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
Melissa Cosio mcosio@thepegasusschool.org Mathematics Kindergarten
Mentor Email School/District Date
Samantha Lam slam@thepegasusschool.org The Pegasus School March 15, 2022
Content Standard Lesson Objectives Unit Topic Lesson Title

Identifying and classifying

coins: pennies, nickels,
Let’s Explore Coins!
CA CSS Math- Content Standards dimes, and quarters.
(Pennies, Nickels, Dimes,
1. Students will be able to Quarters)
K.CC.1: Read numbers from 0 to 10 Being able to identify, count,
identify, sort, and accurately
and know how much money
count how much money is in a
K.CC.2: Count forward beginning is in a group of similar or
group of similar and mixed
from a given number within the mixed coins.
coins.
known sequence (instead of having
to begin at 1).
2. Students will be able to
explain what each coin is and
K.CC.6: Identify whether the number
how they know its value.
of objects in one group is greater
than, less than, or equal to the
3. Students will show
number of objects in another group,
understanding of how money
e.g., by using matching and counting
coins work and how we use
strategies.
them in our everyday life.
K.OA.A.1: Represent addition and
subtraction with objects, fingers,
mental images, drawings, sounds
(e.g., claps), acting out situations,
verbal explanations, expressions, or
equations.

K.OA.5: Fluently add with sums to

5.

K.MD.3: Classify objects into given

categories; count the numbers of
objects in each category and sort the
categories by count. (Identify
pennies and nickels by name and
worth.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 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 coming Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies
pedagogical choices pedagogical repertoire into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)

CSTP 4.4 Planning instruction that incorporates appropriate strategies to

Exploring 2
meet the learning needs of all students. 3/2022

Using assessment data to establish learning goals and to plan,

CSTP 5.4 Emerging 1
differentiate, and modify instruction. 3/2022

Section 2: Pre-Observation Conference

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

Focus Students
● Summarize critical needs and how you will
address them during this lesson.
MP:
RW:
GA:
High-flyer who needs support:
Low student who needs support:
High-flyer who needs
This student is advanced in math challenge:
and generally needs more challenges RW is a wonderful addition to the
in her independent work. In this class, but sometimes can get
distracted which makes it harder This student is high in math
unit, student has shown mastery of and usually says they are
unit, but still needs some guidance for her to focus on what is being
taught. Keeping constant eye bored or needs to be
when counting mixed coins. I will challenged more. With this
support this student by checking in contact with her and having her
participate in class discussions student, I aim to ask for more
often, and doing much review so in the work they produce, and
they understand the concept. I will and activities will keep her
engaged in the lesson. I do not want to give them
also assign work that is at her level, extra work but more
but not too challenging. challenging work that gets
Explicit Instruction: their brain moving and
working. I want to focus on
Explicit Instruction: having them explain the
Since this student needs much
review and guidance, I want to “how/why” of something
This student is an ELL, so they need rather than just memorizing
me to be explicit and to the point in make sure to have clear
instructions and direct teaching so and doing easy work that
my teaching. I plan to make sure to doesn’t get their mind
use vocabulary that is consistent and that RW can understand what we
are learning and what she needs working.
easy to see so that the student can
better understand and comprehend to do. When teaching, it is
the material taught. important that I get to the point
and check-in often with student to
make sure she is understanding.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
In this unit/lessons, I want students to learn about
four major coins: pennies, nickels, dimes, and
quarters. I want students to be able to identify
Inquiry Focus/Special Emphasis
them, know their worth, and know how much
● What is your inquiry focus and/or
money is in a group of mixed coins. I am wondering how NT will support lower
special emphasis?
learners who may be able to identify coin
● How will you incorporate the inquiry
I will incorporate this inquiry focus by making types and amounts, but not able to add
focus and/or special emphasis into the
an initial slideshow with all the information the amounts together. How will NT gauge
lesson?
about the coins, add in some fun money games, that the learning objective has been met?
● What specific feedback do you want
activities, paper/pencil books, and usage of
from your ME?
technology to have students show understanding
of the material.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8
 Feedback from my mentor would be for any
additional ways I can better support my
high-flyers, as well as my lower group so I can
better adapt for all different learning needs.

Specific feedback that I would like from my

mentor would be advice or suggestions on how I As I watch the lesson, I will be sure to pay
Inquiry Focus/Students can better teach or explain the material to
closer attention to how NT supports her
● What specific feedback regarding your students? I have a usual teaching style and when
focus students. In what ways can she
focus students do you want from your I teach, I appreciate any feedback on things I
differentiate for her lower and higher
ME? could have done or things I missed regarding the
three focus students. How can I better support learners?
the class, especially MP, RW, and GA?

It is important to notice how long or often

students are sitting for. A great way to
keep them engaged and focused is to keep
Specific Feedback the area of focus constantly moving. For
How can I better manage the class so I do not
● What additional specific feedback do example, switching the direction they are
need to stop as often, or get more classroom
you want from your ME regarding facing, can they stand or use hand motions
participation when asking questions?
lesson implementation? for some of the activities? Keep activities
short and moving instead of 1 long activity
where you might lose their attention
towards the end.

The lessons will be structured by checking in

with students to see what they know about coins
the week before. (Opening) Then, the following
week, students will be introduced formally to
coins. During that first lesson, students will learn
about the penny, the nickel, the dime, and the
quarter. After that, they will watch a funny
cartoon video explaining them more (Body).
Next, students will have some review and then
do some independent work on their iPads to see
what they learned and how much they know
(Closing). I will walk around to check for
Instructional Planning
comprehension and mastery of coins.
● How is the lesson structured (opening, How will comprehension and mastery of
body, and closing)?
Varied teaching strategies and differentiated learning objectives be measured? I am
● What varied teaching strategies and
instruction will incorporate technology, games, wondering how NT will support students if
differentiated instruction will help
and videos into my lesson to increase multiple kids need extra instruction or
students meet lesson goals?
engagement. Class discussions will also be part guidance. Will there be differentiation for
● What progress monitoring strategies
of it. Depending on the levels of students, I will the assessment of mastery?
will be used? How will results inform
provide different examples for students to
instruction?
answer.

Progress monitoring strategies will be informal

and formal assessments to check for student
understanding. Then, depending on how students
do, I will work with them in small groups or
one-on-one for more practice and learning. I will
give students many options to show
understanding of the topic: Clevertouch games
whole group, SeeSaw, IXL results, paper and
pencil activities, and workplace questions.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 8
 I will make the lesson relevant to all students by
reminding them that money is used in real life. I
tell them they can also have coins at home and
use them to buy or save for something. During
this unit, I will have students practice and be I like the connection to real-life. This is a
exposed to the coins: pennies, nickels, dimes,
Student Engagement/Learning useful and practical skill that students can
and quarters. This way, they will know how to
● How will you make the lesson relevant apply every day.
correctly identify and count them independently
to all the students?
or in a mixed group of coins.
● How will students show progress Will all of those objectives be considered
towards master of lesson objectives? mastery as a whole? Or will each objective
Students will show mastery of lesson objectives
by identifying pennies, nickels, dimes, and be it’s own category of “mastery.”
quarters. Be able to know their worth and count
how much money they have when the coins are
on their own or in a mixed group of coins.

By this time of the year, students know our

expectations. I do, however, remind them every
time we start a lesson, and we sometimes take a
pause and remind each other. When I ask for
class participation, I pick on those who have a
lovely quiet hand up, but I also try to call on
those who may not be paying attention or are a
little shy. Finally, I let them know that taking an I like how educated guesses are
educated guess is always okay too! When encouraged and the message of “it is okay
Classroom Management students answer incorrectly, I acknowledge their to make mistakes.” This can build
● How will you maintain a positive answers and don’t make them feel bad for confidence in the students and allow them
learning environment with a answering incorrectly. Instead, I guide them to to try and give it their best.
welcoming climate of caring, respect, think about it a little more. I also admit when I
and fairness? make mistakes; then students know it is okay to
I like how NT waits for a calm and quiet
● Identify specific classroom procedures make them and that they can happen to anyone.
and strategies for environment. How often should we stop
preventing/redirecting challenging When preventing or redirecting challenging for those moments? How do we
behaviors. behaviors, I pause momentarily, and the class encourage it to not happen as often or
quiets down. I also wait until the behaviors are what do we do if we are stopping every
calmed down. If a student or students continue minute?
interrupting, my co-teacher will take them out
and chat with them. When I get a moment, I talk
with them as well. When my co-teacher is not
around to assist, I make sure the students know I
am watching them; I also stop when needed to
remind the whole class of our expectations..

I will close my lesson by playing a game for

Closure
● How will you close your lesson?
● How will you assess student learning
and prepare them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
students to exit the lesson. I will have items from
a toy store on the screen, and students will need I like the whole group money activity. It is
to match the toy's price to the coins it goes with. a practical scenario that the students can
Then, students can drag the coins to the toy it relate to.
goes with.
How will NT address a situation if students
Once students complete this whole activity
notice they have different activities? Will
group, I will show them the assigned activity I
this be a distraction or a hurdle for some
have for them on Seesaw. On Seesaw, students
students to realize they have a more
will work independently on their iPads, and they
will complete a similar money activity. For my challenging activity?
high-flyers, I added an extra activity. For my
lower students, I assigned them a not-so-tricky How will NT use the results from the
one with guidance on the side. I also will walk Seesaw assignment to plan the next
around the classroom and observe student work. lesson?
Once students submit their assignments, I can
check for understanding.
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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.
I will prepare for the next lesson by reminding
students we will continue money the next time
we meet.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
of analysis and evaluation (“which problem-solving strategy do you
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
prefer? How could you create a math problem that could be solved
difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
with this strategy?”)
and created two math problems to exchange tomorrow. handout next time.
Through observing the lesson, it was Overall, the lesson went longer
noticed that the phrase, “I will wait” than expected. Students were
was primarily used when students sitting on the rug for a very long
When this phrase was used, a
were getting off task or off topic. time, and they were getting tired
majority of the students would
of sitting. But overall, the lesson
refocus, but other students
NT used techniques like “repeat after material was good, and students
continued to be disruptive.
me” which encouraged whole class could identify and sort coins
participation. correctly. I liked the idea of
Call and response phrases engage
having a store where students
students and bring their focus back
Phrases were used to get needed to buy something, and
to the teacher.
engagement, “What is special about they needed to tell me what
a penny?”, “I need a quiet hand”, “If coins they needed to use to
you’re ready, give me a hooray!” purchase that item.
Students were engaged in the
lesson by coming to the
Clevertouch to move or write
NT used the Clever Touch TV for Using technology during the lesson the money they needed. They
whole group activities where the engaged student attention to the were also given scenarios where
class reviewed types of coins and screen. Students contributed to they needed to explain how they
their worth. their learning by identifying the knew a particular group of coins
coins and their worth, students was worth an amount. I had
A few different games/activities were applied their knowledge by them partner talk, allowing
done whole group on the screen. The counting coins and figuring out students to express their ideas
different activities allowed students what objects they could buy with with peers and not sit and listen
to refocus on a new task. that amount. to me talk. For independent
work, students were asked to
use their iPads to complete an
assignment.
In my lesson, there was an
effective learning environment
by having students be aware of
expectations for the lesson.
There was a lot of call and response,
There were also various
which allowed many opportunities
call-and-response chants for
for students to engage in learning. Students talked to their partners
students to know when to
There was partner talk so that every and then a few shared out during
re-focus or to get their attention.
student had a chance to answer and the whole group time.
Having call-and-response chants
think through the activity and
was great because students are
question.
used to these all year and know
when they hear a call, they need
to listen to some direction, or
their attention is required.
Page 5 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students constructed knowledge
of the subject matter by
successfully being able to
answer different questions
about coins. They could identify
the name of the coin, its worth,
This was a review of coins and their and how much of each coin they
worth. This lesson allowed students would need if they needed 27
to re-establish their connection with cents, for example. However,
Students recalled prior knowledge
coins and recall what they had one of the biggest
during this review lesson by
previously learned. misconceptions students had
participating in the games and
was distinguishing between
activities.
Some students tend to mix up dimes nickel and dime. Those were two
and nickels, so NT taught tricks to coins that students had trouble
remember which is which. with. To address this, I reviewed
with them the name of the coin
and its worth. I also gave them a
tip on how the smallest silver
coin was the dime, and despite
being small, it was worth more
than the nickel.
Students were supported
through differentiated
instruction by having a different
level of coin math to complete
during their independent
activity. For their independent
activity, students logged onto
SeeSaw on their iPads and were
asked to identify the coin and its
worth. Then they needed to
count how much money was in a
group of mixed coins. So, our
high-flyers independent work
was a bit more challenging,
while everyone else got a
Students were supported with
different activity version.
prompting questions, partner talk,
Students participated in whole
and visual aids.
group discussions and activities, All students participated by
partner talk, and a Seesaw activity. using their iPads to work
NT contributed to student learning by
independently, and because they
asking extended questions.
were working on their iPads,
everyone could complete the
activity at their level. If students
had any questions, I walked
around to answer them and help
if needed.
I contributed to student learning
by giving them real-world coins
to count, and this helped
students connect what they
were learning to what they
would see if they were at the
store or with their parents
counting money.
Page 6 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT contributed to student
achievement by asking supporting
questions and giving support/clues to
the lower learners.
Section 4: Post Observation Conference
Most, if not all, of the class, achieved the lesson objectives. First, students could successfully identify, sort,
and accurately count how much money is in a group of similar and mixed coins. Then, when asked in whole
group instruction and through independent work, students could explain what each coin is and how they
know its value. Lastly, they were able to make those real-world connections.
Focus Student 1: English Learner
Focus student #1 achieved lesson
objectives by showing me her
completed work and seeing her
participation in the whole group, in
partners, and while working
independently. I saw her submitted
work and noticed she understood the
concepts. Over time, I saw her
growth in understanding coins and
their worth.
Students demonstrated
achievement of lesson objectives
by completing a Seesaw activity
independently.
The limited understanding was
shown when those students could
not identify the coins and their
worth, so they could not count the
mixed coins.
Focus Student 2: Student w/ILP/504
Focus student #2 achieved lesson
objectives by understanding how
to identify and count coins
independently. This student did
have some trouble at first
identifying the coins, but after
practice and practice was able to
do so successfully. After working
and practicing a few times, the
student could count the coins
and know their worth. We are
still working on counting the
Students demonstrated
achievement of lesson objectives
by identifying, sorting, and
accurately counting how much
money is in a group of similar
and mixed coins. They also
explained what each coin is and
how they know its value.
Students needed to demonstrate
more understanding when
distinguishing between nickel
and dime. Those were two coins
that students had trouble with.
To address this, I reviewed with
them the name of the coin and
its worth. I also gave them a tip
on how the smallest silver coin
was the dime, and despite being
small, it was worth more than
the nickel. The quarter was
confusing when counting them
in groups of three or four.
Students know a quarter's worth
but sometimes need clarification
if asked how much money three
quarters is.
The actions I contributed to help
with student achievement were
ensuring all students felt
confident in learning about coins
and understood the concepts. In
addition, I tried being helpful
and reviewed if students
sometimes felt confused and
needed clarification.
Focus Student 3: Your Choice
Focus student #3 was similar
to focus student #2 in
achieving lesson objectives by
showing me her completed
work and her participation in
the whole group, in partners,
and while working
independently. I saw her
submitted work and noticed
she understood the concepts.
Over time, I saw her growth in
understanding coins and their
Page 7 of 8

What would you do differently next
time?
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.
mixed coins, but we will continue
worth. However, I noticed that
working on this throughout the
focus student #3 sometimes
rest of the year.felt discouraged when seeing
all the mixed coins together
and said it was hard for her to
count. Sitting next to her and
watching her count, I could
see she knew the concepts
but needed more confidence
when asked to do the
counting independently. Over
time, focus student #3 grew
and can count a bigger group
of mixed coins.
What I would do differently next time would be to have less sitting time on the rug and have students move
more often, make the lesson a mini-lesson, break out to independent work, and then come back to the
carpet to finish the lesson.
The top three lesson strengths were my detailed PowerPoint for the students. It was nicely organized for
students to follow along and understand how coins work and what they look like. I also liked adding music
and a video for students to see coins in a different medium that was catchy and easy to remember when
learning about coins. Lastly, I liked how students could transition into iPads to complete their independent
activity because now they could show what they knew and grab some practice to end the math block.
The top three areas of improvement would be to keep the lesson short and concise so that students do not
need to be sitting for so long on the rug. I would also work on having more check-in points with the
students to see how they are doing. Making sure to do more independent practice activities would also be
a great way to make sure students are following along.
Continue working on classroom behavior management to better transition from whole group instruction to
partner talk to independent work. When there are easier transitions, it makes the lesson flow more
effortlessly and more effectively. Future steps could also include shorting the lesson so students are not
sitting on the rug for so long and changing the set-up of how lesson delivery occurs. Regarding the lesson, it
is important to continue practicing and working on counting to ensure that students understand and grasp
the concept of coins. Hence, students become more familiar with and confident in their learning. In
addition, having more real-life connections with coins would be a great resource.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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