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
Itzel Reyes Itzel.reyes@animo.org Mathematics/ Statistics 12th grade
Mentor Email School/District Date
Mindy.melgar@greendot.or
Mindy Melgar Green Dot School District 10/13/21
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Content Standard Lesson Objectives Unit Topic Lesson Title
Make inferences and justify
conclusions from sample surveys,
experiments, and observational SWBAT identify and explain the
studies. (S-IC.B) following with at least 75%
■ S-IC.3 Recognize the accuracy on the exit ticket: 1.
purposes of and The population and sample in a
differences among statistical study. 2. Voluntary Chapter 4: Designing Studies 4.1 Sampling and Surveys
sample surveys, response samples and
experiments, and convenience samples; explain
observational studies; how these samples can lead to
explain how bias.
randomization relates
to each. ( C )
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 and Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)

Using and adapting resources,

Ms. Reyes is using various technology platforms to engage and
technologies, and standards-aligned
T- Applying explore new concepts. Students are given opportunities to work in
3.5 instructional materials including
S- Exploring groups and individually to demonstrate their learning. In addition,
adopted materials, to make subject
she plans to assess and modify teaching instructions for any
matter accessible to all students.
misconceptions.
Ms. Reyes promotes critical thinking opportunities for students at
Promoting critical thinking through the ends of each chunk within the lesson. Students must
T- Applying
1.5 inquiry problem, problem solving and demonstrate their thinking and reflect on Desmos platform.
S-Exploring
reflection. Students will work collaborative through think- pair-share
opportunities.
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 Focus student 1 primarily lacks Focus Student 2 critical needs Focus student 3 needs a greater
during this lesson.
proficient levels in English when it includes attention to detail and instructional challenge. This
comes to speaking and writing minimizing off-task behaviors. student excels and he/she tends
explanations. This student currently Focus student 2 is unable to to have frequent discussions
has a D (60.2%) in the class. During digest large segments of written because of finishing
class, he primarily expresses struggle texts and easily overwhelmed assignments early. To
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 when it comes to answering open
ended questions and uses little
academic vocabulary. In this lesson, with assignments. To address
student was provided with sentence his/her needs, focus students will accommodate, she will be given
starters and key definitions for the be given the opportunity to share more challenging questions.
vocabulary within the Desmos, where with a partner and the ability to Also, this focus student will be
he could easily access. Academic annotate through Desmos to given higher DOK level question
terminology includes population, chunk and chew large texts. opportunities in the Desmos
sample, bias, convenient sample I will provide reminders to start a activity. In addition, focus
method, voluntary response sample task, stay on task, and complete a student 3 will have the
method. In addition, focus student was task. Teachers will also provide opportunity to work on
provided with translations when checks for understanding. challenging Ready for More
appropriate. Student was able to work activity.
at his own pace through scaffolding
strategies (fill-in-the blank, word
banks, sentence starters).
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
The lesson heavily emphasizes on application
My inquiry focus will be to have students utilize of new vocabulary (population, sample, bias,
various digital resources and tools to demonstrate convenient sample, voluntary response
meaningful connections or conclusions within the sample). It is important to incorporate
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
subject matter content. sentence starters and stems. In the
● How will you incorporate the inquiry focus and/or curriculum, students are first introduced to
special emphasis into the lesson?
● What specific feedback do you want from your ME? Inquiry Question: “Will incorporating the use of concepts through investigation and
Desmos provide all students the opportunity to exploration then the vocabulary will follow.
grapple with the big ideas of the lesson and allow To help students remember and make use of
me to gather data on their thinking?” vocabulary through word banks and have
students refer to their notes.
To address open ended questions, it would
be best to provide students with a think-
aloud example prior to having student’s
For my focus student who is an English language
attempt the open-ended problem
Inquiry Focus/Students learner, how can I better support him/her when it
● What specific feedback regarding your focus students independently. Student can benefit from
do you want from your ME? comes to drawing conclusions and answering open
seeing teacher explain the thought process of
ended questions?
answering an open-ended question and the
methods of approaching with the use of
word bank or sentence starters.
Some additional feedback for my lesson is I would provide students with a word wall
regarding checking for understanding, how can I and a graphic organizer students can easily
Specific Feedback
ensure all my students understand the big idea access and refer to key vocabulary terms. In
● What additional specific feedback do you want from that a convenient and voluntary response addition, it would be helpful to provide
your ME regarding lesson implementation?
sampling method will lead to a biased response students with check through understanding
without overwhelming them with open-ended questions that has student’s explain which
questions? sample will lead to bias.
Instructional Planning In the beginning of the lesson, students will be I would provide student’s extra time to think
● How is the lesson structured (opening, body, and
closing)? provided with a “Do-Now” activity, where and process the information before providing
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? students will analyze data from two dot plots. For students with high DOK level of questioning. I
● What progress monitoring strategies will be used? the body of this lesson, it will include a series of agree with the pacing of this curriculum and
How will results inform instruction?
modeling, independent, and partner activities. the lesson’s activities being executed being
Teachers will use different strategies in modeling appropriately accommodated to meet all
through think-aloud and sentence starters to help students learning needs.
students complete the individual/group activity.
Through the partner activity students will be
introduced to the “Hear no evil, see no evil”
activity, where students will perform an
experiment about how many numbers, they are
able to memorize through hearing and seeing.
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students will analyze their class results through
dot plots. Then, independently answer and
demonstrate their thinking on the difference
between population, sample, and whether the
experiment could be considered biased. In
addition, students will be able to monitor their
progress by checking teacher feedback in desmos
and overall, the correct solution within their
reflection response.
I will make the lesson relevant to all students by
providing students with an experiment and survey
involving their own personal results. Students will
analyze if their own results and data would be
considered bias. Survey revolved around how they
To make the lesson relevant to student’s I
feel about their Statistics class, grades, and their
would include student’s interest such as
attendance. Survey questions geared towards
movies or anime shows and gather data on
demonstrating various types of bias (primarily,
the study. This can hold student engagement
convenience bias and voluntary bias). Student’s
and be tailored to helping students
will show progress towards lesson objectives
understand how voluntary and convenient
through completion of checks for understanding
sampling methods can lead to bias
questions based on whether they can analyze and
conclusions.
explain that a convenient and voluntary response
sample is considered biased. In addition, student
will complete exit ticket with 75 percent accuracy
to show mastery of lesson objective.
I will maintain a positive learning environment in
the classroom through a warm welcome to the
student at the door. In addition, students are You set very clear expectations of routines
provided with hand sanitization. Teachers will within your classroom. I recommend you
provide student’s positive feedback on their work show student’s work and provide feedback of
verbally or through Desmos platform. To prevent their progress while they are in the break-out
challenging behaviors students are provided with rooms. Students should be held accountable
routines and expectations when student’s work on for their work and updated grades in
the Warm-Up, partner activities, or independent PowerSchool.
work. Any misbehavior in the classroom, will be
addressed one-to-one or after class.
I plan to close my lesson through providing my
students with an exit slip where I can assess
whether students reach a master level of learning
objective. The grading scale for the exit slip goes
as following:
1. Does not meet conceptual and procedural I recommend incorporating checks for
understanding. understanding questions before providing
them with an exit ticket. Also, encourage
2. Basic conceptual and procedural understanding. them to show their thinking when answering
the exit ticket. Also, make sure you given
3. Meets conceptual and procedural them a textbox or workspace so students can
understanding and learning objectives. show their work.
4. Demonstrates mastery of the objective,
demonstrating grade level and above
understanding.
In addition, re-teach opportunities will be
provided prior to the unit lesson exam.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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 Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
prefer? How could you create a math problem that could be solved with
difference between them”). Groups then selected a strategy and I need to give them a Bloom’s question stems handout next
this strategy?”)
created two math problems to exchange tomorrow. time.
During the lesson, I noticed that
many students were having a hard
Letting students know that you will see Students writing their own
time understanding how voluntary
their work on the Desmos. definitions and exploring the idea
response sample can lead to bias.
of convenience versus voluntary
So, through relatable examples I
You showcase student work from bias were also given the
had student’s take the time to
Desmos. opportunity to change their
discuss with each other and as a
response after a students and
whole group what the term bias
Circulated and displaying other explain their work to their
means and connect the dots with
students work anonymously. partners.
voluntary response sample
biasness.
The main way in which students
were engaged was through the
utilizations of Desmos and graphic
organizers. This scaffold was very
helpful for all my students which
ELEMENT: Promoting critical thinking Students were engaged throughout led them to writing and explaining
through inquiry problem, problem the lesson in the Desmos. All how certain statistical studies can
solving and reflection. students submitted their work of lead to biasness. Their contribution
the lesson chunk I observed. to the lesson was evident in the
Reyes posed survey questions to Desmos application which allowed
students at various points in the lesson Students were able to explain their them to hold them accountable. At
to demonstrate various types of bias work using key vocabulary terms the same time, they were able to
(primarily, convenience bias and when called on. view their work while the lesson
voluntary bias). was in session. My focus students
were able to receive support
through the Desmos platform by
allowing to go in their own pace of
the lesson and be able to view any
feedback.
Throughout the entire lesson, I
tried to incorporate and
demonstrate student thinking
ELEMENT: Developing, communicating, throughout Desmos. Some
and maintaining students may have felt challenged
high standards for individual and group due to their lack of understanding
behavior. what the scenario is asking and
what it is about. I provided an
Students responded to classroom
Clear communication includes allotted time to perform 3 reads,
expectations set by you. Open to
modeling expectations with repeating where students had the
asking questions. Implementation
instructions multiple times, modeling opportunity to work with their
of partner work time during each
on Desmos how to answer prompt. partner to read, annotate, and
chunk of independent, pair, and
Student’s will be given visual slides on answer the following questions: 1.
whole group times.
what voice level to be when work What is it about? What is the most
independently or when to work with a important information? What are
partner. Provide positive feedback, they asking you to do? This
“Great Job! Please make sure to use provided the effecting learning
key vocabulary in your responses.” environment for student’s to truly
understand what the key
information they need to know
from the statistical study.
Page 4 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
ELEMENT:
Using and adapting resources,
technologies, and standards-aligned
instructional materials including
adopted materials, to make subject
matter accessible to all students.
Reyes used the Desmos Teacher
Dashboard, an interactive tech
platform on which students can
respond to prompts and the teacher
can see what they are typing in live
time. At least twice during the
observation, Reyes displayed students’
responses on the LCD projector to
discuss the answers.
ELEMENT: Planning instruction that
incorporates appropriate strategies to
meet the learning needs of all
students.
Ms. Reyes worked on reworking the
curriculum lesson to include an
exploring partner activity, and as well
as check for understanding question
which was originally not in the lesson.
Check for understanding questions
included polling, multiple choice,
collaboration board, or open-ended
questions. This shows ability to create
appropriate scaffolds throughout the
lesson and necessary support for focus
students.
ELEMENT: Reflecting on teaching
practice in support of student learning. were demonstrated through dot
The proving behavior (exit slip) had
students had to read and analyze the
statistical study provided to them.
Then, they will correctly identify and
explain whether the study was
considered a convenience or voluntary teacher and was set up in a think-
response sample. Teacher actions
included circulating while students
worked.
Asked students to include explanation
and how the specific study can lead to
biasness….
Section 4: Post Observation Conference
Students that were called on were
able to respond to survey and
check for understanding questions.
Students used appropriate labeling
and vocabulary pertaining to the
lesson. Students that were
confused did need an additional
push to help get them started.
Students were provided with a
word bank and sentence starters.
Additional check ins from the NT
could have helped here.
In addition to the high-quality
Desmos activity, Ms. Reyes used
random number generator, polls,
open ended questions to engage
students in thinking about the
most important math ideas.
Provided student opportunities to
engage with the scenarios by
making them relatable and
connecting ideas of other examples
that relate to voluntary and
convenience response sample.
Student were given a partner
activity to explore how certain
statistical studies may lead to
biasness. Results from the activity
plots, where students had to draw
out their own conclusions.
Afterward, students were exposed
to key vocabulary and provided
with examples. The first few
examples were guided with the
pair-share form for students.
Students displayed some limited
knowledge, however, were also
given immediate feedback of their
work this help support their
understanding when it came to
correctly identify how the
statistical study could be
convenience or voluntary response
sample.
The objective how I chose allowed
me to organize my subject matter
in a way where it flowed
conceptual where they would be
better to master the unit exam.
Student were giving prior
knowledge and ask to make
connections with key vocabulary
they would have to know for the
unit exam. Students were engaged
through survey questions and
relatable content. The lesson was
delivered in a way where it
demonstrated “I do, We do, You
do.” Then, they were given
multiple opportunities to check
their own answer and discuss with
their peers about any
misconceptions.
Students participated by taking
academic risks and attempting to
use academic terminology. They
submitted work even if they were
not finished. Students had the
ability to demonstrate their
thinking independently through
Desmos and as well as sharing out
loud during partner or whole
group activity. Students in my class
participated in contributing to the
class discussion. My contribution
was in clarifying misconception
during class discussion.
The cool-down/ exit slip I provide
them evaluates whether they were
able to meet the learning objective
and demonstrate their thinking.
The exit slips as a reference to
gauge each student’s level of
understanding and mastery of the
objective for that day. Students
were able to reflect on their results
and complete the lesson in their
own pace. I consider any activity
and practice problems provided to
them as an indicator to their
overall academic performance and
ability to reach mastery of the
lesson’s objectives.
Page 5 of 6

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?
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.
Approximately 75% of my students were able to achieve the cool-down with at least 70% accuracy. They
showed their demonstrated of understanding by correctly identifying the prompt as convenience or voluntary
response sample and how it may lead to biasness. Students were given the ability to annotate within Desmos
which greatly benefit students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Scaffolds used for ELs also served
as scaffold for student with a 504 Of the 80% of students who
Around 70% of the EL met mastery on
plan. This student among 75% of successfully completely their
the exit ticket. I believe the self-paced
students were able to reason and exit slip, approximately 12%
Desmos along with graphic organizer
explain their thinking on exit were above grade level. These
and benefitted this EL. Student’s were
ticket Student utilized key students were able to
able to utilize the word banks and
vocabulary terms such as successfully complete the cool-
sentence starters in answering open-
population, sample, bias, down with an average score of
ended questions.
voluntary response samples, and 90% accuracy.
convenience samples.
Next time, I would incorporate more checking for understanding questions, where solutions and discussion key
points will be projected visually for the students. Next time, the exit ticket will include the scaffold to see to
what level students met the level of mastery of the standard. Student’s will be given the opportunity to reflect
their results of the exit ticket.
Discussed together: 1) monitoring all students’ responses via the Desmos Teacher Dashboard 2) surveying
students to simulate how surveys can be biased - more interesting that it’s something they are taking part in, in
real time, rather than just something they are reading about; becomes more concrete
Discussed together: 1) backwards plan from the chapter test to calibrate rigor level and cognitive demand 2)
push towards specificity with students as concepts are forming (e.g. bias has a specific meaning within statistics,
and this is what students should be internalizing - create a “mastery response” for this ahead of time to prepare
to give feedback on student responses)
1) Use the chapter test in the textbook to select aligned tasks
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 6 of 6