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
Andrea Estrada aestrada@caliva.org Math 3
Mentor Email School/District Date
Alexis awitthoeft@caliva.org CAVA 11/13/22
Content Standard Lesson Objectives Unit Topic Lesson Title
3.OA.D.8-Solve two-
step word problems
using the four
operations. Represent
these problems using
equations with a letter
Solve 2 step word problems
standing for the
involving addition and 2 step word Problems 2 Step Word Problems
unknown quantity. subtraction.
Assess the
reasonableness of
answers using mental
computation and
estimation strategies
including rounding
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.)
Helps students to establish learning goals through single lessons
or sequence of lessons that include goal setting exercises.
Involving all students in self
5.5 assessment, goalsetting, and exploring
Provides students with opportunities in single lessons or
progress monitoring
sequence of lessons to monitor their own progress toward class
or individual goals
Explores collecting additional data using supplemental
Collecting and analyzing assessments.
5.2 assessment data from a variety of exploring
sources to inform instruction. Adjust in planning for single lessons or sequence of lessons
based on analysis of assessment data.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and how
you will address them during this ELL Leaner is 3rd grader. Spanish is Student 2 has an IEP plan. Student Student 3 shows advanced skills in
lesson. her first language. Student loves to has a hard me staying focused and math. She was selected or ALP
participate and has strong math engaged. I selected this student to program. I wanted to choose this
skills. see how well the technology student to see how well this
platforms can engage him technology can challenge the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1

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?
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?
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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
student and keep her engage
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I will be focusing on how using technology sites
Mentor expressed that classkick and quizizz
and providing constant feedback on them can
are good sites to use to monitor learning.
help my mastery of the standard. I will be using
Reminded me of self-grading tool on classkick
classkick and quizizz to monitor and adjust my
for easier use.
teaching. How do you feel about this goal
*For ELL student remember to have visuals
and vocabulary review
How can I better support my 3 focus students?
*Also, you can modify assignments for IEP
student and make it multiple choice questions
I want to know if the students look engaged
Mentor teacher said she would keep this in
during lesson, and if my delivery could use
mind.
improvement.
Beginning: there will be a number talk question
to work on. This number talk question will
involve 3-digit subtraction.
Middle: I will go over the learning target. I will
then model how to solve a problem using KWA.
End: students will work on exit ticket
independently and complete a self-assessment
page where they reflect on their learning.
Will your students be in breakout rooms? How
I will have different pages that are differentiated will you manage your time?
for students. I will also provide text to speech
features for IEP students. For ELL students I will
go over vocabulary and have visuals. I will have
a bonus page for students that may finish early.
I will conduct exit ticket and self-assessment to
progress monitor.
I will use the information in these assessments
to guide me to a reteach or the next lesson.
I will accommodate to all students by providing
visuals, vocabulary review, differentiated work,
and bonus work for those that finish early. Mentor teacher reminded me to model to
students how to use the self assessment page
They will show progress by correctly answering and acceptable answers for next step
2 out of 3 questions. Also they will show question.
progress by completing the self-assessment and
next steps.
I will keep and maintain a positive learning
environment by doing a class chant, going over
expectations, and praising students that are
doing a good job. These are good ideas. Remember when you
praise a student to be specific about what they
are doing good. You can also model students
I can prevent problems arising by going over the that are following directions.
rules, reminding and redirecting students and
praising those that are following along with the
rules.
I will close by giving students a chance to share Mentor teacher also reminded me to talk
out loud their self assessment and to share about the online school and what they are
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them for the next lesson?
 Teacher Actions
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
ideas for next steps.
Talk about self-assessment results and how we
should have a growth mindset.
doing after class is over.
I will assess student learning by looking at their
exit ticket and talking about what we will be
learning next (continuing 2 step word problems)
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
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
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
 Focus student #1 was
 Logging in to class kick went
engaged in the vocabulary
smoothly. Students waited
review visuals. The teacher  Students knew how to log
patiently as they had
went over expectations. in to class kick. They knew
questions in breakout
She modeled her standard how to ask for help in
rooms. Only 4 students did
and students were asked to break out rooms.
not finish their class kick
go to class kick to complete
exit ticket.
exit ticket.
 Students participated in
class chant.
Teacher engaged students
My students love to participate in
in class chants. She called  Students raised their
class. They did the class chant and
on students to help with hands to answer teacher
answered my teacher questions to
the warm up question and questions.
help them stay engaged.
we do portion of the
lesson.  Students completed Class
Kick assignment and
participated in self-
assessment.
 Students felt secure raising
their hands and ask
 The teacher went over questions.
expectations and created a  They seem to know the  I reflected that my
good classroom routines in the classroom classroom culture is warm
environment with the class and were able to quickly and inviting. Students love
chant. Students raised their log into Class Kick to participate and feel safe
hands when they wanted  Some students were giving to answer questions.
to answer questions. praises to others who
answered correctly in the
chat.
 Students worked on
subtraction questions as
warm up.  Going over the pre req skills
 Teacher made sure to  They watched as the was important to make sure
organize the subject matter teacher modeled the that my students were
by going over pre requisite question after. ready for that learning
skills of subtraction.  Students had target of 2 step word
misconception of the problems.
meaning of KWA but
teacher clarified.
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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?
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?
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 participated with
 There were visuals, text to Class Kick, chants, reading  The use of text to speech
speech, and vocabulary vocabulary words addition, and vocabulary review
review provided by the subtraction. There was helped ensure my lesson
teacher. differentiated pages for was accessible to all my
students on class kick to students.
work on.
 Students shared their work  I loved that students felt
 Teacher assessed students and explained their safe to share their class kick
formally with the use of thinking during lesson. answers with the class after
class kick exit ticket and  They participated in self- they finished. They also did
self-assessment pages. assessment at the end of a good job answering the
class. self-assessment question.
Section 4: Post Observation Conference
Based on Class Kick 72% of students met the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student scored proficient on exit
Student did not score proficient on
Student scored proficient on exit ticket. The use of differentiated
exit ticket. I need to provide more
ticket the use of visuals and work and extension activities on
tier 3 support for student in small
vocabulary review seemed to help. Class Kick helped keep student
groups.
engaged.
I would allow more time for the exit ticket to be completed. I would also spend more time modeling how to
complete the self-assessment page and next steps for learning.
The top 3 lessons strengths were engagement of students, adapting lesson plan for all students, having a warm
and safe classroom environment.
Giving more time for the exit ticket, modeling more of self-assessment, providing more support for IEP
students.
Next steps will be meeting with students who did not master this standard and providing a reteaching session. I
will also identify learning targets that students are missing and group them accordingly in small groups.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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