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
Transitional
Mary Armas Marmas@bousd.us Math
Kindergarten
Mentor Email School/District Date
Rachel Fessler RFessler@bousd.us Mariposa-Brea 10/9/22
Content Standard Lesson Objectives Unit Topic Lesson Title
1.4, 1.5 (Preschool Learning Foundations) CCSS-C.C.B.4
a-b CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and
quantities; connect counting to cardinality.
Math: Number Pumpkin seed -number
https://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf 1:1 Correspondence
sense, cardinality sense 1-5
ELD K.1.A.1 Exchanging information and ideas with others
through oral collaborative conversations on a range of social
and academic topics
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 into prominence Skills are developing as NT Skills are applied as NT Skills are refined as NT Skills are polished as NT
investigates and examines makes increased relevant and combines elements into a expands ability to add new
pedagogical practices suitable use of pedagogical cohesive and unified methods and strategies into
choices pedagogical repertoire pedagogical repertoire
Initial Rating Description (Identify both teacher and student rating
CSTP Element
Rating for CSTP 1 and 2.)
“Establishes procedures, routines, or norms
Employing classroom routines, procedures, norms, for single lessons to support student learning.
2.6 and supports for positive behavior to ensure a Emerging Responds to disruptive behavior. Students
climate in which all students can learn. are aware of procedures, routines, and
classroom norms.”
Explore using additional real-life
connections to subject matter in single
lessons or sequence of lessons to support
understanding.
Connecting subject matter to meaningful, real-life
1.3 Exploring
contexts
Students make use of real-life connections
provided in single lessons or sequence of
lessons to support understanding of subject
matter.
Section 2: Pre-Observation Conference
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
Student Female 5yrs-New student Student Male 5.7yrs . Student Male, EL
Focus Students who enrolled late in the year. She Recently moved from learner advanced
● Summarize critical needs and how you will address them during this understands some English, but Kindergarten to TK due 4.11yrs. This student is
lesson.
mostly speaks Tamil and returned to academic and social incredibly bright and
from India only a few weeks ago. development. He is will often speed
She has just been tested for ELPAC. currently on our SST through his work if it is
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 and we are waiting for results. She list, and we are working not rigorous enough
enjoys learning and has great fine on getting him services. for him. I will focus on
motor skills. I will use visual aids He is a tactile learner so differentiating his
during the lesson to help her we will be using several learning during our
understand concepts. And directions hands-on approaches to table time/centers. I
during our lesson. help him be more will expand his 1:1
successful. Correspondence
activities to include
numbers up to 20.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan
lesson plan. reflection.
I will be focusing on students’
understanding of cardinality and
learning how to accurately count to 5
using manipulatives to represent the
number as they say it. I am using
table time rotations to give students
independent opportunities to express Kindergarten begins our math
the numbers 1-5 using several with one to one correspondence,
different strategies. I don’t want to with numbers to 5. We teach
overwhelm my newer students with modeling with five frames and
Inquiry Focus/Special Emphasis the rotations, and I might keep Focus then work up to 10 frames. We
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or special emphasis into the lesson? student 1 and 2 at the teacher station work on correct number
● What specific feedback do you want from your ME? a bit longer to ensure they are formation and different ways to
confident before they move on to the make 5. Focusing on counting
next center. Specific feedback: I and cardinality to 5 in TK is a
would like to see how Kindergarten good basis for where we begin
starts their unit, since I don’t have a in kindergarten.
school provided curriculum, I want to
ensure I am giving them enough
direct instruction before giving them
more independent work or using
worksheets that require significant
teacher direction.
For my focus student 2: Since the
student does not understand 1:1
correspondence yet and can only rote
count to 3, how can I modify this so
Focus student 2: Try scaffolding
that he is more successful. Should I
the instruction with
limit his place card and counting
Inquiry Focus/Students manipulatives and one on one
● What specific feedback regarding your focus students do you want from your ME? beads to the number 3 as a target
support.
goal?

Focus student 1 has a strong

foundation on number sense and fine
motor skills, but we are still working
on expressive language.
I am worried about my closing
activity. I can see my students getting
overly excited and not focusing on
the task at hand. I plan on giving
This closure activity sounds
them enough space without lots of
fun! I would just state the
bumping but my classroom does not
Specific Feedback expectations/rules, or limit the
● What additional specific feedback do you want from your ME regarding lesson implementation? lend itself to a lot of space for these
number of students modeling
kinds of activities. I want to keep it
the number, this will also allow
hands on but also keep them from
for differentiation.
getting easily distracted. I considered
having them use their whiteboard to
draw the correct number of circles as
a way to assess their understanding of
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8
 the content, but I have some students
who struggle with fine motor skills
and it would be difficult to assess
based on their writing/drawing skills.
Opening: During circle time we will
review our numbers 1-10 using flash
cards. First, we will count in
numerical order from 1-10 out loud
as a group. Then we will use a
spinner (with the numbers 1-5) to
practice identifying numbers that are
not in numerical order. Children must
raise their hands to identify the
number, if the group thinks they are
correct they will give a thumbs up, if
they disagree, they will give a thumbs
down. We will then practice 1:1
correspondence for numbers 1-5 on
our circle time wall using Velcro felt
circles. For each labeled number the I
will model for the students how to
place the correct number of circles on
the felt board as they count aloud.

Body: Table time rotations

During table time, students will rotate
centers to practice number sense and
cardinality. Each table is
differentiated for the student’s
abilities.
This looks great! It is well
Instructional Planning Table one: (Teacher assisted table)
● How is the lesson structured (opening, body, and closing)? thought out and the skills that
● What varied teaching strategies and differentiated instruction will help students meet lesson goals? Pumpkin printed place cards and
are being practiced are
● What progress monitoring strategies will be used? How will results inform instruction? pumpkin seeds will be used to
consistent.
practice 1:1 correspondence. I will
model the numbers first and then give
the students the opportunity to be
independent. Teacher will say a
number and students will use child
fine motor tweezers to pick up each
seed and place them inside the
pumpkin. To increase difficulty for
rotations, students must find the
correct magnetic number to match the
number of seeds in their pumpkin.
Another challenge would be to have
the students pick a magnetic number,
count out the seeds and then compare
their number of seeds to a partner’s
number.

Table two: (Independent) Students

will have a tray with a bowl of orange
beads to represent pumpkins and
green pipe cleaners which are taped
at one end to the tray. At the top of
each pipe cleaner is a number. The
student must thread the orange bead
on the pipe cleaner until they have
the correct number of beads to match
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 8
 the number. To move to the next
station, the student must present their
tray to the teacher to move to the next
table.

Table three (Independent work):

Pumpkin count and stack worksheet:
Students will identify the number on
the pumpkin and stack unifix cubes to
match the number on each pumpkin.
Students must present their work to
the teacher before moving on to the
next table.

Closing: After play centers, students

will return to the carpet for the
closing game. I will model the rules
of the game first. In the center of the
carpet will be counting bears. I will
hold up a number and the students
must grab that number of items from
the carpet and sit down before the
bell rings. We will count our items
before moving on to the next number.
Engagement: All month long, we
have been focusing on the fall season
and this week we are focusing on
Pumpkins. We will be carving a
pumpkin and taking out the pulp and
seeds together as part of a science
experiment. Some seeds will be set
aside for a cooking activity and
others we will save and replant later
in the school year. This will keep the
students engaged as well as teaching
them to reuse parts of the pumpkin
Student Engagement/Learning for our learning. We will then use the
● How will you make the lesson relevant to all the students?
● How will students show progress towards master of lesson objectives? seeds for our math and number sense
activities.

The seeds will be placed in a small

bowl for students. Students must pick
up each seed with a child set of
tweezers which helps to build fine
motor skills as well. Each student
will have a laminated pumpkin
placemat in front of them. I will call
out a number and the students will
have to place the correct number of
seeds on top of their place card.
Students are already aware of our
center rotations and table time
movements. I place each student’s
Classroom Management name on a presentation slide to show
● How will you maintain a positive learning environment with a welcoming climate of caring, respect, Be sure to set and model
and fairness? which area the students will be at first
expectations for the game.
● Identify specific classroom procedures and strategies for preventing/redirecting challenging behaviors. for their rotations. Students are given
ClassDojo points for participation,
hard work, teamwork, assisting
others.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 8
 I will close the lesson with a game. I
will say a number and hold up a
number card, the students must grab
the correct number of counting bears
Closure and place them on their place card on
● How will you close your lesson? the table and then sit crisscross
● How will you assess student learning and prepare them for the next lesson?
applesauce on the carpet for me to
check their answer. This will allow
me to assess each student’s
knowledge and prepare them to move
on to larger numerical numbers.
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
Students completed the worksheets and were
that included all levels of Bloom’s (“Identify 6
able to ask questions. Most groups needed
EXAMPLE When teacher reviewed worksheet, she asked additional questions of analysis problem-solving strategies; pick two strategies
revisions for their questions;
CSTP 1: Engaging All Students and evaluation (“which problem-solving strategy do you prefer? How could and identify at least one similarity and one
comparison/contrast was the most common
● In what ways were students engaged? you create a math problem that could be solved with this strategy?”) difference between them”). Groups then
analysis question. I need to give them a
selected a strategy and created two math
Bloom’s question stems handout next time.
problems to exchange tomorrow.

I think the students did

You were concerned about managing the really well with the
Students were engaged
closing activity. You managed the students closing activity. I think
and so respectful
well, setting the expectations and by giving really explicit
throughout the entire
Specific Feedback directions for the activity. I liked the way instructions and
lesson. I did not hear a
● What information can you provide the NT regarding that you allowed differentiation to happen modeling the actions
requested special feedback? lot of side conversations,
in context of each activity, allowing for they were able to be
and you only had to
scaffolding for those that needed it and a supportive of each other
redirect students a couple
chance for students to attempt more and I didn’t have to do a
of times. Great job!
difficult examples if they were able. lot of redirecting because
they were engaged.
Your students were very
During circle time, I kept
engaged in your opening
You were able to monitor student learning the students engaged
lesson.
by listening to responses, checking for through several
It was clear that they
understanding throughout the lesson. “gamified” lessons. They
knew the expectations
Throughout circle time and your learning each were given the
and anticipated following
centers, you continually questioned and opportunity to use the
along and contributing to
encouraged student responses. spinner and show their
their learning by raising
understanding. They also
their hands and
You allowed/asked for student feedback really liked trying to fix
responding to your
CSTP 1: Engaging All Students for level of understanding and difficulty my mistakes. My focus
● In what ways were students engaged? How were students questions and everyone
(thumbs up, down, or to the side) students were adequately
not engaged?
was eager to participate
● How did students contribute to their learning? challenged and
● How did teacher and/or students monitor learning? in the hands-on activities.
● How were the focus students engaged and supported You provided opportunities for closed supported. I modeled the
The integration of the
throughout the lesson? responses, and opportunities for students centers prior to rotations
pumpkin theme offered
to be called upon during circle time. and my EL students were
immediate student
extremely successful.
engagement because the
The learning centers you had planned My SST student was
students had a lot of prior
were engaging and appropriate. Students engaged with his
knowledge about
were able to complete the table tasks preferred center and was
pumpkins and the season.
independently where necessary and you motivated to show me
Also, they were excited
were able to assess and monitor at the how he was able to
to paint the pumpkins
teacher table. thread the beads on to
later during the class
the pipe cleaner.
period.
You hae created a fun and safe learning Students were eager to My daily routine with
environment in your classroom where share experiences and the students is very
students feel comfortable to take risks in stories that were not predictable and we have
CSTP 2: Effective Learning Environment their learning! about counting, but about practiced expectations
● How did students and teacher contribute to an effective
learning environment? pumpkins (they were and procedures on the
You were encouraging and supportive in clearly engaged in the carpet for several
your response. Students were given a theme of the lesson) and months. However, it is
variety of opportunities to respond in you respectfully allowed easy for this age group to
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 different ways (chorally, individually and them to share and then
to peers) redirected the
You offered redirection to students when conversation to the task
needed (face forward, raise hands, sit criss (counting).
cross, mermaid or mountain!) and got
right back to the lesson. Students were eager to
It was clear that you anticipated areas catch you in a “mistake”
where students would need extra support or catch you trying to
during circle time (ie: when you “trick” them–they had to
emphasized the last number in the listen carefully and count
counting sequence on the calendar so that along closely to do this!
students would stop counting.)
All students counted
You offered words of praise and chorally and responded to
affirmation when answers were correct questioning.
and encouragement when they were
incorrect. Students were engaged at
the table work centers.
The students were
motivated to show “Eye
Spy Student” behavior!
get distracted so we use
the EYE SPY student to
catch good behavior and
give a reward at the end
which motivates them.
They also love to catch
me in a mistake and
think it is hilarious when
I get something wrong,
so they enjoy correcting
me. We always say
making mistakes is how
we learn Mrs A.

You cued the students by using the

number songs, rhymes, and hand motions
for the numbers as you counted. You
were not only teaching them counting and Students built on Sometimes when we
one to one correspondence but also background knowledge count as a group some
number formation and number of number sense and students will speed
recognition. counting activities, through their numbers
connected counting to the and not realize they have
CSTP 3: Organizing Subject Matter
You modeled the expectations of each calendar and number miscounted. We talk
● What actions of the NT contributed to student assimilation activity so that students had a clear rhymes during circle about slowing down and
of subject matter?
● How did students construct knowledge of subject matter? understanding of what they needed to do. time. touching each number as
● What misconceptions did students have and how were we count. I used a
they addressed by the teacher?
You used different types of math When a student made an variety of manipulatives,
manipulatives throughout the entire error or miscounted, your tens frames, beads to
lesson: number spinners, velcro dots, prompted them to recount help students recognize
beads, and cubes. as a group (“let’s count that there are several
again!”) to check for ways to accurately model
You utilized visual number cards with understanding. numbers 1-5.
numbers and objects to support one to one
correspondence while counting.

During circle time, During circle time I used

students go to spin the
number spinner, add the
You supported students through the use of velcro dots, tell how
manipulatives, scaffolded questioning, many to place on the
and modeling. board. Students
participated with singing
CSTP 4: Learning Experiences You encouraged students that you knew the number
● How were students supported through differentiated
instruction?
could do more with the use of math songs/rhymes along with
● How did students participate? vocabulary (add 1 more, take away 3) but the teacher.
● How did the NT contribute to student learning?
also supported students that needed extra
help with one to one correspondence and Students perform the
number recognition. tasks at the tables to show
their understanding of
counting and modeling to
the number five by
counting seeds, lacing
beads and stacking cubes.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 8
songs, manipulatives,
and different materials to
support student learning.
Center rotations were
differentiated especially
at the teacher table
center.
Students participated in
center rotations however
they struggled to switch
their activities mats
when they were
completed without
significant teacher
direction. This is one
area I would change for
next time.
 Students were not only
practicing the counting
standards but also
developing fine motor
skills with the tweezers,
beads, and connecting
cubes.
Students showed
achievement of the lesson
objectives with verbal
responses and the use of
velcro dot manipulative
during circle time.

During the table work,

You reviewed counting routines and built students showed
upon prior knowledge of the numbers understanding by
students know to help guide your correctly modeling and
I was able to informally
instruction. completing the task at
assess their knowledge
each center. The teacher
during center rotations
CSTP 5: Assessing Student Learning You modeled the activity and provided checked for
● How did students demonstrate achievement of lesson and at circle time. If
objectives? examples and non examples to check for understanding before
● In what ways did students struggle or demonstrate limited students made an error
understanding. students moved to the
understanding? we were able to address
● What teacher actions contributed to student achievement? next center.
it a positive manner and
You informally assessed though
provide more instruction
questioning and observations and were Students struggled
and modeling.
able to formally assess student sometimes by
understanding at your teacher group and miscounting, and were
through the completed centers tasks. supported by reminders
to touch and say each
number.

A couple students
struggled with the fine
motor aspects of the tasks
because they are still
developing these skills.
Section 4: Post Observation Conference

To what degree did students achieve lesson objectives? All students were able to consistently meet this lesson objective.
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
Student was able to model and count Using student preferred Student was adequately
To what degree did focus students achieve lesson objectives?
up to 5 without support or additional materials, he was able to challenged and able to
prompting. She was able to model numbers 1-5 model numbers
communicate accurately. accurately up to 25.
I would change how I created the independent learning centers, so they would not need to
have as much teacher interaction to prove their knowledge. I would instead create a center
What would you do differently next time? rotation with each set of materials available to the students and I would move from table to
table instead of having the students interrupt the teacher table center. That way I could
check for understanding without having to constantly stop and check their work.
1. The lesson was developmentally appropriate and challenging for each student
based on their content understanding.
2. Students were given multiple opportunities using different modalities to show their
What were three top Lesson Strengths? understanding.
3. Behavior management was not an issue because the teacher has developed
appropriate classroom management style, procedures and provides consistency.

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 1. Teacher center: Fine motor tweezers addition caused some students difficulty, and
had seeds flying across the table causing distractions. Provide options that are
more appropriate.
What were three top areas for improvement?
2. Independent tables were moderately successful. However, students finished very
quickly and didn’t have access to more materials without teachers' help. Provide
more materials for early finishers.
3. I would provide more procedures for the center time rotations to reduce
interruptions.
What are next steps? Students will continue to improve number sense for numbers 6-10.
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.

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