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
Julia Mershon Julia.mershon@gmail.com Multiple Subjects First Grade
Mentor Email School/District Date
Cassie Hansen chansen@heightscharter.com Heights Charter School 10/15/20
Content Standard Lesson Objectives Unit Topic Lesson Title
Using a number line,
students will be able to
“count on” to add by starting
CCSS.Math.Content.1.OA.C.6 Addition Strategies within 20 Counting On Using a Number Line
with the larger number and
“hopping” to the answer
with 90% accuracy. 
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 into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
1.4: Using a variety of instructional NT understands the importance of incorporating different teaching
strategies, resources, and strategies and tries to use a variety of strategies and resources while
1 technologies to meet students’
1/2
teaching. NT feels that she doesn’t always use enough strategies to
diverse learning needs. meet the diverse needs of her students.
NT is focusing on connecting learning to students’ interests, as well as
1.2: Connecting learning to students’
make connections to background knowledge. This is a step that the
1 prior knowledge, backgrounds, life 1
NT does not always include in lesson planning, but she understands
experiences, and interests.
the importance of making connections that make learning meaningful.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student struggles with
understanding the relationship
This student needs some language
between numbers and operations.
support, particularly with abstract This student is advanced. I will
The use of a number line when
math concepts. I will use give them number sentences that
counting on supports number
manipulatives to help construct a require them to identify the
sense. It also helps the student
Focus Students more physical model of the abstract larger number before hopping,
 Summarize critical needs and how understand the relationships
concept. The picture of the number rather than giving them
you will address them during this between numbers. I will give this
lesson. line, the demonstration of how to sentences that have the larger
student addition sentences that
“hop” while counting, and number first. The numbers in the
already have the larger number
completing the practice with a addition sentences will also be
first, as this still allows the student
partner are also supports. I will also larger, and require more careful
to use the strategy, but with some
give this student a poster that counting.
accommodation. This student a
shows how to “hop” to count on.
poster that shows how to “hop” to
count on.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
How can I use physical tools and manipulatives You can use students’ interests when coming
to make an abstract concept more concrete to up with your guided practice math problems.
my students? How do I use the interests of my Try relating them to what you know about
students to create an exciting lesson that also students, or choose the upcoming holiday as a
gives support to students that have a variety of theme. Consider what your students are
learning styles? excited about.
What kind of language tools can I give my EL
student to support her understanding of I think you are providing great supports to
counting on? What kind of accommodations your focus students. If necessary, you can also
should I use to ensure that all of my students can provide additional visual cues for you EL
gain a concrete understanding of what it means student.
to count on?
Your more advanced students could be
Are there further supports that could be
assistant teachers and paired with those that
included to meet the diverse needs of my
might need additional support. This also gets
students? Are there any other extensions that
your advanced students talking about what
would support my advance learners?
they are learning.
Opening: We will open by discussing why
addition is important? Students will make real-
life connections to math. Then, we will talk
about the strategies we’ve learned so far that
help us to add efficiently and accurately.
Body: The teacher will review a number line, and
then demonstrate adding two numbers by
counting on from the larger number. The
teacher will identify the larger number, show it
on the line, and then “hop” by drawing lines the
number of places as the smaller number. After a The supports are embedded in the lesson. I
few examples, the students will receive their think your differentiation is in the lesson. I
own mats for guided practice with the teacher. would make sure that you give students the
They will then head outside to practice the skill chance to explain their thinking at some point
with chalk number lines where students will be during the lesson. Your assessment with an
partnered and given math fact cards and asked exit ticket is appropriate and will give you a
to take turns hoping on the chalk number line to sense of which students might need
count on. Differentiation: Some students will be additional supports or reteaching.
given number sentences with the larger number
placed first, as an accommodation. I will also
give some students a small poster that shows
them the process to follow.
Closing: They will be assessed using an exit ticket
that will require them to use a number line to
solve an addition number sentence.
Assessment: I will use the data from the exit
ticket to assess student understanding and
needs.
We have been learning addition strategies and
discussing why it is important to add, and how
there are ways that make it faster. This strategy
can help students to add quickly. I plan to
incorporate strategies that are interactive. You can incorporate student interests in the
Students will have a visual of a number line that addition stories that you use as examples
they will use to show counting on. They will also when doing guided practice together. You can
have the opportunity to physically hop on a line also relate the problems to
as they learn the strategy. Halloween/pumpkins/etc.
To demonstrate their understanding and
progress, I will have students independently
complete an exit ticket that requires them to use
a number line to solve an addition problem.
Page 2 of 4
 Student expectations for the activity will be
reviewed before handing out any materials or
starting the activity. I will model how to use
Classroom Management
materials and how to safely complete the
I like that you are discussing how to use
 How will you maintain a positive learning activity. By discussing this before, it allows
environment with a welcoming climate of caring, materials and the expectations before the
respect, and fairness? students to be successful. If necessary, I can use
activity. Hand signals are great for quickly
 Identify specific classroom procedures and strategies my hand signals to remind students of the
for preventing/redirecting challenging behaviors. redirecting behavior.
volume level. We also use “call and repeat”
signals to get attention and give further
instructions or redirections in a respectful
manner.
After having time with a partner on the chalk
number line, I will have students independently
complete an exit ticket that requires them to use
Closure An exit ticket will give you data to use when
 How will you close your lesson? a number line to solve an addition problem. Our
 How will you assess student learning and prepare planning further lessons. You should follow up
math is completed at the end of the day, so this
them for the next lesson? on this concept again at a later time.
ticket will be the last activity before pack-up. I
will use the data to assess student
understanding and needs.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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.

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. Page 3 of 4
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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?

What would you do differently

next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

What are next steps?

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 4 of 4