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

Bethany Callahan bcallahan@lgcs.org Math 2nd

Mentor Email School/District Date

Marilyn Leuer mleuer@fullerton.edu Los Gatos Christian School 10/26/2022

Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.MATH.CONTENT.2.NBT.B.7 Students will be able to Three Digit Subtraction with Three Digit Subtraction Digitally
regroup tens and ones to Regrouping in Tens and Ones
Add and subtract within 1000,
using concrete models or solve three-digit subtraction
drawings and strategies based on problems with 80 percent
place value, properties of accuracy as measured by
operations, and/or the
their final assessment.
relationship between addition and
subtraction; relate the strategy to
a written method. Understand
that in adding or subtracting
three-digit numbers, one adds or
subtracts hundreds and hundreds,
tens and tens, ones and ones; and
sometimes it is necessary to
compose or decompose tens or
hundreds.

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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence investigates and examines increased relevant and elements into a cohesive and unified ability to add new methods and
pedagogical practices suitable use of pedagogical pedagogical repertoire strategies into pedagogical
choices repertoire

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

1.3 1.3 Connect subject matter to T- Applying T- Integrates connections from subject matter to meaningful, real-life
meaningful, real-life contexts S – Applying contexts, including those specific to students’ family and community
S - make use of real-life connections provided in single lessons or sequence of
lessons to support understanding of subject matter.

1.4 1.4 Using a variety of instructional T- Exploring T - Explores additional instructional strategies, resources, and technologies in
 strategies, resources, and technologies to S- Exploring single lessons or sequence of lessons to meet students’ diverse learning
meet students’ diverse learning needs needs.
S - participate in single lessons or sequence of lessons related to their
interests and experiences.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
• Summarize critical needs and
how you will address them
As mentioned in my ILP, this student has a high
during this lesson.
level of English Language Aquisistion, and
performs very well in math. She enjoys math and
has scored in the 90%-100% range on all previous
summative tests. This student is rather shy, and is
hesitant to share during class. To address this
critical need, I will have the students participate in
a think-pair-share with their partner. I will also
have the students solve problems on a
whiteboard and while walking around the
classroom, will encourage her to share her
reponse with the class. Throughout the lesson
sequence will define content specific vocabulary
and use visual aids.
Focus Student 2: Student w/ILP/504
Focus Student 2 has been identified as a student
who has a general learning disability
and auditory processing delay. While this student
does not have an official 504, he does
have an ILP/SSP. This student loves technology
and everything digital. He loves using his
whiteboard and iPad and anything that is tactile.
This student struggles in math. He struggles with
addition and subtraction computation and
struggles to read instructions, word problems,
and directions. This student is often frustrated
during math and is discouraged. To meet the
critical needs of this student, this lesson will
incorporate think-pair-shares, formative
assessments, visuals, and digital hands-on
learning activities.
Focus Student 3: Your Choice
Focus Student 3 is a very creative student who
makes wonderful connections and brings a lot of
energy to our class. She sometimes has
difficulty focusing for longer periods of
time, and will often miss pieces of
directions. She has not been diagnosed with
ADHD, but she does exhibit some of the signs of
ADHD. For example, this student struggles with
starting a task, and managing her time, and is
often off task. This student seems to enjoy math.
She has scored in the 70%-80% range on
previous math assessments. To meet the critical
needs of this student, this lesson will include a
variety of activities, and visuals. This lesson will
require students to actively participate and
respond while solving problems within a given
time frame.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

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?
My inquiry focus question is, ”How will student self-assessment throughout the This is a well-organized plan. Great,you can monitor their screens from your
unit impact student achievement on their final assessment?”. I will incorporate laptop.
the inquiry focus into the lesson by giving my students 2-3 formative
assessments throughout the unit to assess their learning. The students will have
an opportunity to self-assess on these assessments as well. I would love
feedback on an additional formative assessment to include in my lesson plan.

My inquiry focus question is, “Will the use of digital base ten manipulatives on
student iPads improve student understanding of three-digit subtraction with
regrouping?”. I will incorporate the inquiry focus in this lesson by introducing the
digital base ten blocks and allowing the students time to explore the base ten
blocks and use them to solve three-digit subtraction problems. I would love
feedback on how to monitor which students continue to use the manipulatives. I
can view their iPad screens from my own laptop and can also walk around the
room.

Inquiry Focus/Students I would like specific feedback on ways to support my student with an ILP in this Will do.
• What specific feedback regarding your focus lesson.
students do you want from your ME?

Specific Feedback I would like additional feedback on how to include more opportunities for the Will do.
• What additional specific feedback do you want students to communicate (verbally or nonverbally) their learning.
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?
The lesson is structured with an opening, body, and closing. The lesson is mainly Well structured.
a review lesson which includes multiple formative assessments and
opportunities for students to demonstrate their learning. Students will engage in
a variety of learning activities throughout the lesson including whole group
discussion, partner discussion, and individual work. I will monitor the student’s
progress informally by observing their work, viewing their responses on their
whiteboard and on the Freckle app, and listening to their think-pair-shares. I will
circulate the room, observe students’ work, and answer any questions
throughout the lesson. The results of the formative assessments will inform the
direction that the rest of the lesson takes, as well as future lessons.

Student Engagement/Learning This lesson will be relevant to all the students since it follows directly after the
• How will you make the lesson relevant to all previous lessons and builds upon their prior learning. This lesson will draw on Excellent connection.
the students? the student's prior knowledge, and progress us toward our student learning
• How will students show progress towards objective for the unit. The students will also show progress on their exit ticket
mastery of lesson objectives? and self-assessment formative assessment.
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.
I will maintain a positive learning environment by providing positive affirmations We discussed how you are working to help students learn to work in a
throughout the lesson. I will award points to color teams that are ready to learn classroom environment after engaging primarily in at-home/on-line learning for
and affirm the students that are on task. I will remind students that are off-task so long.
of what they should be doing. The students have participated in many think
pair-shares before and are comfortable with partner talks. At the beginning of
the year, we established our expectations for partner talks, group work, and
independent work. We modeled, practiced, discussed, and continued to practice
these routines throughout the year. The students know that both they and their
partners will be expected to share after a partner discussion, and this helps to
keep them accountable. Students will sometimes be asked to share what their
partner said to demonstrate if they were listening actively.

Closure To close the lesson, the students will also independently self-reflect on their I like the independent but monitored practice!
• How will you close your lesson? mastery of the concept on their exit ticket. They will then transition into a time
• How will you assess student learning and of extended, adaptive practice on their iPads using the Freckle app.
prepare them for the next lesson?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on

Lesson Delivery
Teacher Actions Student Actions

EXAMPLE
CSTP 1: Engaging All
Students • In what ways
were students engaged?
When teacher reviewed worksheet, she asked additional
questions of analysis and evaluation (“which problem-solving
strategy do you prefer? How could you create a math
problem that could be solved with this strategy?”)
Student groups answered worksheet questions that included
all levels of Bloom’s (“Identify 6 problem-solving strategies;
pick two strategies and identify at least one similarity and
one difference between them”). Groups then selected a
strategy and created two math problems to exchange
tomorrow.
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.

Specific Feedback
• What information can
you provide the NT
regarding
requested special
feedback?
The NT did an excellent job planning and executing this As we discussed, the focus student two is the student who I should include more visuals or kinesthetic clues in addition
lesson. In terms of specific feedback requested about the will be needing your assistance. Making sure he is tested for to auditory clues and instructions to assist this student’s
student w the ILP, perhaps encouraging her to share with the dyslexia would be a good start. Using more visuals to assist learning and engagement with the lesson.
teacher one-on-one, who can validate her response, will give with his auditory processing diagnosis will enhance his
her more courage to share her responses with others. learning.
NT is doing a thorough monitoring of student progress.
Sometimes simply asking the students if they are continuing
to use the manipulatives (verbally or in an exit ticket) may
provide additional feedback you’re seeking.
We discussed encouraging s to develop math comics as a
creative way to encourage collaboration.

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?
All students were engaged in the lesson; paying attention to
the teacher, using technology and collaborating with each
other.
New Teacher monitored student learning by circulating the
room, stopping to review their work, asking for responses to
questions and allowing students to communicate with her
one-on-one as needed.
NT supports focus students by meeting ILP requirements,
presenting information in multiple ways, seating and a
gentle, caring attitude. ( We discussed adding more visual
instructions to the verbal instructions to meet the needs of
not only the student w the auditory processing disorder but
also students who became accustomed to the “chat” feature
on Zoom during the pandemic.
Students paid attention when the teacher was speaking and
giving direct instruction. They responded to questions. They
participated in the technology portion of the lesson. They
engaged the teacher as she monitored progress by circling
the room.
The students were engaged in the initial turn and talk with
their desk buddies. The students were also engaged in solving
the problems through the use of whiteboards and their iPads.
Students contributed to their learning by solving problems
and sharing their responses with the class, they also had the
opportunity to view the correct answer and reflect on their
learning. I monitored the students learning by viewing their
whiteboard responses and circulating the room. The focus
students were supported through the turn and talk with their
partner, through visuals and digital manipulatives and through
the multiple activities of the lesson.

CSTP 2: Effective
Learning Environment
• How did students and
teacher contribute to an
effective learning
environment?
Teacher has a welcoming, well-ordered classroom. Her
structure provides a safe and inclusive environment for all
learners. It is obvious they enjoy being in the room and they
love their teacher. ( One little girl just came up and hugged
her as the teacher was monitoring her progress.)
Teacher knows how to redirect students in a gentle manner if
a student’s attention momentarily strays.
Students were on task, listened attentively and participated
in all aspects of the lesson.
The students contributed to an effective learning environment
by sharing their thoughts and prior knowledge with each
other through a think-pair-share. They also respectfully
engaged with the lesson and treated eachother with respect
by raising their hands to share their thoughts and listening
attentively to each other. I contributed to an effective learning
environment by encouraging the students, proving immediate
feedback, and answering questions.
CSTP 3: Organizing NT activated students’ prior knowledge and modeled Students needed assistance with subtracting their tens The students constructed their knowledge of the subject
Subject Matter appropriately. She monitored students’ progress and clarified place correctly. Teacher used individualized instruction to matter by using their prior knowledge, observing the process
• What actions of the NT information as needed. clarify for individual students and then restated the and steps as they were modeled, and finally working through
contributed to student information for the class to make sure all s could correctly a problem themselves. Some common misconception that the
assimilation of subject NT presented a well organized and clear lesson in a creative identify the process. students had was not subtracting their tens place correctly
matter? and interesting manner. She adjusted instruction to meet after regrouping/decomposing. I addressed the problem by
• How did students individual differences. discussing it with individual students and also discussing it
construct knowledge of with the class.
the 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?
As stated above, NT does an excellent job of supporting
students through differentiated instruction; direct
instruction, ipads, video and individual instruction.
NT provided immediate feedback, encouraging students to
challenge themselves because they knew they were
succeeding, or self-correct as needed.
Students paid attention, followed teacher directions and
extended their learning through the use of digital
applications/IPad.
Students participated in this lesson in multiple ways. They
activated their prior knowledge through discussion with a
partner. They solved problems on their whiteboards and
received feedback. They reviewed and extended their learning
using digital applications on their iPad. I contributed to the
students learning by providing them with feedback as they
solved problems.

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?
Students demonstrated progress by completing the work
successfully or self-correcting after teacher feedback. The
use of an exit ticket also demonstrated their mastery.
Bethany is an outstanding teacher. She cares about her
students and constructs interesting lessons to help them
master mandated mathematical concepts. Her students are
fortunate to have her as their teacher.
Some students needed assistance/individual support to
master the concept. Teacher provided immediate feedback.
The use of the IPad intrigued them and kept them focused.
Students demonstrated achievement of the lesson objective
on their exit tickets. Students also demonstrated achievement
of the lesson objective throughout the lesson by their
responses. Some students struggled to decompose their tens
and subtract from their tens place accurately.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3

Section 4: Post Observation Conference

To what degree did Students achieved the lesson objective to varying degrees. 89% of students were able to regroup tens and ones to solve three-digit subtraction problems with
students achieve lesson 80 percent accuracy as measured by their final assessment.
objectives?

To what degree did focus
students achieve lesson
objectives?
Focus Student 1: English Learner
This student achieved the stated lesson objective.
She actively particpipated in the partner
think-pair-shares, and she did volunteer to share
one of her responses with the class. Focus student
1 performed lower than I had expected on our final
assessment, but she still scored above 80%.
Focus Student 2: Student w/ILP/504
This student was very engaged in the lesson and
demonstrated great growth. He volunteered to
share his response with the class, which showed
increased confidence. This student did not
achieve the stated lesson objective of scoring 80%
on the final assessment.
Focus Student 3: Your Choice
This student achieved the stated lesson
objective. She was actively engaged with the
lesson and actively particpipated in the partner
think-pair-shares. Focus student 3 performed
higher than I had expected, scoring a 98% on
our final assessment.

What would you do Next time I would provide more time for the students to pratice with a partner or in small groups. I would also model one additional problem, and have the class
differently next time? work together to explain to me, or a student, how to solve a problem before their independent pratice. I would allow the students more time to repeat this step
at least once more. I might also include a few problems for error analysis, where the students must anaylze a problem that has been solved incorrectly and talk
with their desk buddy about the error in the problem. Finally, I always feel rushed during filmed lessons and need to slow down.

What were the three top The top three lesson strengths were student engagement, varied pratice, and technology integration.
Lesson Strengths?

What were the three top The top three areas for improvement are providing more opportunities for the students to engage in collaborative pratice, the overall pacing of the lesson, and
areas for improvement? improving how I model solving the problems.

What are the next steps? The next steps are to first of all review the students exit tickets and analyze the data from this formative assessment. The next step the would be to reteach any
area that the students may be struggling with, and provide them with additional practice, error analysis or an extension.

Other Comments/Notes
 All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to the 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 3 of 3