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
Tanya Alfaro talfaro@gabri.org Math/Science 3rd
Mentor Email School/District Date
AnneMarie Hatley ahatley@gabri.org Gabriella Charter/LAUSD 10/16/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns
(including patterns in the
addition table or multiplication
table), and explain them using Students will be able to
properties of operations. For connect an array to a Multiplication Arrays, Arrays, Arrays!
example, observe that 4 times a multiplication expression.
number is always even, and
explain why 4 times a number
can be decomposed into two
equal addends
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 just 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
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.)
Using knowledge of students’ academic
T- Plans lessons using expanded understanding of curriculum, related materials and
readiness,language proficiency, cultural T-Exploring
4.1 background, and individual development to plan S- Exploring
resources, and assessments.
S- Students complete assessments using higher order thinking skills.
instruction
Planning instruction that incorporates T- Plans differentiated instruction using a variety of adjustments and adaptations in
T-Applying
4.4 appropriate strategies to meet the learning
S-Exploring
lessons.
needs of all students. S-
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student has a speech problem This student has trouble focusing
This student is an EL student that is
that makes him unlikely to on the task at hand. She gets
Focus Students reading at a 1st grade level. I have
 Summarize critical needs and how participate in group discussions. I distracted easily and it doesn’t
chosen this student as a focus
you will address them during this have chosen this student because help that her internet is very
lesson. student because he is very capable
he is a very capable student that spotty and she often gets kicked
in math, but once he sees words in
lacks self confidence due to his off zoom and has to come back
the problem he gets discouraged.
speech. and be caught up.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Being comfortable in the silence is something
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis? How can I facilitate learning in a virtual setting? you might have to get adjusted to.
 How will you incorporate the inquiry focus and/or special Am I guiding them or giving hand feeding them Sometimes when things get quiet in the
emphasis into the lesson?
 What specific feedback do you want from your ME? answers? classroom we want to fill in that silence. Just
ask prompting questions.
Inquiry Focus/Students
I’d like to hear what my mentor sees in my The student that has trouble focusing in class
 What specific feedback regarding your focus students do
you want from your ME? focus students. Having an extra pair of eyes will had an even harder time online. Which, I
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 be beneficial in better serving these students.
would completely understand. The other two
Maybe she will have a strategy for these
focus students did well focusing and
students I haven’t thought of especially since
participating.
we are sharing them this year.
I think you could have asked students to
Specific Feedback repeat the directions before you let them go.
Did I explain directions clearly enough before
 What additional specific feedback do you want from your When you ask “any questions?” some
ME regarding lesson implementation? letting students go off into breakout rooms?
students might feel awkward to speak up and
admit they didn’t listen.
10 minute warm up-I will show them an array
for 20 seconds and they will type in the chat
what number they saw and how they saw it (by
5’s by 4’s, etc?) Students will then get randomly
chosen to show the rest of the class how they
got that number.
15 minute Activity #1- Students will explore
arrays with a partner. They will be given a few The use of a timer worked out really well!
‘Instructional Planning
 How is the lesson structured (opening, body, and arrays and they have to write how many rows, You can tell your students have consistency
closing)? how many columns and the total number of in math because they knew that when time
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? dots. was up it was time to move on and when you
 What progress monitoring strategies will be used? How 5 minute Synthesis- I will share 1-2 students asked “what do we always end math with?”
will results inform instruction?
work and let them explain. I will then go over they all shouted “cool down!”.
the parts of a multiplication expression.
25 minute Activity #2- Students will then be
given an array and have to match it to a
multiplication expression. This will be repeated
5 times.
5 minute Cool Down- Students will match an
array with an expression.
Student Engagement/Learning Students have been learning about equal
 How will you make the lesson relevant to all the groups, arrays and multiplication expressions. The students already knew this was coming
students?
 How will students show progress towards master of Students will show they mastered it by which made the directions very easy.
lesson objectives?
completing the cool down in 5 minutes.
Classroom Management
 How will you maintain a positive learning environment I liked how you muted the students and
with a welcoming climate of caring, respect, and Students will use the virtual hand or the chat
fairness? waited for a hand raise to let them speak.
box to give their answer or make a comment.
 Identify specific classroom procedures and strategies for Good classroom management.
preventing/redirecting challenging behaviors.
Again, the cool down was great and the fact
Closure I will close the lesson with an EXIT ticket. This
 How will you close your lesson? that it directly correlated with the activity
 How will you assess student learning and prepare them will work as an assessment of student learning
they just did made students feel very
for the next lesson? so I can see who I need to reteach.
comfortable.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE 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
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick
of analysis and evaluation (“which problem-solving strategy do questions. Most groups needed revisions for their questions;
two strategies and identify at least one similarity and one
 In what ways were students you prefer? How could you create a math problem that could be
difference between them”). Groups then selected a strategy
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
and created two math problems to exchange tomorrow.

Specific Feedback
 What information can you
provide the NT regarding
requested special feedback?
Students seem to know exactly I think it went well except for that
Ms. Alfaro did very well on the
what is going on in math. There s some students neededme to repeat
pacing of her lesson as well as
definitely a set schedule that directions a few times while they
managing the students.
students feel very comfortable in. were in breakout rooms.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Ms. Alfaro called out students that
Students were excited to chat their I find that if students know I am
hadn’t put an answer in the chat yet.
answers and were a lot more actually looking at the chat they will
Causing students to really tune into
active in participating there. participate.
what they were doing.
Students were muted until they The rule of hand raising was easy
Ms. Alfaro made sure all students
rose their hands and were called for the students because it is the
that wanted to share got a chance
on. This made the lesson go a lot number one rule in school. So it was
to.
more smoothly. easy for them to adapt.
Ms. Alfaro shared her screen so that
all students were able to access the
Students loved annotating on the When students annotate it shows
material and let the students
screen to share their thinking. me their way of thinking.
annotate when sharing their
answers.
Ms. Alfaro and her IA were going
Students who weren’t grasping the
through breakout rooms checking Breakout rooms are a great way to
concept had a harder time staying
on partners and staying with groups make small groups.
focused.
that needed extra help.
Students that can’t finish the 1
Ms. Alfaro gave them an EXIT ticket Students completed and turned in
question in 5 minutes show me
called a Cool Down. the assessment within 5 minutes.
they need help.
Section 4: Post Observation Conference
80% of students achieved the lesson objective. Most students were able to complete their exit ticket and the
activities.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student needed a little extra This student was very distracted
The English Learner did such a great help in the breakout room, but throughout and had to be
job because this is mostly visual! once there was help, the objective redirected a few times. This
was achieved. student needs more practice.
Honestly, just being in the classroom would have made a world of difference. Next time I will have a better
way of seeing everyone’s work at once and being able to find time to conference with them shortly after the
lesson.
Classroom management, pace of the lesson and the assessment.
Page 3 of 4
What were three top areas for
improvement? Student engagement, differentiation and conferencing.

What are next steps? My next steps are to get find ways of tracking students progress quickly.
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