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
Paige Kitching pkitching@thepegasusschool.org Math First Grade
Mentor Email School/District Date
Jennifer Green jgreen@thepegasusschool.org The Pegasus School 10/16/23
Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20,
Students will create a math story
demonstrating fluency for addition
problem and explain how to solve it by Number bonds and fact
and subtraction within 10. Use Math Story Problems
using math manipulatives and families
strategies such as counting on;
making ten recording themselves on Seesaw.

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

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1
and 2.)
Engages students in identifying and adapting
resources, technologies, and standards-aligned
3.5 Using and adapting resources, instructional materials to extend student
technologies, and standards-aligned understanding and critical thinking about subject
3.5 instructional materials including T: Applying matter.
adopted materials, to make subject
matter accessible to all students Ensures that students are able to obtain equitable
access to a wide range of technologies through
ongoing links to outside resources and support.
Plans instruction incorporating a repertoire of
strategies specifically meet students’ diverse
language and learning needs and styles to advance
learning for all.
4.4 Planning instruction that
4.4 incorporates appropriate strategies to T: Applying
Facilitates opportunities for students to reflect on
meet the learning needs of all students
their learning and the impact of instructional
strategies to meet their learning and language
needs.

Section 2: Pre-Observation Conference

Focus Students
● Summarize critical needs and how you will Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
address them during this lesson.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 This student has trouble
with impulse control and Gifted student: Instead
will need to be in an area of having student
This student is still learning English. I will where he will not get complete a number
provide sentence frames to assist him in distracted. I will provide bond within 10, I will let
creating a story problem. Opportunities to work in a this student choose a
quiet area in order to larger number for a
successfully complete challenge.
activity.
Part B: ME Feedback
Part A: NT Reflection
Provide feedback on lesson plan
Use questions to guide reflection on the lesson plan.
reflection.
Inquiry focus and special emphasis standards:
ISTE Student standard: Create communicator
1.6a Choose platforms or tools: Students choose
the appropriate platforms and tools for meeting
the desired objectives of their creation or
communication.
ISTE Educator Standard:
2.6a Foster Student Ownership of Learning:
Inquiry Focus/Special Emphasis Foster a culture where students take ownership of I look forward to seeing how your
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or special emphasis
their learning goals and outcomes in both students will choose both their
into the lesson? independent and group settings. materials and number bonds and
● What specific feedback do you want from your ME?
explain their thinking.
Students can choose how they want to film and
record their learning on Seesaw. Some students
might choose to take a picture of their number
bond and then explain their thinking, other
students may choose to film and talk at the same
time. I am also allowing students to choose their
own math story problem to create and then solve.

I am wondering if my challenge activity is

Inquiry Focus/Students appropriate for my gifted learner. If so, I would *We discussed allowing students
● What specific feedback regarding your focus students do you want provide that challenge activity to a group of my to choose a number higher than 10
from your ME?
higher students in order to make sure I am to offer more of a challenge
challenging them.
Is it too much to have students complete the fact
Specific Feedback Layering in options like writing fact
families for their equations? Maybe if students
● What additional specific feedback do you want from your ME families will provide natural
regarding lesson implementation? finish early it can be an option and not a
differentiation.
requirement.

Opening: I will display an anchor chart showing

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.
what a number bond is, and give an example of a
story problem to go with the given number bond. I
will model the process of solving a word problem.
Body: Students will work to create their own story *We discussed utilizing TA to assist
problem and solve it using their choice of math with students while they are
manipulatives. Once students create their own
recording.
story problem, they will record themselves
explaining how they solved their problem on
You are lucky to have two sets of
Seesaw. Once students have completed the activity,
adult hands to help in the
they will choose an exit ticket which will be a
challenge by choice. Early finishers can complete classroom and planning for the
an IXL math activity. role of your TA is important.
Closing: I will review what a number bond is and
ask if any students would like to share their
problem.
Differentiated instruction: students will be given
sentence frames for a story problem if needed.
Page 2 of 5

Student Engagement/Learning
● How will you make the lesson relevant to all the students?
● How will students show progress towards master of lesson
objectives?
Classroom Management
● How will you maintain a positive learning environment with a
welcoming climate of caring, respect, and fairness?
● Identify specific classroom procedures and strategies for
preventing/redirecting challenging behaviors.
Closure
● How will you close your lesson?
● How will you assess student learning and prepare them for the
next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you provide
the NT regarding requested
special feedback?
CSTP 1: Engaging All Students
● In what ways were students
engaged? How were students not
engaged?
● How did students contribute to
their learning?
● How did teacher and/or students
monitor learning?
● How were the focus students
engaged and supported
throughout the lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students will choose a “mild, medium, or spicy”
exit ticket. For students who need to be
challenged, they will be encouraged to choose a
number higher than 10 to use in their word
problem.
Progress monitoring will be a thumbs up/thumbs
down during instruction. During the activity, I will
check in with students and ask them to tell me
about the problem they created.
Students will use previous knowledge of word
This is a very strong objective with
problems and number bonds to create their own
a specific outcome in mind.
story problem and explain how they solved it.
I will maintain a positive learning environment by
upholding classroom routines and rules. I will set Setting clear expectations and
expectations prior to teaching my lesson so each routines is important.
student knows exactly what is expected of them.
I will conclude my lesson with an independent
activity which will be a challenge by choice activity
(exit ticket). Students will choose between three What do you do with exit tickets?
activities “mild, medium, and spicy” for difficulty How do you use them?
levels. After students finish their exit ticket, they
will complete an IXL math activity.
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
Students completed the worksheets and were able
included all levels of Bloom’s (“Identify 6 problem-solving
When teacher reviewed worksheet, she asked additional questions of analysis and to ask questions. Most groups needed revisions for
strategies; pick two strategies and identify at least one
evaluation (“which problem-solving strategy do you prefer? How could you create a their questions; comparison/contrast was the most
similarity and one difference between them”). Groups
math problem that could be solved with this strategy?”) common analysis question. I need to give them a
then selected a strategy and created two math problems
Bloom’s question stems handout next time.
to exchange tomorrow.
I gave the option for
Ryan selected 15 + 15….
students to choose
everyone at his table then went
T asked for feedback specific to gifted learner numbers that will have a
for higher #s. Other students
and the level of challenge in this lesson. sum larger than 10 for the
seemed to stay within 10 with
extra challenge. Next time, I
the exception of Amber, Kaya,
T offered a “may do” to add the fact family to should encourage these
Owen, and a few others. How
the discussion. students to choose
can you encourage students to
numbers other than
choose the challenge?
doubles.
-T asked students to whisper to
-Teacher utilized anchor charts and visuals to
a partner to review their
support student understanding of number
understanding of number
bonds and sample story problems.
bonds. All students were Engagement:
engaged and on task when -Utilized multiple
-T allowed for choice in the story problem and
whispering. opportunities for a “turn
number bond.
-Students walked quietly to and talk” with a partner.
their desks and selected - Thumbs up and down for
- T used the document camera to offer
manipulatives. understanding
direction for choosing bears or cubes
-Students excitedly chose the -I read example problems
to show the number bond and
topics for their word problems: from students around the
explained the directions for
pumpkins, cats, gumballs, classroom to keep all
recording on seesaw.
cupcakes, etc. students interested and
- T wrote a sentence frame on the
-Charlie needed a high number give others ideas.
easel to help students who needed
of redirections. Proximity was
guidance with the sentence.
an effective strategy. How do
you hope to help him transfer
Page 3 of 5
 to more independent
self-monitoring?
- Students were
attentive on the carpet
during the whole
group lesson.
- What is the threshold
for your class on carpet
-T created a “To Do” List for students: time? They were pretty
1) Create your own word problem in wiggly by about 10:38.
your math journal. End time on carpet
Creating a To Do list is
2) Choose a math tool to solve your 10:52. Some rows
CSTP 2: Effective Learning helpful in helping students
problem using a number bond. stayed longer on the
Environment know exactly what they
● How did students and teacher 3) Go on Seesaw to record yourself carpet and waited for
contribute to an effective learning should be doing, and the
environment? reading your word problem and others to select their
order they should do each
saying how you solved it. tools. Would you
activity.
4) Put ipad away and pick a mild, consider putting some
medium, or spicy. of each material on the
5) Math IXL group tables to
expedite your time?
- Do you feel your
students needed that
much review prior to
starting this
assignment?
The lesson sequence
- Students appear to
helped students put
have a clear
CSTP 3: Organizing Subject - Lesson had a clear beginning, together all of their
understanding of
Matter middle, and end. knowledge of adding,
● What actions of the NT number bonds. How
contributed to student - Clear directions and a “to do” list number bonds, and
assimilation of subject matter? much of the review in
● How did students construct
were offered to support students explaining their thinking.
this lesson was
knowledge of subject matter? with this “show what you know.” This activity was a good
● What misconceptions did students necessary? Could time
have and how were they - Students appear to have a clear way to conclude the
addressed by the teacher? have been reduced in
understanding module and help students
favor of more
with next steps of adding
challenge activities?
larger numbers.
- Teacher offered visual examples and
models of the expected outcome. - Students actively
- Teacher offered a to do list. worked on their word I was able to model activity
- Teacher offered a sentence frame for problems and number and wrote a detailed list of
CSTP 4: Learning Experiences
students who needed support. bonds using their math what they needed to
● How were students supported - Students were offered a choice of journals and materials. complete. I gave students
through differentiated instruction?
● How did students participate? manipulatives and the opportunity Some students began the option for a challenge
● How did the NT contribute to to create their own number bond to finish up at 11:05 and supported students
student learning?
using numbers of their choice. and take pictures. who needed sentence
- Teacher and TA circulated to support - Owen was a first frames for their word
all students and in particular two of finisher and recorded problem.
the focus students who needed his problem.
support.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5

CSTP 5: Assessing Student
Learning
● How did students demonstrate
achievement of lesson objectives?
● In what ways did students struggle
or demonstrate limited
understanding?
● What teacher actions contributed
to student achievement?
To what degree did students achieve
lesson objectives?
To what degree did focus students
achieve lesson objectives?
What would you do differently next
time?
What were three top Lesson Strengths?
What were three top areas for
improvement?
What are next steps?
I will continue to offer lessons where students are able to explain their thinking and show how they are able to solve math problems in
many ways. Next time, I will have students create a word problem for a partner and have students solve each other's problems.
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.
Students were engaged
throughout the lesson. The
checklist was helpful so
- T read a few sample problems aloud - Students were busy students always knew what
to the class for positive and engaged. Choice to do. Some students
reinforcement and encouragement. was a key strategy. Is struggled in choosing sums
- Teacher and TA circulated the room this activity challenging that were larger than 10,
to support students and offer enough for all of your and did not count correctly
positive praise. students? in the end. However, most
students were able to
correctly add their numbers
and show their work.
Section 4: Post Observation Conference
Students achieved the lesson objective of creating a math story problem and explaining how to solve it by
using math manipulatives and recording themselves on Seesaw.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Met learning goal. She
successfully created a
Student met learning goal.
story problem, showed
This student used my sentence frame. He Created a story problem and
her answer on a number
successfully wrote a story problem and was showed answer, picked an
bond and explained her
able to explain how he solved it. equation where the sum was
thinking. Picked an
greater than 10.
equation where the sum
was greater than 10.
I would shorten the carpet time, and pull a small group of students who needed extra support, that way
other students could get started right away. Adding check points for students to make sure they are
completing each step of the directions- adding a teacher check to the number bods with manipulatives to
make sure the numbers match would be helpful.
I really liked that I gave students the chance to be creative in their word problems. Giving students a choice
in their learning is always great insight to see what they already know. It was nice to hear them explain
their thinking on Seesaw. Having this activity get recorded on Seesaw is a great way to build a digital
portfolio to see all of the progress students have made throughout the year.
Less time on the carpet. I could have quickly reviewed number bonds and explained the lesson. Then, any
students who needed extra support could have been in a small group with me instead. I also noticed that
some students were forgetting to ask the question in their word problem. For example one student wrote
“I had 10 pumpkins. There are 5 orange and 5 brown.” After helping this student, I asked what are we
looking for, and he changed it to say “there are 5 orange and the rest are brown. How many pumpkins are
brown?” I think explicitly stating that students needed to end with a question would have been helpful for
some. Another area of improvement would have been placing manipulatives at their desk, this would have
alleviated the wait time on the carpet and the crowd at the back table. It would have made for a smoother
transition.
Next steps, students will continue to work with word problems focusing on subtraction. On Friday, we will
have our unit assessment which focuses on sums and differences to 10. This lesson was helpful so see
which students have a deeper understanding of word problems and number bonds when asked to create
their own.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 5