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
Lawrence Reyes Law1984.lr@gmail.com Multiple Subject 5th
Mentor Email School/District Date
Cathy Watson Cwatson1@sandi.net SDUSD 10/19/17
Content Standard Lesson Objectives Unit Topic Lesson Title
Number and operations Students will fluently
Multiplying 3-digit
Perform operations with multi- multiply 3-digit by 2-digit
numbers by 2-digit Ways to multiply 3 digit numbers by
digit numbers numbers using two
numbers. 2-digit numbers
Fluently multiply 3 and 2 digit different strategies to

numbers solve.
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.)
Lessons are created to use a variety of teaching methods to
maximize student understanding. This includes teacher led
instruction, visuals, teacher and student modeling, small group
Using a variety of instructional
instruction, and one on one instruction.
strategies, resources, and
1.4 3
technologies to meet students I make sure to use instructional methods that meet my students
diverse learning needs needs. This includes giving them different ways to demonstrate their
proficiency such as individual white boards, conferring one-on-one,
and oral communication of ideas or answers.
I collaborate with my grade level teams to set a road map for where
Developing and sequencing we expect to be over the course of the year. I refer to state
long-term and short-term standards to ensure that students are receiving the required
4.3 2
instructional plans to support academic education. My lessons and projects are created in such a
student learning. way so that students can build on what they initially learn so that
each project can increase in difficulty.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
The focus of this lesson is to multiply 3-digit Lesson focus is clear. Multiple strategies are being used
Inquiry Focus/Special Emphasis
What is your inquiry focus and/or special emphasis?
numbers by 2-digit numbers fluently using to support student learning. I would suggest using
How will you incorporate the inquiry focus and/or different strategies to solve. The emphasis is on anchor charts for visual support for students to refer to
special emphasis into the lesson? when needed for student success.
What specific feedback do you want from your ME? multiplying fluently and choosing a strategy that

works best for the students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 1 is reading below grade Student 2 has ADD and has vision Student 3 is performing at a
Focus Students level. To assist this student, I will problems. I will ensure student has higher level than the rest of the
Summarize critical needs and how
you will address them during this
give direct instruction speaking in a preferential seating upfront during class. This student loses interest
lesson. clear and controlled pace. I will also the lesson to address their physical quickly and needs further
dictate any word problems need. To help support the scaffolding to meet their needs. I
necessary to the student. In students attention issues I will will provide this students with

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 addition, technology is available for allow them work at a quiet spot addition problems dealing with
student to orally hear the words where they will be less likely to be higher level thinking required to
problems dictated so they may distracted. I will also provide direct push them academically and keep
fully understand the questions and support to the student by checking them from becoming a
instructions being made. in to make sure they are on task distraction.
and are not struggling.
I would like my ME to let me know if I have Yes, I like the diversity used in your lesson for each
focus students. One suggest I would make is to use
What specific feedback regarding your focus students addressed the needs of my focus students some visual aids like charts or models for students to
do you want from your ME?
sufficiently and if not what supports I can access.
include to help them.
I would like to know if there is anything my ME You could do a small group front loading session with
Specific Feedback your EL students to help them with academic math
What additional specific feedback do you want from has to suggest on differentiating my instruction vocabulary before the lesson.
your ME regarding lesson implementation?
beyond what I am doing now.
Lesson begins with a review of todays topic and
objective. I than launch into a brief explanatory
video. I than model two different ways students
can solve 3-digit multiplied by 2-digit problems.
I use a clear and study voice while I speak and
use the overhead projector so students are able
to see clearly. I label my steps and explain in
detail each procedure I take. These notes
Instructional Planning remain on the board for the students to record One suggestion would be to ask students if any of them
How is the lesson structured (opening, body, and
for their own reference. I then assess student use a different way to figure out this type of problem
closing)? and to share out after you have demonstrated your
What varied teaching strategies and differentiated understanding by completing a few practice methods to the class. I would also be sure to create
instruction will help students meet lesson goals?
What progress monitoring strategies will be used? problems using our strategies as a whole class. charts as visual aids for the classroom.
How will results inform instruction? Student participation and feedback, I can
determine the overall level of understanding. If
students feel comfortable for the most part
assigned table work is given to work
independently. I circulate the room providing
any needed support and also informally assess
student understanding. I will use the notes
gathered informally to determine further
instruction.
I will explain real world situations in how the
Student Engagement/Learning
How will you make the lesson relevant to all the
mastery of this subject is critical in the launch. Using real world examples in a classroom is a
students? Student progress will be measured by a formal wonderful way to engage and expand student learning.
How will students show progress towards master of
exit slip at the end of the lesson in addition to
lesson objectives?
my informal assessment of the class.
I will maintain a positive learning environment
by calling on students who wish to participate.
Classroom Management
Students also have the opportunity to show
How will you maintain a positive learning participation with their hands if they do not I like how you provide students with options on how
environment with a welcoming climate of caring, they can express themselves and take part in their own
respect, and fairness? want to orally participate. I will provide learning in your classroom.
Identify specific classroom procedures and strategies insightful feedback and praise those who
for preventing/redirecting challenging behaviors.
volunteer. I will provide areas away from normal
seating for students who have concentration
issues and privacy boards upon request of need.
We close this lesson with a whole class review
of the table work. Students are invited to come
to the smart board to explain their answers and You should do and exit slip so that each student has to
Closure for students to compare. This is my final show/or write what the lesson was about. You could do
How will you close your lesson? this with the online math program you have or project
How will you assess student learning and prepare
informal observation. If students are still
a prompt on the smart board for them to respond to.
them for the next lesson? confused a whole class or small group reteach

will be done. If students show they are
understanding an online exit slip assessment is
given.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
 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 w orksheet questions that included all
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the w orksheets and were able to ask questions.
levels of Blooms (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 m ath problem that could be
between them). Groups then selected a strategy and created
comparison/contrast was the m ost common analysis question. I
engaged? solved with this strategy?) need to give them a Blooms question stems handout next time.
two m ath 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?

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?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
 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 4 of 4