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
Nancy Stack Alliestack93@gmail.com Mathematics Kindergarten
Mentor Email School/District Date
Ana Marie Karkanen anakarkanen@ca.rr.com St. Cornelius Catholic School 10/5/20
Content Standard Lesson Objectives Unit Topic Lesson Title
K.CC.5 Counting and Students will be able to use
Cardinality Count to tell the manipulatives to show
number of objects which number pairs create
5. Count to answer “how many?” the number 10.
questions about as many as 20
Students will be able to
things arranged in a line, a Mathematics Model and Count to 10
rectangular array, or a circle, or as demonstrate their
many as 10 things in a scattered understanding of number
configuration; given a number sense and varying ways to
from 1-20, count out that many model and write the
objects. number 10.
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.)
During my whole class instruction, I will often ask for students to
give me a thumbs up or thumbs down for understanding. In
addition to this method I will walk around the classroom and
Monitoring student learning and
1.6 2 check my students work. This allows me the opportunity to help
adjusting instruction while teaching.
students fix mistakes and give them one on one attention. I am
still exploring creative ways to adjust my instruction when I find
that my students are struggling.
Creating physical or virtual I am providing a positive work environment through zoom.
learning environments that Students interact with me as well as their classmates during
promote student learning, reflect
lessons. We utilize online resources as well as hands on
2.2 diversity, and encourage 1
constructive and productive manipulatives to complete our directed lessons. Students are
interactions among students currently learning through Zoom so I am trying to create a diverse
learning environment that keeps their engagement.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and how
you will address them during this Student comes from a bilingual Student has a difficult time paying Student is at/above grade level.
lesson. home. The primary language of the attention and following directions. Student is proficient in reading,
child’s home life is Spanish. During Student is in our STEP binder with writing and math.
this lesson I will use visuals and concerns of speech from parents. I
step by step instructions to ensure will offer redirects to this student
students understanding. and make sure they are staying in
the room for our Zoom lesson. I
will ask him questions to keep him
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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.
engaged.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
My inquiry focus is the students using the
manipulatives to create various ways to make
the number ten. Students will be given the
opportunity throughout the lesson to work with
their counters and share what they have come
up with.
How do I address my higher leveled kids without
just giving them more work?
Does the flow of my lesson plan work?
Is informally checking and assessing my students
count as progress monitoring?
The lesson is structured with an opening/warm-
up, then the activity then the closing time.
Students will be given visuals, verbal instruction
and will be using manipulatives to better
understand the lesson. I will informally assess
the students by having them share what pairs
they created, as well as having them show me
their work virtually. Students will also turn in
their worksheet for me to look over and grade.
The results of this lesson will allow me to see
where my students are and if we need to spend
more time on counting and cardinality.
Students love their whiteboards and enjoy our
warm up activity, which will get them ready for
our activity. Allowing the students to use their
counters as manipulatives gives the students an
opportunity to be hands on and involved in their
learning.
Students are currently learning through Zoom. If
a student is being disruptive I will redirect their
behavior by reminding them of class rules. Our
class also utilizes a ‘Happy List’, which is a list
that students get to be on if they are following
directions. The list starts over each day, giving
each student the opportunity to start fresh.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
Try to use vocabulary such as number relations
and number combinations. This way the
students are exposed to various terms
expressing what they are actually doing.
In a normal setting: Once a high leveled
student finishes work, you could allow them to
work on a game that reinforces same concept .
The numbers may be higher and offer a deeper
understanding to the concept.
On Zoom: You can incorporate it in your warm-
up. While using the whiteboards you can
differentiate the warm-up by asking certain
students to use a higher number. You can also
offer an extension to those students who finish
work before others, that reiterates the
concepts being practiced.
Be more specific with how you will be
assessing/closing this lesson. What are your
recall questions?
Think of what tools they have at home that
they can use. They have their whiteboards,
counters and even their fingers. These tools
will allow you to visually assess the students’
progress. Add a second standard that touches
on the beginning stages of addition.
Be more detailed with how you are going to
assess the students. Make sure you have tools
to monitor all students progress. Think about
your students and where they are in their
learning. Are they going to be able to use their
whiteboards properly? Are they going
understand that while using their fingers they
need to count the fingers that are down too? It
is important to really think about students’
needs and abilities.
Students will be able to be hands on through
both of these activities.
Frame your ideas around how you will
encourage the student who still needs help
understanding the concept. How do you help
those students, the ones who may not get the
answer correct when called on?
Add that you pull sticks to call on students
which adds to fairness. Having positive
attitude is definitely an attribute that you have
that will create and maintain a positive
learning environment.
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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.
I will close my lesson by asking my students As stated above, make sure you are adding
recall questions and reviewing the activity. specific ways that you will be recalling the
Students will turn in their worksheet for me to student’s knowledge. Think of how that will
look over and assess. translate over Zoom.
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
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
I informed NT that in a
Normal setting:
Once a high leveled student finishes
work, you could allow them to work
Students were able to show their
on a game that reinforces same
understanding through various
concept . The numbers may be
forms. Higher leveled students Higher leveled students were able to
higher and offer a deeper
were able to show various number answer the given questions.
understanding to the concept.
combinations using their fingers Students were able to use their at-
On Zoom: You can incorporate it in
instead of counters. The fingers home resources to show
your warm-up. While using the
students were holding up were one understanding of number
whiteboards you can differentiate
number and the fingers down were combinations.
the warm-up by asking certain
the corresponding number
students to use a higher number.
combination.
You can also offer an extension to
those students who finish work
before others, that reiterates the
concepts being practiced.
NT checking the students’ responses
Students were participating in the
on whiteboards.
Students actively participated using lesson however, I feel as though I
Re-directing students when needed
white boards to respond. Most would like to see more participation
and offering positive feedback to
responded appropriately. Students from my lower students. A few of my
students who are on task. NT gave
also had the opportunity to explain students needed redirects to return
several opportunities for students to
their thinking and responses. to the screen or show me their
display their knowledge of number
whiteboards.
sense.
NT set students up with
whiteboards for active participation Students were giving the appropriate
Most students had what supplies
via Zoom by sending them home. materials to complete this lesson.
they needed. Some needed parent
She also sent home materials Some students needed extra
support to gather their materials
needed to complete the assistance from parents to find said
for learning online during Zoom.
lesson/worksheet for the day, materials.
including counters as manipulatives.
NT warmed students up and
activated prior knowledge by asking Students were able to come up with
Students used their counters at
questions regarding number their own number combinations and
home to follow along with the
sense/numeracy. Modeling and encouraged to share them with the
teacher. They were encouraged to
guided practice directions were class. Students were able to share
share their number combinations as
precise. Students were asked for results to show understanding with
a group.
number combination to their whiteboards.
demonstrate learning.
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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?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
Lesson was given via Zoom due to COVID 19 distant learning protocol.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Some students had a difficult time
NT continued to monitor student Students are having a difficult time
staying engaged due to the nature
participation, “Everybody at home, staying on task due to Zoom.
of “Zoom.” A few raised their
show me…” Students were asked to Students were encouraged to stay
hands to add to the conversation.
count together and to share their on task and join me in counting and
Some students had a difficult time
number combinations. demonstrating learning.
remaining on task.
Students were able to draw circles
For closure NT had students Students drew 10 counters on their
on their whiteboard to show their
demonstrate their knowledge of whiteboards and self selected their
number combinations. They would
number combos for 10 on their combination on their board.
color in some and leave others not
whiteboards. She restated the Students then shared their number
colored in to show their
objective of finding the related combo out loud with the rest of the
understanding of number
number set for the number 10. class.
combinations.
Section 4: Post Observation Conference
Students achieved the objective of being able to make number combinations of ten. All students were able to
complete the warm-up, assignment and show their understanding.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student was able to achieve
lesson to the fullest. Student
Student was able to achieve the Student needed several reminders
showed me understanding by
lesson and object through using to stay in front of the camera.
utilizing his fingers. This was a
manipulatives. Verbal instructions Student was given the opportunity
more challenging way of showing
and Visual instructions were giving to answer verbally to show
me number combinations
through every step of the lesson. understanding.
compared to the counters that
the other students were using.
Next time, I would make sure I had more time to complete this lesson. We ran a little over our allotted time
and had to go to recess. I would like to see my students’ engagement up a little more. Trying to keep
Kindergarteners attention while teaching over Zoom has been quite a challenge. Next time I will make sure to
get the students by in a lot higher.
1. My ability to reach all of my students learning abilities through one lesson.
2. Hitting all components of my lesson plan.
3. Keeping a positive learning environment for my students. Allowing my students to feel comfortable
and welcome during virtual learning.
1. I would like to see my students have more engagement with less redirects in my future lessons.
Students needed a few redirects to join on us during our lesson.
2. Spending more time and creativeness on the culminating activity. I feel as students could have spent
more time showing me their understanding of number combinations.
3. Time management. I feel as though we spent a little too much time on the warm-up and which then
led to us running out of time towards the end of our lesson.
The next steps are to dive into addition. We will begin using counters to ‘add to’ numbers. We will start
creating visual number sentences and writing the corresponding numbers.
Other Comments/Notes
Page 4 of 5
 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 5