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
Andrea Estrada aestrada@caliva.org Math 3
Mentor Email School/District Date
Alexis awitthoeft@caliva.org CAVA 3/16/22
Content Standard Lesson Objectives Unit Topic Lesson Title
Identify a fraction on a
number line
3.NF.2 Fractions Fractions on a Number Line
Plot a fraction on a number
line
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.)
Begins to encourage students to establish learning goals through
single lessons or sequence of lessons that include goal setting
Involving all students in self exercises.
5.5 assessment, goalsetting, and emerging
progress monitoring Provides students with opportunities in single lessons or
sequence of lessons to monitor their own progress toward class
or individual goals
Explores collecting additional data using supplemental
Collecting and analyzing assessments.
5.2 assessment data from a variety of emerging
sources to inform instruction. Adjust in planning for single lessons or sequence of lessons
based on analysis of assessment data.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 2 has an IEP plan. Student
ELL Leaner is 3rd grader. Spanish is is shy and struggles to participate.
Focus Students her first language. Student loves to The student needs Student 3 shows advanced skills in
 Summarize critical needs and how
you will address them during this
participate and has strong math accommodations such as text to math. He was tested and is doing
lesson. skills. Student tested in almost speech and extra time on math at a 6th grade level. He tends
grade level in last Star 360 test for assignment. Student is struggling in to get bored in class.
math. math and tested basic in the last
Star 360 test.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis How can I engage students in self-assessment so Remember self-assessments can be simple like
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or they can take a more active role in their a thumbs up, middle, down.
special emphasis into the lesson?
 What specific feedback do you want from your ME? learning?
It might be useful to do a pre and post test.
How can I collect data to inform my instruction?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1

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
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I will use self-assessments for students to reflect
on learning and next steps. I will also use the
data from observations, exit tickets and self-
assessments to inform my reteach or next
lesson.
*For ELL student remember to have visuals
and vocabulary review
I would like to know any tips I can use to
support focus students.
*Also, you can modify assignments for IEP
student and make it multiple choice questions
I want to know if the students look engaged
during lesson, and if my delivery could use I will make sure to provide this.
improvement.
Beginning: there will be a number talk question
to work on. Then we will do class chant and go
over standards.
Middle: I will model how to find a fraction in a
number line and plot a fraction on a number
line. We will follow I do; we do, you do model.
End: students will work on exit ticket
independently and complete a self-assessment
page where they reflect on their learning.
How will the students do “I do, we do, you
do”? On Class Kick or piece of paper
I will have different pages that are differentiated
for students. I will also provide text to speech
features for IEP students. For ELL students I will
go over vocabulary and have visuals. I will have
a bonus page for students that may finish early.
I will conduct exit ticket and self-assessment to
progress monitor.
I will use the information in these assessments
to guide me to a reteach or the next lesson.
I will accommodate to all students by providing
visuals, vocabulary review, differentiated work,
and bonus work for those that finish early.
These are great accommodations!
They will show progress by correctly answering
2 out of 3 questions. Also they will show
progress by completing the self-assessment and
next steps.
I will keep and maintain a positive learning
environment by doing a class chant, going over
expectations, and praising students that are
doing a good job.
These are good ideas. Remember when you
praise a student to be specific about what they
are doing good.
I can prevent problems arising by going over the
rules, reminding and redirecting students and
praising those that are following along with the
rules.
I will close by going over standards that we I always like to close by reminding the
learned students what they should be working on after
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them for the next lesson?
 Teacher Actions
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
“I can name a fraction in a number line”
“I can plot a fraction in a number line”
Talk about self-assessment results and how we
class. For example, OLS or book work
should have a growth mindset.
activities.
I will assess student learning by looking at their
exit ticket and talking about what we will be
learning next (fractions in a set or group)
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
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 questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
 Your lesson was organized
 It looked like student knew
and engaging. I think the
the routine of logging in to
students enjoyed the use of
Class Kick and that went
different styled pages and
 Focus student #2 was smoothly. Students were
visuals that catch their eye.
distracted during lesson, he working on Class Kick and
I especially liked the pizza
started to play with little asked for help if needed.
visual you used as a number
brother during in the The use of break out
talk question in the
guided work. You can call rooms helped keep them
beginning. Students seem
on him a little more to help more focused. Most
to have established
him stay focused. You can students were able to
procedures and routine’s
also talk to mom about complete Class Kick and
and were able to log in to
how you guys can work check their work after. The
Class Kick smoothly to
together to minimize students liked using the
complete independent
distractions. use of emoji faces to
work. Remember to call on
describe whether they felt
students who get distracted
they mastered this fraction
easily to help them stay
standard.
focused!
 Teacher engages students
with class chants, and uses  Students participated in
popsicle sticks to call on class chant and were eager
students. They can say pass to answer when they were
if they do not know the called on.
answer.  Overall, most students were
engaged in the lesson, and
they had a clear routine of
 Teacher provides students  Some students like focus how to log in to Class Kick
opportunities to share their student 2 was disengaged to complete activity and
Class Kick work on the and distracted in part of then check work.
screen. the lesson.
 Students completed Class
 Students were able to Kick assignment and
engage in self-assessment participated in self-
using face emoji’s on new assessment.
row.
 Teacher provided them a  Students felt secure to  The classroom environment
safe and positive raise their hands and ask is safe, positive, and
environment by calling on questions. inclusive. Students seem to
students and making them  They seem to know the feel safe and heard. They
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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.
routines in the classroom
feel heard. She went over
and were able to quickly
classroom expectations and
log into Class Kick
used positive love to participate and
 Some students were giving
reinforcement praises for share their answers.
praises to others who
students following
answered correctly in the
directions.
chat.
 Students were engaging in  The organization and
 Teacher made sure to guided work and delivery of lesson was
organize the subject matter completing independent engaging and made sure to
by starting with review and work. include accommodations
then introducing lesson  They asked questions if for students. There were
standards and modeling. needed. visuals and differentiated
She followed the “I do, we  They showed mastery work. The students also
do, you do” model with the using Class Kick and seemed to like the use of
use of Class Kick. explaining their work out self-assessment with the
loud. tools on new row.
 The use of differentiated
 There were visuals, text to work on Class Kick was well
speech, and vocabulary organized and kept in mind
 Students participated with
review provided by the the need of different
Class Kick, the chat, and
teacher. students. The PowerPoint
polls.
was full of visuals that
helped engaged more
students.
 Overall, there were a lot of
opportunities to assess
student work. Teacher
provided informal check in
 Students shared their work
 Teacher assessed students through chat. She called on
and explained their
informally by asking students to explain their
thinking during lesson.
questions with Class Kick work. She used exit ticket to
 They participated in self-
and through the use of the track progress and used
assessment at the end of
poll self-assessment. self-assessments. Now with
class.
all this information teacher
can decide which students
need a small group to
master standard.
Section 4: Post Observation Conference
Based on Class Kick 70% of students met the lesson objective.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student did not score proficient on
exit ticket. I need to provide more
manipulative work for student to Student scored proficient on exit
Student scored proficient on exit visualize fractions better on a ticket. The use of differentiated
ticket the use of visuals and number line. I also will need to work and extension activities on
vocabulary review seemed to help. make sure I get his attention when Class Kick helped keep student
delivering the lesson and calling on engaged.
him more to make sure he stays
engaged.
I would make sure to keep an eye on all students. This way I can redirect students who are getting distracted
and like my mentor teacher said call on them more to keep them engaged. Also, instead of just going over
expectations I can have students’ model what it looks like to stay focused with listening ears.
We talked about how a strength I have is being caring and fostering those relationships with students.
I also did a good job using different assessments to keep an eye on student learning.
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What were three top areas for
improvement?
The last strength was creating a safe and positive learning environment where students will be engaged and
ask for help if needed.
We talked about how I can work on managing behavior and keeping a closer eye on students.
Also, I can improve on using more manipulative options on Class Kick to engage different learning styles.
Lastly, working on using the data I gathered to adjust my teaching.

Next steps will be meeting with students who did not master this standard and providing a reteach session. I
What are next steps? will be using more manipulative tools in Class Kick to help student visualize fractions on a number line. After I
deliver the reteach lesson, I will meet with my mentor and talk about how that went.
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 5