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

jenniferc.saravia@gmail.c
Jennifer Saravia Math/Language Arts 7-8
om
Mentor Email School/District Date

Rob Shultz rshultz@sdacademy.com San Diego Academy/SECC 10/21/19

Content Standard Lesson Objectives Unit Topic Lesson Title

Students will write the

equation of a line given its Writing Linear Equations Writing Equations in Slope-
8.EE.6
and Linear Systems Intercept Form
slope and y-intercept.
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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence investigates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical practices use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CST Initial
Element Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
P Rating

Uses gathered information about students’ prior knowledge,

cultural backgrounds, life experiences, and interest to support
Connecting learning to students’ student learning.
1.2 prior knowledge, backgrounds, life Exploring
experiences, and interests
Students participate in single lessons or sequences of lessons
related to their interests and experiences.
Uses a variety of assessment data to set student learning goals
Using assessment data to establish for content and academic language.
learning goals and to plan,
5.4 Applying
differentiate, and modify Plans differentiated lessons and modifications to instruction to
instruction meet students’ diverse learning needs. 5/10/19
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.

Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis?
• How will you incorporate the inquiry focus and/
or special emphasis into the lesson?
• What specific feedback do you want from your
ME?
The class will be focusing on the essential Lesson plans look thorough. Lots of
question “How can you write the equation examples and assessments. The tunnel
of a line in slope-intercept form?” illustration sounds interesting. I like that
the students appear to be sharing some of
We will begin answering this question by their work with the class.
identifying how to find the slope and the y-
intercept of a line.

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 Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

504 student needs extra time to

Student currently tests at a 3.2 process information. Whether it
Grade Equivalent for reading, is taking notes during the lecture Student learns concepts very
which means he has trouble or doing the practice problems, quickly, but makes some
understanding some academic they take longer than others. mistakes when reducing. I
Focus Students
• Summarize critical needs and language. When writing the Class notes will be provided for will ask him to verbalize the
how you will address them
during this lesson. definition of slope and student after the lesson, to help steps and then he will be given
discussing it in class, I will use fill in gaps in their notes, and if the opportunity to peer tutor a
synonyms like steepness or needed, teacher will then meet classmate.
incline to help him understand. one-on-one with student to help
All students will also use their with practice problems and have
hands to demonstrate incline. student verbalize the steps, to
ensure understanding.
I see lots of involvement. I especially
appreciate that students will present work
Are students actively involved throughout
• What specific feedback regarding your focus to the class at each stage. Your tunnel
students do you want from your ME? the lesson? If not, is there a strategy that I illustration, and other real-life applications
can use to keep everyone engaged? are always very valuable tools in
promoting engagement.
There appears to be a nice variety of
Were sufficient examples or explanations examples, from real-life examples to
Specific Feedback given in order for students of different standardized test examples. The tunnel
• What additional specific feedback do you want
from your ME regarding lesson learning styles to understand how to example with the tube will appeal to the
implementation? identify the slope and y-intercept of a visual learners, and those who need their
line? math grounded in reality in order to
engage.
-Begin by identifying key vocabulary and Nice lesson structure starting with tapping
definitions. into prior knowledge and engaging with a
-Go over slope-intercept form. real-life example, and concluding, after
-Using a graph, have students identify the much practice, with formative assessment
slope of the line. Go over how to determine in the form of interpreting a slope of -500,
if a slope is positive or negative just by and completing the sentence in the
Instructional Planning
• How is the lesson structured (opening, body, and looking at the line. “closure” activity.
closing)?
• What varied teaching strategies and -Have students identify the y-intercept of
differentiated instruction will help students meet
lesson goals? the graph. Use of peer tutors is an excellent way of
• What progress monitoring strategies will be
used? How will results inform instruction?
-Use the slope and y-intercept to write the keeping the more gifted students engaged,
equation as y=mx+b. and will help them hone their skills as they
-Students will then practice on their own verbalize their explanations to their peers.
and additional explanation will be given if
needed.
-Peer tutor will also be used to help
students get immediate one-on-one help.
-Teacher will make connections to the In addition to tapping in to prior
previous chapter students have studied. knowledge, your real life example will
help make the lesson relevant to your
-Students will be given a short formative students.
Student Engagement/Learning
assessment during the note taking portion,
• How will you make the lesson relevant to all the complete a homework assignment, and Asking your students to interpret the slope
students?
• How will students show progress towards given another formative assessment the of -500 in the real-life example will also
master of lesson objectives?
following day when they come into class. help you assess mastery as will your
The formative assessments will include “closure” question (if you get to it.)p
giving the students graphs and having them
find the slope using the definition of change
in y over the change in x.

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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.
Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
-Students are encouraged to raise hands From my past observations I know you do
rather than shout out answers. well in managing your classroom
-Students are reminded that we never laugh environment. There is always a high level
at someone or dismiss their answer/ of engagement.
comments.
-Students are praised for participating even I like that you use polling. It is an
if their answers are incorrect. excellent way to keep everyone at their
-Daily routine: Students given warmup on peek attention level, and my personal
their way in and work for about 5 minutes, favorite method of checking for
homework and warmup are put on the understanding.
corner of their desk ready to be turned in,
we take notes on new lesson, homework is
collected.
- Students called on randomly while we
take notes, to make sure they are following
along and I can check their understanding.
-Exit Ticket: Using the online resource This is probably an obvious question: Do
Kahoot! students will complete one you grade the Exit Ticket problem before
problem before they are dismissed. This they leave the classroom for instant
will help me make sure they understand the feedback? Do they have to complete the
concept before they leave. problem correctly before leaving the
room?
-Students will begin their homework
assignment. After working independently, I
will answer questions they have come
across and reteach concepts they don’t
understand.

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

EXAMPLE
CSTP 1: Engaging All
Students
• In what ways were
students engaged?
When teacher reviewed worksheet, she asked additional
questions of analysis and evaluation (“which problem-
solving strategy do you prefer? How could you create a
math problem that could be solved with this strategy?”)
Students completed the worksheets and were able to ask
all levels of Bloom’s (“Identify 6 problem-solving
questions. Most groups needed revisions for their questions;
strategies; pick two strategies and identify at least one
comparison/contrast was the most common analysis
similarity and one difference between them”). Groups then
question. I need to give them a Bloom’s question stems
selected a strategy and created two math problems to
handout next time.
exchange tomorrow.

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 Regarding your question about
student engagement, I watched
closely throughout the class
period. Students seem to be at,
or very close to 100%
engagement at all times. I’m
becoming a believer in the Junior
High’s collecting of phones each
day. There were no students
sneaking looks at their phones or
bombing off text messages.
You have developed a teaching
strategy that involves a
predictable routine which the
students know. This clearly
works well for keeping your
Specific Feedback
students engaged and on task.
• What information can
you provide the NT
regarding requested Regarding your question about
special feedback?
whether you provided enough
specific examples, and whether
you addressed students with a
variety of learning styles, I
believe you did extremely well
in these two areas. You provided
a large variety of examples of
varying complexity and did a
good job of polling for
understanding. You constructed
your lesson very effectively and
the students responded to it.
Your use of the whiteboard
activity, solo activity, and team
learning, all worked to engage
students with a variety of
learning styles.
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As will be mentioned in several
places later in this document,
students respond very well to
your teaching style. They know
the plan before they walk
through the door and never need
extensive instruction as they
shift through a variety of
activities. They seem to be
relaxed, eager to participate, and
enjoying their time in your
room. All I can say is, keep up
the good work!
Especially in math I try to
include multiple learning styles
into my lessons. My students
have really responded well to
using whiteboards while we are
working through the lessons. It
keeps them engaged because
they want to use the boards and it
immediately lets me know if they
are struggling or understanding
the material. I also love using
real life examples because it
makes math come alive for my
students. If we are spending
time learning it, I want them to
realize that they will use this in
their daily lives and in their
activities.
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 A variety of techniques were
used to promote engagement.
You made the lesson interesting
by tying it into your love of
travel. You provided a variety of
activities which kept students
from getting bored and helped
engage different learning styles.
CSTP 1: Engaging All Activities ranged from individual and to feel safe putting
Students
• In what ways were activities, team learning, and
students engaged? How
were students not whiteboard challenges.
engaged?
• How did students
contribute to their You monitored and supported
learning?
• How did teacher and/or learning through an extensive
students monitor
learning? use of polling, moving around
• How were the focus
students engaged and the room to interact one-on-one
supported throughout
the lesson? with students, and through the
use of the whiteboard activity.
Focus groups #1 and #2 were
supported through one-one-one
interaction during activities.
Focus group #3 students were
able to use their skills to help
other students during the team
activities.
You maintain a relaxed and
engaging atmosphere. Students
feel safe to ask questions and put
themselves out there with
answers to questions.
CSTP 2: Effective
Learning
Environment The classroom was comfortable
• How did students and
teacher contribute to an and attractively decorated.
effective learning
environment? Multiple bulletin boards were
decorated in a well thought out
manner and addressed a variety
of motivational themes. Their
colorful and engaging designs
added to a pleasant atmosphere.
You affectively assisted in
assimilation of the subject matter
by:
1. Tying the subject to student’s
prior knowledge.
2. Using your personal love of
CSTP 3: Organizing
Subject Matter travel, and students knowledge
• What actions of the NT
contributed to student of tunnels to bring meaning to
assimilation of subject the subject.
matter?
• How did students 3. Using sample problems which
construct knowledge of
subject matter? grew in complexity.
• What misconceptions
did students have and 4. Providing instant feedback
how were they
addressed by the with the whiteboard activity.
teacher?
5. Appealing to a variety of
learning styles by using a variety
of different techniques such as
whiteboard challenges, solo
challenges, team activities, and
an extra credit opportunity.
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The students responded to your
As students entered the
methods by being nearly 100%
classroom they were each given
engaged regardless of the
our daily warmup. The warmup
activity taking place. They
allows me to gage students
seemed to enjoy, and respond
understanding of the previous
well to the variety of activities
lesson and whether or not we are
used throughout the period.
ready to move on. This also
allows to me address any
Students seemed to be relaxed
mistakes before upcoming
themselves out there. They were quizzes or tests.
quick to attempt to answer
questions thrown out to them, as During the lesson, students were
demonstrated by the many hands engaged in all of the activities,
that would go up each time. The from watching the video on
building tunnels to using our
students were also willing
whiteboards. While taking notes,
participants in the polling
students were actively
technique used, as well as the
participating answering questions
whiteboard challenges.
and using our 1-5 scale to let me
know how they were
understanding the material.
Overall, I feel that this lesson
went really well and students
seemed to enjoy finding the
slope and y-intercept to write
equations.
Students responded well to the
environment in the room. There Learning environment was as
appeared to be 100% usual. Classroom management
engagement. Students seemed went well and students were
to enjoy themselves and were quiet when they needed to work
quick to respond to questions, independently, but were
and ask questions of their own. interactive throughout the lesson.
Students followed class rules
Students transitioned quickly to including raising hands, being
each new activity. They seemed supportive when a classmate got
to know the routine, and an answer incorrect, and helping
responded comfortably to each others when needed.
new task.
Knowledge of the subject matter
was constructed gradually, and
systematically. First, meaning
Each student took Cornell Notes
and context was provided using
and included the title of the
prior knowledge and video/
lesson, the essential question,
discussion of tunnels and travel.
and key vocabulary. A video on
Then examples of increasing
using slope and y-intercepts
complexity were introduced
when constructing tunnels was
with polling used to assess
played to start the lesson. This
understanding. Students then
allowed students to see how the
practiced individually as you
concepts we were learning in
moved through the room
class could be used in real life.
providing feedback. Finally,
The students were able to use
group challenges in the form of
other real life example to identify
team activities and whiteboard
the two key concepts and write
activities were used to help
equations.
students hone their skills, get
instant feedback, and achieve
mastery.
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CSTP 4: Learning
Experiences
• How were students
supported through
differentiated
instruction?
• How did students
participate?
• How did the NT
contribute to student
learning?
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?
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Differentiated instruction was
provided mostly through the
support of the three focus
groups. While more gifted
students were given the
opportunity to assist in the
learning of their peers through
team learning, other students
who struggled more, because of
language or other issues, were
given one-on-one learning time
by by you as you moved through
the room.
The lesson provided multiple
opportunities for virtually every
student to get one-on-one
feedback through the use of
whiteboards, polling, team
activities, and by your moving
through the room to work with
strugglers.
Your primary methods of
assessing learning included:
1. Extensive use of polling as
you worked each example.
2. Use of a whiteboard activity
to instantly assess
understanding.
3. Moving through the room to
check on understanding of
those learners needing more
attention.
Section 4: Post Observation Conference
Focus Student 1: English Learner
Focus student 1: Student used the
slope and y-intercept to write an
equation with an accuracy of
100%.
Students participated in the
learning experience by
remaining on task and flowing
with the established routine.
They also engaged in the polling
and quickly raised their hands in
response to questions.
Students were also highly
engaged during the whiteboard
activity, and while they were
broken up into learning teams.
Students never seemed to need
to be reminded to stay on task.
No phones or other forms of
technology were around to
distract.
Students affectively
demonstrated their achievement
of the lesson objectives in their
responses to polling, and their
raising of hands to answer
questions. The students also
demonstrated they were
grasping the material during the
whiteboard activity.
Focus Student 2: Student w/ILP/504
Focus student 2: Student used
the slope and y-intercept to write
an equation with an accuracy of
100%.
Students are put into different
groups to help support their
needs. I have basic for those who
struggle with concepts, average
th
for most of the 8 grade
students, and advanced for those
who need more of a challenge.
During the whiteboard activity I
noticed that all students
understood the material so it was
not necessary to call individuals
up for a one-on-one reteach of
the concepts.
Throughout the lesson, students
participate in various real life
examples. We do a couple
together and then students are
asked to complete a problem on
their own. Students are then
asked to use a scale of 1-5 to rate
their understanding of the
material. By using this method
for assessing their knowledge, I
understand that I might not get
truthful answers because they
might not want to admit they got
the answer wrong, which is why
I have incorporated Kahoot Exit
Tickets. However, since we
collect student phones at the
beginning of the day it has
changed the way we play
Kahoot. Now students use their
whiteboards and I tell them if it
is right or wrong rather than
using their phones to submit the
answers and getting feedback on
their phones. Even with the
change, students still enjoy and
look forward to playing Kahoot!.
Focus Student 3: Your Choice
Focus student 1: Student used
the slope and y-intercept to
write an equation with an
accuracy of 100%.
Page

What would you do
differently next time?
What were three top
Lesson Strengths?
What were three top areas
for improvement?
What are next steps?
I would love for students to have the opportunity to write their own real-life example and then have to
use the slope and y-intercept to write an equation. By doing this, I think students would gain a much
deeper understanding of the material. Once everyone has their own real-life example we could trade
it and students would have to solve each others problems.
-Students were engaged throughout the lesson.
-There was a positive learning environment where students are encouraged to answer questions.
Students were also very respectful and supportive of their classmates.
-Lesson was delivered in a clear and effective manner.
-Video on tunnels should have been more interactive so that students could feel more of a connection.
-Find another way for how students can play the Kahoot! game rather than having them use the
whiteboards to display their answers.
-Give more time for peer-tutoring.
-We will continue working with slope and y-intercepts but we will now be writing systems of linear
equations. Students will need to use tables, graphing, or algebraic methods to solve the systems.
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.

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