Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
Karly Smith Karly.smith@cwcsilverlake.org Math 1
Mentor Email School/District Date
Citizens of the World, Silver
Emily Smith Emily.smith@cwcsilverlake.org 3/15/20
Lake
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.MATH.CONTENT.1.NBT.C.4 
Add within 100, including adding a 
two-digit number and a one-digit 
number, and adding a two-digit 
number and a multiple of 10, using  Students will be able to use
concrete models or drawings and  representational models of
strategies based on place value,  tens and ones to add and
properties of operations, and/or the  subtract 2 digit numbers. Using Place Value to add and
relationship between addition and  Representational Models
subtraction; relate the strategy to a  **Lesson will now be given in subtract
written method and explain the  a pre-recorded video format
reasoning used. Understand that in  and sent to students, due to
adding two-digit numbers, one adds  current remote learning
tens and tens, ones and ones; and 
sometimes it is necessary to 
compose a ten.

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 Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
coming into prominence and 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.)
Selects and adapts a variety of instructional strategies to ensure
Utilizing instructional strategies that are 
3.4 Exploring student understanding of academic language appropriate to subject
appropriate to the subject matter
matter and that addresses students’ diverse learning needs.
Incorporates differentiated instructional strategies into ongoing
planning that addresses culturally responsive pedagogy, students’
Planning instruction that incorporates  diverse language, and learning needs and styles.
4.4 appropriate strategies to meet the  Exploring
learning needs of all students Uses assessments of students’ learning and language needs to inform
planning differentiated instruction.

Section 2: Pre-Observation Conference

Focus Students
● Summarize critical needs and how you
will address them during this lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
AL- student is an English Learner who JE- student has an IEP. She tends HS- student tends to use direct
tends to use direct modeling to use direct modeling strategies modeling strategies to solve
strategies to solve problems. I would to solve problems and I would problems and I would like to
like to move her toward more like to move her toward more move him toward more
complex strategies, by teaching this complex strategies, by teaching complex strategies, by teaching
representational strategy this representational strategy this representational strategy
Part A: NT Reflection Part B: ME Feedback
Page 1 of 6

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?
Inquiry Focus/Students
● What specific feedback regarding your focus students do
you want from your ME?
Specific Feedback
● What additional specific feedback do you want from your
ME regarding lesson implementation?
Instructional Planning
● How is the lesson structured (opening, body, and closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How will
results inform instruction?
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.
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
● Moving students from concrete to
representational to abstract strategies to add ● Have students use and review the
and subtract previous strategy, introduce new
● Teaching a representational strategy that strategy and then discuss why this
students can use new representational strategy may
● Ways to provide a better connection from be more efficient and effective?
previously taught concrete strategy?
● A lot of scaffolding during small
group work and working in
● Ways to better support these specific
partners or lessening the number
students, and encourage them to use more
of problems they need to solve
complex strategies
● Be sure to provide the with a
model, either physical or visual
● Maybe partner these students
with one of your focus students, to
help guide them if needed? Or
allow these students to explain
their thinking with the class, or
give them more challenging
● Ways to differentiate for students who need problems
more of a challenge, to keep them engaged? ● Maybe give students a choice-
after 1 problem, allow students
who are ready to work
independently leave the carpet to
start, while those who would like
more practice with the teacher
stay for another problem or 2
● Opening: review previous concrete strategy
● Body: connect previous strategy to new
strategy today, have students practice as a
whole group, then pull small group of focus
students for more scaffolding
o **Unable to do small group
work due to remote learning
● Closing: review what students learned today,
ask students to self-assess ● Asking students to self assess their
● Small group instruction, access to varied ability to use this strategy at the
levels of problems, scaffolds for particular end of the lesson will be helpful in
students informing the next lesson
o **Unable to do small group
work due to remote learning
● Students will self-assess at the end of lesson,
review student work after lesson to
determine who still needs more support
o **Unable to view students’
self assessments due to
remote learning
● Maybe choose topics for the story
● Differentiation strategies as discussed above
problems that all students can
● Include problems with topics that students
relate to, such as sports or games
relate to
they enjoy
● Students will show how they are able to apply
● Show direct correlation to
the strategy to new problems
previous strategies
● Focus on positive behavior that I see/
● Students can self-assess how well
students using materials correctly
they used materials as well, at the
● Welcome all ideas, address misconceptions in
end of the lesson
a positive way
Page 2 of 6

Closure
● How will you close your lesson?
● How will you assess student learning and prepare them for
the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special feedback?
CSTP 1: Engaging All
Students
● In what ways were students
engaged? How were students
not engaged?
● How did students contribute
to their learning?
● How did teacher and/or
students monitor learning?
● How were the focus students
engaged and supported
throughout the lesson?
CSTP 2: Effective Learning
Environment
● How did students and teacher
contribute to an effective
learning environment?
CSTP 3: Organizing Subject
Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students construct
knowledge of subject matter?
● What misconceptions did
students have and how were
they addressed by the
teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
● Clear expectations for materials before lesson
starts
● Students will self-assess how well they
understand and are able to apply this
strategy
o **Unable to view students’ ● How will students self-assess? Be
self assessments due to sure to give clear expectations for
remote learning how to do this, either with a
● Students will also turn and talk to a partner number on their fingers or an exit
about how this strategy is related to the one ticket
from previous days
o **Unable to do turn and talks
due to remote learning
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
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;
analysis and evaluation (“which problem-solving strategy do you
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
prefer? How could you create a math problem that could be solved with
difference between them”). Groups then selected a strategy I need to give them a Bloom’s question stems handout next
this strategy?”)
and created two math problems to exchange tomorrow. time.
I think the lesson met the objectives ● Differentiation through
above of moving students from assigned independent
concrete strategies to more abstract **N/A due to pre-recorded video problems- students could
strategies. The teacher also showed lesson format choose the number set
the connection between the two and that worked best for
honored the value of both strategies them
● Content of story
Teacher provided opportunities for problems was relevant
students to stop, think and share and engaging to students-
before demonstrating the strategy. Pokemon cards and
N/A
Teacher provided clear visuals for candy
students to follow and model along ● Scaffolding was used to
throughout the lesson. meet the needs of all
students
Teacher prepped students with the ● Positive, fun attitude
materials they needed ahead of time. throughout lesson
The objective of the lesson was clear ● Allowed student choice,
N/A
and laid out for students at the through ways to show
beginning and students knew what the strategy and number sets
purpose of today’s lesson was. to use
● Direct correlation to
previous lesson and
previous strategies
Teacher repeated the steps of
taught
underlining the important parts of the
● Students were given a
problem and modeled it initially with
chance to try the
manipulatives. Then the teacher
N/A problem and strategies
demonstrated multiple times, the
first, before teacher
more abstract strategy and provided
explained and
apple opportunities for students to use
demonstrated
the strategy .
● Students were given
multiple ways to show
and explain their thinking
Page 3 of 6

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?
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.
During the actual lesson, I think the
use of number sets could have been
helpful for your learners- those who
may have needed work with smaller
numbers before diving into ● Differentiation: multiple
double-digit numbers as well as those ways to show strategy
who could have been pushed further that students could
with more challenging numbers. choose from & different
N/A number sets to choose
The teacher allowed for students to from in problems
review a previously taught strategy, ● Students given
and connect it with the more abstract opportunities to explain
visual strategy that was the focus of their thinking
the lesson. The terminology used, as
well as the demonstration were
consistent with each new problem that
was posed.
● Independent work-
showed if they were able
to effectively use today’s
strategies
● Asked to self-assess their
Teacher provided lots of visuals, both
understanding with
concrete and visual. The teacher
numbers 1-4
provided problems with similar
N/A ● Used scaffolding in each
structure that students could then
problem to help students
apply the strategies that were taught
solve and show strategies
on each new problem with ease.
● For students whose work
I was able to view, most
were able to effectively
use the strategy taught
and got correct answers
Section 4: Post Observation Conference
*I was unable to collect all assigned work due to COVID-19 school closures and my school not requiring 1st
graders to ‘turn in’ any work electronically. I was able to collect a few work samples from families who agreed
to send them to me, so analysis is based on the sample size of work that I received*
From what I was able to analyze, most students achieved the lesson objective and were able to use the
strategy that was taught. Some students were still using the previously taught strategy of direct modeling to
solve the given problems, but the majority successfully used the representational strategy.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
JE- student successfully used the
representational strategy for 1/2
HS- student was still using the
given problems. In the second
AL-student successfully used the previously taught, direct
problem, the student seemed to
representational strategy to solve modeling strategy and did not
miscount and therefore got the
both problems given. yet show mastery of the
answer incorrect, but still
representational strategy
attempted to use the new
strategy
As my mentor suggested, I would use a choice of number sets for at least one of the problems that we worked
on all together. To differentiate even more, I think I also could have checked in more to have students
self-assess their understanding after the first 2 problems. Students could then choose to begin working
independently right away, or stay to watch the rest of the video with me for further review.
I think my learning objective was clear- students understood that today we were learning a new
representational strategy to solve problems using place value.
I also think I made a clear connection between the previously taught strategy and the new strategy. This
helped students who are typically more comfortable with concrete strategies see the connection and be able
to further understand this new strategy.
Page 4 of 6
 Last, I think I gave students enough opportunities to practice together, with scaffolding. The process of solving
each problem was consistent throughout the whole lesson, but I gradually gave students more independence
as we moved along.
More differentiation- as described above, I could have had more opportunities to differentiate through the
numbers students used, and the amount of independence they chose.
What were three top areas for I could have also provided more opportunities for students to self-assess their understanding throughout the
improvement? whole lesson, rather than just at the end.
Last, I could have added another visual with the steps to solve each problem, to further support my English
learners.
For students who are ready for even more abstract strategies, I plan on teaching new strategies that allow
What are next steps?
them to mentally and visually manipulate numbers without drawings. For students who need more support
with this representational strategy, I plan to review it with them using both physically base ten blocks and
drawings.
Other Comments/Notes

While I had planned to provide my focus students with small group instruction, following my whole-group lesson, I was unable to do so
due to current school closures. My school is currently not doing any live instruction yet, only pre-recorded video lessons, which is how I
presented this lesson. I plan to begin live small group instruction very soon.

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 5 of 6
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 6