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
Alexandra Rozak alexrozak@csufullerton.edu math TK
Mentor Email School/District Date
St.Irenaeus/Diocese of
Elisa Lilijeberg eliljeberg@stischoolcyprees.org 10/7/21
Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
K.G.1
Describe objects in the
environment using names of
Students will identify and
shapes, and describe the
describe an object’s position Position and Direction Above and Below
relative positions of these
using above and below.
objects using terms such as
above, below, beside, in front
of, behind, and next to.
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 just 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
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.)
Standard 1 CSTP: Uses gathered information about students’ prior knowledge, cultural
1.2 Connecting learning to
Engaging and backgrounds, life experiences, and interest to support student
students’ prior knowledge,
Supporting All 2 learning.
backgrounds, life
Students in Students participate in single lessons or sequences of lessons
experiences, and interests
Learning related to their interests and experiences.
Standard 2 CSTP: Paces instruction with some consideration of lesson type,
Creating and adjustments for sufficient student work time, and transitions to
Maintaining 2.7 Using instructional time optimize learning.
2
Effective to optimize learning Students complete learning activities and, as needed, may receive
Environments for some adjustments of time allotted for tasks or expectations for
Student Learning completion.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My focus 2 student is very smart. If
My focus student 1 struggles with
you explain the directions a couple Focus student 3 is very smart.
engagement and understanding
of times and prompt to complete Student 3 can read and count to
concepts in whole group. Student 1
work. Focus student 2 struggles 30. Knowing the most in my class.
has many friends and does great at
Focus Students with speaking in complete I will have comprehension
● Summarize critical needs and how center time and recess. During the
sentences and answering some questions and higher-level
you will address them during this lesson, I am going to have students
lesson. comprehension questions but can thinking questions. I will give
repeat what I am asking of them to
cut, trace, and show you his multiple-step questions to see
help student 1 understand what is
understanding. During carpet time understanding of the concept. I
being asked. I will have many
student 2 is always moving. During will have student 3 give prompts
pictures, visuals, and examples to
the lesson, I will get focus student to other students.
help with comprehension.
engaged. I will have student 2
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
show me what with pictures. I will
prompt and give sentence frames
to practice answering in complete
sentences.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
The focus of this lesson is to help students with
position and direction. The first lesson in the Starting with morning drop off I would
chapter is above and below. My goal for myself emphasize the word above. I would hand
is to better my time management so my lesson students items and ask each student to put
is not too short or too long. I also want to work their item above a piece of furniture. At the
on engaging students’ prior knowledge and morning meeting I would mention that today
make sure students engage and enjoy learning. I we will be working on “above and below.” I
will incorporate this into my lesson by starting would ask them if we could move the items to
off the lesson by seeing students’ prior be below something. I would call on a few to
knowledge with a hands-on activity. I will set a share ideas. Then throughout the morning I
timer for all sections of the lesson. would direct early finishers to place their item
Is there a better way to incorporate this into my below a good suggestion that was generated
lesson? How can I make this better for all during the discussion .
students?
Do they recognize their name? You could have
Do you have any other suggestions to help my their name on a pocket chart and have a
focus students? Is what I am doing enough? If I picture in the middle of the chart. They could
am getting alternative work to only one or two place their name “above” or “below” the
students who do you get the other students to picture in the middle. Instead of their name on
not want to accommodations? a card you could use their photo or a picture
that is related to their personal interests.
On the playground I think you do a wonderful
job of being engaging, kind, and firm about
behavior expectations. I anticipate it is the
How can I improve classroom management?
same in your classroom.
What do you think I am good at delivering and
For lesson implementation you are working to
what can I do better at to be the best for my
gather data as well as deliver instruction so I
students?
understand your concerns about timing. Timers
can be good if that is something that you have
found helpful in the past.
The opening is telling the students what they
will be learning(the student objective). We will
complete the hands-on prior knowledge activity.
Then I will teach more in-depth by using a
poster to see if students understand what is
being asked. For example, which star is above
the cloud? blue. The students will practice with
their own set of a star, moon, heart-shaped
cloud and follow along to oral directions. The
closing is asking students questions regarding I like that students will be engaged in reporting
positional words that they have to answer above their level of understanding. This will help
or below. I will make sure throughout to check them learn to persevere in problem solving
progress monitoring by showing me 1-I do not through self awareness.
understand, 2- I kinda understand. 3-I
understand.
I will do the I do, we do, you do method to
ensure all students understand what they are
doing. Students will have lots of sentence
frames to help them guide their answers.
Students will repeat after me to hear how the
answer will sound. I will give students an
opportunity to ask questions.
Page 2 of 6
 I will walk around to progress monitoring when
students are doing their independent work as
well as by students giving me a heart-centered
1-I do not understand, 2- I kinda understand. 3-I
understand. If most students are at a one we
will proactive more with we do examples, if
students are at a 3 and they are getting the
answers correct then we can move on to
independent practice.
I will make the lesson relevant to students by
using shapes, animals, and colors that the
Student Engagement/Learning Students can get a lot of practice, a lot of
● How will you make the lesson relevant to all the students are interested in. Students will show
repetition can remain engaging by simply
students? master of lesson objectives by answering
● How will students show progress towards master of changing the location of “above” and “below”
lesson objectives? questions that require an answer with above
or by changing the object.
and below, as well as describing where they
placed their object to another person.
I will maintain a positive environment using
Class Dojo or cards with students’ names on
them to answer questions. I will call on different
students so I know if all students are
understanding what is being taught. If students
Classroom Management
get the answer wrong we will be kind classmates
● How will you maintain a positive learning environment can explain why they think the answer is a
with a welcoming climate of caring, respect, and Do you verbally tell students when they gain or
fairness? different one in a kind positive way.
● Identify specific classroom procedures and strategies
lose a point?
I use a bell or doorbell as a quo for students to
for preventing/redirecting challenging behaviors.
refocus. Students receive Dojo points and at the
end of the week, they get prizes for their great
behavior. If students are not listening about 2
warnings then they can lose a Dojo point.
Throughout the lesson, I move students to sit in
a better spot for students not to be distracted.
I will close the lesson with an assessment I will
ask questions about different classroom items
that will have student answers with the word
above and below. The student will hold their
Closure Maybe you can encourage them to show their
● How will you close your lesson? thumb up if the answer is above and down if the
● How will you assess student learning and prepare them family what “above” and “below” means at
object is below.
for the next lesson? home using toys.
Students will state what they learned and how
they learned it.
I will tell the students that tomorrow they will
learn about in and out.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

This activity took longer than

Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
expected. The students did enjoy
You did use a timer but student needs putting their name tag on the chart
required you to be responsive with and getting to spin the spinner. I
your pacing rather than following made sure that all students had a
your plans exactly. chance to do this. Students were
talking but were excited about what
was happening.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
You did a wonderful job getting
students excited about each part of
the lesson and responding to their
levels of engagement. You were able
to draw them back in when they
started to lose focus.
You had students seated near the
visual you were using to illustrate
above and below. You placed
students who struggle with focus
closer to the front. You awarded Dojo
points to the class and individual
students.
It seemed like your lesson was
comprehensive but also could have
been accomplished over two or three
days instead of just one. You had a
timer set but it wasn’t enough time
for each component so you had to go
over, which was a good call.
You went over the concept several
times and checked in with students to
see if they understood the words
above and below.
Students were more focused and
engaged at the beginning. They
were excited to see what color each
child landed on but they could not
see the spinner from a seated
position. You could put the spinner
under the document camera or
have student names inside color
coded envelopes.
Student discussion, peer to peer,
was on topic. Students loved the
humor when you put the grass
above the moon. They knew that
couldn’t really happen, but loved
that you did it with your drawing.
By the end each student had a
chance to demonstrate
understanding of the terms above
and below at least twice, some
students had more turns.
Students were engaged because they
wanted to see what their friends
were going to spin. Mostly talking
about the topic. Students could not
see so they were getting up out of
their set to see the spinner. The
activity took longer than planned.
This contributed to their learning
because we were able to see if the
student had prior knowledge to
above and below. All focus students
were engaged. F1 was called first on
purpose. I made sure the student
had a picture on her name tag to
help identify name. F2 struggled
staying focused and was moving the
whole time- needed extra practice.
F3 was focused and enjoyed seeing
what friends got and helping them.
I like my mentors' ideas to improve
the lesson and will make sure to
implement them next year.
I made the lesson fun. It was very
long and when doing this lesson
again I will do it over multiple days.
Students seemed to understand that
the grass could not be above the
moon. This showed me that the
students did understand the lesson
and were getting the main point. I
made sure to make the lesson fun so
students would remember what was
being taught.
I called students randoming using
cards to ensure that all students had
an opportunity to show me the
whole class what they were
understanding. I had students do a
movement song that helped them
understand the concept of above and
below. With the introduction part of
the lesson where every student got
to spin and put their name tag above
or below the line seemed to help all
students understand what was being
taught. Students had multiple
chances to speak and share their
knowledge. Calling students at
random kept all students listening
and engaged to be able to
comprehend the lesson.
Page 4 of 6
 I called students at random by using
cards to get all students a chance to
You called student 1 first so that you
show their knowledge. Students had
could discreetly have her photo next
Student 1 was called first so that many different ways to show their
CSTP 4: Learning to her name to help her identify it.
Experiences she could select her name using a understanding. For example they
● How were students You tried to facilitate deeper
picture of herself. used verbal communication, drew
supported through responses from student 2 by giving
differentiated instruction? Student 2 still gave only one word pictures on the boards and drew
● How did students him sentence frames.
participate? responses to prompts. pictures with props on their own
● How did the NT contribute
You challenged student 3 at the end
Student 3 drew a picture following papers. I gave verbal sentence
to student learning? of the lesson by asking him to
verbal prompts from you. frames, asked deeper questions to
illustrate the vocabulary words with a
some and printed out a picture for a
drawing.
student who is struggling with
identifying her name.
Students demonstrated achievement
of the lesson by placing their name
tag above or below the black line.
Another way they demonstrated
Students placed their names on a achievement is by telling me where
chart using a color spinner and to place the star, moon, or cloud, and
CSTP 5: Assessing Student looked to see if their color was they also created a picture on their
Learning
● How did above or below the black line. own and gave me verbal
You had students take turns on a
students Students used their whole body to communication of their
demonstrate shared poster, you had students use
achievement of put their hands above or below understanding.
lesson total physical response, you
their head or waist. Students A few days later when I did a final
objectives? challenged students who were
● In what ways did answered questions about the assessment for the lesson 10
students capable to demonstrate following
struggle or location of objects on a math students out of 14 students got all
verbal directions, and finally all
demonstrate poster. Some students came up to answers correct. 2 students out of
limited students created a poster with
understanding? help draw a picture on the board. the 14 missed one question, and 2
● What teacher actions picture pieces.
contributed to student
Finally students took picture pieces students missed half of the
achievement? and glued them onto a picture questions. I showed students two
following prompts from the pictures and asked them questions.
teacher. Some of the questions were
confusing to see if they really
understood. The two that were
confused gave the opposite answer-
maybe because of the wording.
Section 4: Post Observation Conference
During the lesson all students were able to show understanding of above and below. Following instruction on all
positional words I gave students a final assessment. 10 students out of 14 students got all answers correct. 2
To what degree did students
achieve lesson objectives? students out of the 14 missed one question, and 2 students missed half of the questions. I showed students two
pictures and asked them questions. Some of the questions were confusing to see if they really understood. The
two that were confused gave the opposite answer- maybe because of the wording.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Student one did not fully
Focus Student 2 showed
understand the lesson. She only
understanding with pictures and
answered half of the questions
To what degree did focus when asked questions one on one. Focus Student 3 showed
correct on the final assessment
students achieve lesson During the whole group the comprehension during the whole
objectives? which showed me the student did
student seems to get shy. In the lesson and in the final assessment
not understand. I retaught her the
final assessment with me the got all the answers correct.
lesson in small group instruction
student answered all questions
with more games and hands-on
correctly.
activities which did seem to help.
Using the colored envelopes to hold student names rather than using a spinner. I will put all the names under
What would you do differently the document camera so students can see. I will use construction paper for color sections and larger black line
next time? for ease of distinguishing above and below on the class visual. I would also break the lesson into two or three
days.
What were three top Lesson I adjusted the pacing to continually keep them engaged.
Strengths? The total physical response.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6

What were three top areas for
improvement?
What are next steps?
Using humor .
I need to work on time management.
Making sure that all students can see to help with less talking.
Spacing lessons into multiple days.
Use visuals and TPR in future lessons.

Other Comments/Notes

Overall my mentor said I did well. She thinks if I work on time management and spacing of the lesson. Students will have better attention
span. Students did like the lesson and learned the objective and standard. With the few students that needed a reteach they grasped the
concept after I did a small group lesson with them.

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 6 of 6