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
Piper Walker pwalker@vistaheritagems.org Math 7th
Mentor Email School/District Date
Kelsey Weston kweston@vistaheritagems.org Vista Unified 10.02.2017
Content Standards Lesson Objectives Unit Topic Lesson Title
CA Common Core
Math Standards:

7.NS.2: Apply and

extend previous
understandings of
multiplication and
division and of
fractions to multiply
and divide rational
numbers.

7.NS.2.a: Understand that Apply properties of operations as

multiplication is extended strategies to multiply and divide
from fractions to rational
rational numbers.
numbers by requiring
that operations continue Multiplying and Dividing
Multiplying Rational Numbers
to satisfy the properties Demonstrate knowledge of
Rational Numbers
of operations, particularly
multiplying negative and positive
the distributive property,
leading to products such integers by answering 4/5 quiz
as (–1)(–1) = 1 and the questions correctly.
rules for multiplying
signed numbers. Interpret
products of rational
numbers by describing
real-world contexts.

7.NS.2.c: Apply properties

of operations as strategies
to multiply and divide
rational numbers.

CA Common Core ELA

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
Standards:

SL.7.1, 6; L.7.3, 6
Exchanging information and
ideas with others through
oral collaborative
discussions on a range of
social and academic topics

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.)
As a first year teacher, I am in the “exploring” stage of understanding
and organizing subject matter learning for students. I examine
concepts in subject matter and language and I am good at identifying
connections between content standards and instruction, however I
3.1 Demonstrating knowledge of
know there is a lot of room for my own personal growth and
3 subject matter academic content 2
development. I would like to more deeply understand these
standards
connections so I can more accurately teach these connections to my
students and be an excellent teacher for them. I think that experience
and persistence will be the two best teachers to help develop my
skills here.
I am strong in my ability to adapt instruction in response to my
student’s development and proficiencies. I design lessons that will
support the broad range of learners in my classroom. I also ensure
that the students and I have an understanding of the subject matter,
including related academic language. I support my students academic
3.2 Applying knowledge of student
language with a word wall in the classroom, quizlet practice and daily
development and proficiencies to
3 3 uses of academic content vocabulary.
ensure student understanding of
subject matter
I do my utmost to ensure the students have access to the academic
language, idioms, key words, and other phrases so they are able to
successfully access the content. I also frontload vocabulary when
needed so students will be able to more successfully access learning
activities.
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.
- My special emphasis for this lesson is to make
sure I include academic vocabulary into my
explanation of multiplying integers.
- Academic vocabulary was evident throughout
- I will incorporate this special emphasis into the
Inquiry Focus/Special Emphasis the lesson plan. Planning for and integrating

Nearpod slides so it will be a visual reminder for
What is your inquiry focus and/or special emphasis? academic language will help you meet your
 How will you incorporate the inquiry focus and/or myself to focus on incorporating more academic
special emphasis into the lesson? special emphasis.
 What specific feedback do you want from your ME? language and a visual cue for my students to
- I know you have a word wall, be sure to use it
help support their learning.
to help you meet this special emphasis.
- I would appreciate feedback on whether or not
I met this special emphasis or not, and rationale
behind her answer.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students This student struggles with using This student struggles with writing. This student struggles to stay on-
 Summarize critical needs and how
you will address them during this
academic English when describing She can hardly write and she task during instruction. He is very
lesson. mathematical operations during becomes frustrated when she feels social and he loves to talk all of
class. She needs to continue to learn she is falling behind in her notes. the time, even when I am
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8
 more and more math academic To support this student during my delivering content. To support
vocabulary to support her lesson, I am going to give her a this student’s needs, I am going
comprehension and learning. copy of the notes that I have to pair this student with a high-
To support this student and address already partially filled out for her achieving partner who will
her needs, I will be structuring (like a Cloze worksheet) so she can encourage him to stay on task. I
group conversations to ensure that focus more on the content and less will also give this student verbal
the students are practicing using on the writing of the actual notes. and silent reminders (a snap or a
math academic language while they “Pssst”) to redirect this student
are working in pairs and sharing and help support him staying on
with their partners. task during the lesson.
I would like specific feedback on my support of
- You supported your students well,
my focus students during this lesson. I always
you redirected your focus students
begin a lesson with plans and intentions to
multiple times with patience and
support them, but sometimes I am sure that I do
kindness.
 What specific feedback regarding your focus students not always implement these supports because
do you want from your ME? - The EL student asked for clarification.
other students need support or attention. I think
- The SPED student needs to do more
my mentor observation will be critical in
writing. She was supported, but next
providing me with feedback on how I am doing
time take away the distraction of the
and how I can better support these and all
slime.
students in this class.
I would love any and all feedback she has on the - Overall lesson implementation was
implementation of my lesson. I am always very good.
Specific Feedback
striving to improve and be the best teacher I can - The classroom environment is warm
 What additional specific feedback do you want from be, so any and all feedback would be wonderful! and positive.
your ME regarding lesson implementation?
Specific feedback on classroom management - The students were very well engaged
would be great, along with lesson and excited to learn throughout the
implementation. lesson.
The lesson is structured as so:
- Students enter class, sit down, take out
their math notebooks and begin
working on a “bell ringer”/warm-up for
the first 5 minutes of class.
- We review the bell ringer as a whole
class.
- Notes are passed out as students log on
to nearpod.
- The lesson opens with the objective
- Lesson was structured to support the
stated in student terms.
variety of students in the classroom.
- The body of the lesson is the delivery of
- The Nearpod/note combination was
the notes. The lesson is on Nearpod
engaging for all students.
Instructional Planning (which I run) and the students copy my
 How is the lesson structured (opening, body, and - Varied teaching strategies (Kagan,
notes as they take notes and listen to
closing)? small groups, echo responses, think-
 What varied teaching strategies and differentiated direct-instruction.
instruction will help students meet lesson goals? pair-share) supported all learners.
 What progress monitoring strategies will be used? - Throughout the Nearpod there are
- Thumbs up/down progress
How will results inform instruction? structured times to reflect,
monitoring, shake head yes or no,
think/pair/share, answer questions, ask
teacher walked around the room
questions, model with number lines,
during partner sharing to monitor
work collaboratively, and work
progress.
independently.
- The lesson closes with a short 5
question quiz on Nearpod as an exit
ticket. The students will work on this
exit ticket independently, then they will
glue the day’s notes in the appropriate
page in their math notebook, and pack-
up so they can rotate to their next class.
- I will use the varied teaching strategies
of engaging visual learners with the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 8

Student Engagement/Learning

How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Nearpod presentation, kinesthetic
learners with thumbs up/down
responses, and oral learners by
delivering content verbally. I will
differentiate for students by providing
them a copy of the notes that is
partially filled in, giving certain students
extended time to complete activities,
and strategic grouping for
collaboration.
- I will monitor progress by verbally
asking students to show me a thumbs
up/down/in-between the lesson at
various points. I will also have the
students answer a poll on Nearpod that
asks them how confident they feel
multiplying integers. I will also monitor
the students progress by using the data
from the quiz at the end of the Nearpod
to inform my instruction for the next
math lesson. If the students are
showing me, during my progress-
monitoring checks, that they are
confused or not grasping the content
then I will slow down and revisit the
concepts for them, and I will give them
extra opportunities to practice with
feedback. If the students are showing
me they understand the content, then I
will continue to progress forward to
make sure they remain engage and
active in the lesson.
- I will make the lesson relevant to the students
by showing them how the math they are
learning will help them in real life. I will let them
practice math that will benefit them in the
- Teacher asked “why do you think we are
present and the future. I will also ask the
learning this today?” and connected the math
students to think about how they can use
to the students experiences. “Multiplying
multiplying integers in their own lives, so they
negative and positive integers is a skill you will
are able to take ownership of the content and
use when you go shopping.”
apply it to their experiences.
- Students demonstrated progress toward
- Students will show progress towards mastering
mastery by drawing responses to math
the lesson objectives by completing progress
problems, structured small group discussion,
monitoring checks where they work with a
thumbs up/down, and nodding head yes/no
partner to solve integer multiplication problems.
when asked.
They solve these problems on their
Chromebooks and on their math notes, that way
I am able to check their answers and guide them
as they need.
- I will maintain a positive learning environment - Teacher does a very good job of maintaining
with a welcoming climate of caring, respect, and a positive learning environment. The
fairness by holding students accountable for classroom is a welcoming environment and the
their actions. They understand the rules of the students appear to be comfortable. They make
classroom and these rules maintain respect and guesses, and are praised for their efforts and
fairness for all. I will bring the warmth and then kindly redirected if they do not answer
positivity when the students enter the room by correctly.
greeting them with high-fives and fist bumps and - Focus student is redirected with kind
asking them about how they are doing and reminders.
Page 4 of 8
 checking in with them. - Other students know the math procedure for
- Specific classroom procedures I use to prevent the lesson. They came in, sat down, pulled out
behavior are my classroom rules of respecting their math notebooks and began working on
everyone, listening carefully, and working hard. the warm-up problems.
These are the basic ground rules for my - Consider giving students an index card to
classroom. I also prevent challenging behaviors participate actively in the warm-up problems.
by rewarding positive behaviors I see with
tickets, which the students love working for. This
PBIS system does a solid job of redirecting and
preventing challenging behaviors.
I will close my lesson with the students
completing the exit ticket on Nearpod. This exit
ticket helps me assess student learning and will
- Lesson was closed with exit ticket on
Closure guide my instruction and planning for the
 How will you close your lesson? Nearpod.
 How will you assess student learning and prepare
following days. To help prepare my students for
- Student learning was assessed with
them for the next lesson? the next lesson I ask them to glue their notes
the exit ticket.
into their math notebooks, and I encourage
them to have a great day. I tell them I will see
them tomorrow to learn more math.
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 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 of 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
 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?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

- Academic vocabulary was

I am grateful for the pre and post
imbedded throughout the
lesson feedback on using academic
lesson.
- Highlight new words vocabulary. The word wall I have
Specific Feedback - Asking the students to
 What information can you
- Repeat new words after established, asking students to copy
highlight the new words
provide the NT regarding the teacher me in highlighting new words on
requested special and then say the academic
feedback? - “A negative times a their notes, and having the students
vocab after you was an
negative equals a positive” repeat words after me seemed to
effective strategy to
be the way to meet my special
support EL and SPED
emphasis.
students.
- Students were engaged
through established
I was nervous to be observed for
routines and procedures.
this lesson because it was my first
- Students contributed to
time being observed by this mentor.
learning by asking questions
Therefore, although my students did
CSTP 1: Engaging All and suggesting how the - Entered classroom, sat down,
Students
well in participating, I felt like they
math is relevant to their opened math notebooks and began
 In what ways were students could do better. It was nice to hear
engaged? How were lives. working on warm-up problem.
students not engaged? my mentor say she saw my students
 How did students
- Monitored learning by - Logged into Nearpod.
were very engaged and active
contribute to their asking for thumbs - Answered questions that were
learning? throughout the lesson.
 How did teacher and/or up/down/sideways and asked.
students monitor I felt like the thumbs up/down was
heads to shake yes/no. - Thumbs up/down/sideways to
learning? effective, but after meeting with my
 How were the focus - Focus students redirected show understanding.
students engaged and mentor we both agreed that the
supported throughout the multiple times when focus - Nodded head yes/no to show
lesson? head shake yes/no was not as
student wanted to derail understanding.
effective for monitoring student
lesson.
progress. In the future I will be
- ELs supported with word
incorporating the thumbs up/down
wall.
more and the head shake less.
- SPED supported with pre-
filled in notes.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 8

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.
- Students transitioned from It is a privilege to hear my mentor
warm-up to lesson quickly. say that I did a great job redirecting
- Students were not afraid to off-task students (like my focus
- Teacher walked around
answer questions, and they student) without getting flustered
room to monitor learning
were still praised for and while not losing that much time
environment.
guessing even if they were throughout the lesson.
- Teacher taught students
wrong. One thing I am going to start doing
hand motions to remember
- Students greeted shoulder to continue to build an effective
whether products would be
and face partners kindly: learning environment is give my
negative or positive.
“Hi shoulder partner, I’m students index cards for them to
- Teacher was warm and
glad you’re hear today” or solve the bell-ringers on. Then, the
encouraged participation
“Hi face partner, I am students can show me or their
throughout the lesson.
happy to be working with partner their card with the answer,
- Strong rapport with
you today”, contributing to which will hold them each
students was visible.
an effective learning individually more accountable.
environment. (Credit to my mentor for this genius
idea.)
I appreciated my post lesson
observation conference because it
- Students filled in notes,
was nice to hear that the lesson I
responded to questions,
- NT structured lesson to help delivered was structured to support
and asked clarifying
all learners succeed. the variety of learners in my
questions.
- NT asked students to make classroom.
- Students used newly
material relevant. I thought my progress monitoring
taught hand motions to
- Misconceptions were techniques were useful and
remember whether
addressed and progress effective, and my mentor agreed.
products would be
monitoring techniques were I agreed with my mentor when she
negative or positive.
utilized to catch did say that I should have taken
- “A negative x a negative =
misconceptions early. away my SPED student’s slime at
a positive”
the beginning of the lesson. (That
was a rookie mistake, and now I can
learn from it.)
My mentor teacher specifically
pointed out how well I supported
- Students were supported my ELL students throughout the
with visual aid of Nearpod. lesson. She told me I did a good job
- Kinesthetic learners were with the word wall, highlighting and
able to turn and move to defining new words, providing
talk to their shoulder and opportunities to practice using the
- Students asked questions
face partners. new words as we practice the new
throughout the lesson,
- Auditory learners were math strategy and answering
they asked for clarification,
supported with the verbal clarifying questions.
they participated in small
explanation of the notes I agree with my mentor teacher
group sharing.
and math strategies. when she said I could improve on
- All students highlighted
- NT contributed to student supporting my SPED student. The
new academic vocab.
learning by asking for their best way for me to improve for the
- “I do, we do, you do”
feedback and using their future is to take away distracting
structure.
feedback to inform her items (like slime or fidget spinners)
- Think, pair, share
lesson pace and delivery. as soon as the lesson begins to help
- Face partners, and
- Lesson was differentiated to support my SPED student better. I
shoulder partners.
support learners. Notes also think I can support my SPED
were pre-filled in for SPED student more by filling in less of her
students and ELs were notes to give her more
encouraged to ask opportunities to write. (I will not
questions and highlight the overwhelm her and make her write
new academic vocabulary. 100% of her notes yet, but I think
allowing her to fill in more blanks
will help keep her focused more and
Page 6 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
will help her progress toward
meeting an IEP writing goal. )
I am glad for the feedback of my
mentor when she said I supported
my focus student (who likes to be
social and distracting) well. I have
worked hard to build an
environment of safety and respect
in the classroom, and I see through
my mentor’s feedback that I
continue to foster this when I
respond to interruptions from my
focus student with kindness and
respect.
I think my assessment of student
learning was one of the stronger
areas of this lesson and my mentor
- Students demonstrated
agreed with me on this point. We
achievement of lesson
both agreed that the exit ticket at
objectives in their active
the end of the lesson was effective
participation in the lesson
to assess student learning.
and by completing the exit - Actively engaged in lesson
My students also demonstrated
ticket. and participated when
their achievement of the lesson
- Students struggled initially asked questions and asked
objective when they were
with multiplying negative x to talk in small groups.
participating in the think-pair-share
negative and negative x - There was some struggle
with their partners and answering
positive, but your with multiplying negative x
questions I asked them during the
encouragement and negative and negative x
lesson.
positive words “You can do positive at first.
To grow in this area, I will be
this.” “I believe in you.” - Students were encouraged
reflecting on this week’s end of the
“This will be hard, but you to continue to keep trying.
week quiz scores to see how much
can do it.” really helped
my students have learned from this
boost the student
and following lessons. If I see good
achievement as they
scores I will know they have
struggled.
achieved the lesson objectives and
remembered them, and if I need to
reteach I will reteach.
Section 4: Post Observation Conference
The students achieved the lesson objectives to a very high degree. The class average on the exit ticket was 88%.
I would also say 95% of the students were actively engaging with their face and shoulder partners throughout
the lesson as well, which means they achieved the second lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My SPED student achieved the This student almost achieved the
My EL student achieved the lesson
lesson objective. She scored a 5/5 objective. He scored 3/5 on the
objective because she scored a 4/5
on the exit ticket. Her notes were exit ticket and there were some
on the exit ticket.
also filled in completely. blank spots on his notes.
Things I would do differently next time:
- Give students a way to actively participate in the warm-up questions by giving them an index card and
asking them to show me the index card with the answers after the allotted time.
- Setting a timer for the warm-up and projecting it for the students to see, so they get started a bit
earlier.
- Embed more partner work time to help the students process what they are learning.
Top 3 lesson strengths:
- The students were actively engaged and participating for 95% of the lesson.
- The students, overall, scored an average of 88% on the exit ticket, which shows me they have achieved
the lesson objective.
- The “I do, we do, you do” structure (color-coordinated with different pen colors on the notes) was
highly effective.
Page 7 of 8
 Top 3 areas for improvement:
- Take away slime and other distracting objects as soon as class begins if the students do not put it away
after 1 warning.
What were three top areas for
improvement? - Hold the students more accountable for their daily bell-ringers.
- I want to start answering off topic questions or interruptions with a kind “this is off topic but we can
talk about it after class if you would like”. This way the students still are being treated with kindess
and respect, but I am not losing as much class time on these questions and interruptions.
My next steps:
- Look into getting index cards for students.
What are next steps?
- Continue to update word wall with new academic vocabulary.
- Plan lessons with academic vocab imbedded (like this one) to continue to grow and improve.
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 8 of 8