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
Ella Mkrtchyan Mkrtchyan_ell@ivybnd,com Mathematics 6,7,8
Mentor Email School/District Date
Shawn Huntsinger Huntsinger_sha@ivybnd.com Ivy Bound Academy/LAUSD 10/13/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with

numbers expressed in
scientific notation, including
problems where both decimal
and scientific notation are
used. Use scientific notation
and choose units of
appropriate size for
measurements of very large or
very small quantities (e.g., use
millimeters per year for
1. understand why
seafloor spreading). Interpret
scientific notation is
scientific notation that has
important
been generated by
2. convert numbers Powers and Roots Scientific Notation
technology.
into scientific
notation
ELD Standards:

Interacting in Meaningful
Ways (Collaborative):
Exchanging information and
ideas - Contribute to class,
group, and partner discussions
by following turn-
taking rules, asking relevant
questions, affirming others,
adding relevant
information, and paraphrasing
key ideas

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.)
Using available technologies to assist Integrates a variety of technologies into the development,
5.6 in assessment, analysis, and Integrating implementation, analysis of assessments, and communication of
communication of student learning. student learning to all audiences.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Engages in reflection individually and with colleagues on the
Reflecting on teaching practice in
6.1 Applying relationship between making adjustments in teaching practice and
support of student learning.
impact on the full range of learners.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 3 also receives
Student 2 receives certain
accommodations, such as:
accommodations such as: constant
Student 1 has moved to the United repetition and clarification of
checking for understanding, visual
States five months ago and mainly directions, asking student to
aids, repetition of directions,
speaks Russian. Although he is paraphrase directions, pair visual
repetition and modeling of math
having difficulty understanding information with auditory
strategies and processes, etc.
Focus Students English, he uses an online information. Student 3 currently
 Summarize critical needs and how Student 2 currently holds a 94%
dictionary, and his performance is holds a 67% score in my class, and
you will address them during this score in my class.
lesson. great. Student 1 has over 100% in is very easily-distracted and
I would like Student 2 to benefit
my Pre-Algebra class. needs constant reminders to
socially from group work given that
I would like Student 1 to participate focus during class.
she is quite shy. I would like for
in group projects and be involved in I would like Student 3 to put his
her to get more comfortable
a way that would benefit him abundant energy into the
communicating with peers, which
socially and linguistically. research and discussions with his
can be more comfortable to do in a
group mates, which will in turn
small-group setting.
raise his grade.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
 Focus: technology and group work
 Use different technological tools I would have to constantly monitor students
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
throughout the lesson (Zoom Breakout by jumping in and out of breakout rooms, and
 How will you incorporate the inquiry focus and/or Rooms, Google Classroom, Kami, be an active participants in the groups as
special emphasis into the lesson?
 What specific feedback do you want from your ME? Google Forms, Desmos Classroom, etc.) opposed to just an observer. Collaboration is
 I wanted feedback with advice on how a useful strategy to make students engaged.
to ensure engagement of all students.
For the English learner, encourage the use
online translators. If I can, assign this student
For my English learner student, I would like to
to a group with someone who speaks Russian
Inquiry Focus/Students ensure his equal engagement in his group. For
 What specific feedback regarding your focus students as well to translate if needed. For my IEP
do you want from your ME? my IEP student, I would like to keep him focused
student, provide occasional short breaks, and
for the entirety of the lesson.
be aware of all the necessary
accommodations.
My ME mentioned that I already use different
technological tools which appeal to different
Specific Feedback Getting all students to be as engaged as possible types of learners. He suggested incorporating
 What additional specific feedback do you want from
your ME regarding lesson implementation? in the lesson. polls to know where my class stands in their
knowledge, as well as assigning “jobs” and
responsibilities to every member of the group.
Day 1:
 Warm-up (15 min)
 Pre-Quiz (20 min) My ME likes the different strategies I use
 Online worksheet (group work 40 min) throughout the lesson, and mentioned that I
Instructional Planning
 How is the lesson structured (opening, body, and Day 2: Class discussion (75 min) will be able to successfully see my students’
closing)? Day 3: Lecture/Lesson Slides and Homework (75 progress from the pre-quiz to the final quiz.
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? min) He also appreciated my use of “real-world”
 What progress monitoring strategies will be used?
How will results inform instruction?
Day 4: Group activity/assessment– Desmos problems that give more importance to the
Classroom (75 min) somewhat abstract notion of scientific
Day 5: notation.
 Warm-up/Review (25 min)
 Quiz (50 min)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6

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.
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My ME suggested 3-4-minute stretch breaks
My use of real-life examples and application of
to enhance overall student engagement. I
scientific notion will spark the interest of the
would have to be prepared with the
students. Additionally, students conduct their
technologies that I am utilizing to avoid any
own research about the topic.
glitches or difficulties during the lesson
Our school and classroom has established Zoom Constant reminders of the school’s policies
policies that maintain a positive virtual and expectations of the students: being
classroom environment and etiquette. scholarly, visionary, and honorable.
The lesson will conclude with a quiz to assess
Suggested using polls in the start of the next
the students’ learning. This lesson will directly
lesson to assess student knowledge of prior
connect to the next one as we continue learning
lesson.
about scientific notation.
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
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
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
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students were able to participate
Majority of my students were
throughout the lesson but there
engaged throughout the entirety of
were many students that chose not
the lesson. They were able to
The use of technology and the to engage in group or class
complete the assignments, ask
variety of different teaching discussions. Picking students at
questions, and discuss their findings.
methods was greatly beneficial to random will allow more students to
I would have liked all of my students
reach all students. The teacher is participate and will also see which
to be fully engaged. Some,
highly organized which allows the students are not engaged in the
however, had their webcams turned
class to run smoothly with very few lesson if they do not respond to
off during the group activities and
delays during instruction and being called on. Lastly, having
were nonresponsive to questions.
transitions. student roles in group discussions
These were the same students that
will ensure that each one is
are usually otherwise more shy and
participating and engaged in
not very talkative.
learning.
Students were engaged in various
activities that use technology. I
made sure to utilize different forms
of technology per sections of the
lessons in order to engage as many
students with different learning
needs. For the warm-up, online
Students reviewed questions during
worksheet, and lecture, we used
the warm-up and volunteers helped
Google Classroom– I created a PDF
answer questions. Students also
The teacher engaged students in that students could directly add to
took a quiz and got instant results
various ways throughout the lesson using Kami. The Pre-Quiz and Quiz
to see what information they were
through class warm-ups, a pre quiz, were created and conducted using
already familiar with. The breakout
breakout rooms, & class discussions. Google Forms. Group activities
rooms allowed for students to
Teacher monitored learning by were conducted using breakout
collaborate and use technology to
getting instant results of the pre-quiz rooms on Zoom as well as Desmos
do research. Additionally, students
and monitoring group discussions. Classroom. Some of the students
were able to debrief at the end by
were not engaged during the group
going over their results in breakout
activities. Students were able to
rooms.
activate their prior knowledge, ask
questions, participate in group and
class discussions, take pre and post
assessments, and get immediate
feedback from their assignments
and from me. Throughout the
lesson, I was asking many questions
Page 3 of 6

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.
and receiving answers from
students. I was able to “jump”
around between breakout rooms to
monitor students’ learning, as well
as receive results from the Google
Classroom Activity and the pre and
post assessments. The ELL student
was an activate participant in our
class as well as his small group. The
second focus student, who has an
IEP, was participating quite often in
class discussions but less so during
the smaller group work. She is
relatively of a shier demeanor. I
asked her to participate with her
small group but she did not turn of
her webcam for that section of the
lesson. Unfortunately, the third
focus student, who also has an IEP,
was absent during the first three
days of the lesson. I held a one-on-
one meeting with that student so
that he may catch up with the
lesson.
The teacher was well prepared and
has numerous activities to help
encourage student engagement.
Students were responsible for
Positive behavior supports were
volunteering to answer questions
given throughout the entire lesson. Student’s contributed to a positive
and earning “merits” through
Our school uses a merit system to learning environment by
sharing their screen during their
reward participation and encourage volunteering to answer questions
group activities, annotating via the
positive behavior. Merits were and participate in class discussions.
Zoom tools, and participating in
offered and given to students that
group discussions.
were participating which
encouraged many different students
to participate.
The lesson’s warm-up was designed
to activate prior knowledge of the
subject (prior knowledge of
exponents to implement into the
This was a new topic for the
scientific notation lesson). I used
students and many of them were
lots of “real life” examples and
not familiar with the material. This
research. Some misconceptions
lesson was a great introduction to Students were aware that the pre-
students had included confusion
the topic. The use of the class assessment would not affect their
between exponents and
discussions allowed the class to go grade which helped give an honest
multiplication. I repetitively spoke
over certain problems that view of student’s prior knowledge.
of the difference between the two
highlighted the importance of This helped prepare students for
throughout the lesson. Another
scientific notation. The lesson was a what was going to be taught and
misconception students had related
great way to introduce the students their comfortability with the topic.
to writing scientific notation
to the main topics and prepared
numbers incorrectly, such as not
students about the upcoming
using numbers between 1 and 10.
classes.
For this misconception, too, I used
repetition to “seal” students’
understanding of how to correctly
write scientific notation numbers.
Page 4 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?
What were three top areas for
improvement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The variety of methods of Most students were engaged
instruction was beneficial for many throughout the lesson. As I My lesson is comprised of a wide
of the students. A select number of observed some of the interactions range of activities. Some students
students were able to volunteer in the breakout rooms, it was were able to benefit more from the
answer the warmup questions. obvious that many of them enjoyed whole-class setting, some benefited
Students were also able to being able to communicate with from the research portion, some
participate in the lesson during the each other. Some were more from the smaller group setting, etc.
group research discussions. The engaged than others, but most Majority of both of my 7th grade
teacher was able to effectively go students were positively classes were engaged and actively
into each breakout room and give contributing in their individual contributed in at least one portion
assistance and monitor learning and group discussions and class of the lesson.
student participation. discussions.
In the beginning of the lesson, I
Students were able to demonstrate conducted a pre-quiz. I explained to
achievement via the pre- my students that the pre-quiz will
assessment and the online not be graded and that it is merely
The teacher was able to assess the
worksheet. One limitation during for them to answer honestly in order
student’s prior knowledge by having
the online worksheet is since they to know where they stand before
them take the pre-assessment.
are working as a group, there are the lesson. A lot of my students did
Many students did not do very well
some students that were not as struggle with the pre-quiz. As the
which was somewhat expected but
involved in the assignment. This lesson progressed, students were
the teacher had a well thought out
can sometimes make it difficult to provided with differentiated
plan to build student knowledge
know if all students are instructions and a variety of
over the course of several days.
understanding the material, even methods. When students took the
though the teacher was going into post-assessment, their results
different breakout rooms. improved from a 45% average to a
75% average.
Section 4: Post Observation Conference
The lesson’s objective was to introduce my students to the rules of exponents and scientific notation. The
result of the lesson exceeded my expectations, as I predicted approximately a 15% improvement from the pre-
assessment but achieved 30% instead.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Although this student was
participating in the whole class As mentioned previously this
setting and completing her student was absent for the first
individual work, she did not three days of the lesson.
participate in the small group However, once I caught up with
This student met his lesson setting, and did not achieve my him during a one-on-one
objectives– he both participated in objective for her in becoming more meeting, he was able to show
the small group discussion and comfortable communicating with interest in the lesson and
improved on his assessments from her peers as she refused to turn on participate in his small group.
12/20 to 20/20. her webcam for that portion of the However, I believe the absence
lesson. Unfortunately, distance prevented him from achieving my
learning did not allow me to aid lesson objective for him as he did
her much in that students are able not make much progress in the
to rightfully turn off their webcam subject.
and mute themselves at any point.
After conducting this lesson, I discovered the benefit of assigning a “teacher” for every small group. I carried
this out in a more recent activity, and found that assigning a student as the teacher per group improved
student engagement and encouraged participation, as there was someone in the group who was in charge and
responsible for reporting back to me. I made it a point to pick “teachers” who I knew to be close friends with
the shy students to ensure flowing conversation.
1. Use of the different technological tools in the lesson
2. Research and real-world connections
3. Collaboration and group activities
1. More student engagement in group activities
2. Keep student attention throughout entirety of the lesson
3. More structure in breakout rooms (assigning student roles)
Page 5 of 6
 Students will use the information that they learned in this lesson to apply to the next part of the unit which is
What are next steps? operations with scientific notation, where we will learn how to multiple, divide, add, and subtract numbers in
notation.
Other Comments/Notes

Although there was a big improvement from the pre to the post assessment as an overall class, unfortunately, some of the students
whom I wanted to see improve did not show much improvement. In the future, I will try different approaches to encourage these
particular students.

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 6 of 6