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

Nancy Camp ncamp@actiondayprimaryplus.com Multiple Subject Third

Mentor Email School/District Date
Suzanne Hannah shannah@actiondayprimaryplus.com Action Day Primary Plus 3/15/2022
Content Standard Lesson Objectives Unit Topic Lesson Title
Standard 3MG1.2 – Estimate
and determine the area and
volume of solid figures by Students will determine the volume
Measurement & Geometry Measurement: Volume
covering them with squares of solid figures.
or by counting the number of
cubes that would fill them.
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 increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies
choices pedagogical repertoire into pedagogical repertoire

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

I am working to get better at this. Putting students into groups

Planning instruction that incorporates
by level of knowledge and then having them work in rotations
4.4 appropriate strategies to meet the 2 - Exploring
will hopefully help me to determine if this strategy will be
learning needs of all students
effective in the future.

Adapting instructional plans and I will have given students a pre-chapter test to assess their
4.5 curricular materials to meet the assessed 2 - Exploring knowledge of the subject. I will use this to help determine which
learning needs of all students groups to put students into.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 Section 2: Pre-Observation Conference

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

NG has ADD and has a hard time staying

Focus Students
• Summarize critical needs and
how you will address them
during this lesson.
focused and not fidgeting or talking
about other things during lessons. He
tries his best at math. When he
DP is my only English Learner in the class. understands something he stays focused
Although he does sometimes struggle until he’s finished. If he does not
with ELA, he excels at math and so I am understand, he has a harder time staying
focused. Using manipulatives during a
not worried about how he will do during
lesson can increase both his distraction
this lesson. and level of understanding which can
make things complicated. However, I feel
the positives far outweighs the negatives
when NG uses manipulatives
RB has always struggled with
math though she does not have a
hard time staying focused.
Although she sometimes has a
hard time learning new concepts,
she always works very hard and is
determined to understand. It just
takes her longer than most
students to get there. I admire
her tenacity.

Part A: NT Reflection Part B: ME Feedback

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?
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
• 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.
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My special focus with this lesson is to try to create I will be sure to observe students while in
groups based on students levels of understanding. I their rotation groups to assess whether I
would like to know if putting students into the think the group based levels seem
groups based on levels seemed beneficial for them. beneficial
I would like to know from my ME whether she thinks
I will observe students in groups and give
that the way I put students into groups was
specific feedback for that
beneficial for them.
I think the lesson plan is good in that she
I would like to know her thoughts on whether she
is going to introduce the whole group
thought the way I planned out the lesson was
with manipulatives, then group work,
effective. How was the rotation/group work effective
then come back together for final
for the overall lesson?
summary
The lesson will begin with an introduction to the
I like that she is going to use an exit ticket
topic by showing students several solid figures and
as a way to gauge student learning during
then asking them which they think would hold the
the lesson
most and least amount of sand
Being able to use manipulatives makes the lesson I will observe students using
relevant to all students because my class always manipulatives and report back to the
seems to stay more engaged and interested when teacher about whether they were
they are able to touch things effective in that lesson
I tend to move around the room quite a bit when
students are doing rotations and group work. If I
notice students getting too loud, I will gently remind I will observe her as she moves about the
them by using a call and response. My question is will classroom to determine whether students
moving around the room and engaging different are fully engaged in their group work
groups be enough to ensure that students stay on
task?

The lesson will close with everyone coming back into I think closing the lesson by bringing
Closure the whole group. I will give students an exit ticket in everyone back in to discuss what was
• How will you close your lesson?
• How will you assess student learning and prepare
which they must answer two questions about learned helps students to retain more
them for the next lesson? volume. I will use that to determine who was able to information. I also think an exit ticket is a
understand the lesson. good way to gauge learning.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
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 prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
strategy?”)
and created two math problems to exchange tomorrow. handout next time.

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?

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. Page 3 of 4
 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