student Engagement/Learning that they want. The freedom of choice should
• How will you make the lesson relevant to all the motivate students to take more ownership of the Make sure you talk about the
students?
• How will students show progress towards mastery of graphs. Their progression towards mastery will be appropriateness of the image.
lesson objectives?
tracked via the amount of equations and graphs
they have completed.
I will mention the norms of collaboration before the
Classroom Management activity. I will provide students with clear rubrics
• How will you maintain a positive learning
environment with a welcoming climate of caring, and expectations during the launch of the activity. I Sounds good, make sure you always cover
respect, and fairness?
• Identify specific classroom procedures and strategies
will use attention getters if I need to talk (bells, your bases.
for preventing/redirecting challenging behaviors. chimes, clapping routines, etc.). I will encourage a
positive communication atmosphere.
During the last 10 minutes of class I will host a What are your plans if you do not get to the
Socratic seminar about the activity. I will have Socratic seminar at the end? Make sure you
Closure
• How will you close your lesson? students present their struggles to the class, and we adequately address the needs of students
• How will you assess student learning and prepare will discuss possible solutions together. I will track during the lesson, so you are confident that
them for the next lesson?
students’ progress through Schoology and they will be able to finish the project on
checkpoints throughout the week. their own at home.
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 Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
• In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy I need to give them a Bloom’s question stems handout next
engaged? strategy?”)
and created two math problems to exchange tomorrow. time.

Students were adding formulas to I noticed that most students were


Teacher introduced the project and then their Desmos graphs. Students working. However, there were
Specific Feedback explained the rubric that will be used for were talking (some conversations multiple instances when students
• What information can you grading. Teacher roamed class and were on topic and others were off were off task. This class tends to
provide the NT regarding
requested special asked students if they needed help. topic). Students asked for help be very social, and I wish I could
feedback?
Teacher periodically stopped class to from each other and the teacher. get them to talk more about the
address needs of students. Some students worked content and less about their arts
independently. conservatories.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
CSTP 1: Engaging All
My main focus student was
Teacher called students one by one to
Students absent. I did my best to answer all
• In what ways were conduct meetings about their projects.
questions using academic and
students engaged? How Teacher addressed difficulties they were Students had detailed questions
were students not domain specific vocabulary.
engaged? having with their graphs. Teacher for the teacher. Most students
• How did students Whenever a student needed extra
contribute to their periodically addressed the class if there were using the class time
help understanding the shape of a
learning? was a common question. Teacher used effectively. Students asked
• How did teacher and/or graph, I tried to give them as
students monitor academic vocabulary when addressing clarifying questions about shapes
learning? much individual help as possible. I
• How were the focus all students. Teacher helped focus of graphs.
wish I paired the students better
students engaged and students by giving individualized
supported throughout for the work day and did not let
the lesson? instruction about basic graphs.
them pick their own seats.

Teacher gave feedback and support to I wish I had identified more focus
CSTP 2: Effective Every student attended a one on
Learning Environment all students, regardless if they asked for students. It was very obvious that
• How did students and one meeting. Students were
it. Teacher periodically addressed the some students wanted minimal
teacher contribute to an helping one another while the
effective learning class when classroom management feedback while others needed
environment? teacher was conducting meetings.
became an issue. much more support.

I wish had a link for all the graphs


CSTP 3: Organizing that were required for the
Subject Matter Teacher showed videos on how to project. Every student had
• What actions of the NT
contributed to student construct the project and graphs. Struggling students focused on the different struggles, and I ended up
assimilation of subject
matter?
Teacher provided links to difficult videos. Students constructed correcting the same mistakes in
• How did students construct graphs. Teach provided demonstrations knowledge matter by inputting one on one meetings. I also
knowledge of subject
matter? for difficult graphs. Teacher addressed formulas into Desmos and should have done a mini-lesson
• What misconceptions did common misconceptions in front of the adjusting graphs as needed. on graphs the day before the
students have and how
were they addressed by entire class. project. A lot of students forgot
the teacher?
the graphs of trig, log, and ln
functions.

I wish I would have done a project


CSTP 4: Learning
Experiences
myself so I could experience some
Teacher continually did examples in Students had the “aha” moment
• How were students of the same struggles my students
supported through front of class. Teacher addressed entire after teacher modeled their work.
differentiated had. It was very clear that rotating
class and asked for input. Teacher wrote Students asked for additional
instruction? graphs was hard for everyone.
• How did students down student input from one on one support after one on one meetings
participate? Next time I will incorporate a
• How did the NT contribute meetings. were over.
to student learning? mini-lesson on rotations mid-way
through the project.

It was very clear that some


students were significantly more
CSTP 5: Assessing Most students finished a
Student Learning productive than others. I am

significant portion of the
How did students unsure if the lack of productivity
demonstrate Teacher monitored progress, ensuring assignment in class. Some students
achievement of lesson came from misunderstanding or
objectives? students were learning. Teacher had very limited work completed

lack of focus. Next time, I will
In what ways did students continually inquired about students’ by the end of the period. All
struggle or demonstrate have checkpoints where the
limited understanding? work to better understand struggles. students had some portions of the
• What teacher actions students should be on a given
contributed to student artwork graphed before the end of
day. If they are behind on pacing,
achievement? class.
I will give additional support
during class and office hours.
Section 4: Post Observation Conference
The students achieved the objective in that all of them left class with more graphs done on the project.
However, I believe my biggest short coming was productivity. It was obvious that there were mixed results with
students making good use of their time. A handful of students finished substantial portions of the project, while
To what degree did students
achieve lesson objectives? others left with no more than a handful of graphs finished. It is difficult to assess the source of these results,
because I did not adequately assess students’ background knowledge before we began the project. Next time, I
want to do a mini-lesson on graphs and their shapes the day before I assign the project. I could also give a brief
quiz to get a better understanding of where my students excel and struggle with the various graphs.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I ended up not front loading the
vocabulary as I originally planned. I did give this student a sheet of
Instead, during our one on one meeting, all the general graph shapes. I
I heavily emphasized the use of proper also held a much longer one on
academic and domain specific one meeting with her. We were
vocabulary. It appeared that he was able to finish the more difficult
To what degree did focus more concerned with graphing and graphs she had for her Desmos
students achieve lesson creating the image than properly picture. She achieved success in
objectives? N/a (He was absent)
describing the graphs and their that she was able to finish a
transformations. In our meeting, I had significant portion of her
him using the correct vocabulary, but I graphing in class. I understand
was not confident this was a concern of that she struggles outside of
his. I believe he just wanted my feedback the classroom and wanted to
so he could get back to his work. I think I have more opportunities for
need to work on this students’ maturity personalized support.
alongside his math vocabulary.
Next time, I would do much more scaffolding leading up to and during the introduction of the project. I made
the assumption that most of my students already knew most, if not all, of these graphs. However, several of my
students struggled with at least half of the graphs. As described earlier, before giving a project with this much
What would you do differently
next time? complexity, it would be helpful to do a couple mini-lessons and formative assessments. I will be grading this
assignment as a summative assessment and do not feel confident that my class was equipped with the
resources to be successful. Additionally, I will be adding a second in class work day to alleviate some of the
stress my students have about making the deadline.
1. Most of my students were on task during class.
What were three top Lesson 2. I was able to address multiple misconceptions during the one on one meetings.
Strengths? 3. Before class was finished, several students showed a strong understanding of graphs and
transformations.
1. Proper scaffolding for focus students and entire class.
What were three top areas for 2. Check for understanding before assigning work.
improvement? 3. Seating could have been arranged to ensure more students were productive.

1. Add another work/support day.


2. Post more comprehensive supports on the school website.
3. Do another round of one on one meetings to check progress and understanding.
What are next steps? 4. Move the due date back a week.
5. Note changes in pre-project planning, lessons, and formative assessments.
6. Change seating for second work day. Seat students in mixed ability groups.

Other Comments/Notes

N/a

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 4 of 4