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
Samantha Goodman sgoodman@opaschools.org Multiple Subject 4th
Mentor Email School/District Date
Oxford Preparatory Academy –
Ann Truong atruong@opaschools.org 10/6/2021
South Orange County
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.MATH.CONTENT.4.OA.A.1
Interpret a multiplication
equation as a comparison, e.g., Students will be able to use
interpret 35 = 5 × 7 as a statement
bar models, equations, and
that 35 is 5 times as many as 7 Math: Understand Develop Understanding of
verbal statements to
and 7 times as many as 5. Multiplication as a Comparison Multiplication as a Comparison
Represent verbal statements of represent multiplication as a
multiplicative comparisons as comparison.
multiplication equations.

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.)
Includes questions in single lessons or a sequence of lessons that require
1.5: Promoting critical thinking though students to recall, interpret, and think critically.
1 Exploring
inquiry, problem solving, and reflection Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
4.2 Establishing and articulating goals for Establishes and shares learning goals for skill development with students in
4 Exploring
student learning single lessons and sequence of lessons.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student needs extra help with This student needs extra time
understanding the language that is when writing down math work This student rushes through their
Focus Students used in directions or word problems. I from the board to their paper. I will work and does not check their
 Summarize critical needs and how plan to read the problem out loud to make sure if they are not finished answers. I will make sure I am in a
you will address them during this
lesson. the class and also go over and read the working, I will provide the paper in close proximity to the student to
problem with him directly. I will check front of them so they can focus on make sure I can tell them to slow
for understanding by having him tell writing important information down and take their time.
me what he needs to do. down.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis  How can I make sure that I am having the These strategies are going to help your
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or
students critically think about their answers students reflect upon their thinking. Having
special emphasis into the lesson? to a math problem? students explain their answers will give you an
 What specific feedback do you want from your ME?  I will make sure that I am asking students to insight on their knowledge of the content.
explain how they got their answers in more
Also, having students listen to other
details.
 I will make sure that I ask multiple students classmates thinking can help others learn
to share how they solved the problem to other ways to arrive at the answer.
hear from multiple perspectives.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 I will make sure that prior to the lesson
starting, students know why we are
learning this lesson and what I want them
to understand from it.
 Are the students actively engaged in the
While I’m observing, I will focus on noticing if
lesson?
students are engaged and that students who
 Do you see me providing that extra support
to students? needed support were provided with solutions.
 How was my classroom management well
the lesson was being taught?
I will be observing to see if students were on
 Did you feel like the students were more
engaged because of handing out
task and engaged.
Commodore Cash?
 This lesson will open with students taking
out their homework from the previous
night.
 Students will be correcting the problems as
we go over it as a class.
 After we correct homework, students will
turn to the next lesson in their math
workbook.
 The first two problems for the next lesson
are called “try it.” Students will use the
previous skills from the day before lesson to
solve the problems.
 I will read the first two problems out loud
for students. Students will then be given 5
minutes to solve both problems.
 During the time students are working, I will
be walking around the room to monitor The structure of your lesson seems well
student progress. thought out and structured. I appreciate your
 I will call on 2 students to come up to the use of exit tickets as a form of feedback on
whiteboard and show the class how they whether your students understood the lesson
solved the problem. that was taught.
 After those 2 problems are solved, we will
move on to the next page.
 I will read the directions to problems 3 and
4, give students time to solve, and then call
on students to share their answers.
 For the closing part of my lesson, students
will need to solve problems #5 and #6 as
their exit ticket before they can start on the
assigned homework.
 Students will complete problems #5 and #6
and once finished raise their hand, so I can
go over to their desk and check off that the
problem is correct. This will help me give
one on one support to each students and
see who needs extra help before they work
on homework.
 I will make the lesson relevant to students
by asking them questions about when they
have used multiplication or when they
would need to use it in the future. Based on how the lesson is going, asking
 Students can share different ways they can
questions can guide and also redirect students
group items.
to the main objective of the lesson. Connecting
 I will be checking for understanding by
walking around the room and checking
their academic content to their daily lives will
students work. provide more value to your students and give
 I will make sure that I am asking lots of them a purpose.
questions for students to answer, so I can
check in that they understand the concept
being taught.
 I will maintain a positive learning Positive learning environment is such an
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 environment by making sure that all
students are actively engaged and
supporting all of their needs while the
lesson is taking place.
 I will call on students that are raising their
hands and reward them with Commodore important part of their social-emotional ability
 How will you maintain a positive learning Cash.
environment with a welcoming climate of caring,
to learn. Providing students with reminders
 I will make sure that while other students
respect, and fairness? and giving reinforcements can help provide a
 Identify specific classroom procedures and strategies are sharing, all other students are being
for preventing/redirecting challenging behaviors. respectful and listening. positive learning I look forward to seeing how
 If students are not following directions, I you balance this throughout your lesson.
will walk over to their table and give them a
reminder of what they need to be doing.
 If the class starts to get too loud while
working, I will redirect them with a call and
response.
 I will close my lesson by checking the last
two problems in the students workbooks #5
and #6. This will help me assess if they have
learned the concept that was taught for the
day and if they are prepared to do the Informal and formal assessments are essential
homework for tonight.
Closure to a successful lesson. Your use of exit tickets
 How will you close your lesson?  I will also be able to assess if they
 How will you assess student learning and prepare helps with lesson feedback. Hopefully, that
understood the lesson by checking their
them for the next lesson?
homework the following day. This will show helps guide re-teaching and review before
me if they were able to take the skills they their Friday quizzes.
learned in class and apply it to their
homework.
 Students will also be assessed on the entire
concept on our weekly Friday quizzes.
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 questions.
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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students 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
engaged? solved 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?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
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?

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