Teacher Induction Program Pre/Observation/Post Cycle Form

(POP) Updated December 2023

All parts of this form should be merged into a single

document and submitted to course instructor.
Information from this POP Cycle should be summarized on
the NT ILP as appropriate.

Directions for Preparation for POP Cycle

● New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-
observation conferences.
● NT prepares POP Cycle Form a minimum three days before lesson delivery,
● NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
● NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
● ME reviews Lesson Plan and Section 2, Part A 48 hours before lesson delivery, ME reviews Lesson Plan and
Section 2, Part A: NT Reflection
● ME completes Section 2, Part B: ME Feedback
● ME shares feedback with NT during pre-observation conference.
● NT adjusts lesson plan as needed and finalizes lesson plan for delivery.
Directions for Observation and Preparation for Post-Observation Conference
● ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
● NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery prior to Post Obs.
conference
Post Observation Conference Directions
● NT and ME conference to share notes; discuss lesson observations and outcomes;
● NT and ME complete Section 4.
●
All parts should be transcribed into one document and submitted to the course instructor. Information is used for ILP.
Section 1: New Teacher Information
(completed by NT)
New Teacher Email Subject Area Grade
Level
Anthony Morales anthonymorales@ofy.org Algebra 1 9th – 10th

Mentor Email School/District Date

Hilary Vernon hilaryvernon@ofy.org OFY Hawthorne 4/1/24

Content Standard Lesson Objectives Unit Lesson

CCSS.MATH.CONTENT.HSF.IF.
C.7
Graph functions expressed
symbolically and show key
features of the graph, by hand
in simple cases and using
technology for more
complicated cases.*
CCSS.MATH.CONTENT.HSF.IF.
C.7.A
Graph linear and quadratic
functions and show intercepts,
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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students will be able to
graph quadratic functions
written in standard form.
Students will be able to
identify and label key
features of graphs of
quadratic functions.
Topi Title
c
Unit 8 Quadratic Lesson 8.3 – Standard Form of a
Functions: This unit is
Quadratic Function
focused on studying
quadratic relationships
and functions. Students
will examine features of
quadratic functions and
explore how they appear
in real-world situations.
The unit covers the
different forms of
 maxima, and minima. quadratic functions.

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 Skills are Skills are applied Skills are refined as Skills are polished
are newly formed and developing as NT as NT makes NT combines as NT expands
just coming into investigates and increased elements into a ability to add new
prominence examines relevant and cohesive and unified methods and
pedagogical suitable use pedagogical strategies into
practices of repertoire pedagogical
pedagogical repertoire
choices
CS Ele Initial Rating Rating Description
T ment
(Identify both teacher and student rating for CSTP 1 and 2.)
P

T- Teacher uses data from formative assessments to

establish and revise content-based learning goals for each
Using assessment data to class session. Multiple sources of assessment are used
T–
establish learning goals and to Exploring throughout the semester, but greater variety could be
5.4 S– implemented on a daily basis to target students’ needs.
plan, differentiate, and modify
Exploring S - Students respond to formative assessments through
instruction.
various forms (digital, written, verbal). Based on the results,
the teacher makes adjustments to lesson activities and
provides additional intervention.

T - Explores additional instructional strategies, resources,

Using a variety of instructional T– and technologies in single lessons or sequence of lessons to
strategies, resources, and Exploring meet students’ diverse learning needs.
1.4 S–
technologies to meet students’ S - Students participate in single lessons or sequence of
Exploring
diverse learning needs lessons related to students’ interests and experiences.

Section 2: Pre-Observation Conference

Completed by NT and ME
Focus Students Focus Student 1: English
Summarize critical Learner
needs and how you
Focus Student 1 is an English Learner with an
will address them
overall grade of 83% on the most recent unit. May
during this lesson.
struggle with note-taking; may have a difficult
time staying on task; may lack confidence to
participate in whole-class discussions. Needs will
be addressed through: vocabulary reference sheet
for quadratics with visuals, allowing student to
demonstrate learning in non-verbal ways,
checking-in with student to have them share ideas
in whole-class discussion, structured notes with
color-coding and clear steps, sentence starters
where applicable.
Focus Student 2: Student
w/ILP/504
Focus Student 2 is a student with an IEP with an
overall grade of 82% on the most recent unit.
Requires one-on-one checks for understanding to
stay on task and provide guidance on their math
work. May have difficulties with participation and
tends to talk with others. Needs will be addressed
through: receiving directions in multiple ways
(verbal, written and reviewed one-on-one),
checking-in with student to have them share ideas
in whole-class discussion, vocabulary reference
sheet for quadratics with visuals, step-by-step
directions/examples for more challenging graphing
examples, access to a calculator.
Focus Student 3: Your
Choice
Focus Student 3 is a student with an overall grade
of 94% on the previous unit. Student has strong
writing and explaining abilities, but is developing
in their speaking and mathematical fluency. May
be lacking confidence to participate at times and
requires frequent CFUs. Needs will be addressed
through: multiple opportunities to
practice/reinforce written responses, engage in
scaffolded and challenging activities to strengthen
their problem-solving, access to a calculator,
checking-in with student to have them share ideas
in whole-class discussion.

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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan and
lesson plan. reflection.

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/question: What is the effect of With the time restraints you can group a few
diversifying assessments on students’ of your examples together by doing the
labeling chart you have but do the next
performances on formative and learning-
example in the same spot but give the blank
target assessments? graph and the key components for graphing.
Lesson Plan addresses the inquiry focus by
collecting data on student performance at
different points in the lesson: warm-up
handout, practice problems during notes,
homework. Assessments are “diversified” by
asking students to formulate questions, graph,
draw, label, make calculations, write
descriptions, contribute verbally, etc.
Feedback Request: Given possible time
restraints with the lesson, what are ways to
diversify assessment that would work well in
this lesson? In particular, during the note-
taking and “Monitoring Progress” practice
problems?

Inquiry Focus/Students How to provide feedback and support for  Verbal praise
 What specific feedback focus students in a fair/equitable way during  Track correct/incorrect responses
regarding your focus independent practice. with a tally by the roster to help to
students do you want from
What other scaffolds/supports would be know who to follow up with if class
your ME?
helpful for students during this lesson, gets busy
especially during the graphing portion where  You can have students discuss exit
multiple steps are involved? tickets with each other to identify
mistakes while you can provide
extra intervention/feedback to
individuals.

Specific Are there any activities relevant to the topic  The exit ticket could be a part of
Feedback (graphing quadratics in standard form) that the homework assignment so it
 What additional specific would be beneficial to adding to this lesson allows for students to move ahead
feedback do you want
plan? if they are done with the ticket.
from your ME regarding
lesson implementation? In the past, I have prepared an exit ticket for  You can do Pear Deck or
the end of class but found that the lesson Formative virtual feedback
activities/ notes take up a majority of the class  Whiteboards are a great way to get
time. I then decide to instead use that time to quick responses from students.
start on homework. I leave the exit ticket as
the warm-up for the following lesson.
Given this, what is some guidance for gauging
whether an exit ticket would be “too much” for
that day? Should something be cut from this
specific lesson to provide enough time for the
exit ticket?

Instructional Planning For more details and screenshots of the Be flexible with change if not everything can
 How is the lesson actual lesson plan, please refer to the be covered. Things can always carry into the
structured (opening, Lesson Plan attachment. next lesson so be sure to scaffold accordingly
body, and closing)? so you know where things can be cut off.
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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
  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.
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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Opening: warm-up half-sheet of paper that will Follow a similar scaffold with the homework as
be collected after a whole-class discussion. well to help build confidence in the topic.
Students are introduced to graphs of
quadratics by seeing a diagram of a football
being kicked across a field.
Body – Key Features of Quadratic
Functions
Reference Guide, Table of Examples,
Extension Problem: As a class, we will define
the key vocabulary terms for the lesson:
vertex, y-intercept, axis of symmetry, zeros.
Body – Graphing Quadratics in Standard Form
Whole class, guided notes that will be written
in their notebooks. Some resources,
examples, and scaffolds will be pre-cut and
given to paste in their notes (facilitates the
note-taking process).
Homework
One sheet of homework that has examples
from the entire lesson, highlighting the main
concepts: identifying key components of
parabolas and graphing equations in standard
form.
Exit Ticket
2-question formative assessment, taken at the
end of class.
The warm-up introduces the graph of a
You are already using an example of a
quadratic function through a real-world traveling ball which is relatable for students.
example: a football being kicked in the air. You can also gain interest by using financial
Most students will have experience with this models as well or rockets are always fun too!
application (if not, I can find a football video
that shows this trajectory).
As mentioned in the Inquiry Focus section of
this document, students engage in a diverse
form of assessments and ways to show their
learning. Data is collected through warm-up
sheet, independent practice questions, exit
ticket and homework sheet.
During guided instruction and whole class Based on prior observations you keep a great
discussions, I will encourage students to positive culture in your classroom. Continue
respond verbally to share/explain their answer what you are doing and remember to redirect
to the class. If possible, I will display student students who get distracted to keep up the
work on the screen so that we can work on momentum of the classroom.
responding to it positively and/or giving
constructive feedback. Another possibility is to
have students come up to the smart board
and show their work, allowing them to take
 initiative and be involved in the classroom
culture. When the opportunity arises, I will
encourage students to support/help each
other and work together.
If a student is having a hard time staying on
task or starting their work, I will check in with
them independently and use guiding
questions/ examples to get them started. I will
hold them accountable to making progress
while I support other students. One strategy is
by setting a clear goal of where that students
need to be by the time I return to check in with
them.

Closure
 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the
next lesson?
After concluding the notes/practice problems, This is a solid plan. We also discussed
students will have the opportunity to show possibly tying in the exit ticket to the
their learning. Two-question free-response exit homework to have a better class flow or
ticket that summarizes the main ideas of the simplifying it and doing whiteboard responses.
lesson. Students will also have homework that
allows them to practice the skills of identifying
key parts of quadratics and graphing quadratic
functions. The homework is closely tied to
examples from their notes. The homework will
be reviewed/ collected at the start of next
class session.

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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Section 3: Observation of Lesson Delivery
Completed by ME and NT
Part 3A: ME Observation of Lesson Delivery
Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery

You did a great job making some of the Students were overall engaged during Made modifications to the lesson plan,
Specific
shifts to your lesson that we addressed in the independent portions throughout the according to our Pre-Observation
Feedback
our pre-observation meeting. Today lesson. Students seemed to utilize the Conference discussion. Lesson activities
What
there were several absences in class so it step by step process and were overall were adjusted to better prepare for the
information wasn’t as much of a time constraint to engaged which was a concern from the pacing of the class, especially because
can you check in with your students. I can see NT. Only one student fell off track due there were some absences in the prior
provide the NT how with a full class it would be more to the use of the restroom. class. One important adjustment I made
regarding difficult to check in with all students. In was the approach towards teaching how
requested those situations, I would advise for more to graph a quadratic in standard form. I
specific opportunities for partner checks. A used a table to scaffold the steps and later
feedback? concern you had was also on timing implemented that table in the homework
which did get limited toward the end. assignment.
You did a great job on knowing when
you can move past an example question
to be able to move onto what else is
needed when you are already noticing a
mastery of the concept.
 Spoke with student’s  Students were trying the During the lesson, students were engaged
CSTP 1: by: answering questions verbally during
individually when they walked Opening Activity
Engaging All whole-class discussion, going up the
in to start their independent independently during warm
Students work up smartboard to draw/annotate, one-on-one
In what ways  NT invited students to go up to  Student 2 was able to go up to check-ins with teacher,
were students the smartboard to demonstrate the board and mark up their pasting/organizing notes in their math
engaged? their findings findings notebooks.
 Foldables were given for  Students identified key
How were students to see visuals with components of a parabola by If a student had their head down or
students not definitions of a Parabola filling in the terms for the wasn’t focused, I redirected their
engaged?  Mini worksheets were given definitions. attention with prompting questions and
throughout learning  Students were able to identify had them start on their independent
How did  NT walked around class to parts of a parabola on a mini practice problem before going to work
students observe independent work worksheet with another student. This was successful
contribute to  Students stayed on task in making sure they felt confident in their
next steps and were reengaged in the
their learning?
lesson.
How did
teacher and/or Students contributed verbally to the class
students discussion. They asked questions that
monitor were used to guide the lesson and adjust.
learning? I monitored student learning by walking
around the classroom and collecting their
How were the work when appropriate. Since the number
focus students of students was on the smaller side, I was
engaged and able to work with students more closely
supported and sustain their engagement.
throughout the
lesson?
 Allowed students the  Students asked questions of The warm-up, with the intention of
CSTP 2: introducing graphs of quadratics, was
opportunity to discover the clarification
Effective successful in having students use their
content on their own before  Students were given choices
Learning lesson when discovering how to prior knowledge to develop the
Environme  NT asked the class “we need to identify key components of a vocabulary for today’s lesson (vertex,
nt ask ourselves is this the ____ parabola axis of symmetry, zeros). As a result,
How did or the _____”  Both Student 2 and 3 seemed students were all involved in the task and
students and  NT was able to take a to have equal level of found ways to connect to the lesson.
teacher misconception of where a engagement since the learning Students throughout the lesson were open
contribute to point should be and have them environment allowed for to sharing their ideas because of the more
an effective learn from the mistake vs just moments of discovery. open-ended structure of the questions,
say no that’s wrong. This before moving forward to the conceptual
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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 learning encouraged students to grow  Students assumed a different parts of the lesson.
environment? and keep trying. point to graph but it wasn’t
quite right and received
feedback
 Checked in with individual  Students built on each other’s Opening activity set a foundation for the
CSTP 3:
students as they worked on findings during the opening main vocabulary and process for
Organizing
opening independent activity  Students clarified how to put graphing quadratics.
Subject
 NT asked prompting questions things into the calculator
Matter Students pasted the foldable/reference
to focus student 2  The students could understand
What actions guide into their notebooks, and
 NT spoke with the group to go the subject matter by
of the NT over the question and break it practicing the concept vs only immediately had opportunity to practice
contributed to down to develop context to the copying down notes. and make sense of the newly acquired
student concept that will be introduced  Students assumed a different vocabulary.
assimilation of  Students identified a mistake point to graph but it wasn’t
subject on the axis of symmetry vs the quite right and received There were some misconceptions with
matter? vertex so NT discussed how feedback graphing coordinates, which was address
they noticed the mistake and by labeling the x and y axes on the graph
How did what should be matching for and referring to previous lessons
students them to be correct (“remember that when we name a point,
construct x is before y”).
knowledge of
subject
matter?

What
misconception
s did students
have and how
were they
addressed by
the teacher?
 NT used the ideas from the  Students worked off of each Content was scaffolded and structured so
CSTP 4:
students (is it distance or time) other’s responses to develop that the steps to graphing the quadratic
Learning
to develop two possible ways an understanding of the were organized in a table that they
Experienc completed during the independent
the question can be done. concept
es practice
 NT scaffolded back on prior  Students asked for support
How were content to bridge the when stuck
students relationship between what they Students also had a opportunity to
supported know/don’t know practice their numerical fluency when
through  NT checked in with students calculating the axis of symmetry and
differentiated during questions they were vertex coordinates, making sure to
instruction? supposed to try highlight the connection between their
results and how it appears on the graph.
How did
students For students who finished early or had a
participate? quicker understanding of the topic, extra
extension problems were offered so that
How did the
they can continue to practice/engage.
NT contribute
to student
learning?
 NT gave praise or  Students started learning In the opening activity, students created
CSTP 5:
encouragement toward student about parabolas by exploring questions, labeled a diagram and wrote
Assessing descriptions that helped show their
responses. a question showing the path
Student current understanding and skill levels.
 When students weren’t starting of a football which helped set
Learning independently he provided a the tone for the lesson Worksheet was collected for
How did prompting question  Students struggled to identify data/evidence.
students  Since some students were the a,b,and c at first due to
demonstrate absent for the last class he absences. Besides the independent practice and
achievement of threw in a mini lesson about guided notes, students received a
lesson standard form. He identified homework assignment that will give them
objectives? the lack of understanding and the opportunity to demonstrate their
intervened as necessary. learning and apply what was learned.
In what ways
did students Students were initially unfamiliar with a

7
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 struggle or concept that was covered in the last class
demonstrate (identifying a,b,c in a quadratic equation)
limited due to previous absences. To prepare for
understanding this, I used a whiteboard on the side of
? the classroom to place a reference
problem. I made sure to make it visually
What teacher clear and an easy reference, which was
actions successful in supporting the students.
contributed to
student
achievement?

Section 4: Post Observation Conference

Completed by NT
The lesson had two main objectives that were relevant for this unit of quadratics. Students were successful in meeting the
To what
first objective: identifying and labeling key features of graphs of quadratic functions. This was evident in the vocabulary that
degree did was being used by students towards the end of the lesson. When I drew and labeled different components of a parabola,
students students were able to successfully name the axis of symmetry and describe where the vertex was located. Students also made
achieve use of the foldable and example problems to develop their understanding of graphs of quadratics. For the second learning
lesson objective, students were beginning to exercise their skills in graphing quadratic functions in standard form. Students were
objectives? gaining mathematical fluency at calculating and identifying the parts needed to graph a quadratic. However, more work
needed to be done to show mastery of actually graphing the quadratic equation.

Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
To what degree
w/ILP/504
did focus
students achieve Focus Student asked questions Focus Student made use of guided notes Focus Student engaged in several
lesson involving the relevant vocabulary (what and was actively involved in the verbal discussions, in fact was one of
objectives? is trajectory? What do you mean problem-solving process. When the main participants during guided
mirrored?), which showed active working one-on-one, student was instruction. He continued to practice
progress towards reaching the first making a clear attempt to use the writing his ideas, which were used to
learning objective. Student went up to vocabulary we learned and was bring up interesting conversation
the SmartBoard to show their responses referencing the steps we took to solve points during the opening activity.
and explain their thinking verbally, the problem. When the student made an Student attempted one of the
giving them the opportunity to practice error or was having a difficult time, we extension problems for graphing
using the vocabulary and make a visual used examples and visuals to lead back quadratics. Despite making an error,
connection to their learning. to the correct approach. Overall, student student was able to correct himself
showed an improvement in being able and explain his thinking throughout
to solve problems independently with the problem.
the given resources.
Incorporating partner activities and more opportunities to collaborate. Due to a smaller class size, it would be more difficult
What would you
to incorporate but planning an alternative activity where students contributed equally to the class discussion could be
do differently next
beneficial. Another thing I would do different, if given more time, is having a quick formative assessment at the end of class,
time? in the form of a PearDeck question or exit ticket. This would’ve given me more information about where students were in
regards to meeting the lesson objectives.
What were  Using the opening activity to relate their prior experiences to that day’s vocabulary and main ideas
three top  Incorporating the foldable/reference guide that helped visualize the vocabulary being explored that day
Lesson  One-on-one interventions and providing prompting questions that helped students expand their learning,
Strengths?
What were  Opportunities for student collaboration, especially with partner checks and student reteaching.
three top  Improved pacing and knowing when to move forward with the lesson v. reinforcing main ideas
areas for  Increased use of formative assessments, especially digital resources, to support student engagement and collect
data
improvement?
For the next lesson, I will take the feedback from my mentor and the three areas of improvement to design a lesson with
What are next
increased opportunities for partner collaboration and varied forms of formative assessment. Due to student absences, I will
steps?
need to consider how to support students as we review the main ideas of graphing quadratics while being able to move
forward to new content. Since the next lesson will be focused on graphing quadratics written in a different form, I should be
able to smoothly transition from a review of today’s lesson. Another next step will be to continue to make use of the
reference whiteboard to jot down today’s main visuals and vocabulary, such as drawing a parabola with it’s main features
and creating the table that students use when graphing equations in standard form.
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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Other Comments/Notes (optional)
Completed by NT or ME

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POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.