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
Zoe Grisenti Grisentiz@csu.fullerton.edu Math/ELA Kindergarten
Mentor Email School/District Date
Angela Brown Abrown@irvineia.org Irvine International Academy 10/13/22
Content Standard Lesson Objectives Unit Topic Lesson Title
K.G.1-Describe objects in the
environment using names of shapes,
and describe the relative positions of
these objects using terms such as
above, below, beside, in front of,
behind, and next to.
K.G.2- Correctly name shapes
regardless of their orientations or
overall size I can find 2Dshapes in the
RL.K.1- With prompting and support, book and around school
ask and answer questions about key
details in a text.
L.K.5.a- Sort common objects into I can identify 2D shapes
categories (e.g., shapes, foods) to gain Shapes Shapes Around Us
a sense of the concepts the categories
represent.
I can create a monster using
SL.K.1.A- Follow agreed-upon rules for 2D shapes
discussions (e.g., listening to others
and taking turns speaking about the
topics and texts under discussion).
SL.K.2 Confirm understanding of a text
read aloud or information presented
orally or through other media by
asking and answering questions about
key details and requesting clarification
if something is not understood.

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.)
1 1.3 Connecting subject matter to Integrating I practice my attention calls daily right now. I make sure to explain what
meaningful, real-life contexts each one means and when we do it.

I use the exact same words for each transition, beginning of lesson, and
asking them to remember my expectation. At this point I have some
students who know what I am going to say before I say it.

An example is “give me 5” on the carpet, or “how do we walk in the

hallway?” "Level one voices and calm bodies” is the response.

If a student is not following my expectations, then I immediately do a silent

correction. If that does not work and the behavior is very disruptive, I will
try positive reinforcement. If that does not work, I will ask them to see me
during independent time/partner talk time.9/12/22
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 Most of my students can make real life connections with no help. They are
constantly raising their hand to tell me an anecdote about the topic we are
2.6 Employing classroom routines, discussing.9/12/22
procedures, norms, and supports Every book I read to my class, I am stopping to ask questions and explain
for positive behavior to ensure a words/phrases they do not or might not understand. I always stop and ask
2 Applying them to think about the theme as it relates to them. An example would be
climate in which all students can
learn when I read the good egg and we talked about good and bad choices they
had made in the past. Then we talked about how to make good and bad
choices in the classroom, playground, hallways, etc.9/12/22

Section 2: Pre-Observation Conference

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
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?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Jethro(IEP)- He is my only student
Leo- He has joined my class
with a plan. He has Diabetes so I
recently. He tends to be
have to be mindful of activity
Karina- She is very low in English, aggressive with others when
levels, bathroom breaks whenever
she also speaks Russian, so my aid frustrated by not understanding
he needs, and access to food and
is unable to translate like she does what we are doing. Since he
water. I also need to watch for
for my Mandarin native speakers. speaks Mandarin only, he
signs of low blood sugar without
becomes frustrated in my class a
him being able to tell me he is not
lot.
feeling well.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I will be focusing on an enrichment activity in
this lesson. This is to strengthen their
understanding of shapes, while also being able
to gain a better understanding of the world
around them.
I will want my ME to be able to help me with
how to make sure my ELL students are I think Ms. Grisenti’s lesson will be great to
understanding the content, support with my IEP enrich their understanding of shapes.
student who has diabetes, and how to
deescalate the student who is aggressive
towards others, so he is more successful in my
class.

ADD CSTP Categories

-How to better explain something to my ELL
student I am focusing on- she tends to get lost. -
Inquiry Focus/Students
How to watch for signs my IEP student needs
 What specific feedback regarding your focus students something even when I am teaching
do you want from your ME?
-How to better respond or even prevent the
aggressive behavior from the your choice
student.
-How to better explain something to my ELL student I am focusing on- she tends
to get lost.
---I will watch Ms. Grisenti’s lesson and see what specific feedback I can give
based on what she are already doing.
-How to watch for signs my IEP student needs something even when I am
teaching
----A good way, would be to have this student sit near the front if possible, or
near where Ms. Grisenti tends to frequent during a lesson. This could be getting
to know the student better as well.
-How to better respond or even prevent the aggressive behavior from the your
choice student.
---I will watch and see if there is something Ms. Grisenti can do to deescalate
the student before he becomes aggressive. This could be something She is
missing while you are busy teaching.

This might be something Ms. Grisenti will have

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.
How I could have better handled transitions, this
group is very chatty, and any transition takes a
lot longer due to them losing focus, even if it is
in the same lesson
Opening- Video about shapes
Body- Reading “Shapes all around” with
discussion
Body- Making shapes monsters
Closing- recap of what the shapes names are,
to go back and specifically teach again. Since
our school have had a lot of new enrollment, a
lot of her students may have not gotten all of
the lessons she taught on this in the beginning
of the year.
This sounds like a good lesson, I am interested
to see how it plays out.
Page 2
 and how to identify them
Differentiation--- I will help some students cut
out the shapes who need it, so they can
successfully complete the shape monster. I will
also identify shapes and have my aid explain the
shapes names in mandarin after the lesson to
my EL students who need it.
Progress monitoring- To monitor their progress I
will ask questions throughout the book to check
for understanding. I will also ask them to
identify shapes around the classroom. I will also
ask them to find certain shapes around the
class.
During independent time, I will be asking them
to tell me which shapes they want to use for
their monster.
I will see if students gain a better understanding
of shapes throughout the lesson. If they do not
show a better understanding, I will reteach
shapes again.

Students will be identifying shapes around the

classroom as well as shapes they remember If there is time, Ms. Grisenti could expand this
Student Engagement/Learning from their lives. This way, everyone is able to to the whole school- walk around the school
 How will you make the lesson relevant to all the participate. and have the students identify shapes they
students?
 How will students show progress towards master of Students will show progress towards mastering see. If a student does not understand, a follow
lesson objectives?
lesson objectives by being able to identify up lesson could be done while walking
objects that are shapes and correctly naming somewhere as well.
the shape. (I.e.- The white board is a rectangle.)
My classroom management always stems from
the fact that I tell the students my expectations
before and during a lesson. Before the video
intro to the lesson, I will tell them that they
need to give me 5(eyes watching, ears listening,
lips are zipped, calm bodies, and Criss cross
applesauce) I love that Ms. Grisenti will be setting the
Classroom Management I will have the same expectation when I read the expectations in the beginning and plan to
 How will you maintain a positive learning
environment with a welcoming climate of caring, story- unless it is partner talk time, or they are remind students throughout the lesson.

respect, and fairness?
Identify specific classroom procedures and strategies
participating. They know if someone is talking,
for preventing/redirecting challenging behaviors. they give 5 to that person. I also think it is great that she has silent ways
They will be reminded of this throughout the to remind students of her expectations.
lesson.
For each of the “give me 5” I have a silent hand
motion I do, if a student is not doing one of
those 5 I make silent eye contact and do the
motion. The students then know which one they
need to start doing.
The closure to the lesson will include the
Closure
 How will you close your lesson? Monsters being presented and asking what This sounds like a great way to bring students
 How will you assess student learning and prepare
them for the next lesson?
some shapes of objects we discussed previously back to the main idea of the lesson.
are.
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 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 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.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Regarding chatting and loss of focus
during transition from the carpet to
the tables, Ms. Grisenti had
established expectations and
reviewed them before dismissing
students to their tables. Students
began to talk and Ms. Grisenti
addressed the class and redirected
the behavior immediately.
As Ms. Grisenti read the book,
“Shapes Around Town,” she
engaged students and checked for
understanding through a variety
of ways, including pair-share, cold
call questions, taking hands, choral
response, thumbs up and agree/
disagree. Some students became
distracted, but Ms. Grisenti
redirected them quickly. One
student had a medical emergency
and Ms. Grisenti used the situation
as an SEL teachable moment.
through discussion and
normalization of the
special needs we each have. She
then, smoothly segued the incident
back to the lesson topic and
continued the lesson. Ms.
Grisenti monitored learning through
evaluation of student verbal
responses and
evaluation of student made
products (Shape monster). Focus
students were engaged through
SDAIE strategies such as, use of
visuals, taping prior knowledge, and
use of relatability.
Ms. Grisenti fostered an effective
learning environment by using
positive language and framing. She
seated the students on the floor
near her as she read to the class.
Ms. Grisenti established routines to
foster ease of logistics within the
classroom. Materials and
supplies were predictably located.
Class expectations were clear and
routine.
Ms. Grisenti used a book, “Shapes
around the World” and relayed it to
around the classroom
to help the students identify
different shapes. (clock -circle,
banner- rectangle, etc. Students
constructed knowledge of the
subject matter through analysis of
objects in the classroom and how
Students began to go back to their
desks. some students began to
talk. When Ms. Grisenti addressed
this behavior, students responded
with quitter voices and better focus.
Students were eager to respond
verbally. They needed reminding to
use nonverbal responses when
called for. Students demonstrated
mastery through the creation of
paper “Shape Monsters” using
provided cut-out shapes which they
glued into place. Focus students
used relatability and visual cues to
connect with the content. They also
received additional clarification of
directions.
Students understood classroom
expectation when sitting on the
rug. Tthey were able to participate
and respond to the lesson through
practiced actions that were routine
to them. Students were able to
navigate the project activity by
easily accessing the tools and
supplies required (scissors, glue,
etc). Suggestion: have all shapes
sorted and distributed out to the
tables prior to the lesson.
Students assimilated subject matter
through listening to the book,
“Shapes Around Town”. They
constructed knowledge of the
subject mater through by using
academic vocabulary to identify
shapes. Students analyzed shapes
using stated criteria to explain how
an object fit the shape they
This lesson went well for transitions.
The day we did this, they were on
top of it, and did not talk as much.
My expectations were set properly
that day.
Students were mostly engaged. I
had a few who were messing around
while I was reading. I quickly
redirected them and was able to
continue. I was able to monitor
learning by asking questions and
making sure that most if not all
students participated.
Two of my focus students were
engaged throughout the lesson. One
of them, the choice student, was off
task and needed to be redirected
often.
The students participated and were
excited to find shapes around the
room. When a student would
incorrectly say the shape name,
other students would help out and
give the correct name in a non-
judgmental way.
As the teacher, I was able to assess if
students were correctly identifying
the shapes and reteach right then if
they were not.
During the book I pointed out many
different types of each shape. (I.e.-
rectangles- road signs, windows, etc.
Then I would connect it to the
classroom – whiteboard, desks,
books, etc.)
Students have been learning about
shapes around them during the
week. This was a reteach since they
Page 4

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.
they fit various shape criteria. Some
misconceptions were made
through misidentification of shapes
in the classroom. These were
addressed through: Asking them to
explain how a particular object fits
the shape description, comparing
and contrasting to another shape,
and asking students to review the
characteristics of a particular shape
to see if it fits.
Ms. Grisenti offered differentiated
instruction through the use of one-
to-one reinforcement.
Ms. Grisenti directed the students
to create a Shape Monster using
shapes that roughly correlated to
the shape of eyes, nose, mouth, legs monster’s body, and stating what
and feet. (Circle – eye, triangle -
nose, etc) Some students
misidentified shapes. These
misconceptions were discussed. Ms. criteria of the shapes with Ms.
Grisenti would ask, “Can you tell me Grisenti, identified shapes in the
what makes this a circle?” or offer
choice and contrast, “Should the eye and contrast questions to correct
be a circle or a rectangle?” Why?,
ETC.
Section 4: Post Observation Conference
identified. They also self corrected
misconceptions through compare
and contrast to another shape’s
criteria.
Students responded to questions,
identifying the shapes of objects
and explaining the criteria that fit
each shape.
Students created a “Shape
Monster” by selecting different cut-
out shapes, arranging them on the
shapes they selected. Some
students misidentified the names
of the shapes. They reviewed the
classroom and answered choice
misconceptions before continuing
to glue their shapes on.
were misunderstanding which
shapes names went with what
shapes. This lesson was about
shapes around them to allow them
to better identify shapes. Then the
shape monster they constructed had
them show me they know the names
of the shapes.
Misconceptions students had about
the lesson were mostly the names of
shapes and what objects in the book
or classroom were made of these
shapes. When a student would say
the incorrect shape, I would ask
them to try again, when they would
not get it still, I would ask someone
to help them. Then this student
repeated what the person who
helped them had said.
Students were given the opportunity
to tell me what shapes they wanted
for their monster. If they only knew
some of the names of shapes, they
could just use those. If they wanted
different ones, they just had to ask
what it was called and repeat it to
me.
Participation was based on raising
hands and answering the questions I
asked. Some of my students had to
come up and point at the picture if
they did not know the English word
for what the picture was. An
example of this is I asked what
objects on the page were circles.
And a student knew what a circle
was but did not know what the item
was called. I had her come to the
front and point. She was able to
correctly identify the circles on the
page.
Every student was able to identify at
least one shape in the book or
classroom correctly. All students
were able to tell me some of the
shapes they wanted to use for their
monsters and create the monster.
Page 5
 I can find 2Dshapes in the book and around school
- Students were able to identify the shapes in the book and what the objects were that were these
shapes(I.e.- square windows in the picture)

I can identify 2D shapes

To what degree did students
achieve lesson objectives?
- Students were able to tell me what shapes were when I held up papers with the shapes on them.
They also were able to tell me which shapes they used for their monsters.

I can create a monster using 2D shapes

- All students were able to make a monster.

To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
She was able to identify squares,
He was able to identify circles. He
triangles, rectangles, and He was able to achieve the lesson
will need a reteach, along with a
rectangles. She said an oval is a objectives.
couple other students.
circle at first.
Next time, I will prep the shapes for the shape monster ahead of time differently. I took a lot of time to pass
them out when I could have had them in piles to begin with. I had wanted to give students the choice, but I
think if I had them all in piles, they could have just not used certain ones if they did not want them. Piles on
tables(add explanation)
Multiple ways for students to participate, redirection for misbehaving, variety of checking for understanding

What were three top areas for

improvement? Lesson pacing, prepping the lesson, demonstrated a model ...

I will reteach shapes during math class next week. We will have a whole chapter in math that will touch on the
What are next steps? geometry standards for shapes. This will go in depth about shapes and their sides, vertices, and requirements
to be a certain shape. This should give the students a deeper understanding of shapes.
Other Comments/Notes

ME- addressed misconceptions without embarrassing students. No opt out.

Teachable moment – diabetic incident calmly explain situation, so everyone was aware.

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