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
Brenda Bermudez bbermudez@fjuhsd.org Secondary Mathematics 9-11
Mentor Email School/District Date
Rohanna Ylagan-Nicanor rylagan-nicanor@fullerton.edu Buena Park H.S/Fullerton 10/19/2021
Content Standard Lesson Objectives Unit Topic Lesson Title
SWBAT determine if a
CCSS.MATH.CONTENT.HSF.IF.A.1 Functions Is It a Function?
relation is a function
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.)
Establishes and communicates to students clear learning goals for
Establishing and articulating goals for
4.2 Applying content that are accessible, challenging, and differentiated to address
student learning
students’ diverse learning needs.
Using assessment data to establish
Uses a variety of assessment data to set student learning goals for
5.4 learning goals and to plan, differentiate, Applying
content and academic language.
and modify instruction
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student is currently scoring in the
Student is currently scoring in the
Focus Students 60 to 70% range. Support will be
● Summarize critical needs and how Student is currently scoring in the 90 to 100% range. Challenge
given in their first language.
you will address them during this 70 to 75% range. They will be given questions will be provided to
lesson. Assessments that require
more time to do the assessment. determine the scope of their
explanation or justification will be
understanding.
in the student's first language.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
ISTE Standard: 7a. I use digital tools to connect with Make sure your learning goal is clear from the
learners from a variety of backgrounds and cultures, start and throughout your lesson (with explicit
engaging with them in ways that broaden mutual reminders). In addition to informally assessing
understanding and learning. throughout, make any in the moment
NBPTS Core Propositions: Teachers are responsible for adjustments to reinforce the learning goal and
managing and monitoring student learning guide the students. This way, they will clearly
Inquiry Focus/Special Emphasis I will be creating a lesson where students are using
● What is your inquiry focus and/or special emphasis?
know what to self-assess at the end of the
digital tools to connect their interests to the learning
● How will you incorporate the inquiry focus and/or lesson. Students should be able to recognize
special emphasis into the lesson? material to help them broaden their understanding of
● What specific feedback do you want from your ME?** functions. The platform I am using (Peardeck) allows and know the learning goal by looking at the
me to monitor and manage student learning. I will self-assessment rubric (since it should reflect
also be incorporating a rubric at the end of the lesson the lesson’s learning goal and language). Also,
where students will self-reflect on their ability to see if you can provide feedback with the
meet the standard. self-assessment, so students aren’t thinking
We discussed standard assessment/rubrics in our “now what?” or wondering what they can do
meeting** with the information based on their
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Classroom management tips and how to
motivate students to do the work with
standards based grading where no homework or
classwork is being graded.
Feedback on creating lessons with implementation of
technology where students are accountable for their
own learning. We have discussed a bit about rubrics
and checking their work.
Slides
Opening: SWBAT and Recap of Yesterday’s
Function Video and vocabulary (Domain, Range,
One-to-one, function)
Body: Pop-culture references tying to Functions.
Gradual release to number functions. Roam the
room to help students/groups. Check Peardeck
slides and offer feedback as they work.
Closing: Self-reflection rubric on whether or not
the students met the standard for the day. Then
do a takeaways slide.
The lesson will have a few relevant examples like
Harry Potter and Vending machines that will
gradually go back to abstract number examples.
Check for understanding throughout the lesson
and self-assessment rubric.
self-assessment. How will the self-assessment
results guide students to be proactive in their
next steps for learning (or revisiting content)?
Create relevant connections between the
content and students’ lives. Engage students
with opportunities for them to discuss with
neighbor/group, think-pair-share, but also have
an effective way to bring their attention back.
Can you provide any incentives for
participation?
Have students create their own sample
problems. Provide choice in how to create a
problem for their neighbor to solve. Assess what
digital tools your students are comfortable using
and can use independently. You can also
implement a rubric for this implementation,
including expectations that reflect the content
as well as any criteria you’d like them to include
in their work.
Well done recapping previous
lesson/vocabulary, connecting prior knowledge
to new lesson.
Excellent slides; effective way to tie in pop
culture and relatable information to content!
You mention roaming the room to help
students/groups. Are your students seated in
rows or groups? Do they have opportunities to
work together?
Before administering the self-assessment rubric,
discuss what it is and its importance,
particularly emphasizing their self-awareness
about their own learning. Try to provide
opportunities for students to think about what
they need to do next based on the results. (If
they scored themselves low, what do they need
to do in order to get to the next level/improve?)
Great idea to have a takeaways slide. Make sure
to connect to and preview what they’ll learn
next. (“To recap, today we learned ____.
Tomorrow, we’re going to ____.”)
Well done making the lesson relevant to
students, particularly through relatable
examples, building on their funds of knowledge.
How will students show progress towards
master of lesson objectives. What will students
be able to do? (Will students successfully
complete Peardeck throughout lesson? Will
students explain their thought process, their
answers, and/or how they reached their
answer?)
Page 2 of 7
 I enjoy giving praise to any student despite the
answer correctness. Math is difficult for many of
my students so building their confidence in the
subject helps. I ask for table shares and give
Classroom Management them opportunities to talk to each other before
● How will you maintain a positive learning environment Great strategies for maintaining a positive
with a welcoming climate of caring, respect, and sharing.
fairness? learning environment and for
● Identify specific classroom procedures and strategies
I prevent/redirect challenging behaviors by
preventing/redirecting challenging behaviors!
for preventing/redirecting challenging behaviors. repurposing their behavior. I usually
acknowledge their behavior and redirect it by
asking rephrasing questions or by asking for this
student’s response to the question. I have not
had this happen very often.
Excellent way to close the lesson and have
I will have students rate themselves on a
students self-reflect and self-assess their own
Closure self-reflection rubric on whether they have met
● How will you close your lesson? learning. After recapping, make an explicit
● How will you assess student learning and prepare them the standards for the day on a scale of 1-4. Then
connection to the next lesson, so students are
for the next lesson? we will recap what we did during the activity in
aware of the association between today’s lesson
a “takeaways” slide.
and what they can expect to learn next.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

● Rubrics/Assessment
○ NT asked students
to self-assess and
rate themselves ● Rubric/Assessment
○ Next time, provide ○ Students
feedback and completed;
reinforce students were
connections to the heard discussing
lesson and to and questioning
preview the next their rating
lesson. ○ Next time, save
● Classroom management tips time to open up ● Give students more time for
and how to motivate these discussions reflection and read what
students to do the work with to reinforce their each rating is.
standards based grading awareness of
Specific Feedback where no homework or their own
● What information can you classwork is being graded. learning,
provide the NT regarding
requested special ○ NT used attention including next
feedback?
getter (“Bring it steps to improve
back” with hand or areas of ● Give examples on what the
signals) growth next steps are if they would
○ Engagement -NT ● Classroom management like to progress to the next
asked students to ○ Students rating on the scale.
hold up their responded to
fingers to show attention getters
their answers; NT ● Lesson with tech
asked students to integration
explain their ○ Students engaged
reasoning (“How do with and on
you know?”) Peardeck, showed
○ Next time, try their work
think-pair-share or
group discussions
to increase
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7
 engagement,
communication,
accountability

● Feedback on creating
lessons with implementation
of technology where
students are accountable for
their own learning. We have
discussed a bit about rubrics
and checking their work.
○ NT incorporated
PearDeck, which
was used effectively
(presented content,
engaged students,
provided
opportunities for
students to
participate and
show their work)
○ What
technology/digital
tool are students
familiar with?
○ What
technology/digital
tool will provide the
opportunity for
students to
demonstrate their
learning in multiple
ways?

● Beginning recap - What

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?
were…?
○ After proposing
question to whole ● Students answered
class, ask students questions freely when NT
to think-pair-share asked whole class
or discuss with questions.
table group. Then, ● Students engaged in
re-ask question in Peardeck, showed their ● Go through each question
order for a table to work and ask for more volunteers
share out. ● Students shared reasoning ● make references back to
● NT utilized Peardeck to for their answers video from review
present information and ● Most students held up ● tie back to prior knowledge
provided opportunities for their fingers to represent more often
students to engage, show their answers
their work ● Student(s) volunteered to
● NT circulated, checked for read sentences; reviewed
understanding while takeaways/learning
students solved problem(s) concepts
independently
● Asked for volunteer(s) to
read takeaways aloud

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
 ● NT lends student pen/pencil
● Checks in with students
● Provides student with
necessary resources, laptop
● Engages in conversation with ● Students engage in
students while circulating conversation with NT as
● Attention getter- “Bring it she circulates
CSTP 2: Effective Learning
back” (with waving hand) ● Laughter, interest when
Environment ● Incorporates humor engaging with content
● How did students and ● check in with more students
○ Cannot split self ● Students volunteer to
teacher contribute to an before moving forward.
effective learning into half contribute, participate
environment?
● Positive reinforcement, ● Students respond to
feedback attention getter
○ “Awesome. I like ● Student freely asks NT for
the way you used bandaid
the vocabulary
input and output.”
● Provides student with
bandaid
CSTP 3: Organizing Subject ● Recapped, reviewed
Matter previous lesson.
● What actions of the NT ● Students took notes
● Stated objective, provided
contributed to student
● Students participated on
assimilation of subject
objective on screen/slide. ● thumbs up or down. check
matter? Peardeck
● How did students ● Reminded students about for understanding more
construct knowledge of ● Students raised fingers to
subject matter? functions. often
show their answers -
● What misconceptions did ● Provided relevant examples
students have and how mixture of 1s and 2s raised
were they addressed by ○ Harry Potter
the teacher?
○ Vending machine
● Presented information on
screen
● Clearly explained content
● Student participation:
● Created relevant
○ Students
connections between
responded to
content and students’ prior
prompts
knowledge, interests
○ Discussed with
○ Read aloud, text
table group,
provided on screen
selection for traits
● Visual and relevance
○ Student(s) raised
○ “I cannot split
hand, asks
myself in half.”
question
CSTP 4: Learning ○ TPR: uses hands to
Experiences ○ Engaged in ● I enjoyed the body of this
● How were students
portray input and
Peardeck, worked activity the most. It was
supported through output
differentiated instruction? on problems relevant to them and me
● How did students ● Used student names as
participate? ○ Showed learning and they had lots of fun
● How did the NT contribute
examples for input and
by holding up with it.
to student learning? output
fingers to
● Used vending machine as
represent their
relatable example
answer
● NT noticed a split between
○ Students created
answers
their own
○ Asked students who
coordinate,
chose one answer
indicating
to explain
whether it was a
○ Also asked students
function or not a
who chose other
function
answer to explain
OR why they
changed their mind
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
 ○ Re-polled and
students showed
correct answer
● Approached student to ask
whether they understood
why
● Connected to previous
points made in lesson
● Tasked students to create
their own coordinate
● Reinforced student example
and explained why
○ “I like this one
because ...this
shows…”
● NT posed questions to
whole class
● NT monitors students’
learning by circulating
● “Does that make sense?”
● Poses problems on Peardeck
○ Circle and explain
○ “Is it A or B? And,
how do you know?”
● With your fingers, show 1 for
A or 2 for B
● Asked students to explain
● Students participated,
why
circled answers on
● NT clearly reinforced
Peardeck
answers after student
● Students held up fingers
explained answer
for answers
● After assessing students had
● Student(s) raised hand to
CSTP 5: Assessing Student different answers, NT asked
Learning participate and share
● How did students for explanations for both
explanation for choosing
demonstrate achievement
answers ● Ask for all student
of lesson objectives? answer
● In what ways did students ○ approached participation before moving
struggle or demonstrate ● Few students did not raise
limited understanding? student to check for forward.
● What teacher actions
fingers for their answers
understanding,
contributed to student ● Showed thumbs
achievement? asked whether they
up/middle/down for
understood the
understanding
reasoning for the
● Completed
answer
self-assessment rubric; few
● Confirmed correct answers
students heard discussing,
● Asked for elaboration
questioning their rating
● Provided ample amount of
wait time; circulated and
checked in with students;
answered questions
● Thumbs up, middle, down:
good, okay, need some more
help
● Self-assess rubric -
instructed students to circle
one that represents how
they feel about today’s
lesson
Section 4: Post Observation Conference

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
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?
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.
70% of students were able to use proper vocabulary when describing functions.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student showed to be a
Student did have a few distractions
leader. Used proper vocabulary
Yes this student did great and but were engaged with the
when explaining their thinking.
achieved the lesson objective. material and overall achieved the
Definitely achieved the lesson
lesson objective.
objective.
Tying lessons to prior knowledge, integrating more group discussion(think-pair-share), Repetition of vocabulary
by the entire class.
1. Relevancy (Harry Potter) to pop culture
2. Student Engagement
3. Clear presentation of material, supported all types of learners.
1. Tying lessons to prior knowledge
2. integrating more group discussion(think-pair-share)
3. Repetition of vocabulary by the entire class.
Incorporation of rubrics in all or as many lessons as possible, first and end to see growth. Discuss the rubric to
see what the students' next steps are. Placing relevancy on the material itself to the class and showing why they
need it (with visuals).
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 7 of 7