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
Mackenzie Kruki Mackenzie.kruki@heritageoak.org Math Kindergarten
Mentor Email School/District Date
Heritage Oak Private
Cindy Snyder Cindy.snyder@heritageoak.org 10/18/2022
Education
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.MATH.CONTENT.1.NBT.B.3
Compare two two-digit numbers Students will be able to compare
based on meanings of the tens and
ones digits, recording the results of
numbers up to 99 using the Comparing Numbers Comparing numbers up to 99.
comparisons with the symbols >, =, symbols <, >, and =.
and <.
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 increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence and examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Students make use of real-life connections provided in single
lessons or sequence of lessons to support understanding of
Connecting subject matter to S – Exploring subject matter.
1.3
meaningful, real-life contexts T- Applying Integrates connections from subject matter to meaningful, real-
life contexts, including those specific to students’ family and
community.
Selects strategies for single lessons or sequence of lessons that
Planning instruction that incorporates
respond to students’ diverse learning needs.
4.4 appropriate strategies to meet the Exploring/Applying
Uses assessments of students’ learning and language needs to
learning needs of all students
inform planning differentiated instruction.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Because I work in a private
school, I do not have a student I will be choosing a student who
with an ILP. I do, however, have a I notice struggles to finish work
student who struggles greatly on time. This is not due to
Focus Students Vocabulary will be the biggest barrier
with their attention and works attention problems but lack of
 Summarize critical needs and
due to this student just learning English.
how you will address them with a 1:1 tutor twice a week for motivation. I will continue to
during this lesson. I will provide translation and synonyms
30 minutes each day. This use positive praise for work and
for the vocabulary during the lesson.
student struggles to focus unless will provide great feedback on
they have a screen, and I believe their seesaw work for
using Seesaw will help them completion.
focus.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus will be to use technology within I think Seesaw is a great tool to use. This can
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
the lesson to differentiate the activities for the also be a great tool to use to help
 How will you incorporate the inquiry focus and/or students. I plan to incorporate technology using differentiate because different assignments
special emphasis into the lesson?
 What specific feedback do you want from your ME? Seesaw activities and assigning different activities to can be assigned to different students
different students based on their ability level. without the others noticing.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The feedback I would like is to know how engaged
the students seem to be during the lesson. Also, any
extra tips on better differentiation.
I would like to know how to get my students show
their higher order thinking. I can see it happening in
their heads and with their answers but would love
to get them to verbalize it.
I will discuss prior learning with the students. I will
also introduce this new concept and new
vocabulary. I will also give synonyms and translation
of vocabulary words to help aide students in
understanding. I will also talk to students about the
lesson objective.
I will show students on the white board and
example of comparing the numbers. I will use
examples such as Miss Vazquez has 36 M&Ms and
Mrs. Kruki has 84 M&Ms. Who has a greater amount
of M&Ms? I will show students to first look at the
tens place and think which one has the bigger
number. In this case, the 8. So, Mrs. Kruki (me)
would have more M&Ms.
I will then ask students to pull out their math
workbooks. We will complete the first page
together. Once I feel that they have a grasp on the
concept, I will have them complete a problem on
their own. Once I check this problem and they have
completed it successfully, I will allow them to move
on to the next page. Students will complete this
next page independently. I will be walking around to
monitor student performance and help students
who are struggling or have questions. I will also have
place value blocks available for students who are
tactile/visual learners. Once students complete this
page correctly and I have checked it, I will dismiss
them to grab their iPads and work on the Seesaw
activity assigned to them. Students will work quietly
on the Seesaw activity. Early finishers can either
read a book, work on iReady math, or read books on
Epic.
I will use real life examples that pertain to all
students in the room to keep it relevant to them. I
will use names of students in the room to help them
take ownership of the problems and keep it relevant
to them. Students will show progress towards
mastery of the lesson objective by completing the
seesaw activity.
I will talk to my class respectfully and calmly. I will
continue to use my whole class rewards system of
pompoms if the students work very well. I will also
continue to use the group rewards system of table
tallies and the individual rewards system of class
dojo. I will discuss with the children prior to getting
Based on the noise level of the class, you will
be able to tell how engaged they are. Also,
you can differentiate by pulling students
back to the lesson table to work with you in
a small group while the others work on
Seesaw to get that extra bit of work in with
the low group.
Having students talk to a partner or at their
table while the teacher walks around, and
listens can be a great tool. This allows for
the students who are shy and don’t enjoy
participating and sharing ideas to the whole
class to show their thinking.
I like the use of real-life examples. Students
will grasp a better understanding of the
concepts if they have examples that mean
something to them. I like the use of seesaw
to differentiate instruction, the two seesaw
activities seem to be differentiated enough
for students for it to make sense. Also, the
use of the place value blocks are a great idea
because this calls on their prior learning
since that is what we learned about using
and identifying the numbers with in the
lessons prior to this one.
I love the use of real-life examples, like I said
prior. It helps students take ownership of
the concept they are learning rather than it
being a silly example about something and
someone they don't know.
I love the use of the many different types of
rewards systems utilized. I feel that the use
of a whole class, small group, and individual
rewards system helps students maintain
personal responsibility for their actions
while also having a group responsibility to
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Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
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.
their iPads what the expectations are for when they
are working on their iPads, and I will warn students
that if I must talk to them more than 2 times to
remind them to keep on task then they will lose a
dojo point.
I will have all students put their iPads away.
Students will complete one of the seesaw activities
on the board with me. We will discuss about why
we know the answers are what they are, and we will
discuss what we learned. We will also review the
vocabulary learned for the lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery
Teacher Actions Student Actions
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick
analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one
How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and
strategy?”)
created two math problems to exchange tomorrow.
Students also worked in pairs to
discuss answers and ideas that are
Mrs. Kruki wanted to work on utilizing
going on in their heads. Students
technology for differentiation and work
were working on a Seesaw activity
on getting students to verbalize their
that were differentiated to their
higher order thinking.
ability level (students did this
unknowingly).
I could tell students were engaged
because they were sitting quietly
and were participating when Mrs.
Kruki asked them for an answer or
idea. Students at the back table got
a little distracted during open
discussion time but Mrs. Kruki
Mrs. Kruki was constantly walking quickly redirected them and got
around and listening in to students’ them on the right path of
conversations with their pairs. She conversation. Mrs. Kruki had
would give students praise for good students talk to their tables and to
ideas and for thoughtful answers. She their partner which is the person
also walked around to observe students next to them. Also, students were
while they were completing the very focused when working on the
different Seesaw activities and help seesaw activities, they all worked
when needed. on their own work and had their
voices off. All focus students were
checked on when Mrs. Kruki was
scanning the room both during
group time and Seesaw time. She
even pulled back the focus
students to the lesson table to do a
quick mini lesson with them.
Mrs. Kruki obviously has set a very clear Students followed along with Mrs.
expectation for her lessons as students Kruki very well. They understand
knew exactly what to do. She always the routine and the expectations
made sure that students were ready to that Mrs. Kruki holds for them very
learn before moving forward, therefore well. Students were not talking
no one felt like they were lost or left while Mrs. Kruki was talking for the
behind. She also sent students to the most part. The students who did,
help earn table tallies and pompoms.
I like the close of the lesson. I think an exit
ticket may be useful in this situation.
Nothing difficult, just one question that they
have to answer either written or verbal
before they move on to the next activity.
Part 3B: NT Reflection on
Lesson Delivery
Students completed the worksheets and were able to ask
questions. Most groups needed revisions for their questions;
comparison/contrast was the most common analysis question.
I need to give them a Bloom’s question stems handout next
time.
I used my mentor’s idea of having
students talk in pairs and in groups
to verbalize their higher order
thinking. I think that this was a
huge help for me to see which
students understood and which
ones struggled. I could tell which
ones were struggling because they
were quieter and just went along
with what their partner or group
would say.
I love to circulate while my
students are working together. I
feel like this gives me an insight to
their brains. When they are talking
to their group they are speaking
more freely and feel less pressure
to be 100% correct than when
they share whole group. I also
always make sure to keep a nice
environment and make sure no
one is being rude or disrespectful
to a friend when they share their
ideas.
I am very proud of the
environment I have created in my
classroom. We worked very hard
at the beginning of the year to drill
in the routine and them trying to
hold themselves up to high
standards like I hold them to. I
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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?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
sticker shop who were working very Mrs. Kruki gently reminded them also love to make sure that I keep
hard or shared a great idea to receive a and redirected them. All in all for a respectful classroom and
sticker. This was a huge motivator for the lesson, the students were very encourage sharing/participating
the students to participate. engaged. by utilizing my sticker shop.
While Mrs. Kruki offered
manipulatives to the students, no
Mrs. Kruki modeled how to compare
one wanted them which surprised
numbers in a very child friendly way. It’s super easy and very
me. She left them available for
She made sure to use examples that characteristic of me to stay in a
students to grab if they felt they
were relevant for the students and routine. I liked switching it up and
needed them at any time which I
about things they like and enjoy. She having students work in groups,
felt was great. Overall, the
then made sure to do two problems pairs, and individually. This is out
students seemed to do well with
with the students and had them explain of my normal routine and I feel
the material taught. Some students
their thinking and strategies with a like it kept the students engaged. I
struggled with the numbers above
partner. She then had them work on a also feel like it helped them
60 because they do not yet
page with that same partner so they understand the concept better
recognize these numbers and
could support each other and so that because they explained their
associate value with them, but
she could walk the room and hear their thinking aloud to their table
Mrs. Kruki helped these students
thinking aloud while they were talking and/or partner.
to identify these numbers on their
to their partner.
own with a little help from her
using a trick that she taught them.
Students were participating by I feel that the small groups were
Mrs. Kruki pulled struggling students raising their hand and answering extremely helpful and effective.
back to the lesson table to do a mini questions/sharing ideas. They also They gave the students who were
lesson and white board practice with worked with their table groups and struggling a bit more confidence in
them. This helped them grasp the their elbow partners to share ideas their skills and ability before
concept even more. and strategies used to compare the moving on to the independent
numbers. Seesaw activity.
Mrs. Kruki checked the students’
workbooks before sending them off to I really enjoyed using the Seesaw
Students who were struggling were
work on the rest of the problems to activities that varied based on
usually the quieter ones while
ensure students were grasping the their ability levels. Although, some
doing table or pair sharing
concept. She also walked around to of the activities were too easy for
activities. Once these struggling
make sure that students knew she was some and too difficult for others.
students were pulled back to work
there if they needed help. She also My students did exactly as I
on the mini lesson and activity,
assigned different Seesaw activities expected and pulled the students I
they seemed to gain more
based on the student’s ability levels had anticipated to the lesson table
confidence and shared ideas.
which I feel helped the students greatly for small group.
in their confidence.
Section 4: Post Observation Conference
Besides one or two students who struggled with the large numbers, students achieved the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
While this student met the
learning objective, I struggled to This student did well during this
During the group and pair share work I
keep their focus on the lesson. lesson. They felt motivated
noticed my EL struggling with the larger
They were not disruptive; they because I used examples and
numbers. After pulling them back to the
just were not engaged. Once we things that they really enjoy
lesson table, they seemed to have a
got to the Seesaw portion, they helping keep their motivation
better grasp on the concept. They were
worked diligently and quietly and up. They were able to complete
able to complete the Seesaw activity
were able to complete the all of their work in the time
independently and almost all correctly.
seesaw correctly and allotted and did so successfully.
independently.
I was very proud of how this lesson went and I felt it was one of the better math lessons that I have had and I
wouldn’t change too much about it. I would like to learn how to clearly state objectives with my
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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.
Kindergarteners and how to close a lesson effectively. I would also change the seesaw activity. I feel that the
seesaw activities that I used were too difficult for my lower students and even my more challenging seesaw
activities were too easy for my higher students.
My number one strength that my mentor and I agreed on was that the students understood and followed the
routines and expectations. Another strength I had was when I pulled them in to the small group, I did a hands-
on activity with them rather than just another worksheet. Lastly, a strength I had was the way that I circulated
the room to constantly check for understanding and to give praise when I saw a student doing well and helping
when noticing a student struggle.
My top three areas of improvement are closing the lesson in a clear way rather than just summarizing the
lesson, challenging my higher students with more challenging concept within the same realm/subject matter,
and stating lesson objectives in a clearer way for students to understand rather than just telling them what I
want them to learn.
My next steps will be to find a better way to close my lessons. My higher students also seemed to be a little
bored, so I would like to find a better and engaging way to challenge them independently.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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