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
maevebrigantino@gmail.co
Maeve Brigantino General Education 1st
m
Mentor Email School/District Date
Old Mission School/Diocese of
Kristia Lengyel-Leahu klleahu@fullerton.edu November 8th, 2021
Monterey
Content Standard Lesson Objectives Unit Topic Lesson Title
● Two number addition
Students will be able to add
● Place value
Math combinations of 2 numbers Tower Race- Addition to 10
● Addition
to 10.
combinations to 10
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.)
T- organizing new curriculum units (specifically in writing) that facilitate student success in each subject area and domain.
Organizing curriculum to facilitate student understanding of T- Applying
3.3 the subject matter S- Exploring
Re-organizing some units to better meet student needs.
S- participating in and completing curriculum units.
T- Currently, student assessment data is collected and minimal feedback is given. However, assessment data is not always used to
Using assessment data to establish learning goals and to T- Exploring
5.4 plan, differentiate, and modify instruction S- Exploring
inform future instruction.
S- students are given minimal assessment data feedback, but are not given opportunities to use this to inform learning.

Section 2: Pre-Observation Conference

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
Focus Student 1: English Learner
AA- This student’s family primarily speaks
Spanish and Italian at home. She scored
below grade level in both reading and math
standards on the beginning of the year
benchmark assessments. She is currently
working with a tutor 3 days a week for
targeted instruction.
Focus Student 2: Student w/ILP/504
DM- This student is new to our school this
year. He scored below grade level on both
the reading and math benchmarks. He is
receiving specialized instruction from our
school’s resource specialist.
Focus Student 3: Your Choice
JB- This student scored just below grade
level on our math and reading assessments
at the beginning of the year. She works
with me in small group settings on certain
focus standards.

Part A: NT Reflection Part B: ME Feedback

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?
● What specific feedback regarding your focus students
do you want from your ME?
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I feel small group instruction will be most
Will targeted small group instruction, based on data
effective - the interaction and ability to guide
collected from formative assessments, increase student
understanding and success in math? them more intimately is likely to lead to more
understanding

Specific Feedback Are there any further scaffolds that you would
● What additional specific feedback do you want from add to this lesson (for my focus students or Are you planning to use any charts or visuals?
your ME regarding lesson implementation?
small group that I will work with) to assist them?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 Opening: Warm-Up Game “I have You Need to
The use of whiteboards is great here!
10”
● Begin lesson by playing the game “I
have you need with students”
● Teacher will show a number of fingers
to students and they will write on their
Good informal assessment with having
whiteboard how many more fingers the
students hold up their work on whiteboards
teacher needs to make 10
● Informal Assessment: checking student
answers on whiteboards as they hold
them up
Fun to make this a Tower Partner Game
Body: Tower Race Partner Game
Good modeling planned here
● Tell students that they will be playing
the game “Tower Race” with their
partners
● Model the game by playing teacher
versus students
○ Players take turns rolling 2
Instructional Planning dice
● How is the lesson structured (opening, body, and
closing)? ○ They will collect unifix cubes in
● What varied teaching strategies and differentiated 2 colors (one for each dice)
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How and clip them together to add
will results inform instruction? to their game board
○ Cubes can be used to fill a
Students will enjoy this part for sure!
tower on the game board
○ The first player to fill their
towers (exactly) wins!
○ Then, both players write the
addition facts at the button of
each tower that made the
tower (see attached game
board sheet)
Great idea to work with focus students and
● While players are working with
students who scored low
partners, I will be working with a small
group (focus students and students
who scored low on the pre-assessment
for the unit) to play the game as a
I love that you are using Unifix cubes!
group and add scaffolds
● These students will have the support of
my assistance, plus their number racks
and additional unifix cubes if needed

Student Engagement/Learning ● Students will be engaged in the lesson

● 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.
because they are playing with partners
● They are also engaged because they
are using physical manipulatives
● I will use my whole group and
individual classroom management
strategies (individual point system and
whole group marble jar)
● I will also remind students to do a voice
check (put their hand on their throat to
feel if they are whispering, which we
have practice) if the volume during
partner work gets too loud
Partner work is always a good idea
Wonderful engagement with manipulatives!
Management plan is designed to keep students
on track with their behavior with both
individual and group rewards for good
behavior - I like how positive this is!
Voice check is such a nice spin on “please
lower your voices!”

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4

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?
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.
● I will close my lesson with another
game of I have you need, this time
using unifix cubes
Great closure planned here!
● This will give me another opportunity
to observe students’ ability to add to
10
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 of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
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.
Students were engaged by playing
this game with both partners and the
teacher. Pleased to see that students were
Students overcame challenges and
engaged and enjoying the game with
engaged with material.
Focus students were given the a partner as well as teacher!
opportunity to use manipulative sand
one on one support.
There is rapport built with students
and teacher around small group work Thanks to months of building a
expectations. wonderful rapport with students and
Students are responsive to teacher
creating an inclusive environment,
direction.
Various whole group management students are comfortable and work
strategies were used to ensure well together.
students were focused.
Students had misconceptions about Teacher is supportive and helpful in
the properties of addition redirecting students in understanding
throughout the game, and the concepts after progress monitoring
The lesson objectives were
teacher addressed these
introduced to the whole group before
misconceptions using discussion Small group of only focus students
being introduced and re-taught to the
and manipulatives. Teacher also was helpful in meeting individual
small group of focus students.
helped students work together to needs
help each other when
misconceptions arose. Manipulatives proved helpful as well
Students were supported by allowing Providing multiple ways for students
Students used multiple methods to
for various levels of scaffolding, from to explore and discover was a great
solve problems, including finger
independent work to partner work to way to scaffold and meets needs of
counting, use of unifix cubes,
small group work. Students were also students at varying levels of
coloring math models, equations,
given the option to use comprehension of the math concepts
etc.
manipulatives. presented
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?
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.
Unifix cubes, counting with fingers,
Students were given an exit ticket at coloring were great ways to explore
Students completed equations on
the end of the lesson, as well as
the worksheet used during the
completing the worksheet that was Exit ticket and worksheet completion
game.
used during the game. and accuracy is used as an informal
assessment
Section 4: Post Observation Conference
Based on the unit post-assessment, 96% of students (24 of 25) met the lesson objective with at least 80%
accuracy, while 4% (1 of 25) did not.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
JB- Focus student 3 struggled to
AA- Focus student 1 completed the DM- Focus student 2 met the
meet the lesson objective, and
post-assessment with 93% accuracy. lesson objective with 90% accuracy
received a 77% on the
She struggled to complete the word on the post-assessment. He
post-assessment. She will need
problem on the post-assessment, struggled with making
more time practicing making
and will need more focus and combinations to 10 in equation
combinations to 10 as well as
re-teaching on word-problems. form.
word-problems.
I think that next time, I would allow students more than one day to learn and play the Tower Race game. This
might allow them to better understand the process of adding two numbers together to make combinations up to
10, and would also give them more repetition with these combinations.
1. Use of small groups instructional time- I was able to use the results from the unit pre-assessment to
identify focus students who needed to additional support and re-teaching and work with these
students in a small group setting.
2. Use of technology- students used both paper and pencil and online tools to play this game. This allowed
students to choose how they would best interact with the material and engaged students through
student choice.
3. Use of manipulatives- students who needed the additional scaffolding and support were allowed to use
physical manipulatives such as unifix cubes to support their creation of combinations to 10.
1. Implementation of game- I would have like to have more time to practice playing this game as a whole
class before allowing students to play independently in pairs. Some pairs of students did not fully
understand the game and were therefore not fully engaged.
2. Classroom management- the noise level in the classroom during game play often becomes distracting
to the whole class as well as the small group I am working with. I would like to continue to implement
management strategies to help students work independently so that I can focus on the small group I am
working with.
3. Repetition- I think that students would have benefitted from more repetition with the same game and
concept of adding to 10.
Next, I will re-teach the concepts that were not mastered by the whole group. I will also work in small groups
with students who did not master the concept of making combinations of numbers up to 10 as a whole.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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