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
Monique Edwards Monique.fuentes84@gmail.com Multiple Subject 2nd Grade
Mentor Email School/District Date
Lone Hill Middle
Dominique Betancourt d.betancourt@bonita.k12.ca.us School/Bonita Unified School 03/12/2021
District
Content Standard Lesson Objectives Unit Topic Lesson Title
1) Students will
understand what an
Standard 2.OA.4 Work with array is.
2) Students can match
equal groups of objects to repeated addition
Strategies for Multiplication Arrays
gain foundations for problems to an array
multiplication 3) Students can apply the
concept of arrays to
solve multiplication
problems
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 Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Organizing curriculum to facilitate student T= Uses knowledge of curriculum and student readiness to organize and adjust the
3.3 3
understanding of the subject matter curriculum to ensure student understanding.
Developing and sequencing long-term and short-
T= Begins to plan curriculum units that include a series of connected lessons and are
4.3 term instructional plans to support student 3
linked to long-term planning to support student learning.
learning.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student is an advanced student
Student struggles in all areas. She
but is new to multiplication. She
cannot stay focused on a task and
Student is an ELL. She does very well grasps new concepts quickly and
can take an hour to complete one
Focus Students but shuts down if she must talk I expect the same for this lesson.
• Summarize critical needs and problem. She really likes to
around others. She will have the I will ask students who
how you will address them during interact with other students.
this lesson. ability to write/draw her responses demonstrate a strong
Showing answers to other
on a personal whiteboard and hold it understanding to play teacher
students could keep her interest
up in the camera. and demonstrate/explain their
and encourage her to keep up
steps as they complete a
with others.
problem.
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 is “Will developing leveled lessons
The lessons connect very well and
Inquiry Focus/Special Emphasis help me meet the needs of all students?” I
•
compliment each other. The “I can”
What is your inquiry focus and/or special emphasis? created four lessons using the SOLO model.
• How will you incorporate the inquiry focus and/or statements make it very easy to understand
special emphasis into the lesson? The inquiry is embedded in my four-part lesson.
• What specific feedback do you want from your ME? the objective.
There are four lessons that will be done over a
minimum of four days.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

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?
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.
Closure
• How will you close your lesson?
• How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I would like to know if the flow of the four leveled
lessons makes sense. Does it flow properly?
How would you adjust when some students are
demonstrating understanding while others are
not? I fear that my advanced student will get
bored if it is too easy.
I would like exit ticket recommendations. They
were originally planned to be completed in an
individual breakout room. Are there other options
that are just as effective.
Lesson will open with a warm-up math problem.
Once that is complete, students will hear the
definition of an array. Next, students will see
examples. Progress will be monitored by
participation such as writing in the chat box, using
the whiteboard, or answer a question when called
upon. Results will determine if students are ready
to move to the next level of the lesson.
I will use things that interest them in the array.
For example, I have baby Yoda faces, unicorns,
and cupcakes.
Students participate using whiteboard tools,
microphones, and the chat box. If at any time the
student becomes inappropriate, they either get a
warning or immediately lose privileges.
At the beginning of class, students are shown an
image of classroom expectations. They all agree
with our expectations before we move on.
Students will complete and exit ticket to
determine mastery. Mastery is proven by
receiving 80% or better on the fourth level.
The following lesson topic will be the relationship
between division and repeated subtraction. We
will not move on to that until most students’
master multiplication/repeated addition.
Your time limit may be an issue if students are
not grasping the concepts right away. Don’t
pressure yourself to complete all four lessons
in four days. Be sure to have checkpoints
throughout the lesson just in case you don’t
make it to the exit ticket.
Since your proficient and advanced students
are separated, you can make sure you have
levels 1-3 ready on day one. Start at the
beginning. If they demonstrate understanding
quickly, move to level 2 or 3 earlier than
expected.
The loss of breakout rooms does change
things. There are other options. You have
students using whiteboards throughout the
lesson so you can have them do that for the
exit ticket. You will have to be ready to
correct and provide feedback very quickly.
You will also need a second option if cameras
aren’t working, someone doesn’t want to turn
it on, or someone doesn’t have a whiteboard.
Another option is Classkick. It is a website
that will allow you to create assessments. You
could create the exit ticket there and provide
a link to the class.
Starting by explaining what an array is will be
very important. Make sure to include a visual
that explains what columns and rows are in a
way that will relate to them. The strategies
we discussed will work well and the various
participation options are crucial. Your
students may be getting frustrated with audio
and connection problems so it is great that
you can provide a variety of options.
Using popular images will be very helpful but
can also be distracting. Students often want
to start talking about why they love that
character or find out who else likes them as
well. Be sure to stay on top of it to keep the
class on track.
Stating your expectations at the beginning of
the class is a great idea. It is great that you
can turn off the microphones, tools, and chat
box if it gets out of control. It was helpful
when you were able to turn off just one or a
couple, but you can find ways to work around
the new platform. Just don’t forget to follow
up with the student so they know exactly why
the class lost their whiteboard or chat box
privileges.
The exit tickets you have created are very
straightforward and will assess what you are
looking for. They will be easy to move to
Classkick if that is the option you choose.
Page 2 of 4
 Students who struggle will be invited to additional
classes.

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
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 of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?

CSTP 1: Engaging All

Students
• In what ways were students
engaged? How were
students not engaged?
• How did students
contribute to their
learning?
• How did teacher and/or
students monitor
learning?
• How were the focus
students engaged and
supported throughout the
lesson?

CSTP 2: Effective Learning

Environment
• How did students and
teacher contribute to an
effective learning
environment?

CSTP 3: Organizing
Subject Matter
• What actions of the NT
contributed to student
assimilation of subject
matter?
• How did students construct
knowledge of subject
matter?
• What misconceptions did
students have and how
were they addressed by
the teacher?

CSTP 4: Learning
Experiences
• How were students
supported through
differentiated instruction?
• How did students
participate?
• How did the NT contribute
to student learning?

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

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?

What would you do differently

next time?

What were three top Lesson

Strengths?

What were three top areas for

improvement?

What are next steps?

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

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