Fullerton Online Teacher Induc on Program

Pre/Observa on/Post Cycle Form (POP)

Revised 4.20.17

Direc ons for Prepara on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden fy date for lesson observa on and set dates/ mes for pre- and post-observa on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec on 1: New Teacher Informa on, lesson plan, and Sec on 2, Part A NT Re ec on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc ons for Pre-Observa on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec on 2, Part A: New Teacher Re ec on; completes Sec on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa on conference. Lesson plan is adjusted as needed and nalized for delivery.
Direc ons for Observa on and Prepara on for Post-Observa on Conference
7. During lesson delivery, ME completes Sec on 3A: ME Observa on of Lesson Delivery, no ng both Teacher Ac ons and Student Ac ons.
8. Prior to Post-Observa on Conference, NT re ects on lesson outcomes and completes Part 3B: NT Re ec on on Lesson Delivery.
Post Observa on Conference Direc ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa ons and outcomes; complete Sec on 4. All parts should be transcribed into one document and submi ed to course instructor.
Informa on is used for ILP.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

Atalie Hammontree ahammontree@bousd.us Mul ple Subject Kindergarten

Mentor Email School/District Date

Alex Gauthier agauthier@bousd.us Country Hills/ BOUSD 10/24/2021

Content Standard Lesson Objec ves Unit Topic Lesson Title

Students will be able to

K.C.C 3. Write numbers
show the correct number
from 0 to 20. Represent a
of counters and write the
number of objects ed a
number correctly with Math Numbers 0-10
wri en numeral 0-20 (with
when given a number
0 represen ng a count of
0-10 for at least 75%
no objects)
accuracy.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra ng 5 – Innova ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are re ned as NT combines Skills are polished as NT expands
and just coming into prominence inves gates and examines increased relevant and suitable elements into a cohesive and uni ed ability to add new methods and
pedagogical prac ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini al Ra ng Ra ng Descrip on (Iden fy both teacher and student ra ng for CSTP 1 and 2.)

Reviewing data, both individually Reviews and monitors a variety of data on student
5.3 and with colleagues to monitor Applying learning individually and with colleagues to iden fy
student learning. trends and pa erns among groups of students.
Selects, adapts, and u lizes appropriate instruc onal
materials, resources, and technologies for concept and
Using and adap ng resources,
skill development in subject ma er. Resources re ect the
technologies, and standards-
diversity of the classroom and support di eren ated
aligned instruc onal materials
3.5 Applying learning of subject ma er.
including adopted materials, to
make subject ma er accessible
Guides students to use available print, electronic, and
to all students.
online subject ma er resources based on individual
needs.
Sec on 2: Pre-Observa on Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

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This student is strong in
math. However from an
ini al assessment he does
struggle with some of the
vocabulary in math. He
o en needs visuals and to
see examples in order to
understand speci cally what
Focus Students
• Summarize cri cal needs and to do. I will allow him to use
how you will address them
during this lesson.
manipula ve and show him
some examples rst so he
understands what his goal is
and what I expect him to
do.I also will make sure to
pair him with a student who
sit stronger in math
vocabulary so they can work
together to help solve the
problems.
Part A: NT Re ec on
Use ques ons to guide re ec on on the lesson
plan.
This student o en rushes and
has a hard me wri ng. I am
going to have him use his
pencil grip that was provided
by his OT and make sure to
remind him to take his me. I
am going to use mers so he
knows how much me he has
and does not feel the need to
rush. He is very bright and
may need to be more
challenged so his behavior is
under control and
appropriate for our lesson. If
he is bored he tends to act
out and goof around so
keeping him challenged will
help keep him focused and
allow other students to focus
too. I will give this student a
more di cult number so he
is being challenged I also will
have him prac ce skip
coun ng since that is
something he enjoys doing.
Provide feedback on lesson plan re ec on.
This student has a lot of
emo onal outburst. She is
in the process of ge ng an
IEP and is working one on
one with an aid. She o en
has emo onal outbursts
and meltdowns. I am going
to make sure that she takes
the assessment when she
is having a good day. If she
needs to take it another
day or take the test outside
then I will allow her to take
it whatever way is best for
her. I will also allow her to
take breaks as needed and
work with her in a smaller
group se ng which tends
to help her not have
emo onal outburst. I will
make sure to front load her
so she knows what is
coming next and does not
have a melt down. I will
also make sure to give her
a number that is not too
di cult since she o en is
triggered when she feels
something is too di cult.
Part B: ME Feedback

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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 speci c feedback do you want from your
ME?
How will using technology and
collabora on help improve my students
ability to write and iden fy the correct
amount of objects for numbers 0-9.
A er the lesson I will talk to my kinder
team and see how their students did
with the lesson. This will help me
decide what the next steps can be and
how our students compare across the I love that you will be using the iPads.
board. The technology That I will use It think the students will have a be er
will help to see the needs of all my understanding of how to use those
students. There will be a song, poems, rather than the chrome books at this
iPads and group games to help all of my point. I would add seesaw so then the
students be successful. parents can even see what the kids
are learning and then the student can
I will have my students work in groups see their peer videos.
and use iPads to show what they know.
We also will use pink cat games online
to check for understanding.

Is there any other technology you

would implement into my lesson?

I think it is great that you are going to

Inquiry Focus/Students
• What speci c feedback regarding your focus
students do you want from your ME?
Speci c Feedback
• Is there anything I can do to add to the
What addi onal speci c feedback do you want
from your ME regarding lesson
implementa on?
use front loading, mers and
manipula ve to help meet the needs
Are there any things you would of your focus students. I think it would
recommend to add to my lesson to be helpful to do an anchor chart too
meet the needs of my focus students? so there is a visual that students can
What are some ways you help your use to help solve the problems. This
students who struggle with math? may help your focus student who has
problems when something is too
di cult. She could use that visual to
help her.
I think the lesson looks great. The 2
things I would add is the seesaw and
lesson or change about it?
making an anchor chart.

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Instruc onal Planning
• How is the lesson structured (opening, body,
•
and closing)?
What varied teaching strategies and
di eren ated instruc on will help students
meet lesson goals?
• What progress monitoring strategies will be
used? How will results inform instruc on?
The lesson will have an opening, body
and closing. I will start with a song as a
hook to get them excited and a game
to check for understanding at the end.
Some of my students who are lower
will be given easier numbers to write
and show. My higher students will be
challenged to show numbers larger
than 10. I also will make sure that my
lower students are paired with a higher
math student so they can work
together to show that they know. I also
will have numbers up with the poem in
case they forget how to write a speci c
number. I also will use mers for my
student who has a harder me with
transi oning,
To monitor progress I will walk around
while students are prac cing to see
who may need more help and one on
one a en on in the lesson.
Love that you are going to use the
poem to help your students
remember how to write their
numbers. That will be a good way for
them to remember if they ever get
stuck. My students love the number
poems. I think using the anchor chart
will be a good source of progress
monitoring too. You can ask the
students ques ons while lling it in
and have them help you to see what
they know. I think it is good to be
roving the room to make sure that the
student are doing what you are
asking. You can stop and assist any
student who is struggling.

I will use technology to make sure that

the lesson is relevant to all students. I
know the majority of my students have
iPads at home and will love being able
to use them in class.

Student Engagement/Learning Students will show progress by I think the iPads will make it relevant
• How will you make the lesson relevant to all the
students? recording themselves and their partner for the students. It will be great to
• How will students show progress towards
master of lesson objec ves?
wri ng a number I give them and then have them record themselves too.
coun ng the correct number of
counters to match. I have pre
assessment data that I can compare
their video to see if they are making
progress throughout the lessons

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 I always go over the rules and how we
encourage students who try even if
they get the answer wrong. My
students know to always be
encouraging and help other students
who may be struggling.
Classroom Management
• How will you maintain a posi ve learning
It is important to go over rules and
environment with a welcoming climate of I will use my doorbell if it gets loud and expecta ons before you start
caring, respect, and fairness?
• Iden fy speci c classroom procedures and
I need to redirect a en on. I also will especially when you are using
strategies for preven ng/redirec ng use dojo points to reward students something new.
challenging behaviors.
who are working hard and following
the rules. I also will make sure my
higher students are challenged and
lower students are supported to help
reduce a en on seeking behavior.

I will close my lesson with a pink cat

game. This will be a fun way to quickly
check for understanding of the lesson.
Let me know if you have any
I will assess student learning by using ques ons.
Closure
the videos that they made and posted Overall, it looks good and it seems like
•
•
How will you close your lesson?
How will you assess student learning and to seesaw. This will help me to see a good and important lesson. This was
prepare them for the next lesson?
which students have a good easy to follow, process and
understanding of the lesson and which understand. Your ideas are explained
students may need small group well.
instruc on or reteach lesson.

Sec on 3: Observa on of Lesson Delivery

Part 3A: ME Observa on of Lesson Delivery
Teacher Ac ons
EXAMPLE When teacher reviewed worksheet, she asked addi onal
CSTP 1: Engaging All Students ques ons of analysis and evalua on (“which problem-
• In what ways were solving strategy do you prefer? How could you create a
students engaged? math problem that could be solved with this strategy?”)
Part 3B: NT Re ec on on
Student Ac ons Lesson Delivery
Student groups answered worksheet ques ons that
Students completed the worksheets and were able to ask
included all levels of Bloom’s (“Iden fy 6 problem-solving
ques ons. Most groups needed revisions for their
strategies; pick two strategies and iden fy at least one
ques ons; comparison/contrast was the most common
similarity and one di erence between them”). Groups then
analysis ques on. I need to give them a Bloom’s ques on
selected a strategy and created two math problems to
stems handout next me.
exchange tomorrow.

I think the students really

enjoyed the lesson. Many of the
kids asked when they could do it
again. They loved being able to
Speci c Feedback You did a great job with your The students really seemed to
work with their partners and
• What informa on can lesson. I love how you used love the lesson. They were
you provide the NT ge ng to use the iPads and
regarding requested technology and kept the engaged and worked well
special feedback? white boards. Some of my
students engaged. together in their groups.
students said it was one of their
favorite lessons so far. I think it
was a very fun and engaging
lesson for all of my students.

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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: E ec ve
Learning Environment
• How did students and
teacher contribute to
an e ec ve learning
environment?
Teacher plays a video to get
students all involved. The
teacher walked around and
made sure everyone was ge ng
a chance to par cipate and
encouraged some of the more
shy students to share as well.
Teacher makes sure to remind
them of the rules and
expecta ons. The room it clean
and cheerful. The teacher used
dojo points and bell to keep
students on task and reward for
posi ve behavior.
I started o the kids with a Jack
Hartman video that had them all
follow along with singing and
hand mo ons. The kids love his
videos so it helped hook them
to the lesson too. I made sure
the students were engaged in
the learning by giving them
hands on ac vi es to do. This
made them all have something
to do and make sure they were
all equally par cipa ng.
The students are engaged in the
Students were able to
video and are raising their hands
contribute to their learning by
and par cipa ng throughout
doing the hands on ac vi es
the lesson
and sharing with their partners.
I monitored learning by roving
the room and making sure that
they understand what they
needed to do and helped them
if needed. The focus students
were all very engaged in the
lesson and worked well with
their partners. They did the
ac vi es that were asked of
them and were able to complete
the ac vity,
I made sure to go over my rules
and expecta on before the
lesson. I would remind them of
rules like “push in your chair”
The students worked well
and to “raise your hand for
together. They followed
permission to speak”. Having the
direc ons and were polite when
reminder helped the lesson
correc ng another student or
move smoothly and that they
sharing their ideas.
kids were ac vely learning. I also
reminded them to talk nicely to
their partner and how to correct
someone in a nice way.

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 I demonstrated how to do each
ac vity. The students showed
what they know by working in
teams to write the number they
were given and use the correct
CSTP 3: Organizing Th students were able to show number of counters to show the
Subject Ma er
• What ac ons of the NT what they know using number. They then record
The teacher Helped students
contributed to student whiteboards and counters. They themselves and posted it on our
assimila on of subject who were struggling. They also
ma er? also recorded themselves to class seesaw for both I other
• How did students were paired with students who
construct knowledge of
show what they know at the parents and the other students
were stronger in math. The
subject ma er? end. Some of the students to see. Some of the mistakes I
• What misconcep ons teacher would correct students
did students have and wrote the numbers the wrong saw were wri ng numbers
how were they who had any misconcep ons.
addressed by the
way and would miss number backwards. I would show them
teacher? when coun ng. how to write the number and
have them either trace it or try
it again themselves. I also had
them look at their number
charts to double check it was
the right way.
Some of my lower students
were instructed to use their
number lines to help them write
the numbers. I also paired my
lower students with some of my
students who were stronger in
CSTP 4: Learning Th teacher Paired lower students
The students used the anchor math so they had someone to
Experiences with higher ones. The teacher
• How were students chart and number line to help help support them. Th students
supported through made an anchor chart that the
them if they needed. They also par cipated by showing their
di eren ated students could refer back to if
instruc on? worked well with their partners. whiteboards, raising their Hans
• How did students they needed help. The teacher
par cipate? The partners did a great job of to say how many, sing the song
also gave some of the students
• How did the NT helping out students who and recording themselves at the
contribute to student number lines to help them count
learning? needed help. end to the lesson. I contributed
and write the numbers.
by showing them how to do
each ac vity. I made a anchor
chart for them to refer back to if
they needed help and walked
around and helped any students
who needed it.

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 Th students demonstrated their
knowledge by wri ng ht number
they were given in their
whiteboard and then pu ng the
correct number of counters on
their whiteboard. Hey then
The students showed what they
The teacher had the students recorded themselves saying
know by using counters and
CSTP 5: Assessing record their partner showing their number and coun ng their
whiteboards. They also did a
Student Learning their number and coun ng their counters. A couple of students
• How did students great job recording their
demonstrate counters. She helped some of struggled wri ng the numbers
achievement of lesson partners showing the number
the students count who the correct way and some
objec ves? they wrote and coun ng their
• In what ways did struggled with it. She made sure needed help coun ng. This is
students struggle or counters. There were a few
demonstrate limited everyone was par cipa ng and something I will work on with
students who needed some
understanding? trying their best. She let them these students to help get them
• What teacher ac ons extra support coun ng and
contributed to student know that its ok to make a to the same level as the other
achievement? wri ng the numbers the right
mistake and start over they just students in the class. Some of
way. Many of them were able to
needed to try their best. them also were very shy when
do it with no extra support.
recording and it was di cult to
hear. I made sure to help any
students who needs it and
provide them with anything they
need to be successful in the
lesson.
Sec on 4: Post Observa on Conference
Most of my students were able to meet the lesson objec ve. There were about 2 students who were
not able to write the numbers and show the correct number of counters with 75% accuracy. Those
To what degree did
are the students that I will work with in small groups to help them meet the goal. They are
students achieve lesson
objec ves? improving from the beginning of the lesson but s ll need some on on one help to get them to meet
the goal. The rest of my students were able to meet the goal and most of them with 100% accuracy.
Which means that some of them will need to be more challenged.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student was not able to

This student did great on the This student did great I even
meet the goal but she did at
lesson. He was able to use the was able to challenge him and
least par cipate and did not
number line I gave him to help give him higher numbers to try
have any meltdowns. She had
him meet the goal. His partner which kept him engaged and on
fun with the lesson but was
To what degree did focus did a great job helping him too. task. The mers helped him
students achieve lesson
not able to count in the
He seemed really engaged with transi on from each ac vity and
objec ves? correct order and needed to
the lesson and all of the visuals I he did not have any meltdowns
trace the numbers or have
provided helped him too. He also when we changed from a
someone write it rst and
used the anchor chart to help preferred ac vity because he
then copy. I will make sure to
him with some of the higher knew what was coming next. He
con nue to work with her in a
numbers and would use it to really enjoyed the lesson and
small group or one on one
check his answers. worked well with his partner.
se ng to get her caught up.
Next me I would give myself more me for the lesson. Some of it felt a li le rushed. The kids were
What would you do
di erently next me? all really engaged and would have loved doing even more videos. I think some of my students could
have even had larger numbers and been even more challenged.

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 The lesson was very engaging. All of the students were ac vely par cipa ng and saying how much
they loved the lesson. The kids also loved the jack Hartman song at the beginning. Th kids all were
What were three top
Lesson Strengths? really well behaved and followed direc ons well even when they were in their groups. I also Felt that
all of the di eren a on really helped my SPED kids. They all did really well and were able to
par cipate with the rest of the class without needier a break or having a meltdown.
One area of improvement would be to allow myself more me for the lesson. During the pink cat
games it felt a li le rushed and the kids really wanted to play more. We had to con nue the pink cat
What were three top areas
for improvement? games another day so they could complete that ac vity. I also think they need a li le more prac ce
using seesaw. Many of them needed a lot of help pos ng their videos. I think it would be a good
idea to do just a lesson on how to post videos and use some of the other tools on seesaw.
Th next steps are to con nue working on wri ng number 0-10 and show in 4th correct number of
objects. I will create some small groups with students who need more prac ce. There were some
What are next steps? students who need some more prac ce to help them meet the learning goal. I also want o come up
with some ac vi es to challenge some of my students who were already able to meet the learning
goal.
Other Comments/Notes

Overall I really enjoyed this lesson and I know my kids did too. I am going to try and do more group ac vi es with
technology in other subject areas as well.

All parts of this form should be transcribed (typed; not hand-wri en) into a single document and submi ed to course instructor.
Informa on from this POP Cycle should be summarized on the NT ILP as appropriate.

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