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
pkitching@thepegasu
Paige Math Kindergarten
sschool.org
Mentor Email School/District Date
jgreen@thepegasussc
Jennifer Green The Pegasus School 3/15/23
hool.org
Content Standard Lesson Objectives Unit Topic Lesson Title
K.MD.A.1 Describe
measurable attributes of
objects, such as length or
weight. Describe several
Students will test to
measurable attributes of a
single object
find the length of
distance a plastic
K.MD.A.2 Directly Length Measuring Length
compare two objects with frog jumps by
a measurable attribute in measuring with non-
common, to see which standard units.
object has “more of”/“less
of” the attribute, and
describe the difference
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 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 investigates and examines increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
pedagogical practices of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Planning instruction that Selects strategies for single lessons or sequence of lessons that
respond to students’ diverse learning needs. Seeks to learn about
incorporates appropriate
4.4 Exploring students’ diverse learning and language needs beyond basic data.
strategies to meet the learning
needs of all students
5.4 Using assessment data to Exploring Uses data from available assessments to establish content-based
establish learning goals and to learning goals for class and individual students in single lessons or
plan, differentiate, and modify sequences of lessons.
instruction Plans adjustments in instruction to address learning needs of
individual students.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6

Focus Students
● Summarize critical needs and how
you will address them during this
lesson.
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
ELL: I will provide an Gifted student: I will
anchor chart with visuals on provide differentiated
how to measure the length instruction to meet the
of an object. I will use a Student with social needs of this student by
variety of math tools to give emotional needs: Uses a extending the activity with
students the opportunity to sticker chart for behavior. a math word problem. This
show what they know in a Earns stickers for word problem is a length
variety of ways. Students completing work word problem taken out of
can refer to the anchor throughout the day. Gives a book given by our Math
chart for reference of the positive praise while specialist. Our math
pictures of how to measure working independently to specialist is also working
length. I will provide gain confidence to complete with this student to extend
student with the an activity. him in math and she
opportunity to draw their recommended these type
observations instead of of word problems to
writing it. challenge him.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Teacher Inquiry Question:
What classroom strategies can I implement to
meet the needs of all learners in a
Kindergarten classroom? Is doubling a strategy that could be used for
your higher learners to experience more
challenge? How can you access resources such
I will incorporate my inquiry focus by
as our math specialist for “low floor, high
implementing a variety of instructional ceiling” extension activities.
strategies to meet the needs of all learners.
How can I differentiate for a length activity?
Consider speaking with the math specialist. You
have small groups and differentiation planned
What additional supports can I utilize to meet
the needs of my three focus students?
that will support students in getting the teacher
attention they need and help build some
independence.
I am wondering if a small group rotation will be
I agree that the structure of your lesson will
help manage students. Consider your timing.
a good way to manage my length lesson. I want
The challenge is having enough to do while also
to have small groups because measuring the
giving students who may work at a slower pace
length of how far a plastic frog can hop should
time to finish, especially with an exciting activity
not have too many students all at once.
planned.
I will begin with students seated on the carpet. I Your planning is strong and very detailed. You
will review our length anchor chart with the will also end with three forms of assessment if
students. I will ask students to share different not more to help you understand if your
ways to measure an object. I will tell the students met the objective.
students that today, we will be measuring the
length of an object in many different ways
through table rotations. I will then explain the
rotations: one rotation is measuring how far a
plastic frog can hop (students can choose any
nonstandard unit of measurement: unifix cubes,
Page 2 of 6

● 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?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
bears or links), the next group will be measuring
the length of different pictures on task cards
with a shamrock ruler strip of paper. The last
group will complete a measuring length activity
on Seesaw. I will write students' names on the
board under group 1, group 2 or group 3 and
have 6 students in each group. Students will
have 12 minutes per rotation. To differentiate, I
will place students who need a more challenging
task in one group and have them complete a
measuring length word problem instead of the
seesaw activity. I will continue to check in with
groups as well as keep a timer on to make sure
students rotate on time. At the end of rotations,
students will meet back on the carpet and we
will discuss the learning that took place.
You have provided activities to review, practice,
I will have hands-on activities for each table
and extend concepts they have been learning
group. Students will show progress towards
over the past few weeks. The differentiation
mastering the skill by showing they are able
activities you have planned will help you see
to measure length in a variety of ways.
who can access more challenge.
I will give students continued positive praise
as well as offer support to any students who
need it. I am also providing students with
opportunities for learning growth and will
encourage students throughout the lesson. Small groups that you have planned are already
Students can earn green tags for being a designed to provide differentiation and
“bucket filler” as a strategy for positive
attention for all students to participate at their
reinforcement. Students will be given
level. Your classroom is well structured and you
reminders and redirected if needed. Students
and your partner teacher offer kind, gentle
can lose a green tag if behaviors continue. As
reminders to stay on track and build the culture
an attention getter, I will say “hands on top”
in your classroom.
students will say “everybody stop” and
students will freeze and put their eyes on me.
I will ask students to rotate to the next table
and repeat until all students have gone to
each of the three groups.
Students will complete their last table
rotation and meet back on the carpet. We will
review the skills practice by asking students
questions such as “how do we measure the
length of an object” “what are the tools called
that we used to measure the length of an
object” Students will be assessed based on the Your Seesaw activity and anecdotal data will
completion of the leap frog record sheet. This also help you understand whether or not
will determine the learning goal which is students met the learning objective.
“students will be able to correctly measure
the length of the distance a plastic frog jumps
by measuring with non-standard units.” I will
observe that students are using measuring
tools properly and make notes of students
who are not.
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 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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Page 3 of 6

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Differentiation- Daijin was asked to
double his number and he worked
to do so on his paper to challenge
and extend his learning. It appears
that a more challenging worksheet
was left for Group 1.
Students were asked to make a
quiet connection to respond and
respond chorally. The teacher
designed three activities for
students to engage in
simultaneously. Mrs. Marino
supported students with any
technology needs and questions.
Teacher language was very
consistent and high expectations
were held for student engagement.
Ex. “Oh lots of volcanoes are going
off.” “Let’s do a space
check.”Students felt very safe to
share.
Teacher modeled the centers
(measuring the frog leaps,
worksheet review at tables, and a
seesaw activity) and helped
students clearly understand
expectations and instructions. T
used technology to show examples.
Teacher frontloaded students with a
review of key terms: length,
shortest, longest, non-standard
units.
Teachers guided students to more
independent work sessions. Mrs.
Kitching ran the small group frog
leap, Mrs. Marino monitored the
two independent work groups.
Teacher gently guided Isla with
prompting questions to measure in
a straight line. Isla was able to see
this and do so.
Students took on challenges with
ease. I recommend looking at
Thinking Classrooms recommended
by Dani Shapiro and Kelly Kuolt for
other ideas about low floor, high
ceiling activities for differentiation.
During the center rotations, ALL
students were engaged in learning
independently at some level.
Students needed limited support
during the independent centers and
evidence that this is a consistent
practice in the classroom was there
based on how students rotated and
worked on their own to complete
the task.
Students shared prior knowledge
on length, measuring tools, and
non-standard units with comfort
and ease by raising their hands and
sharing at carpet time.
Students naturally displayed
curiosity when talking to one
another. I observed Lyndsay and
Coco making a prediction about
how many shamrocks the line
would be and then checking it. I
observed Cooper also implementing
this “guess and check” strategy
while taking a look at the egg in a
frying pan on the Seesaw activity.
Students were very comfortable
measuring end to end and using
unifix cubes, links, or bears to
measure the leap of their frog. I did
not hear many misconceptions.
Knox began using the second side
of the tile area and this helped
expedite the group and reduced
wait time. Would you consider
adding more space next time so
students could let their frogs jump
more than once?
Isla used links to measure her frog
jump and created a curved line.
Students completed each activity
which included a frog leap,
measuring objects on a task card
and completed a seesaw activity.
Students in the extension group
completed a word problem activity.
All students participated in math
rotations. Students were placed in 3
groups of 6 which provided all
students with the opportunity to
engage in the activities. I stayed at
the leap frog table to help get
students set up, and would observe
other students working but my co-
teacher floated between the two
other independent stations. My
focus students were engaged with all
activities, I placed them each in a
separate group so I can observe
them more closely at the leap frog
rotation.
Students are aware of classroom
rules and procedures. Prior to my
lesson, I stated lesson expectations
so students knew exactly what was
expected of them in this lesson. I
also modeled the different
components of how to complete
each activity and answered any
questions students had before we
began our rotations.
I began the lesson by reviewing our
measuring length anchor chart. We
discussed vocabulary that has been
previously taught. I asked for
volunteers to share the meaning of
length and name different
measurement tools. One
misconception was at the leap frog
table where students had to
measure the distance their frog
hopped. A couple students did not
measure in a straight line, therefore I
had to guide students in measuring
the correct way in a straight line.
Page 4 of 6

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?
What were three top areas for
improvement?
What are next steps?
This was the first time I attempted these activities in a rotation. One thing that I would like to note is the structure of my lesson needed
to be changed last minute due to the occupancy of the room I was going to use for the frog leap activity. Originally, I was going to have
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I modeled instructions for each
activity. I gave clear instructions for
the leap frog activity, shamrock
Students in the accelerated group
measuring, and the seesaw activity.
appeared to finish early with the
My extension group was given
frog jump task. Daijin was asked to
Students were well supported and specific instructions on how to
double the number. Are there other
teacher and students were all complete their word problem that
options? What else can be provided
engaged in learning for the full they were asked to complete in
for students here to extend and
session. place of the seesaw activity. At the
challenge their knowledge that
leap frog table, I had one student
does not take you away from the
who finished very early, so I asked
group and builds independence?
him to take the distance he counted
in unifix cubes and double it and
write an equation.
Students achieved all three tasks Students were assessed based on
with ease. They did want to play their ability to measure the length of
more with the frogs. I wonder if you the distance their plastic frog could
would consider adding this center jump. In this lesson, I used three
Review and strong teaching
as a choice during free play? I think different activities that I will assess
contributed to the success of all
students would be interested in to see if students met the learning
students.
measuring the distance between goal. One struggle was the
jumps or competing with a friend measuring portion of the leap frog
and measuring how far/calculating activity where some students did not
the difference. measure in a straight line.
Section 4: Post Observation Conference
In looking over the students' achievement of the lesson, I reviewed all three tasks that students completed. 3
students needed more support on measuring independently with non standard units of measurement, but
were able to complete the shamrock and seesaw measuring activity. All students successfully completed the
seesaw and shamrock measuring. My extension group achieved part of the word problem but need more
support.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Achieved lesson for all, but
Achieved all three activities Achieved all three activities needed more support with
extension activity
One thing that I would have done differently would be to provide more time for the rotation. Each table group
had about 12 minutes, but by the time students were settled into their station it was about 10 minutes per
activity.
1) Student engagement
2) Options and challenge available and three ways to demonstrate the learning objective
3) All students achieved the learning objective and had fun
1) Can more options for “play” be added into the lesson (especially with the frogs)?
2) Can more space be available during the jump session be added to reduce student wait time?
3) What other “low floor/high ceiling” activities can be added for challenge and differentiation?
My next steps would be to pull my extension group and review the word problem with them. In this group, I
did not have any student who got every portion of the word problem correct. I will meet with these students
when we do a whole class problem of the day, which is where students complete a word problem
independently, and I will take the 6 students and complete the problem with them step by step. Additionally, I
will pull the three students who did not measure correctly (measured in a curved line) and have them practice
measuring with nonstandard units during a rotation time. I will continue to review length with all students
during our warm up math activities by showing them problems on the board or interactive digital boomcards.
This was my final lesson in our Length Unit, the next unit we have in math is 2D and 3D shapes. I plan on seeing
how I can tie in measurement to future shape activities. After speaking with my mentor, she mentioned that it
could be a good idea to let students do another activity with the frogs, because they all had a lot of fun with
them! I am looking at incorporating a frog station into future rotations to give them more opportunities to use
them.
Other Comments/Notes
Page 5 of 6
the two independent groups (Seesaw and shamrock measuring) inside our classroom with my co teacher and I would check in with them
once my frog leap group was settled. The frog leap station was going to be held outside of our room in the CMPR which is a space
teachers are welcome to use. On this day, the CMPR was being used so I needed to bring the frog leap station into our classroom. It was
also raining that day so we did not have the option to go outside. Bringing this station inside did cause a little bit of a delay because I
could only have three students test their frog at a time. My groups had 6 students in them, so I had three students just waiting for their
turn not having anything to work on. If I were to do this lesson again, I would make sure we had enough space so all students in a group
could test their frogs at the same time. It took students a long time to measure their distances if their frog hopped far. Next time, I
would also consider choosing longer or bigger nonstandard units of measurement. I found that when the students were measuring with
bears it took them a very long time because they are smaller. Overall I am happy with the lesson delivery and activities planned. I am
excited to do this lesson again in the future. I feel confident that I can achieve a smoother transition between groups while giving
students more time at each station. I am looking forward to doing this lesson again next year in Kindergarten.
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 6 of 6