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
Doris Aguila-Mendoza doaguila@agbumds.org Multiple Subjects th
5 Grade
Mentor Email School/District Date
AGBU Manoogian-Demirdjian
Teni Halburian thalburian@agbumds.org 03/19/2022
School
Content Standard Lesson Objectives Unit Topic Lesson Title
5.NF.1 Add and subtract fractions
with unlike denominators (including
mixed numbers) by replacing given
fractions with equivalent fractions in
such a way as to produce an
equivalent sum or difference of
fractions with like
denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In Student Goal: I can add
general, a/b + c/d = (ad + bc)/bd.) mixed numbers and
5.NF.2 Solve word problems solve word problems
involving addition and subtraction
of fractions referring to the same involving the addition
whole, including cases of unlike
denominators, e.g., by using visual
of mixed numbers.
fraction models or equations to
represent the problem. Use
After the lesson,
benchmark fractions and number Adding Mixed Numbers with
sense of fractions to estimate students will show Unlike Denominators
mentally and assess the Add and Subtract Fractions
reasonableness of answers. For
their understanding of
example, recognize an incorrect adding mixed numbers
result 2/5 + 1/2 = 3/7, by observing
that 3/7 < 1/2.
with unlike
ELD Standards: denominators by
Interacting in Meaningful Ways: correctly answering at
A1: Exchanging information and
ideas with others through oral least 2 out of 3
collaborative discussions on a range questions in their exit
of social and academic topics.
B5. Listening actively to spoken ticket.
English in a range of social and
academic contexts
C12: Selecting and applying varied
and precise vocabulary and language
structures to effectively convey
ideas.

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.)
Teacher plans instruction that incorporates strategies suggested by
Planning instruction that incorporates
curriculum guidelines.
4.4 appropriate strategies to meet the Emerging
Teacher is aware of student content, learning, and language needs
learning needs of all students
through data provided by the site and district
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 Involving all students in self-
5.5 assessment, goal-setting, and Emerging
progress monitoring
Section 2: Pre-Observation Conference
Focus Student 1: English Learner
Focus Student 1 first language was
Russian. This student is at the
upper-intermediate English
proficiency level.
FS1 needs help understanding
academic language and
communicating with other
students.
Support: to support with the
Focus Students
academic language, during the
 Summarize critical needs and how
you will address them during this lesson I will define important
lesson.
concepts and vocabulary. I will also
display a poster with the math
vocabulary needed for the lesson.
To support FS1 with the
communication aspect, I will
encourage them to use their
conversation starter sheet. All
students have a small sheet with
sentence starters to help with
collaborate talk.
Teacher informs students about learning objectives, outcomes, and
summative assessment results. Recognizes the need for individual
learning goals.
Focus Student 2: Student w/ILP/504
Focus Student 2 needs to receive
information in smaller chunks and
needs more time to complete
assignments. Student can get
overwhelmed if there is a lot of
work that needs to be completed.
This student also requires one-on-
one check ins during and after the
lesson.
Support: During the lesson I will do
a quick check in with FS2 to answer
any questions and to monitor their
understanding of the lesson. I will
work one-on-one with the student
and help them answer 2-3
problems before they move on to
the independent portion. To
reduce the workload, I will only
assign FS2 the odd problems for
their independent work.
Focus Student 3: Your Choice
Focus Student 3 has difficulties
focusing during math lessons.
Their math scores are below
grade level. FS3 has a hard time
believing in themselves or in their
abilities to do math.
FS3 needs to be reminded to stay
on task, needs words of
encouragement, and public
praise.
Support: I will call on FS3 to
participate and share their work
with the whole class. I will praise
them throughout the lesson using
words of encouragement. I will
ask peers to also encourage FS3
by giving them compliments. I will
remind FS3 to stay on task when
needed.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan.
Inquiry question is how will students’ math
scores improve if I have them set a math goal
and monitor it?
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
Students are working to close the learning gap
 How will you incorporate the inquiry focus and/or of where they currently are in math and where
special emphasis into the lesson?
 What specific feedback do you want from your ME? they should be in 5th grade. This lesson will help
them in their goal progression by learning new
skills and adding on to what they have already
learned in previous lessons.
Inquiry Focus/Students
Should the focus students be seated in the front
 What specific feedback regarding your focus students of the classroom instead of scattered around?
do you want from your ME?
Any other ways to support focus students?
How can I challenge those students that get it
Specific Feedback right away? How can I support high student’s
 What additional specific feedback do you want from
your ME regarding lesson implementation? learning without comprising the rest of the
class?
Instructional Planning
 How is the lesson structured (opening, body, and
The lesson is structured as “I do It”, “We do It”
closing)? “You do It Together”, and “You Do It Alone”. We
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? will use manipulatives in the form of fraction
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Provide feedback on lesson plan reflection.
I recommend incorporating technology into
your lesson. One way you can do this is using
the free math website called Mathigon to
display fraction tiles. You can also have the
students use this while working on their
independent work or their homework. You can
also include a video that explains adding whole
number fractions for your visual learner
students.
By now you know your students best. Students
should be strategically seated where they are
most successful. Think about seating them next
to a classmate who can guide and support
them.
Give your students a choice board. Create a
visual for them as simple as writing it on a word
document and displaying. Give them the must
do assignment. Then, give them options to
enrich their learning. One example is having
them log in to IXL and work on math codes with
different levels. They can pick which ones they
want to work on.
In addition to what you have mentioned, I
recommend using the Mathigon website
because fraction tiles will not always be
Page 2
 tiles to support visual and tactile learners.
Students will also write the steps on how to add
mixed numbers in their interactive math
notebook. Students will be able to use the steps accessible outside of the classroom. This
 What progress monitoring strategies will be used?
How will results inform instruction? as reference if they get stuck or confused. website will allow students to use digital
Throughout the lesson I will be monitoring the fractions.
students to see if they are understanding the
lesson. I will stop and reteach any necessary
skills.
This lesson adds to what students have been
learning in the past lessons in this unit. Students I recommend asking students questions that are
will be presented with real world problems. relevant to them. Throughout the lesson
Student Engagement/Learning Students will be asked to write their own include things that connect to the real world
 How will you make the lesson relevant to all the problem in their exit ticket. I will use the exit and to things that are important to them. The
students?
 How will students show progress towards master of ticket to gage whether the students have met lesson will be more impactful and meaningful if
lesson objectives?
the lesson goal, if they are approaching it, or if students are able make a connection to what
they have not met the goal at all. I expect the they are learning. You can also include this in
students to correctly answer 2 out of the 3 your exit ticket.
problems correctly.
I will state my expectations throughout the
lesson. For example, “I know you are ready
when you have your book opened to page 677”.
I will give students compliments and words of Classroom management is a strong area for
Classroom Management
encouragement. For example, when a student you. You are very good at setting expectation
 How will you maintain a positive learning comes up to the board to show us how they for your students. Therefor students know what
environment with a welcoming climate of caring,
respect, and fairness? answered a problem, I will ask the class to give is expected of them. For your lesson, I
 Identify specific classroom procedures and strategies them a round of applause. recommend having students complement each
for preventing/redirecting challenging behaviors.
I will reward students when they display desired other. For example, instead of just you saying
behavior with tickets, students use the tickets great job, ask the class to join in.
for bathroom and prizes.
I will use equity sticks to call on students so that
I do not call on the same student twice.
Students will work independently to complete 2
pages in their math books. Early finishers will be
asked to log in to IXL to continue practicing the
skilled learn in class on their Chromebook. I will I recommend having the students work on IXL
walk around and help students who need extra codes specific to the lesson you just taught. In
Closure support. I will close my lesson with an exit ticket addition, I think you should give your students
 How will you close your lesson?
 How will you assess student learning and prepare where the students have to rate their the choice to between two exit tickets. You can
them for the next lesson? understanding of the lesson. The students will have an easier one and a harder one. This is a
also answer 3 questions related to the lesson as way to differentiate and challenge those
well as come up with their own question. The students that get it right away.
students will show that they are prepared if
they can answer 2 out of the 3 questions
correctly.
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 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 of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
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.
two math problems to exchange tomorrow.

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.
Began lesson with a mindful At the beginning of the lesson, Students were engaged, stayed on
breathing activity to calm students. students had to solve a real-world task, and followed directions.
problem on their own. Teacher was
The teacher set expectations on assessing what students knew to Students look forward to sharing
how to be an effective learner. “I cater the lesson.  with their partner and as a whole
know you are ready when you have class.
your math book and white board on Each student had their own
Page 3
 your desk”.
Teacher used mathematical
terminology during the lesson.
Example: sum, estimate, about, whiteboard where they wrote and
addition, fraction, denominator, solved the math problems on their
unlike fractions, common own. 
denominators, multiplication.
Later in the lesson, students
worked with a partner to solve a
Teacher used equity sticks to call couple of word problems.
students at random to share their
Students are very supportive of each
thinking with the class. The math problems were realistic
other. They encourage and praise
and related to the students’
one another.
Feedback interests. Students were engaged
It was great to see the teacher have while using their individual white
boards and solved their own Next time, I would like to find ways
great control of the classroom.
problem using whatever strategy to challenge my high students who
Students were attentive and
they wanted, multiple perspective finish quickly. Perhaps they can help
engaged. Teacher assessed the
and different ways of thinking was other students or I can give them
students on the spot, gave them
encouraged. more challenging work.
attention, and support throughout
the lesson.
At the end of the lesson, the
Instead of spending so much time students completed an exit ticket to
having the students write down demonstrate if they met the
steps into their math notebook, lesson’s goal.
have a printout ready for them.
Together as a class you can fill it in
and then glue it to their math
notebook.

CSTP 1: Engaging All Teacher built on the previous The goal and the success criteria Glows:
Students
 In what ways were students lesson. were posted on the board so
engaged? How were
students not engaged?
students knew what they working The students were focused and
 How did students contribute
Teacher refreshed students’ towards and how to be successful. engaged for most of the lesson.
to their learning?
 How did teacher and/or memory by going over previous
students monitor learning?
 How were the focus learned vocabulary such as Students collaborated with their Using fraction tiles helped some
students engaged and numerator, denominator, mixed partner to solve a word problem at students deepen their understanding
supported throughout the
lesson? numbers, different denominators, the beginning of the lesson. of why they have to rename a
simplify, whole numbers, unlike Students kept each other fraction.
fractions. accountable for their work.
Students really enjoyed coming up to
Teacher used different mediums of Students were chosen using equity the front of the classroom and
teaching to meet students’ diverse sticks to go to the front of the showing the rest of their classmates
learning needs such as showing a classroom and be the teacher. how they solved the math problem.
video, digital fraction tiles, real life Students explained how they solved
examples, and having students the math problem and wrote it on
the classroom white board. Students felt supported and
come up to the board to show how
encouraged by their classmates.
they solved a problem.
Total Physical Response (TPR) was
used throughout the lesson. Grows:
Teacher made math
questions that included students’ Students had fraction tiles and used
names and interests. them during the lesson.  Some students understood quickly
how to rename a fraction. The
Each student was prepared with fraction tiles became a distraction to
Teacher checked in with focus
their individual white board, those students instead of a tool. I
students and monitored them by
interactive notebook, and math think in future lessons I would give
looking over their work and asking
the students who are ready a choice
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4

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.
book. to use the fraction models or the
them questions.
standard way.
Glows:
Teacher had great classroom Students were called on to share
management and set clear Students stayed on task and
using equity sticks.
expectation throughout the lesson. followed directions.
Students celebrated each other’s
Teacher used equity sticks to call on Students know the classroom
successes by clapping, giving high
students. procedures and rules. There were
fives, and saying words of
minimal disruptions.
encouragement.
Teacher used positive reinforcement
throughout instruction. Gave Students look forward to sharing
Hand gestures were used
students praise and encouraged with their partner and as a whole
throughout instruction to
classmates to do the same. class.
communicate with the teacher. For
example: peace sign for sharpening
Teacher was frequently walking pencil, thumbs up if students Students support one another.
around checking in on students, agreed, etc.
posing questions, and giving Grows:
feedback. Students knew the procedures for After the lesson, the students were
talking with a partner and when it released to work independently.
Posters with math concepts were was time to stop. Some students finished fairly quickly
posted around the classroom. and moved on to their homework.
They also finished that quicky while
The lesson was appropriately
other students were still working. I
Teacher used attention getters to paced. Students were instructed on
need to find ways to challenge my
get the students to stop talking with how much time they had to
high students or have them support
their partner. complete their work.
other students.
Teacher was prepared with the
Glows:
materials needed for the lesson. Total Physical Response (TPR) was
used throughout the lesson.
Students had fraction tiles and used Creating slides ahead of time with
Teacher seemed confident in
them during the lesson.  the lesson goal, student word
teaching the subject matter.
problems, etc.
Teacher did a pretest at the Students also had access to virtual
fraction tiles that they could use Projecting those slides for the
beginning of the chapter to
while completing their independent students really helps keep the lesson
determine students’ prior
work. flowing.
knowledge. Teacher anticipated
which students were going to need
extra support. Teacher checked in Students practice renaming Defining the subject matter
on those students frequently fractions with the teacher, with vocabulary for the lesson helped
throughout the lesson. their partner, and then students when they came across it
independently. on their own. They knew what an
unlike fraction was and if they forgot
Academic terminology was
they knew what poster to look at for
explained at the beginning of the Students were able to use the math help.
lesson and was used throughout the posters around the classroom for
lesson. reference and support.
Grows:
Teacher reminded students of the Students were prompted to use
previous lesson and how it was subject matter vocabulary Giving students access to the
going to build on the current lesson. pertaining to the lesson. classroom slides so that they can go
back and reference them as needed.
Page 5

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.
Teacher displays the learning goal
and success criteria on the board.
Equity sticks were used to ensure all
students were participating.
Students had a lot of opportunities
to collaborate and communicate Glows:
Teacher exposed students to with other classmates.
different methods and strategies to There were was a lot of scaffolding
solve the same problem. Teacher provided to support student
Students wrote the steps for
encouraged students to choose learning. For example: interactive
renaming fractions in their
which way they preferred. math notebooks, slides,
interactive notebook. Students
were able to refer back to it when manipulatives, multiplication table,
Teacher provided student with steps posters, and reviewing vocabulary.
needed.
on how to convert two unlike
fractions into like fractions. The Grows:
steps were projected on the Students each have a small
smartboard. multiplication table on their desk
and use it as necessary. (Not all The steps that the students had to
students know their math facts). write in their interactive notebook
Teacher frequently walked around were a bit long. It took a while for
checking in on all students during students to copy them. Next time I
the independent practice. Students follow classroom rules and
procedures on how to share their would provide a print out that they
answers with the whole classroom. can glue and take additional notes
Teacher corrected student’s work on.
and answered student questions.
Teacher gave students a choice
board for early finishers.
Students were able to show their Glows:
Teacher monitored students work range of learning by choosing
throughout the lesson. between two exit tickets. One was Students like having options. They
on level and the other one was a enjoy having a choice board and the
Teacher checked for understanding challenge. option of choosing an exit ticket.
by asking students to show a
thumbs up, thumbs in the middle, or Students had to self-assess Students are honest when it comes
thumbs down. themselves on the exit ticket on to self-assessing themselves If they
how well they understood the are not feeling confident with the
Teacher reviewed one-on-one with lesson on a scale 1-4. lesson, they let me know in their
specific students that were self-assessment.
struggling. Students chose between 3 options
to complete the homework. The Grows:
Teacher gave students an exit ticket first option was a code on the
to assess how well they understood online platform IXL, the second I give students their learning goal at
the lesson and if they met the option was the pages from their the beginning of the lesson. I would
learning goal. math book, and the third option like to implement a way for me to
was a 6th grade IXL code. guide students to set their own
learning goals.
Section 4: Post Observation Conference
Based on the students exit tickets: out of 22 students, 12 chose the on-level exit ticket and 10 chose the
challenge exit ticket.
About 96% of students met the learning goal of solving word problems involving the addition of mixed
numbers
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 answered 2 out of the 3 FS2 chose the on-level exit ticket FS3 chose the on-level exit ticket
problems correctly on their exit and answered 3 out of the 3 and answered 2 out of the 3
ticket. FS1 did meet the learning questions correctly. FS2 did meet questions correctly. FS3 struggles
Page 6

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.
goal for this lesson. This student
with pulling out important
likes to do the work in their head
information from word problems.
rather than writing it down and the learning goal for this lesson.
They also take more time to
often makes mistakes. I believe this They self-assessed themselves as
answer questions. FS3 self-
was the case for the problem they fully understanding the lesson and
assessed themselves as almost
missed. However, FS1 chose the had no questions. During the
meeting the learning goal. They
challenge exit ticket and wrote lesson FS2 was attentive and
wrote me a note on their exit
their own math problem with the participated. This student used the
ticket that said they did not know
correct solution. Their math steps they wrote in their notebook
how to convert an improper
problem was more complicated on how to add mixed number
fraction to a mixed number. I can
than the one they missed. FS1 self- during the independent portion of
tell FS3 would benefit from a mini
assessed themselves as fully the lesson.
lesson with me to go over the
understanding the lesson and did
material again.
not have any questions.
Next time I would have a print out of the steps for adding mixed numbers instead of having the students write
them down. The steps were a bit long and it took the students some time to write them down. A pint out
would help with using time wisely and effectively.
Strength 1: Students were engaged, stayed on task, and followed directions.
Strength 2: I provided a lot of scaffolding to support student learning. For example: interactive math
notebooks, slides, manipulatives, multiplication table, posters, and reviewing vocabulary.
Strength 3: Students were very supportive of each other. They encouraged and praised one another.
Improvement 1: Finding ways to integrate rigor so that my high students feel challenged.
Improvement 2: Using time wisely by providing print outs instead of students spending a lot of time to write
things down.
Improvement 3: Giving students access to the classroom slides so that they can go back and reference them as
needed.
Next steps include meeting with the students who were absent to do a quick mini lesson. As well as meeting
with FS3 to clarify and support them with the concepts they are struggling with. Moving on to the next lesson
where we will build on by learning how to subtract mixed number.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 7