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:
1. 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

jduehring@calca.connecti
Jasmin Duehring Math 9
onsacademy.org
Mentor Email School/District Date

kbenumof@calca.connect California Connections

Kimberley Benumof March 16, 2021
ionsacademy.org Academy
Content Standard Lesson Objectives Unit Topic Lesson Title

HSF-IF.C.7: Graph functions Graph quadratic Quadratic Functions and Quadratic Graphs and Their
expressed symbolically and functions of the form y = Equations Properties, Quadratic Functions,
show key features of the ax² and y = ax² + c. Solving Quadratic Equations
graph, by hand in simple
cases and using technology Use functions, tables,
for more complicated cases. and graphs to determine
and compare rates of
HSA-REI.B.4: Solve change presented in
quadratic equations in one various forms.
variable.
Solve quadratic
HSF-IF.C.8: Write a function equations by graphing
defined by an expression in and using square roots.
different but equivalent
forms to reveal and explain
different properties of the
function.

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 ability
and just coming into prominence investigates and examines increased relevant and suitable elements into a cohesive and unified to add new methods and strategies
pedagogical practices use of pedagogical choices pedagogical repertoire into pedagogical repertoire

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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 Utilizing instructional strategies Exploring Gathers and uses additional instructional strategies in single
that are appropriate to the subject lessons or sequence of lessons to increase student
3.4 matter. understanding of academic language appropriate to subject
matter.

Collecting and analyzing T- T - Designs and integrates an assessment plan that provides
assessment data from a variety of Integrating formal and informal assessment data on student learning.
5.2
sources to inform instruction. S- Exploring S - Make adjustments in planning for single lessons or
sequence of lessons based on analysis of assessment data.

Section 2: Pre-Observation Conference

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

Focus Students
● Summarize critical needs and
how you will address them
during this lesson.
This student is categorized as
“Beginning Proficiency” and
scored 20+ points below
average on the MAP test likely
at least in part due to the
challenge of understanding
content area vocabulary. This
lesson includes a heavy focus
on vocabulary with explicit
instruction of new terms,
visual aids and diagrams to
support acquisition, and an
opportunity to practice using
vocabulary during a virtual
Desmos activity in an informal
setting.
This student has an IEP for
autism. His MAP test score was
20+ points below average and
he scored poorly in the area of
Operations and Algebraic
Thinking which is critical to
success with this unit. I will
scaffold learning for this student
through think aloud and
step-by-step modeling of
examples. He will also have
access to guided notes to
organize and keep track of new
information. The lesson will be
recorded and made available so
he can review as needed.
This student is
underperforming due to
disengagement. He tested in
the top 10% on the MAP test
but his grade in the class is on
par with the average. I will
keep this student engaged by
integrating elements of
student centered inquiry and
opportunities to engage
directly with the material
through interactive activities
and games. I will also include a
self-reflection to highlight
areas of strength or weakness
in the learning process and
help develop better
metacognitive awareness.

Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.

My inquiry focus / special emphasis is on

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?
including instructional supports and using
instructional strategies appropriate to the
subject matter and selected based on
analysis of assessment data from a variety
of sources. I will incorporate my inquiry Your multimodal approach and diverse
focus into structuring the lesson plan to selection of strategies will appeal to most
include specific instructional supports learners and the desmos activity will be
based on diverse learning needs of my engaging for all 3 student as well as
students and the concepts and skills providing additional support for ST 1.
needed to be successful. Specific feedback
on the extent to which I am appropriately
supporting diverse students and effectively
utilizing the MAP test report to plan my
lesson.

Inquiry Focus/Students
Suggestions of instructional supports For ST 1 & 2, utilizing the Learning
● What specific feedback regarding your focus and/or instructional strategies that are Continuum report (Algebraic Thinking
students do you want from your ME?
specific to the content and address the standard) on MAP and reviewing the skills
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
diverse learning needs of my focus to be reinforced will be beneficial for ST 1
students. &2.
Review the Learning Continuum skills
Suggestions of which elements of the MAP based on the ST 1, 2,3 MAP results to
testing report to focus on when thinking better understand the range of skills and
about planning the lesson around what my to be prepared to reinforce skills and
students know and can do. understand their current zone of proximal
learning.
Lesson Structure: The lesson will begin
with a review of classroom expectations. I
will introduce our new unit and the key
vocabulary terms that we will be using.
Students will play a game to practice using
the vocabulary and recognizing key
features of graphs. I will then help them
make the connection between quadratic
graphs and quadratic functions and we will
learn how to find the coordinates of the
vertex of a parabola algebraically. We will
also talk about quadratic equations and
what it means to solve them. To help
students solve quadratic binomials, we will
explicitly review how to solve equations
using square roots. We will finish with a
few poll pod questions to allow students
opportunity for independent practice, and
a review of our lesson goals/objectives
with students encouraged to submit a
short self-reflection as their exit ticket.
Teaching Strategies/Differentiated
Instruction: Vocabulary support and visual
aids for ELs; explicit review, think aloud,
and step-by-step modeling for struggling
learners; and interactive activities and poll
pod questions for disengaged students.
Progress Monitoring Strategies: Review
and reteach of concepts and skills related
to quadratic graphs/functions and solving
equations that are identified by the
learning continuum in the MAP test report
based on students RIT scores.
Page 3 of 8

Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards
master of lesson objectives?
I will make the lesson relevant to all
students by giving the ST opportunities to
interact with the subject matter through a
multi-player Desmos activity. I will ask for
student volunteers to use a virtual
whiteboard to solve problems with the
help of their peers. There will also be poll
pod questions throughout the lesson to
allow students to evaluate their
understanding of the new content and a
self-reflection based on the learning
objectives that students will complete as
their exit ticket.

The lesson will start with a short

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.
celebration of Women’s History Month.
Students will have an opportunity to share
female role models that they look up to or
celebrate. As always we will review
classroom norms and expectations at the
beginning of class.
Three different chat pods are utilized and
students sorted by their last name so that
it is easier to identify students who are off
topic. Within our team teaching rotation
each chat is monitored by a teacher and if
students become repeat offenders they will
be sent to a separate room to discuss their
behavior and possible consequences with a
teacher.

The lesson will close with a review of our

Closure
● How will you close your lesson?
● How will you assess student learning and
prepare them for the next lesson?
goals and objectives and students will have
an opportunity to reflect on their learning.
I will assess student learning through their
self-reflection and through an opportunity
for independent practice.

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

When teacher reviewed worksheet, she asked additional
EXAMPLE
questions of analysis and evaluation (“which
CSTP 1: Engaging All Students
problem-solving strategy do you prefer? How could you
● In what ways were
create a math problem that could be solved with this
students engaged?
strategy?”)
Students completed the worksheets and were able to ask
included 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.

I used students’ MAP data and

the Learning Continuum to
I know you reviewed your assess what I could expect
Specific Feedback student’s MAP data to students to know and be able to
● What information can determine where they were with respect to the concepts I
you provide the NT
regarding requested ready to learn? How did you planned to cover. I ultimately
special feedback?
adjust your lesson using this struggled to condense the
information? wealth of information provided
by these resources to make
specific modifications to my
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 8

There were some gaps of time in
which no questions were being
asked, and you should be
working in questioning at least
every 2-3 minutes. It’s ok if you
are going over information that
you think they don’t know – the
focus is on changing it from
CSTP 1: Engaging All “lecture” into “interaction and
Students
● In what ways were engagement”. Let them take a
students engaged? guess, if you’re not sure they
How were students not
engaged? know it yet, such as “quadratic
● How did students
contribute to their or parent function means… “
learning? take a moment and let them
● How did teacher and/or
students monitor think about it.
learning?
● How were the focus
students engaged and Questions to students should be
supported throughout
the lesson? more engaging and incorporate
more higher order thinking, not
simply clarifying such as, “Are
there any questions”
Good use of student names
during the lesson.
Playing game “Let’s Play
Polygraph”
Jasmin started the lesson with a
slide about women’s
contributions to STEM and it
created a positive and effective learning by answering
learning environment because
she stated that all of these
women had to start in an
algebra class just as these
students are.
CSTP 2: Effective
Learning Environment
● How did students and Jasmin shared a Desmos slide
teacher contribute to with the class and showed them
an effective learning
environment? how changing the leading
coefficient alters the graph
shape.
This was a good visual for the ST I liked how the demo was done
to see. Next time, share the link with a student and teacher
with the students so they can
move the slider on their own as questions.
well as show it in class.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
lesson plan. With the limited
instructional time I had to cut
out some of the review and
reteach I had hoped to
incorporate as well as periodic
checks for understanding.
I definitely agree that my
questions were too general and
did not encourage interactions
Students demonstrated
with students. I did have a few
engagement by answering poll
more poll pods prepared but
pod questions and responding in
skipped them to make sure I
the chat pods.
would be able to cover
Increasing higher order thinking
everything I needed too. As per
questions will help monitor
your suggestions I realize that
student learning and meeting
not every check for
students’ needs.
understanding needs to be an
entire math problem but rather
encouraging students to make
connections to prior knowledge
and/or applying knowledge.
I think sharing the Desmos demo
with students so that they could
Students contributed to the
move the sliders themselves and
observe what happens to the
questions, and solving problems
graph as a result would have
with positive feedback & it
allowed them to better interact
builds good social skills
with the material and was
definitely a missed opportunity
Asked Students what they saw
on my part.
and they described the
movement as tighter and looser.
For the Desmos “Let’s Play
Polygraph” vocabulary game I
Students participated in desmos
thought it was a good addition to
activity. Recommended giving
the lesson and I could tell that
the demo prior to the students
students enjoyed it but in
doing the activity in the future.
retrospect as you mention I
should have done the demo with
another student ahead of time
modeling how to formulate
to model vocabulary usage as
well as to clarify the rules of the
game.
Page 5 of 8
 Jasmin models fairness and
respect; uses student names;
“please” and “thank you” !

From introduction of vocab to

direct instruction to guided
practice to independent
practice. There was a good flow
and timing to the lesson.
Students were able to
participate in “Let’s Play
Polygraph”.

Jasmin had a high-quality I was really happy with my

CSTP 3: Organizing
Subject Matter powerpoint presentation pacing for this lesson because I
● What actions of the NT
Students were encouraged to
prepared, as well as file usually run out of time and have
contributed to student take notes on key concepts
assimilation of subject downloads for Practice Test and to rush through the last few
matter? during class
● How did students Guided Notes. She reviewed examples. Keeping to my pacing
construct knowledge of some reminders for students at did mean skipping over less
subject matter? Students were asked to
● What misconceptions the beginning of the lesson. important elements of my lesson
did students have and participate in desmos activity,
how were they plan though, specifically poll pod
“Let’s Play polygraph”.
addressed by the
teacher?
Jasmin introduces academic questions and other informal
language and provides clear checks for understanding.
explanations.

Students were provided with

Guided Notes to organize note
taking during class.

Students were given sample

questions to be used during the
demos interactive activity.

Vocabulary terms were clearly

identified with examples
I think I could have done a better
Learning objectives were clearly
job differentiating instruction for
stated at the beginning of the
struggling learners. I don’t feel
lesson and based on the
CSTP 4: Learning like I plan enough time to really
Experiences appropriate lesson standards.
● How were students slow down when I’m potentially
Students were asked to
supported through about to leave students behind.
differentiated Jasmin was highly personable participate and engaged in a
instruction? On the other hand a big focus of
● How did students throughout the lesson, Desmos activity, “Let’s Play
participate? this lesson was vocabulary
● How did the NT
encouraging students to answer Polygraph”.
acquisition and fluency and I do
contribute to student questions and checking for
learning? feel like I provided ample
understanding multiple times.
opportunities for students to
Tone was friendly and accessible
learn and practice using new
throughout.
vocabulary terms.
Good use of technology

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Jasmin checked for
understanding in the lesson,
asking students for which step
would come next, etc. However,
there were stretches of time in I was able to observe student
the beginning of class in which interactions when they were
no questions were asked and signed into the Desmos activity
the LiveLesson was in “lecture “Let’s Play Polygraph” and
mode”. monitor to what extent the class
was properly using academic
Students were asked to play vocabulary.
“Let’s Play Polygraph” and
Jasmin was able to monitor their
progress and check for
understanding.
Section 4: Post Observation Conference
Based on students’ responses through the chat pod, poll pods, and the “Let’s Play Polygraph”
desmos activity I can conclude that the class as a whole successfully met the lesson objectives.
Specifically, students seemed to be very comfortable with graphing parabolas whose vertex is on the
y-axis. They will likely need more practice graphing parabolas whose axis of symmetry has shifted as
this requires students to use a formula to determine the coordinates of the vertex. Although not
explicitly outlined in the lesson objectives because it does not directly correspond to any of the
learning standards, a big focus of this lesson was on practicing the vocabulary students will be using
throughout the unit. From students’ conversations during the “Let’s Play Polygraph” desmos activity
I was able to determine that they were generally comfortable using the terms “vertex” and
“upward/downward facing”, as well as to a lesser extent discussing the concept of symmetry.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My focus student did not
attend the lesson but he
My focus student in this category represents a general category
actively participated throughout of disengaged learners so I can
My focus student in this
the lesson. During the “Let’s Play speak to the extent that this
category indicated that he felt
Polygraph” desmos activity she group of students as a whole
confident with the learning
was using content area achieved the lesson
objectives during the
vocabulary to describe graphs of objectives. About 50% of
self-reflection prompt at the
quadratic functions including the students were actively
conclusion of the lesson. He did
position of the vertex on the responding to poll pods and
not significantly participate
coordinate grid. During the took part in the desmos
throughout the lesson but is
self-reflection prompt at the activity. This is on par with
generally shy so this was not
conclusion of the lesson she most of our lessons; however,
unusual. I was not able to
indicated that she felt a number students that
include all the scaffolding I
moderately comfortable with the generally would not
wanted to during the lesson so
learning objectives. She would participate routinely were
even though this particular
likely have benefited from actively participating in the
student was fine, in general I
greater scaffolding throughout “Let’s Play Polygraph” and
could have done much more to
the lesson including demonstrating their
support students in this
opportunities to explore new understanding of how to
category.
content through different graph quadratic functions as
modalities. well as their knowledge of and
ability to correctly use content
area vocabulary.
As per my mentor’s suggestion I would better integrate MAP testing data and the Learning
Continuum by including links to resources if and when I do not have time to review the prerequisite
Page 7 of 8

What were three top
Lesson Strengths?
What were three top areas
for improvement?
What are next steps?
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.
concepts during the lesson. For example, when going through an example of how to solve quadratic
equations by factoring I would share active links to a Khan academy review of how to factor and/or a
loom recording of myself going through the example in greater detail with step-by-step explanations.
This would de-emphasize the need to spend too much time on direct instructions during the lesson
and create more opportunities to focus on engaging students and including interactive learning
experiences.
My mentor and I agreed that starting the lesson with a focus on women’s achievements in STEM was
a good way to get students’ attention as well as to highlight equal opportunity in our classroom
environment. The “Let’s Play Polygraph” game was a good way to engage students in learning and
practicing academic vocabulary. There were a couple challenges that were hard to predict in
advance but with minor modifications I could make this activity run more smoothly on subsequent
occasions. Overall the pacing of my lesson was good and I was able to get through all the content
without feeling rushed. At the same time I accomplished this in part by resorting to primarily direct
instruction for the first half of the lesson so in a way there is room for improvement in this area as
well.
I don’t feel that I met my objective of utilizing MAP testing data and the Learning Continuum as
effectively as I could have. In retrospect, although I was excited to have access to so much
information about my students, the amount of data proved overwhelming and I struggled to figure
out how best to integrate it into my lesson. I was also too focused on presenting new information in
the first part of the lesson and missed out on valuable opportunities to engage students like by
allowing them to manipulate the Desmos demos themselves rather than only observing me do so. In
terms of checking for understanding my questions were too general and open-ended. In order to get
meaningful responses from students and determine points of confusion I need to be much more
specific and phrase my questions in a way that focuses students’ attention on specific steps of the
problem solving process.
I would like to plan a future lesson that incorporates my mentor’s suggestion of including active links
to learning resources for struggling students, so that I can spend less time on direct instruction and
more time engaging students in learning. I will create a loom recording of each example in which I go
through the problem in greater detail and have this available for students who need more support. I
will also work to rephrase my questions so that I can check for understanding of specific steps of a
problem.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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