You are on page 1of 7

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
Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12
Mentor Email School/District Date
Lisa Kuster lkuster@fjuhsd.org FJUHSD 10/24/18
Content Standard Lesson Objectives Unit Topic Lesson Title
Extend the properties of exponents to
Have students simplify
rational exponents. [1. Explain how
radicals by giving them
the definition of the meaning of
various methods to use.
rational exponents follows from
One method will be a
extending the properties of integer
factor tree, the other will
exponents to those values, allowing
be to factor out a perfect
for a notation for radicals in terms of Quadratic Equations and
square from the given Simplifying Radicals
rational exponents. For example, we Functions
number inside the radical.
define 51/3 to be the cube root of 5
Students will be placed in
because we want (51/3)3 = 5(1/3)3 to
small groups and will be
hold, so (51/3)3 must equal 5. 2.
working on an
Rewrite expressions involving radicals
activity/worksheet with
and rational exponents using the
critical thinking questions.
properties of exponents.]
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 just coming into Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
prominence investigates and examines increased relevant and suitable elements into a cohesive and unified to add new methods and strategies into
pedagogical practices use of pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Experiments with physical and/or virtual learning environments
2.2 Creating that support student learning.
Creating physical or virtual learning
and
environments that promote
Maintaining Structures for interaction are taught in single lessons or
student learning, reflect diversity,
Effective Applying sequence of lessons to support student learning.
and encourage constructive and
Environments
productive interactions among
for Student Students use resources provided in learning environments and
students.
Learning interact with each other to understand and complete learning
tasks in single lessons or sequence of lessons.
3.5 Using and adapting resources,
Explores additional instructional materials, resources, and
Understanding technologies, and standards-
technologies to make subject matter accessible to students.
and Organizing aligned instructional materials
Applying
Subject Matter including adopted materials, to
Explores how to make technological resources available to all
for Student make subject matter accessible to
students.
Learning all students
Section 2: Pre-Observation Conference
Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
This will be the second time I choose this
lesson for my POP Cycle. I did this to
measure my progress as an educator and to
see if this group of students is as responsive
and successful as my previous class. This
lesson will focus on simplifying radical
expressions and familiarizing students with
the accompanying terminology. This lesson
will take 5 days to complete.

Students will take a pre-assessment quiz on


Day 1 to see how much they recall taking the
square root of perfect squares. They will also
practice the vocabulary and method 1 of
simplifying radicals (factoring out a perfect
square) on Day 1. Day 2 will consist of As teachers, we generally do the same
students practicing method 2 of simplifying notes and activities year after year with
radical expressions (factor tree). students so this will be a good opportunity
There will be three extra days added this for the NT to compare his results from last
time around. Day 3 will consist of placing year with his current results. The NT has
students in small groups and giving them an chosen a lesson that will teach students
assignment to complete in class. This how to simplify radicals. This is a very
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
assignment will have them collaborate and important topic that will continue to be
• How will you incorporate the inquiry focus and/or special sharpen their critical thinking skills. Students addressed in the next years for math so it
emphasis into the lesson?
• What specific feedback do you want from your ME? will be utilizing ALEKS on Day 4 to complete is critical that students show mastery early
an assignment. This technological tool has on. The NT will be modeling and
demonstrated to be effective in previous differentiating his instruction by teaching
lessons. Finally, students will be completing with different methods as well as using
a post-assessment test on Day 5 to measure different modalities to deliver his
their progress from the pre-assessment quiz instruction. He will be using technology as
on Day 1. My goal is for the small group one of the ways to deliver and diversify the
activity and the ALEKS inclusion to serve as a lesson (CSTP 3.5).
collaborative and independent review that
helps students master or be close to
mastering the concepts learned.

Feedback I would like from my ME would be


for her to mention how the inclusion of
technology (ALEKS) will help students
understand the material and how well the
students are utilizing notes or handouts to
help them complete the activity. I would also
like to know any progress I have made from
the previous year when I taught this lesson.
Knowing my growth as an instructor will help
me plan this lesson more successfully for
future years.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
He is a relatively low student His math skills are relatively low He is currently failing my class
because of difficulty recalling and is reserved when it comes due to mild depression and
vocabulary terms and the steps to asking questions in class due feeling withdrawn. There are
Focus Students
we take to solve math problems. to a speech impediment. He days when he is enthusiastic,
• Summarize critical needs and how you will His assessment scores are low, does seek additional help and other days when he is
address them during this lesson.
yet he attempts and completes during lunch in my room when completely detached from the
all his homework assignments. I it is one-to-one. I will make sure class. He is getting additional
will be giving him a handout with to show the students the steps help from administration,
the definitions and steps needed to take when solving these myself, and other teachers. I
to simplify radicals. I will also be questions. That way he can usually pair him with helpful
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
sitting him next to a bilingual follow along with his notes and students that show him the
student to further support him. complete his assignments. correct steps to solve a
problem if he gets stuck. This is
important since it
demonstrates to him that he is
not alone and has friends in
the classroom.
How their seating arrangement helps them For the English Learner and the student
be more involved/engaged in classroom with the 504, it may be important to group
lessons and activities? How their them with other students in the class who
surrounding classmates further support their speak the same language and is strong in
engagement? What type of accommodations mathematics. This way they will have
• What specific feedback regarding your focus students do you want
from your ME? should be made for them to make another to seek support from other than
understanding the material more attainable? the teacher.
How will ALEKS and the small group activity Having the students use technology and
improve student learning at or above 70% receive instant feedback should be helpful
accuracy, as shown by their chapter in making sure the student truly
assessment test? understands to concept.
I would like my ME to let me know how Group activities are a great way to help
helpful/challenging the group activity was students prove whether they understand a
Specific Feedback for my students. Did it target specific areas concept or not. Those students that
• What additional specific feedback do you want from your ME
regarding lesson implementation? that will be beneficial for my students to understand the concept can help others
know for the post-assessment? Is it a group thereby increasing their knowledge of the
activity I can reuse for future classes? subject matter.
By now, my students have taken the pre-
assessment quiz and have been taught both
methods of simplifying radicals. This lesson
will mainly focus on the small group dynamic
and how the students will work together to
collaborate and practice simplifying radicals.
Reviewing homework from the previous
Opening: We will be going over the
night is an important way to help students
homework from the previous night and
who may have been confused by the
working out questions with the students if
lesson. Sometimes students
they require it. I usually get asked to
misunderstand how to do a problem and
complete 2-3 problems for my students on a
therefore do the problems wrong on
daily basis.
homework. So it is important for teachers
Body: I will be placing the students in groups
to review and answer questions on
of 3. There will be a mathematically strong
homework to clarify any confusion from
student, an average student, and a struggling
Instructional Planning the previous day’s lesson.
• How is the lesson structured (opening, body, and closing)? student making up each small group. I have
• What varied teaching strategies and differentiated instruction will Groups of three seem to be the perfect
help students meet lesson goals?
noticed that this dynamic has resulted in

amount of students so that everyone can
What progress monitoring strategies will be used? How will results positive results for my students already this
inform instruction? participate and have a role. I would
semester. Many of the more shy and
recommend making each person in the
reserved students have begun to ask more
group responsible for one part of the
questions and are being more involved in
activity. I will also have each member of
classroom activities and lessons. They will be
the group know and understand the roles
asked thought provoking questions and even
of the other group members as well. This
some problems for them to complete as a
way one student is not stuck doing all the
group. This small-group activity should
computations and the other group
emphasize the proper steps and reinforce
members do not know how to do the
the ideas of simplifying radicals to my
problem for themselves.
students.
Closing: Once completed, some of the small
groups will share their answers with the rest
of the class. We will utilize this time to
answer any questions students may still have
or to clear any confusion as well.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7
The lesson will be made relevant because of
the small-group dynamic. The small groups
will be comprised of students at different
The group atmosphere should help all
levels in mathematics and will encourage
students to understand the topic being
them to solve problems and to complete
taught. Each member of the group should
critical-thinking questions. The goal is to
have to teach the other group members
Student Engagement/Learning master the ideas of simplifying radicals and
• How will you make the lesson relevant to all the students? how to do the problems. If everyone in the

to be able to solve these problems. The
How will students show progress towards master of lesson group is confused, then the teacher will be
objectives? progress will be monitored by having myself
there to help. The students will need to
walk around the classroom and seeing how
have proficient knowledge of the topic so
each of the students is doing and how well
they can share their answers with the rest
they are collaborating. Once completed,
of the class.
some of the small groups will be sharing
their answers with the rest of the class which
will further emphasize the important ideas.
I will rearrange the seating to form groups of
three. This will help maintain a positive
learning environment since all the students
The students being in groups should make
will feel welcomed and included in the
the classroom management easier since
classroom activity.
there are less overall students to talk to.
Classroom Management If the students get off-task, which might

The NT just needs to address the group
How will you maintain a positive learning environment with a happen since it is a lower-level class, I will
welcoming climate of caring, respect, and fairness? and then all the students in that group
• Identify specific classroom procedures and strategies for walk up to the group and ask them questions
preventing/redirecting challenging behaviors. should get back on task. Having students
pertaining to the topic. This will force them
in groups can be more exhausting since
to get back on task and continue with the
you will have to constantly monitor the
assignment. Monitoring the classroom will
room to make sure students stay on task.
be crucial since students often have
questions or to make sure everyone is doing
what they are supposed to be doing.
As stated above, some of the small groups
will share their answers with the rest of the
class once they are done with the
assignment. We will utilize this time to Another possible option is to have students
Closure answer any questions students may still have fill out questions as an exit ticket. If a
• How will you close your lesson?
• How will you assess student learning and prepare them for the
or to clear any confusion as well. This is a student does not understand something
next lesson? way to assess student learning and to you can address it immediately before the
reinforce the proper steps to answer these student leaves the class.
particular questions. This will be a great way
to transition into the following day’s ALEKS
review activity.
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
Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional included all levels of Bloom’s (“Identify 6 problem-solving
EXAMPLE questions. Most groups needed revisions for their questions;
questions of analysis and evaluation (“which problem-solving strategies; pick two strategies and identify at least one
CSTP 1: Engaging All Students comparison/contrast was the most common analysis
strategy do you prefer? How could you create a math problem similarity and one difference between them”). Groups then
• In what ways were students engaged? question. I need to give them a Bloom’s question stems
that could be solved with this strategy?”) selected a strategy and created two math problems to
handout next time.
exchange tomorrow.

The NT had the desks arranged in Students walked into the room I had a few students walk in
groups of three before the and had to find their name on tardy, as they normally do
students entered the room. As the desks that were arranged in because this class is right after
students enter the classroom, the groups of three. Once students break. They quickly found their
Specific Feedback
NT verbally goes over the found their group, the NT gave names on the tables and got to
• What information can you provide the NT directions and passes out a them the handout. The NT work. Students who did not
regarding requested special feedback?
worksheet. The NT described the verbally explained the objective understand the problems or had
objective of the worksheet and of the lesson and the roles each a question were helped by their
the roles each member of the group member would have to group members or other nearby
group would have. The students choose. Some students did not groups. I was able to give the
all seemed to benefit from the understand but were able to directions the way I intended to. I

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
group setting and the roles they quickly and quietly ask their made sure to ask the students for
chose. If one student didn’t other group members. The clarification to see if they were
understand the objective, there students worked well in the listening during directions. I was
were other students who could groups and were on task for the surprised to see them all
help to explain or clarify. I believe majority of the activity. If a engaged with the activity. This is
this activity is one that can be group member did not definitely a small group activity
used again for this class and other understand the question, the to keep for future years.
classes in the future. other group members were
there to help and explain.
The NT explained the directions
As I mentioned above, the vast
verbally and walked about to
majority of the students were
answer specific questions and
engaged with the lesson and
clarify any confusion. The Students were given a
were taking their roles in the
students were given roles that worksheet with directions and
group seriously. Students were
they chose in order to participate problems for their group to do.
collaborating with each other
in the group. The NT walked The NT would go over sections
CSTP 1: Engaging All Students and striving to complete the
• In what ways were students engaged? around monitoring the students of the worksheet and answer
How were students not engaged? activity making sure their entire
• How did students contribute to their
during the entire lesson making questions if students were
group understood the material. I
learning? sure they were on task and confused. The students were
• How did teacher and/or students monitor walked around to make sure
learning? answering questions. Focus engaged with their role in the
• How were the focus students engaged and
everyone was on task or to
Student 1 and Focus Student 2 group and with the comments of
supported throughout the lesson? answer any questions. I was a bit
were on task and collaborating the NT. The NT walked around
concerned that Focus Student 3
with their groups. Focus Student helping students and making
was withdrawn from the activity.
3 was withdrawn from his group sure they were all completing
He had been going through some
for most of the activity. His other the worksheet.
personal dilemmas, but I am
group members had to tell him
happy to report he is doing
what to say when it was his time
better and has shown growth.
to participate.
I’m glad I chose to set up the
groups ahead of time so it didn’t
The students worked in groups
The NT had the groups already set take any valuable time from the
and had a role to play in the
up for students so there was no activity. I also rearranged the
group. The students knew they
wasted time preparing for the classroom so the students were
CSTP 2: Effective Learning were responsible for
Environment activity. The NT walked around sitting in table clusters instead of
• How did students and teacher contribute
contributing to the group and
the room monitoring the rows. I also made sure to
to an effective learning environment? relied on their group members
students. Students that had promote an effective learning
for help. The students asked the
questions, found the NT ready to environment by carefully
NT for help when their group
help and always available. choosing the groups and making
members could not help them.
sure everyone would have a
successful day.
I made sure the activity built on
Students were given different
The NT explained verbally the itself by having the previous
representations of radicals and
directions and walked around the question tie in with the following
asked to show understanding of
room monitoring the students. question. I wanted the students
the different forms. Students
The NT also worked out parts of to notice all these connections so
CSTP 3: Organizing Subject Matter learned different vocabulary
the worksheet on the document they could realize how
• What actions of the NT contributed to (radicand, square roots, simplify,
student assimilation of subject matter? camera and had students answer mathematics in intertwined.
• How did students construct knowledge of perfect squares, factors) to help
subject matter?
questions to show they Vocabulary played an important
• What misconceptions did students have
them in explaining their answers
understood the concept. The NT role during the activity because I
and how were they addressed by the to the questions on the
teacher? explained the different made sure students were
worksheet.
representations of radicals and communicating with each other
One student response with how
went over examples to help clear using appropriate terminology.
to simplify a radical “we broke
up any confusion the students This forced them to memorize
them down”. The NT clarified
had. what these words meant.
with “we simplify”.
Overall, they did a great job.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
The NT constantly walked around I made sure to monitor the
the room to help students with classroom and help any students
the worksheet. The NT also that needed clarification on the
Students worked in groups of
worked out problems from the material. Working out some of
three on the worksheet with
worksheet with the help of the problems seemed to help
CSTP 4: Learning Experiences different representations of
• How were students supported through student’s verbal responses. The them as well. We would share
differentiated instruction? radical expressions. Students
• How did students participate?
NT worked with all three of the some answers as a class and I
• How did the NT contribute to student
were able to ask their groups for
Focus Students many times during would write down student
learning? assistance or the teacher. The
the class period. Before moving responses. Students felt proud to
teacher was always available for
on to another problem, the NT have shared their ideas and
the students’ questions.
went over the problems and answers with the class. Especially
asked if students understood or of they were correct and helped
had any additional questions. move along the activity.
Students were given roles for
the group that included writer, Besides going over the worksheet
The NT had the students
calculator, and presenter. Some the students were working on
complete a worksheet and turn
groups only had two people so and answering questions as a
the worksheet in at the end of the
they had to share the third role. class, I included a couple of
period. The NT also went over all
The roles helped the students to critical thinking questions at the
of the problems of the worksheet
stay on task and collaborate end of the activity to use as a
CSTP 5: Assessing Student Learning and clarified when needed. The
• How did students demonstrate with one other to make sure discussion starter the following
NT showed the different
achievement of lesson objectives? they understood the problem. day at the beginning of class. By
• In what ways did students struggle or representations of a radical and
demonstrate limited understanding? Sometimes two students would allowing students to take the
• What teacher actions contributed to continued to ask the students if
disagree with the answer and questions home to think about
student achievement? they agreed with what he showed
then would ask the NT or them independently, it made
them. The NT explained why it is
another group for clarification. them retain the information and
important to be able to see a
The NT made sure to model the practice it further than simply
connection between different
correct answers on the during class. This was a way to
representations of the same
document camera and assess what the students had
problem.
monitored the room to keep learned during the activity.
students on task.
Section 4: Post Observation Conference
Students achieved lesson objectives at a rather high degree. I observed many students finally
connecting previous lessons during this closure activity as I was monitoring the classroom. Students
were realizing that they could represent radicals in many distinct ways; as a simplified radical, as a
To what degree did students achieve lesson decimal, and by using the radical property I gave them. I further concluded that students achieved the
objectives? lesson objectives by the level of understanding expressed during our class discussions. Students were
using academic vocabulary to answer the questions and were using prior knowledge to answer more
critical thinking questions. Very few students left class that day still needing help. The activity served
its purpose and helped students achieve lesson objectives.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Unfortunately, this student
I made sure to monitor his
was completely disinterested
group closely because he
Placing this student with bilingual with the activity and had his
requires additional help and
students made a huge difference. head down for lapses of time.
motivation. His math skills
They were able to help him along He would act like he was
continue to be low, but he did a
the way and strengthened his working when I would walk by,
great job as the “calculator” of
understanding of the vocabulary. but quickly go back to
his group during the activity. He
To what degree did focus students achieve I even overheard him using the withdrawing himself from the
lesson objectives?
was asking questions and being
vocabulary during their small lesson. I made sure to get his
vocal when he was stuck. His
group discussions that day as I attention and ask him
group members were kind
monitored the classroom. He questions about the activity as
enough to guide him along the
seemed to feel more confident I walked by. I did notice that
way when he was stuck on a
and he scored higher on his final his group members were
problem. He also contributed
assessment compared to the pre- cheering him on and allowing
during the class discussion and
assessment. him to try when he did start
his group members were seen
participating. Unfortunately,
congratulating him.
he did not achieve lesson
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
objectives rather well because
of his disengagement with the
activity.
One of my areas of improvement would be to preview the lesson with my students the day before. We
can make a list of the important and appropriate vocabulary and write them on the front board. This
way, students understand that there are going to be special words to use when holding the classroom
What would you do differently next time? discussion. It also gives them a day to practice what these words mean so they can come in to the
lesson with a greater understanding. I could also send my students a critical thinking question the day
before to get them thinking about the topic at hand. We could even begin the activity by holding a
small discussion and answering this question.
A lesson strength visible during the activity was the collaboration between my students in their small
groups. Each of them had their own task and contributed well to make sure their team completed the
activity. Another strength was the manner in which my students were utilizing the vocabulary during
What were three top Lesson Strengths?
the classroom discussions. The vast majority of them were using the correct terms and giving insightful
reasoning while answering questions. The final strength came from my quieter students who were
surprisingly volunteering to answer questions. It appears as if this lesson clarified their understanding
of radicals and in turn boosted their confidence. Overall, I believe this lesson was a success and I will
be utilizing it again in future years.
The top three areas of improvement would be to make sure that all my focus students are engaged in
What were three top areas for the lesson by accommodating their lesson more efficiently, preview the vocabulary with my students
improvement? the day before, and to make sure every “presenter” from all the small groups gets a chance to share
an answer or an idea during the activity.
The following steps in the lesson plan were to assess the students with the final assessment. This
assessment measured their understanding of the material and showed me how much information
What are next steps? they retained. The scores were drastically higher than their pre-assessment since we had spent many
days reviewing the vocabulary, how to simplify radicals, and this particular small-group activity was
the closure they needed to be ready for the chapter test.
Other Comments/Notes

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 7 of 7