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
Steven Knepper sknepper@csu.fullerton.edu Single Subject 6-12
Mentor Email School/District Date
Charter School of San Diego /
Heather Long hlong@altusschools.net Fall 2023
San Diego Unified
Content Standard Lesson Objectives Unit Topic Lesson Title
Content:
8.G.B.7 - Apply the
Pythagorean Theorem to
determine unknown side
lengths in right triangles in
real-world and mathematical
problems in two and three
dimensions.

ELD: Students will be able to

ELD.PI.8.1.EX - Exchanging apply the Pythagorean
information/ideas Contribute Theorem to solve real-world
to class, group, and partner problems through AR
discussions by following turn- applications as measured by
taking rules, asking relevant earning a 60% or higher on
questions, afrming others, the post-assessment.
adding relevant information, Series of mathematics lessons
Using AR to Solve the Pythagorean
and paraphrasing key ideas. focused on the Pythagorean
Students will be able to Theorem
Theorem and AR applications.
ISTE: evaluate their progress
throughout the lesson as
Students: 1.1.c. use evidenced by successful
technology to seek feedback completion of the progress
that informs and improves monitoring reflection
their practice and to assignment.
demonstrate their learning in
a variety of ways.

Educator: 2.5.b. Design

authentic learning activities
that align with content area
standards and use digital tools
and resources to maximize
active, deep learning.

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.)
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 Adapting instructional plans and
curricular materials to meet the
4.5
assessed learning needs of all
students
Using assessment data to establish
5.4 learning goals and to plan,
differentiate, and modify instruction
Section 2: Pre-Observation Conference
Focus Student 1: English Learner
This student’s ELPAC score is level
3. This student needs support in
developing academic language in
the content area. This student
struggles with understanding
complex terminology, forming
sentences with supports, and
reflecting on what was learned.
This student currently has a C+ in
math, and struggles with passing
assessments, comprehending
procedural and conceptual
knowledge, comprehending
vocabulary, and participating. This
student’s assessment data on
Focus Students
NWEA math assessments and
 Summarize critical needs and how
you will address them during this recent CAASPP assessments
lesson.
indicate a low performance for
same-aged peers, in particular for
performance tasks.
This student will benefit from
having a smaller group setting to
work in and self-monitor progress
that could aid this student in other
areas of academics. Instruction will
be adjusted for this student based
on assessment results and informal
monitoring to ensure equitable
access to vocabulary content
through direct instruction,
modeling, sentence stems, images,
videos, and a vocabulary sheet
guide.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
T- Makes ongoing adjustments to instructional plans and uses a variety
T- of materials as the instructional needs arises to support student
Integrating learning.
T- Reflects on data continuously to make ongoing refinements to
learning goals for content and academic language for the fill range of
T- Innovating students.
T- Innovating T- Uses data systematically to refine planning, differentiate instruction,
and make ongoing adjustments to match the evolving learning needs
of individuals and groups.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student’s identified learning
challenge is Specific Learning
Disability and their IEP goals in
This student has been identified
math focus on computation,
as gifted or GATE. This student
interpretation, and scoring
needs support in understanding
proficient on assessments. This
practical applications, extending
student needs support in
learning, and being motivated
understanding complex
through challenging content. In
mathematical concepts and
addition, this student could use
processes. This student struggles
assistance in alternative pacing to
with computation, fluency, word
keep them on task.
problems, procedural knowledge,
and conceptual knowledge.
This student currently has a B in
math, but struggles with
This student currently has a B- in
motivation and making consistent
math, but struggles with complex
progress. This student’s class
word problems, graphing, and
assessment scores are strong, but
connecting math to real-world
this student struggles with the
situations. This student’s NWEA
advanced mathematical tasks
math assessments and recent
required on Smarter Balanced
CAASPP assessments indicate
assessments and performance
challenges with word problems,
tasks. This student’s NWEA math
multi-step problems, performance-
assessment scores are average,
task problems, and this student
but their CAASPP assessment
struggles to use available tools to
scores were low, which could be
solve problems.
the result of rapid guessing and a
lack of motivation, rather than
This student tends to work well in
ability.
small groups and through
technology, so this lesson will be
This student tends to work well
appropriate to meeting IEP goals,
with differentiated pacing, which
along with meeting critical state
is present in these lessons.
standards in mathematics.
Instruction will be adjusted for
Instruction will be adjusted for this
this student based on prior
student based on assessment
knowledge, pacing needs,
results and informal monitoring to
collaborative opportunities, and
ensure equitable access to content
motivation by allowing this
through accommodations and
student to adjust pacing and to
built-in supports throughout the
expand on the content.
lesson such as visuals, captioning,
hands-on opportunities, and peer
collaboration.
Page 2

Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
 What specific feedback do you want from your ME?
Inquiry Focus/Students
 What specific feedback regarding your focus students
do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
For the inquiry focus, I will be focusing on CSTP
elements 4.5 and 5.4. Specifically, I will be
focusing on adapting instructional plans and
curricular materials to meet the assessed
learning needs of all students and using
assessment data to establish learning goals and
to plan, differentiate, and modify instruction.
This inquiry focus will be incorporated into the
lesson series through careful planning, pre-
analysis of data, lesson development and
adjustments, and the post-analysis of data.
The following inquiry question will guide the
lesson series: How do AR applications in math
content impact students’ assessment data and
engagement?
In terms of student inquiry, this series of lessons
will help improve students’ higher-order
thinking skills and reasoning skills in math. The
students will be exploring AR applications to
solve the Pythagorean Theorem, along with
engaging in self-reflection to track individual
growth. This inquiry focus will be incorporated
into the lesson series through the various
activities and multiple assessments that engage
students in higher-order thinking processes. I
would like feedback on how to approach the
student self-reflection section of the lesson. I
would also like feedback on how to better use
pre-assessment data to inform instruction.
I would like feedback on how I can support my
EL students in comprehending complex
vocabulary through instructional strategies or
resources. Specific strategies and ideas for
teaching academic vocabulary would be helpful.
I would like feedback on how to use Focus
Student 2’s previous assessment data to further
inform instruction to provide appropriate
accommodations and supports. I would also like
feedback on how I can further adapt this
lesson’s technology focus to include other
technological resources that will further engage
FS2.
I would like feedback on how to further extend
learning for the GATE student through
strategies and resources. Additional ideas for
extension activities could help further engage
this student in their learning.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
You do a good job of identifying how you will be
meeting these CSTP elements.
This inquiry question seems to be targeted,
relevant, measurable, and seeks to answer an
important question related to your inquiry
focus and CSTP elements.
In terms of the self-reflection part of this
lesson, I recommend having students engage in
these questions first with a peer, before having
them complete this individually. This will allow
for students to ask questions, gain information
from their peers, learn how to effectively
engage in introspection, and can meet higher
levels of the DOK. This also promotes academic
discussions to meet ELD goals.
In terms of using pre-assessment data to inform
instruction, I recommend using Excel or similar
software to keep track of students’ data. For
students who do not meet minimum
requirements, extra attention and
differentiation should be used. You can then
periodically reference this data to ensure you
are meeting students’ individual needs to reach
content standard strands.
In terms of teaching academic vocabulary, I
recommend frontloading vocabulary through
videos, Desmos lessons, and a vocabulary
reference sheet. Some students like having a
digital or physical notebook with vocabulary,
images, and meanings. The math talk sentence
starters could also be incorporated.
In terms of using FS2’s assessment data, I
recommend pulling all NWEA, Illuminate, and
SBA data to find trends. Once trends and gaps
are identified, then this will give you more data
on what additional supports the student may
need. For technology, try having FS2 work with
this new technology, but be prepared with a
backup technological tool if this student needs
further clarification.
For FS3 and extension activities, I recommend
immediately giving FS3 the extension activities
first to see how this student performs. You can
Page 3

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.
I would like additional feedback on how to
improve student engagement.
I would like additional feedback on what
supplemental technological resources could be
utilized for reteaching or extension.
The opening of this lesson series includes
administering an assessment that gauges
students’ content-specific knowledge before
lesson instruction begins. Specifically, at the
beginning of this lesson series, I will use various
real-world application questions from
Illustrative Mathematics that assess students’
application of the Pythagorean Theorem in the
real world, their general comprehension of
course standards, and students’ current levels
to inform differentiation of content, process,
and products. This data will be compared
between students to determine score outliers
and averages in assessment performance to
determine whole group and individual student
needs. I will analyze this data through a
traditional, multiple-choice format that provides
me with concrete, quantitative data, to then
inform subsequent instruction. Then, the
students will complete a warm up activity to
help provide me with more data regarding their
current levels of comprehension. After, students
will use guided notes when watching a series of
videos on direct instruction of how to approach
these types of math problems. The rest of the
lesson series opening will include introducing
the topic, tapping into prior knowledge, and
going over norms, the essential question,
standards, and learning targets.
The body of this lesson series includes multiple
days of math content instruction that includes
several Desmos math lesson activities that
include vocabulary instruction, modeling,
practice problems, videos, guided discussions,
and reflections. Then, students will be explicitly
instructed on how to use the McGraw Hill AR
application, and as a large group, we will
practice a few activities together. Then, the
students will form collaborative groups to
practice a few more questions, before turning
toward independent practice.
then have FS3 utilize the 3D printer as an
extension tool, if necessary.
In terms of student engagement, use the
Desmos self-pacing lessons, videos, and
collaboration time to further engage the
students. Your use of innovative technology
should also hold students’ attention for the
duration of the lesson series.
In terms of supplemental technological
resources, I recommend using the 3D printer,
since this tool can be used for extension, but
also for reteaching to help students further
conceptualize this concept.
Overall, it seems that you structured this lesson
within the series really well. You identify strong
standards, CSTP elements, and you have a clear
plan to address all of these within the lesson
series.
The structure flowed and built upon the
students’ prior knowledge from previous
lessons.
You started off and closed the lesson with
connections and reviews to check for
understanding while engaging students.
Innovative technology is being used to enhance
the learning of concepts through AR
applications and potentially the 3D printer.
The various instructional strategies and
differentiation will support all learners in this
lesson.
There is a good use of progress monitoring
throughout the lesson to gauge student
understanding and make targeted adjustments.
Results from the lesson will be both formative
and summative, which captures all student
understanding throughout the lesson to help
with remediation or extension of concepts.
Page 4
 The closing of this lesson series will include
delivering the summative or post-assessment,
which is the independent practice on
completing the AR Pythagorean Theorem
worksheet activities. The lesson series will then
conclude with a self-assessment reflection
activity, in which students will self-assess their
progress and next steps for learning.

In terms of varied teaching strategies and

differentiated instruction to help students meet
lesson goals, I will use modeling, vocabulary
instruction, sentence stems, video captioning,
practice problems, self-pacing, guided
discussions sentence stems, adapted
questioning, and reflections.

I will use a variety of progress monitoring

strategies such as initial assessment data, the
lesson activities, questioning, and student
engagement.

These results will inform instruction because I

will be able to make adjustments to subsequent
lessons by reteaching or extending learning to
ensure students are prepared for the
summative assessment.

For student engagement and lesson relevance,

I will make the lesson relevant to all students by
making interdisciplinary connections between
math, technology, and the real world, allowing
students to monitor their progress, and by
engaging students in discussions and reflections
that help them see the connections between
Student Engagement/Learning math content and real-world applications.
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives? The students will show progress towards
mastery of the lesson objectives through the
lesson activities, questioning, assessment
responses, group discussions, self-monitoring,
and formative assessments throughout the
lesson series.
you can also provide more activity choices that
allow them to explore the concept and give
them some autonomy in the lessons to increase
motivation (ie. Choice boards or individual
exploration time). You could also try to make
more explicit connections to real-world
applications to make this lesson more relevant
and engaging for students.
During the lesson, you have many ways to check
for understanding and mastery of concepts. This
gives student numerous opportunities to show
their abilities. You can keep track of this data on
an Excel spreadsheet, if needed, to keep track
of students’ mastery of the 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.
I will maintain a positive learning environment
through positive introductions, greeting
students, explaining the norms, and going over
the expectations. Whenever issues arise, I will
remind students of these norms and
expectations.
You do a good job frontloading norms and
expectations in the beginning of the lesson. It
sets the students up for success. You can also
have the students contribute to these norms to
help increase student buy-in, and to reduce
potential classroom management challenges.

In terms of classroom procedures and
strategies, I will prevent and redirect
challenging behaviors by reinforcing norms,
using proximity, using constant movement
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Going over the norms and expectations are
important to starting the lesson. Maybe add an
activity to increase student engagement in the
beginning with introductions. You could also
Page 5
 have students create these norms and
expectations with you, so they have buy-in and
a voice in the classroom.
around the classroom, and by keeping the
I am curious what other strategies will you use
students busy with tasks.
for if/when classroom management challenges
arise? You seem to have a good use of
preventative management issues, but what
specifically will you do for major challenges?

In terms of lesson closure, I will deliver the

Overall, you did a good job using multiple
summative or post-assessment, which is the
summative assessments to gain information
independent practice on completing the AR
about how your students are doing. However,
Pythagorean Theorem worksheet activities. The
be careful about how long these assessments
lesson series will then conclude with a self-
will take, along with student buy-in.
assessment reflection activity, in which students
will self-assess their progress and next steps for
Closure You can also use this data to help inform future
 How will you close your lesson? learning. I will assess student learning based on
 How will you assess student learning and prepare tutoring sessions and SBA preparation this
the results from these post-assessments and the
them for the next lesson? semester, which is great for your students.
self-assessment. Based on this data, I will make
adjustments to subsequent lessons to further
I liked that this lesson closure assessment will
prepare my students for summative SBA testing
provide you with a lot of data to use to
next semester. This data analysis will also help
determine the next steps for instruction and
me further develop my skills in helping students
where your students are currently at in
construct personalized goals in future lessons.
understanding the concepts taught.
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.

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. Page 6
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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?

What would you do differently

next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

What are next steps?

Other Comments/Notes

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 7