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
Shannon Serao sserao@caliva.org Math 6th
Mentor Email School/District Date
Sara Borene sborene@caliva.org CAVA @ San Diego 11/6/2020
/Content Standard Lesson Objectives Unit Topic Lesson Title
1. Identify and
interpret opposite
numbers.
2. Compare or order
absolute value
expressions.
3. Explain or give an
example of the
Math Rational Numbers Opposites and Absolute Value
absolute value of a
rational number.
4. Distinguish
comparisons of
absolute value from
statements about
order.

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Promoting critical thinking though
1.5 inquiry, problem solving, and
reflection
Creating a rigorous learning
environment with high
2.4 expectations and appropriate
support for all students
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
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
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
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Includes questions in single lessons or a sequence of lessons that
require students to recall, interpret, and think critically.
Exploring
Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of
lessons.
Strives for a rigorous learning environment that includes accuracy,
understanding, and the importance of meeting targeted learning
goals. Works to maintain high expectations for students while
becoming aware of achievement patterns for individuals and
groups of students.
Exploring
and Applying
Students engage in a variety of differentiated supports and
challenges in ways that promote their accuracy, analysis, and
problem solving in learning

Section 2: Pre-Observation Conference

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus is on promoting deeper level of I think using Google Forms will be an effective
thinking through engaging in student questions way to help differentiate support for your
and differentiated support. I will also be students. I am curious if you will be using this
creating a rigorous learning environment with as an exit ticket for the lesson or as a warm up
appropriate support for all students. or at some other time within the lesson? I
I will be incorporating these focus areas in the think it would be great to collect this data at
lesson by using google forms that have support the end so you can inform your instruction the
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
for each student based on their answers to following day based on what your students
● How will you incorporate the inquiry focus and/or various questions and if they indicate they need know.
special emphasis into the lesson?
● What specific feedback do you want from your ME?
help. I will also be asking DOK questions to
promote deeper level thinking throughout the I know we discussed it verbally already, but I
lesson. think choosing 1-2 sentence stems for deeper
I would like you to tell me if there are areas, I level DOK questioning so that you have “go to”
could have done differently to get a better questions to start with would be a great idea.
outcome for my students.
I will be happy to give my feedback after the
lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I will remind M. that she needs to
This student is an English Learner, be taking notes in her math
I will ensure to remind E. to take
so I will provide her with visual aids notebook. I will ask her to be a
notes which helps keep his focus
Focus Students when possible. I will also frontload volunteer “teacher assistant” to
● Summarize critical needs and how and ensure that he is called on
her on vocabulary so that she has a provide her with an opportunity
you will address them during this randomly, so he is staying engaged
lesson. better understanding during the to show her work, answer a
throughout the lesson. I will follow
lesson. I will follow up with LC to question, tell us what page
up with LC to see if I can provide
see if I can provide any additional number the math reference book
any additional support.
support. we are on. But making sure she is
engaged throughout the lesson.
I think looping in the LC is a great idea to see if
there are additional supports that we can
provide. I also think allowing the student a
chance to try/ see Google Forms ahead of time
or making sure they are clear on the
instructions of how to use Google Forms will
be important. Maybe even a fun practice form
to try it out with the class? I also think
● What specific feedback regarding your focus students I would love to hear if there is some more, I can frontloading the vocabulary and using visuals
do you want from your ME?
do that would support my students even better. is a great idea. I would add to that if you will
be using DOK questioning stems that have any
vocabulary the students are not familiar with, I
would make sure to frontload that, as well. I
would double check the student’s IEP if you
have not already done so to see if there are
any additional supports that might be helpful
there, as well (and/or talk to the LC like you
mentioned).
I would like to hear what you feel I did well on, I will make sure to pull and share gems and
Specific Feedback so I can develop that into my lessons opportunities from your lesson so we can
● What additional specific feedback do you want from
your ME regarding lesson implementation? throughout the year. As well as areas I need to reflect on them together and use them for
improve on. So that I can practice and improve. future lesson planning.
Instructional Planning My lesson will be structured with a warmup I think it is a great idea to start with a warm up
● How is the lesson structured (opening, body, and
closing)? question that I will have them complete while question to help assess where your students
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
they are waiting for class to begin, I will review are at and what they already know on the
● What progress monitoring strategies will be used? that warm up question together and answer any content. How might you adjust the lesson
How will results inform instruction?
questions asked. I will move next to going over based on the results of that warm up
our “I can” statements / objectives for the question? How will you have the students
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8

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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
lesson today. I will then go over the vocabulary.
respond and how will you see where their
I will ask then to set a goal as to how they will
point of confusion is? In regards to your “I can”
make sure they participate during the lesson,
statements/ objectives… is there any way that
reminding them that they are in the driver’s
we could narrow these down to make them
seat to their own education. Next, I will show a
super purposeful to your students. If we think
video to introduce the lesson before I go into
about your exit ticket… what are you hoping
modeling the key concepts and practice two
for the students to be able to know there? Will
problems. I will then have them practice
the exit ticket cover all 4 objectives that you
independent practice but be there to support
have listed? If so, do you feel that you will be
them if needed. During these two steps I will be
able to teach all 4 of those within your class
asking questions using depth of knowledge
time and if not then I would narrow the “I can”
questions to support them in deeper level of
statements/ objectives to what you are
thinking. I will finish the lesson with an escape
actually expecting of your students at the end
room style exit ticket using Google Forms that
of the live session so that they have a road
has a code for them. If they are struggling,
map and picture of what their goal is. I think
there will be supportive videos based on their
the participation menu is a good idea! Will this
answer to provide differentiated instruction
video be different than the ones that are
based on their needs.
shown during the exit ticket?
The varied teaching strategies and
differentiated instruction will be the different
I think we may have already gone over the
resources based on their needs as well as
wheel site together in the past, but this is my
various ways for each student to participate and
new favorite one just in case you don’t have a
be engaged during the lesson and using the DOK
favorite or I have not shared it yet:
questions throughout.
https://wheelofnames.com/hgh-3wt You can
I will be using a different variation of monitoring
create an account there and save multiple
strategies, from seeing their answers, having
wheels for your different classes. That link is a
students explain their thinking, and do random
wheel I put together, that you just need to
checks on students using (spin the wheel).
paste your students’ names into the list
Based on this information will guide my lesson
instead of the sample names I have there. Or
and tell me who I need to invite possibly to a
you can create/ customize your own wheel.
follow up re-teach session for extra support.
I will make this relevant to all students by
explaining in future lessons how they will be
using this information and how this unit builds I think it is good to show them these building
on the concept. blocks. Is there a way that we can relate it to
I will check my students progress in multiple real world problems, as well? So, they can see
ways, during class using quick checks, using an the relevance outside of the math classroom?
exit ticket as well as after seeing how they did in
the OLMS lesson based on their quiz grade.
I will maintain a positive learning environment I love that you send out those positive emails,
with my students and whole class by going over too. I think those are so important. Making
our classroom rules before starting the lesson sure students agree to the rules and setting up
and ensuring all students provide me with a those clear expectations of participation from
green check or thumbs up that they will follow the very start are also great ideas. I love
these rules. And key to our classroom rules are having the welcome monitor there to help get
to be respectful of others, using their tools everyone engaged and hopefully on the mic
appropriately, not to share private information ready to start.
(keeping them safe), and to participate by trying
their best. I will also have a welcome monitor
welcoming everyone to class, and I will always
address my students in a positive manor
regardless if they answer the questions right or
wrong or are off task. I am there to support
them.
I do have “missing in action” room in which if I
notice they are not participating they get moved
there and it is a room that gives them clear
directions on why there are in here and to give
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
me a green check mark and message in the chat
box that they are ready to rejoin our class
session. And that allows me to continue with
our lesson but address behavior that is not
acceptable. I after email parents informing
them of what happened and ask that they
watch the video and email me back letting me
know what happened. I also send out positive
emails to students that participated and give
them praise for doing a great job in class that
day.
I will close my lesson with an exit ticket and
based on their answer I will be inviting these
Communication with the LC in our
students to a follow up session to reteach as
environment is definitely important. Do you
well as emailing them additional support.
have somewhere that you store resources
Luckily, our students have their Learning
and/ or helpful links that students can get to at
Coaches at home that can provide additional
any time when they need support? I also think
support as well.
using those Google Form results to try and
I will be assessing my students by their exit
really narrow down exactly where the
ticket answers as well as their quiz score in the
students need support/ where their points of
OLMS. They will luckily get additional support in
confusion are would be a great use of your
the OLMS as well as be able to watch today’s
Win It Wednesday support sessions when/ if
recording with their learning coach. So, If I see
you have an open one. I would also encourage
they need additional support I will email out
you to build your warm up question and
resources to their LC to help them with and
planning for the following day based on how
schedule a follow up session to provide
your students do on the exit ticket as a whole
additional support.
and how much support they need.
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 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.
Gems and Opportunities: Lots of I really felt this lesson was a great
formative assessments- you were Gems and Opportunities: Student virtual lesson that kept my students
giving students lots of opportunities welcomer- helping get other engaged and provided support to all
to show what they know- students ready for class and students throughout the lesson. This
GoFormative, polling, chat, partner directing them to the GoFormative lesson provided many opportunities
work in breakout rooms, Google Warm Up Question. Lots of mics for students to engage with me and
Form escape room exit ticket. and writing tools being used in the their classmates as well as show
You were consistently following up breakout rooms. their understanding. During the
with students who were not When you asked students to lesson if a student did not show
meeting engagement expectations waterfall their response where they understanding or had questions
or replying to you. repeated a portion of the notes I there was additional support
I loved that you were sharing some only saw 10/28 students respond. provided to them.
student work anonymously on the What happened to these other I really enjoyed having my students
GoFormative and talking through it. students and how could we try to start their lesson with a goformative
What if you asked students to spot get more students to respond here? assessment, this was one, a good
the “error” or help see what is The next time you did the waterfall way for them to practice their
missing instead of you pointing it and called on students that you previous knowledge as well as do
out, though? I think that might have didn’t see typing with a little more something before our class started.
been able to take their thinking wait time the responses jumped to So they are not just waiting there for
even a little further? Is there a way 20/28. the timer to go off. We then went
that we could possibly flip the over “I can statements” which are
escape? So that students are our goals and standards for this
working on the questions in the lesson. I made sure to keep it very
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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.
quiet BORs, but then coming back to
the main room to see if they
escaped? Maybe you could send
them a private message link to an “I
escaped” or “I didn’t escape” type
picture or something then? Just
thinking for those students who
need quiet to work it might be
helpful to not be in the main room
when the announcements are being
made or the mic is being used?
Calling on students who were not
engaging consistently throughout
the lesson to remind them of the
expectations to engage.
Allowing a welcome attendant to
motivate other students at the start
of the class. Allowing students to
work with a partner in the breakout
rooms. Allowing students to
differentiate their learning with
video supports in the Google form.
Students completed a GoFormative
warm up question.
Students answered with polling
tools.
Students answered in the chat.
Students worked with a partner in
the breakout rooms.
Students completed a Google
Forms - Escape room exit ticket
assessment.
simple and to the point of the
lesson. Next we discussed the one
new vocabulary word which was
absolute value. We discussed the
meaning, and I shared a visual aid to
help my EL students. Next, I shared a
video explaining and modeling the
lessons goals using a visual aid (a line
graph). After I modeled a few
examples, before having my
students show their understanding.
We did a match activity, open chat, 2
polling feature questions. After the
lesson each student was sent a link
to Google Forms where they had to
answer 3 questions to get a code to
“escape our class” as their exit ticket.
During that 15 minutes if a student
did not answer a correct question
they were given support videos and
resources to help before moving to
another question to see if they now
understand. Once they had the
code, they returned to Blackboard
where they private messaged me
their code and I sent them to the
“you escaped room” Once there they
were able to log out.
During my lessons, I engaged my
students using many different
options to ensure that they were
staying engaged. I moved the lesson
along but only by ensuring each
student was participating. If I
noticed a student not engaged. I
would one call on them asking them
for a thumbs up, I would also
message them asking if they are here
with me. If I did not get any
response, I emailed that student and
Learning Coach. I would ask why
they were “MIA” missing in action
during math today.
Each student contributed to their
learning and this lesson by using the
tools either chat, polling, and break
out rooms with a partner. But I also
ask DOK questions and had students
use their microphones to guide the
lesson and show their
understanding.
I monitored my students learning by
ensuring that every student put
their answers in when asked, calling
on students to ensure they were
engaged in the lesson. My focus
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Shared on the Google Form that you
just wanted them to try their best.
Calling students “friends” and
thanking them constantly
throughout the lesson. Holding
students accountable for being
prepared (having done a mic check
before class), but still being positive
and offering to come back to them.
Shannon re-explained the error and
allowed the students to show that
they understood by trying another
question. What if you allowed
students to explain what answer
they got and why so that they could
have a conversation on where the
error was and discover that error on
their own as a class?
The teacher anonymously shared
student responses to the warm up
question and discussed solutions to
help support those students who
did not master the warm up
question. The teacher allowed
students to work with a partner for
the breakout room activity so they
could have additional support.
Teacher provided an illustration of
greater than less than to support
students who needed it. Teacher
showed a visual of the notes that
students should be taking, gave
them time to take the notes, and
had them type in the chat the key
hint.
Google Form was differentiated so
that students received video
support if they missed a question or
answered “I don’t know.”
Students were mostly engaging and
responding to teacher prompts.
Some students volunteered to read
and were eager to be on camera
creating a safe environment.
Students had the misconception of
forgetting that they needed to take
the absolute value therefore a
positive number before
determining greater than/ less
than.
Students completed a warm up
question on GoFormative and then
viewed other students responses as
a class.
Students wrote notes
independently and provided brief
responses to questions in the chat.
Students answered polling
questions for greater than/ less
than.
Students worked with a partner in
breakout rooms to place a number
and the number’s opposite on a
number line.
Students independently completed
a Google Form exit ticket/ escape
room and received support as
needed from embedded videos.
students did exactly what was asked
of them, I feel the visual aids, the
clear objective, and the clear
directions really helped all students.
If I noticed I needed to reteach or
review I used some of my advanced
students to reteach ensuring they
understood the lesson.
I feel this lesson ensured each
student contributed.I gave them
multiple ways to contribute so that I
ensure every student is staying
engaged. I also offer more time,
when I see students select, “I am still
working”. I know I need to move the
lesson along but giving each student
time, if very important.
The hardest part of being a virtual
teacher is not being able to see their
work while I walk around the room.
So now, as a virtual teacher, I allow
students to use their camera to show
and explain their work. When
working out some problems, I
realized that some students did not
remember which symbol greater
than/ less than so we addressed that
and I shared a visual for them to add
to their notes. When it came to the
lesson at hand, I noticed when I had
my class practicing, some were not
finding the absolute value of a
number before comparing them. So
we went over the steps again and a
few other practice problems seeing
that the class and all students
understood that.
I started by anonymously sharing
answers from their warm up
questions, I looked at correct and
incorrect answers. I would take that
learning window and explain how
they may have gotten that answer
and answer for any questions. I also
had them work with a partner so
they were given time to work with
their peers and have each student
help. I also used many different
visual aids. Google Forms offered
many differentiated instructions
based on their own answers and
what support they needed. Students
used many different ways to
participate, first with their own
GoFormative, next with my guided
instruction and with their match
activity and using their polling
feature, working with a partner, and
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
lastly, using an exit ticket with
Google Forms as an escape room.
I offered many different formative
assessments throughout my lesson
and allowed my students many
different ways to share their
thinking. But the main activity was
Students struggled with taking the
the Escape Room using Google
absolute value before completing
Forms, and they had to answer 3
the less than/ greater than. Other
questions getting 3 code words
The teacher provided students with common misconceptions would
before they were dismissed from
multiple different formative need to be seen on the Google
class to go and work on that day's
assessments throughout the lesson Forms data.
lesson. At the end of class, I had two
and allowed students different ways Students' achievement towards the
students at the end of class that
of showing their learning. learning goal can be measured by
were very unsure how to complete
their completion of the greater
the Google Forms activity. I had to
than/ less than polls and the Google
put them into breakout rooms and
Form quiz.
walk them through the lesson. It
allowed for a little 1-1 session and
ensured they finished the lesson so
next time they understood how to
complete the assignment.
Section 4: Post Observation Conference
22 / 26 students that completed the lesson in the OLMS scored a C or higher. 6 of my students did not do the
lesson in the OLMS so scored a 0 on the lesson. 2 students scored a D and 2 F’s. Now, looking at the Google
Form “Escape Room” every student with the support was able to get correct answers on all 3 questions and
return to Blackboard with the correct code.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
N. did a great job during class and E. did a great job during this
stayed engaged. She completed lesson. He answered questions but
M. was able to escape from the
the escape room activity with no did struggle to work with a partner
lesson without any issues,
issues and presented me with the during break out rooms. He did
however she did not complete the
correct code. However when I escape with the correct code and
lesson in the OLMS.
looked at her quiz in the OLMS in the OLMS scored a 4/ 5 (B) on
2.5/5 (F). that lessons quiz.
This is something I ask myself after each lesson, especially as a new teacher. I feel i would have used my
“wheel of names” to be able to call on a few more students randomly to ensure it was not just the students
volunteering. Again, I would have asked my EL students to show me their notes along with a few other
students. to ensure that they are taking notes. Being a virtual teacher, I struggle to see who is working and
who isn’t or just listening but not doing the work. I am going to continue to work on getting all my students to
take notes and work out each problem.
I really had many great things I would say went great during this lesson. My top 3 strengths were, 1, I used
many great digital tools that allowed me to see my students understanding and provide additional support to
some that were struggling. Two, I used a new resource , Google Form and feel it was a great learning tool that I
feel added to my lessons and gave me ways to support my struggling students providing differentiated
instruction. My third strength was that my students had fun all while learning. They all seemed to really enjoy
this “escape room” activity and it was a great way for them to want to complete their work while I was able to
monitor them.
My top three areas of improvement on this lesson were simple, I would like to figure out a way to see my
students while using our Blackboard platform. It is important that I can see them to really ensure they are
working like they would in a brick and mortar. I may start using Zoom but our school is working on a new
platform called Newrow. My second thing would be to try to get more students to use their microphones to
even just work better in break out rooms with a partner. I always have a few students that feel alone because
their partner did not feel comfortable using their microphone. I think I need to work on more fun activities so
that during these educational activities they are comfortable. My third area is working on my classroom
management so I did not have to send any missing in action emails. It really takes time away from my lesson
and that time is very valuable.
My next steps are to take any student that missed that lesson or did not pass the lesson in the OLMS with a C
Page 7 of 8
 or higher and complete a reteach lesson. I want to ensure every student is able to pass this content. After
doing a reteach session, I may offer Peer tutoring and 1-1 sessions to ensure everyone student successfully
understand this concept.
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 8 of 8