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
th
Itzel Reyes Itzel.reyes@animo.org Algebra 2 11 Grade
Mentor Email School/District Date
Mindy.melgar@greendot. Locke High School/ Green
Mindy Melgar 10/23/20
org Dot School District
Content Standard Lesson Objectives Unit Topic Lesson Title
In this unit, students will
explore polynomials and
rational functions. Students
will be able to…
-Identify the zeros of the
● HSA-APR.B graph and function form in
Unit 2 Lesson 5: Polynomial
● HSA-APR.B.3 factored form. Connecting Factors & Zeros
and Rational Functions
-Analyze and discuss the
connections between the
factors of a polynomial, its
zeros, and the horizontal
intercepts with at least 75%
accuracy.
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.)
Skills are applied as Itzel makes increased relevant and suitable use of
1 Element 1.1: Using knowledge of pedagogical choices, such as translating materials and instruction for
3
students to engage them in learning her Emergent Bilingual students and adapting for students with poor
internet connections.
Element 1.4: Using a variety of Skills are applied as Itzel makes increased relevant and suitable use of
instructional strategies, resources, pedagogical choices, such as learning how to use Zoom, NearPod and
4 3
and technologies to meet students’ Desmos to engage students and sequence learning activities
diverse learning needs appropriately.
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
Focus Student 1 critical needs include Focus Student 2 critical needs includes Focus student 3 is in need for a
during this lesson. enhancing verbal and written skills in minimizing distractions and off task greater instructional challenge. This
English. I plan to address this by having an behaviors. Focus student 2 is unable to student excels and he/she tends to
opportunity for academic discourse with digest large segments of written texts have frequent discussions because of
the use of at least 3 vocabulary words (x- and easily overwhelm with finishing assignments early. To
intercepts, factored form, zeros, factors, assignments. To address his/her needs, accommodate, she will be given more
horizontal intercepts, and etc.) These focus student 2 will be given challenging questions. Also, this focus
needs will be addressed through assignments with built in break tasks student will be given opportunities to
scaffolding strategies (word banks and down into manageable parts and work at her/his pace independently
sentence starters) and placing them in provide written instructions as needed. from others. Focus student 3 will
groups with other EL students. I will provide reminders to start a task, have the opportunity to work on
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
stay on task, and complete a task.
Teachers will also provide checks for
understanding. In addition, Focus
student 2 will be paired with another
modeled student when working in
break-out groups.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
The inquiry focus for this lesson is utilizing
technological and instructional strategies to
support all my students, especially my focus
students. Students should be able to
independently make connections on identifying
x-intercepts from a given graph or function. I
plan to incorporate Desmos and engaging
scaffolding strategies such as Notice and
Wonder, Card Sort, and guided questions in this
lesson. I wonder if there are additional
strategies to better support my EL students.
How can I better support focus students during
their break-out room session when working on
the Card Sort on Desmos?
I would like feedback when it comes to
strategies monitoring progress and what to do
to further support students if they have a
common misconception.
challenging Ready for More activity
along with other high performing
students during break-out groups.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
What’s great is that you are identifying the KEY
CONCEPT you want to develop through these
activities. Stay focused on that. In terms of
more strategies, I suggest developing your
language criteria for success, which may sound
like “Students can justify that a graph and an
equation match by describing the features of
the graph and the constraints of the function
represented by the equation” and providing
sentence frames such as “I can tell these match
because I see ______ on the graph and ____ in
the equation…”
I recommend creating breakouts before the
lesson if you can. You do this by uploading a
CSV of the students’ email addresses on Zoom.
Alternatively, make a list of who you want with
whom so that groups are heterogeneous, and
take the extra 30 seconds to make these
configurations while students work on their
Warmup in Desmos. You can set up the groups
before you send them. You may also choose to
survey students because they have been in
school for a while, and you can ask them on a
Google Form “Name a student with whom you
feel comfortable working,” and then can pay
close attention to how your focus students
answer.
The first step for you in planning is to identify
which misconceptions might come up. You can
start by looking at the IM activity narrative,
which will often describe a common
misconception. Decide which questions you
will ask when you go to each breakout group,
such as “I see you matched ___ and ___. Can
you say why?” and be ready to address the
misconception. However, keep in mind that
the nature of the activity- with the second
screen that checks their work - is that the
activity itself will correct students. So you want
to focus on asking the question, but you don’t
really need to intervene when students are
making mistakes unless they really have no
approach at all. You can simply say, “It sounds
like you have some ideas on this! Talk with
your group and keep checking the next
screen…” and then leave to another breakout.
Finally, plan intentionally for your activity
synthesis, which is a chance to address the
misconceptions you may hear coming up
during the activity. What is the BIG IDEA about
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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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
how to match them up, and how will you
reiterate this once you pull them back
together.
For this opening of this lesson, students will
complete a notice and wonder on Desmos. Then
transition, to guided practice questions
interpreting different graphs and zeros. For the
body, students will work in their break-out
group completing a Card Sort Activity on
Desmos. In the closing, students will be
completing an error and analysis Exit Slip
through Desmos. Some varied teaching
strategies that will help students meet this
I agree with everything! I recommend
lesson goal include inquiry-based instruction
assigning the exit ticket (Cool Down) on Google
through Desmos platform. This will allow
Classroom the morning of the class so that you
students to have an interactive approach with
can ensure all students do it. Since you won’t
interpreting different factors and their zeros of
get to hear from every single student as you
polynomial graphs. In addition, students will
move around to groups, it will be very
have multiple opportunities for academic
important to see what each student landed
discourse in their appropriately assigned groups.
with by the end.
Responses will be recorded through Desmos to
check for student understanding. An exit ticket
will be provided towards the end of the lesson,
the same concept covered in the main activity in
the activity. Also, teachers will check in groups
and support students with additional help. The
results will inform the instruction, by providing
students with additional guided questions or
opportunities to discuss misconceptions as a
whole group.
These questions also make me think about
I plan to make the lesson relevant to students by relevance for students. Consider adding
providing the opportunity for students to something to the very beginning of the lesson
problem-solve on their own and flexibility in the (you don’t need a screen, but can say it after
beginning of the lesson to work out the given the Warm Up and before the first activity), like
activity at their own pace. Students will explore “Mathematicians are always working on their
graphing zeros and identifying the number of ability to quickly notice something about a
solutions on their own in the given activity. graph or an equation - this makes their life
Students may undergo productive struggle, easier so they don’t always have to do a lot of
however, will be encouraged to make calculations or even use graphing software.
connections and ask questions. Students will They can just look at it and know things about
show progress towards mastery of this lesson’s it. Today, we are working on the skill of “just
objective by completing the exit ticket with 75% looking at it and knowing.” This will make you
accuracy. faster with your tests and also make it, so you
have to do LESS work.”
I plan to maintain a positive learning Sounds good. I do not think we are seeing
environment with a welcoming climate of disruptive behaviors. Students seem to be
caring, respect, and fairness by keeping students invested and trying. I think the ongoing
accountable to my classroom’s norms and engagement of the Desmos platform is really
expectations. I set myself as an example to helpful - and I would think about what you’ll do
those behaviors and expect the same from my to ensure everyone who has a viable internet
students. Some of these behaviors include connection gets on the Desmos within the first
welcoming students to the virtual classroom, 3 minutes of class (e.g. assign it through Google
positive shout-outs, and being respectful when Classroom but also drop the link in the chat,
others speak. Some specific classroom narrating who you see on, private chatting
procedures and strategies to prevent those who aren’t on yet to see if they need
challenging behaviors include reminding help, and sharing your screen so they know
students visually and verbally of the classroom what it should look like).
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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.
expectations and holding them accountable to
those expectations/ routines. If a student
displays first offense misbehavior, the student
will be sent a direct private message redirecting
what that behavior is. The second offense the
student’s grade points will be affected. If
challenging behaviors continue to occur, I have a
one-to-one conversation with the student
through a private message or a separate break-
out room. If the behavior continues to become
an issue, parents/guardians will be contacted,
and Administration will be notified.
I will close the lesson through the lesson Great! I recommend tying it back to what I said
synthesis, summarizing what values of x will above about relevance. You can say BEFORE
cause the polynomial equations equal to zero. the Cool Down, I’m excited to see your thinking
They will be able to understand by setting each on the Cool Down. I can already tell that you
factor to zero we are able to solve the x- are getting faster and faster at identifying
intercepts of that graph. Students will be features of the graph and figuring out the
assessed, through a given error and analysis Exit zeroes just by looking at the equation.” (Or
Ticket on Desmos. Students will be able to something similar that matches the key idea.)
interpret a given graph and type their response *Also - make sure that the Cool Down has a
about the given error when identifying the x- text box. Even if the IM Cool Down is matching
intercepts of the graph. Using the data from the or multiple choice, I would add a text box that
Exit-ticket, I plan to prepare them for the next says “Explain how you know” so that you can
lesson by reviewing any misconceptions through get as much data as possible about the extent
the Warm-Up when it comes to finding the x- to which each student met both the content
intercepts in a factored form polynomial. objective and the language objective.
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
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Student’s come into the zoom class
with the expectation to have their
camera on and follow the direction The introduction for this lesson is
for the warm-up. Student will very crucial for student
create a split screen and open the understanding. It helps set the tone
Teacher allowed students 5 minutes
Desmos link. Students are given 5 and provides a productive learning
in the beginning of class to enter
minutes to begin their Warm-Up environment. By having students
Desmos activity with a link provided
and complete the Notice and begin the lesson, by expressing their
in the zoom chat and google
Wonder activity. Then, once the observations and mathematical
classroom. Students began their
timer is up teacher announces it will thinking creates a level of comfort
warm-up with an activity called
be time to verbally share their where they feel they can respond
“What do you Notice? What do you
responses from the given Warm-Up appropriately to given problem. This
wonder?” The activity has a set of
through a guided group discussion. sort of problem takes away the
equations, graphs, and word bank
Teacher calls on volunteers before pressure of being correct or
displayed for the students to
cold-calling on random students to incorrect. I am content how the
answer. Students provided their
share out-loud. After, students initial part of this lesson happened.
analysis and mathematical thinking
share out their ideas and Student’s were given multiple
immediately within the given text
connections they have made. opportunities to share either within
box. Teacher can monitor and
Teacher wraps up the overall idea a verbal or written format. Students
provide immediate feedback.
of the Warm-up and discusses how were able to make connection and
the skill they will learn today will conclude ideas of the problem on
have to do with identifying features their own
of graphs/equations and creating a
definitive conclusion.
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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?
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.
Students often replied to share their
thinking when called on, especially
when Ms. Reyes asked them to
share about something, they had
written through the Desmos
platform. I joined a breakout group
with two students who were highly
engaged in the card sort activity. In
addition, throughout the activity she
included Spanish directions for
students and several scaffolds built
into the lesson, such as activity
syntheses and reflection questions
about the objective along the way.
Ms. Reyes contributed to an
effective learning environment by
providing clear directions for
students what was expected for
them to understand to master the
lesson objective for this lesson.
Teacher provided multiple
opportunities to promote academic
discussion through whole group and
small group environments. Teacher
assigned student roles within their
groups including speaker, leader,
and recorder. In addition, teacher
provided students with visuals,
sentence starters, and word banks
to accommodate both focus
students and others to encourage
critical thinking.
When I taught this lesson, I made it
my priority to create an atmosphere
where students felt comfortable to
share out loud. In addition, I did my
best to encourage student feedback
in their level of understanding the
subject matter both vocally and
through a written format.
Throughout the lesson, students
were expected to answer several
guided and practice questions that
assessed their knowledge on the
subject matter. For instance,
students were required to answer
Ms. Reyes carefully prepared a
Desmos activity, which help
engagement with students. Few
students became disengage
through group work. Students were
able to monitor their own learning
by receiving feedback from teacher
or the built-in Desmos activity
which allowed students to see how
well they were performing. Focus
students were engaged and
supported throughout the lesson by
having clear and concise direction
to work both independently and
with their peers. In addition, built-in
scaffolding techniques were taken
place such as word banks, sentence
starters, and visuals.
Students contributed to the
learning environment by staying on
task and engaging through the
online platform. Students
participated within whole-group
discussion and smaller groups.
Students took on the role within
their groups and completed the
online activity. Students responded
out-loud and in a written form
within the Desmos activity/zoom
chat.
For the next activity, students will
be introduced to end behaviors of
polynomials graphs, thus it is
important for students to master
the subject matter of identifying
horizontal intercepts given an
equation and graph. Students will
use prior knowledge of identifying
the degree and interpreting the
graph through given horizontal
intercepts to correctly understand
end behavior. Students will have to
think and reflect how the leading
term determines the end behavior.
Student engagement depends
heavily on classroom expectations
and norms. Students are
accountable for when they
participate. Through distance
learning student can display their
participation through several
methods such as sharing out-loud in
whole class discussions, written
form through Desmos and zoom
chat, and through responding
through zoom polls. Around 85% of
the class were engaged throughout.
The remaining 25% of the class were
unresponsive through either written
or verbal communication. Students
are followed up with regarding an
accountability grade and a parent
phone call. However, it is still
difficult to get in touch with most of
these parents considering the
current circumstances. I leave
private texts through an Remind
mind to both the student and
parents, hoping to receive some
response.
Overall, the learning environment
was very effective for this lesson.
Since the learning takes place
through zoom. Student’s practice
different form of communication. I
help students become more
comfortable sharing out loud
through incentive points and
through positive reinforcement.
The objective how I chose allowed
me to organize my subject matter in
a way where it flowed conceptual
where they would be better to
master the unit exam. Students
were given examples and guided
practice in identifying the degree
and number of horizontal intercepts.
Then, they were given multiple
opportunities to check their own
answer and discuss with heir peers
about any misconceptions.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
questions to identify the number of
zeros and draw their predicted
horizontal intercepts among the
graphs through the self-guided
activity. The main misconception
student had was incorrectly
identifying the horizontal intercept
that lead to a fraction.
Students were responding on the
Desmos, especially in the first part of
the lesson. An area for continued
planning moving forward is how to
ensure that ALL students stay
engaged and are able to show their
thinking throughout the lesson, as
Ms. Reyes balances the need to
move at an appropriate pace with
the need to stop and gauge when
students get stuck and support them
through it.
Student’s demonstrated their
achievement of the lesson objective
by achieving at least 75% accuracy
within the exit slip (Cool-Down).
Their performance on the exit slip
help me gauge student’s level of
understanding and what specific
concepts I need to re-teach in the
upcoming lesson. In this lesson,
students were able to clearly
understand and the connection
between identifying the zeros in
factored form, standard form, and a
given polynomial graph.
Section 4: Post Observation Conference
Approximately 80% of my students were able to achieve the cool-down with at least 75% accuracy. They showed
their demonstrated of understanding by correctly answering an error-and-analysis problem. They were ask to
identify and explain the error when it came to discovering the horizontal intercepts in graphically and
algebraically.
Focus Student 1: English Learner
Of the 80% of students who
successfully completed the cool-down,
50% of them were EL students. From
those EL students, approximately all
From this lesson, students will be
already be able to know how to
rewrite factored form into standard
form to determine the direction
and behavior of the polynomial.
Teacher addressed the main
misconception from this to students
by making the connection to the
graph’s horizontal intercepts and
the factored form equation.
Students were asked to then, look
at the factor itself and solve for x.
I believe students were well
In addition to the high-quality
supported through differentiated
Desmos activity, Ms. Reyes used
instruction by making the content
breakout groups, the Zoom chat,
accessible and easy to navigate. I try
and a Zoom poll to engage students
to set up the learning as a enjoyable
in thinking about the most
and promote critical thinking by
important math ideas. She also
asking checking for understanding
helped students develop their ideas
and follow-up questions. I feel like
by naming the concepts they were
engaging students will contribute
describing, such as end behavior,
not only to participation, but their
giving them access to academic
overall understanding of the lesson’s
vocabulary.
objective.
After the introduction, students
were provided guided practice
example and an independent
example activity to complete.
The cool-down/ exit slip I provide
Within both examples, students
them evaluates not only the
were given the opportunity to
student’s performance, but mine as
explore and apply their prior
well. I use the exit slips as a
knowledge of identifying zeros
reference to gauge each student’s
within the provided equations and
level of understanding and mastery
graphs. Students displayed some
of the objective for that day. The
limited knowledge, however were
examples and activities provided for
also given immediate feedback of
the student’s should be a reflection
their work this help support their
and a guide for students to help
understanding when it came to
them reach the learning goals for
correctly identify the number of
any specific lesson. I consider any
zeros, evaluate the actual zeros for
activity and practice problems
the given factored form equation,
provided to them as an indicator to
and identify those zeros on the
their overall academic performance
given polynomial graph. Students
and ability to reach mastery of the
were then asked after these series
lesson’s objectives.
of examples, to explain their
strategy and connection when
identifying the zeros given the
equation and graph.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
In this lesson delivery, this period Of the 80% of students who
only held 1 focus student and he successfully completely their
was able to finish his cool-down cool-down, approximately 10%
with at least 75% accuracy by the were above grade level. These
Page 6 of 7

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.
end of the lesson. My school is
those students were able to designed where the majority of the students were able to successfully
successfully complete their cool-down special needs’ students are placed complete the cool-down with an
and achieve 75% accuracy. within different departments and average score of 95% accuracy.
cohorts.
If I were to deliver this lesson again, what I would differently be adjusting the pacing of time in each activity. I
would have quickly skim through objective, agenda, and classroom norms and expectations to allow more time to
be invested in the card sort group activity.
1. Checks for understanding.
2. Promoting Student Participation and Engagement,
3. Pacing and prioritizing learning segments.
1) Improve time-management and pacing.
2) Improve checks for understanding.
3) Stronger learning segments.
My next steps include ensuring all my students are given efficient time to absorb and process new learning
material. I plan to pace out and time each segment in a more efficient manner prioritizing key activities to ensure
students will be able to master the objective by the end of the lesson In addition, to help my students become
better prepared for future lesson, I plan to incorporate previous concepts and more check for understandings
through academic prep (homework).
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 7 of 7