Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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

Sunny Chavez schavez@calca.connections Math 1st

acadmey.org
sunnychavezusa@gmail.co
m
Mentor Email School/District Date

Kelly Harper kharper@calca.connections California Connections 10/4/23

academy.org Academy/CUSD
Content Standard Lesson Objectives Unit Topic Lesson Title

1.OA.C.6-Add and subtract Students will be able to Solving Addition Using Doubles
within 20, demonstrating fluency memorize double fact and
for addition and subtraction Addition Facts: Use
use them to solve doubles
within 10. Use strategies such Strategies
as counting on; making ten (e.g., plus one and doubles plus
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); two facts.
decomposing a number leading
to a ten (e.g., 13 – 4 = 13 – 3 – 1
= 10 – 1 = 9); using the
relationship between addition
and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 –
8 = 4); and creating equivalent
but easier or known sums (e.g.,
adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12
+ 1 = 13).

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 coming into
prominence
Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
as NT investigates NT makes combines elements NT expands ability to
and examines increased relevant into a cohesive and add new methods and
pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for
CSTP 1 and 2.)

1.4 Using a variety of instructional

Exploring A variety of instructional strategies are offered based on student
strategies, resources, and needs gathered from data. (9/16/23)
technologies to meet students’ diverse Students use different tools offered and are taught content in a
learning needs
variety of ways to meet the needs of all. (9/16/23)

5.2 Collecting and analyzing Exploring I use data from 1:1 formal assessments and observations. I plan
assessment data from a lessons based on this data and the curriculum. (9/16/23)
variety of sources to inform
instruction.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
Summarize critical
needs and how you
will address them FS1- expanding proficiency. Needs
during this lesson. to improve on verbal expression of
mathematical concepts. I will
address this need in the lesson by
modeling and having the student
answer.
Focus Student 2: Student
w/ILP/504
FS2 struggles with verbal
communication and processing
information or questions being
asked. I will allow some extra time
for this student answer and make
sure she is able to answer in a
variety of ways.
Focus Student 3: Your Choice
FS3 tends to rush through
problems and has some issues with
staying on task. I will check in with
this student often and have them
slow down through the lesson.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the Provide feedback on lesson plan reflection.
lesson plan.

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?
Students will apply prior knowledge of double
facts to addition facts that are doubles plus one
and doubles plus two.
I will incorporate this through modeling with
manipulatives.
How I can fill gaps with students who might not
have this prior knowledge.
Activating the students prior knowledge is a
great place to start this lesson. Consider
having students use manipulatives at home
themselves. You could further connect this to
their lives outside the classrooms by
brainstorming scenarios where they have
added doubles outside of math class which
might help some of your students lacking the
academic experience further engage with the
lesson.

Inquiry Focus/Students
 What specific feedback
regarding your focus students
do you want from your ME?
What strategies can I use to help my students
that need more time to process(FS1 and FS2)
while also helping my student that needs to slow
down and stay interested(FS3).
Consider using visual timers to give students an
accurate idea of how much time they have. Also
consider adding challenge problems, puzzles, or
other engaging activities for students to slow
down and maintain interest.
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, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
How can I keep my students engaged with the
screen with their age in mind?
Welcome to students, spiral review, introduction,
whole group guided instruction, and exit ticket.
I will be using visual representations on google
slides, modeling hands on manipulatives, and
checking in with students through their mics and
cameras.
Check ins with students throughout the lesson to
check their understanding and exit tickets. This
will help determine next steps.
Starting the lesson with a spiral review will allow
students to gain confidence and warm up with
math. Check ins throughout the lesson by
having them show their work or answer on their
mic will show their progress towards the lesson
objective.
I set expectations in my class to be open and
kind. I welcome all students’ thoughts and
answers. Students come in the class with music
playing and when class starts I let them know it’s
time to focus and learn.
I will close the lesson with an exit ticket. I will be
able to see what students understand and will be
able to have some time after with students who
don’t understand.
Section 3: Observation of Lesson Delivery
What non-screen engagement activities can you
use to keep students active? Manipulatives,
hand motions, whole body movements, and lots
of active discussions could be incorporated to
your lesson plan to further engage them.
Remind students to bring their own
manipulatives, and consider building in a
discussion of relevancy outside of school during
your objective. Is there a standardized way you
will check in with students to assess their
understanding? How will you monitor their
progress and determine who needs additional
support?
Consider connecting this to learning/math outside
the classroom as well in order to activate prior
knowledge and interest in the topic, increasing
student buy in.
I am pleased to hear that you are creating such a
positive and welcoming environment in your
classroom. What kinds of strategies can you use
to redirect them as needed once instruction
begins?
How do you capture data from your exit ticket –
is it completed digitally or on paper? How can
we ensure no students are falling through the
cracks? How can exit ticket data be used to plan
beyond your Flex Time, and incorporated into
your following lessons?
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
When teacher reviewed
EXAMPLE Student groups answered Students completed the
worksheet, she asked additional
CSTP 1: worksheet questions that worksheets and were able to
questions of analysis and
Engaging All included all levels of Bloom’s ask questions. Most groups
Students  In evaluation (“which problem-
(“Identify 6 problem-solving needed revisions for their
what ways solving strategy do you prefer?
strategies; pick two strategies questions; comparison/contrast
were students How could you create a math
and identify at least one was the most common analysis
engaged? problem that could be solved
similarity and one difference question. I need to give them a
with this strategy?”)
between them”). Groups then Bloom’s question stems handout
selected a strategy and created next time.
two math problems to exchange
tomorrow.
The teacher began her lesson with Students were encouraged to participate in
Specific
music as the children came in, setting a a variety of ways beyond just watching the The lesson progressed at the
Feedback
tone to be an engaging and fun lesson. screen. They used hand motions to respond desired rate, and the students
 What
Throughout the lesson she used a to the teacher, were invited to share on were able to comprehend the
information variety of age appropriate strategies to their microphones, and interacted with skill as intended. Students were able to
can you keep students engaged. This included physical materials such as white boards or understand the concept using different
provide the using hand motions as well as a wide scratch paper, and using their fingers as modalities.
NT vatiety of visuals, such as pictures, manipulatives. Consider inviting students
regarding counters, diagrams, fingers, equations, to bring their own objects as counters to
requested etc. increase options for them to engage in
special learning.
feedback?
The teacher had a very well planned and Students were invited to participate in Students were engaged through
CSTP 1: organized lesson. Her materials were ready learning and demonstrate understanding in their microphones and showing their work.
Engaging All to go and posted on the board as students a wide variety of ways, such as on They were all on camera.
Students came in to ensure that they were prepared. microphones, whiteboards, fingers, etc. Students had to show answers before
 In what ways There were several different visuals offered They were given an appropriate number of moving on. Throughout the
were students and scaffolded options for students to problems to solve, and were given choices lesson I used student names to
engaged? How participate, ranging from writing on their and several opportunities to engage in keep them engaged and
were paper that no one could see to sharing with learning. The use of microphones and interacting with the lesson. The
students not the class. The teacher frequently addressed cameras was encouraged, which is a very exit thicket at the end allowed
engaged? students by name and provided praise, effective basis for participation in a Zoom for continued engagement and
 How did feedback, and encouragement to continue classroom. I observed that about 90% of comprehension.
students sharing. Teacher may consider simplifying students were engaged in learning about
contribute to questions to increase the number of 90% of the time throughout the lesson.
their learning? students able to participate, such as asking
 How did for students to touch their ears if they think
they should subtract or their nose if they
teacher and/or
think they should add.
students
monitor
learning? 
How were the
focus
students engaged
and
supported
throughout the
lesson?
The teacher has music playing as students Students were invited to participate in I felt good with the learning
CSTP 2: enter the Zoom classroom, creating a very learning in a wide variety of ways, varying environment throughout this
Effective welcoming and warm environment. from low-pressure to more “risky” options. lesson. Students were given the opportunity
Learning She was frequently refering to students by They were encouraged to share on their to answer and make mistakes to work
Environment name, and checked for pronunciation of microphones, use hand motions to respond through difficult math concepts. I use
 How did names to ensure students feel seen and are to questions, use their fingers as student’s first names as often as
students and being addressed correctly. She consistently manipulatives, and to follow along on their possible, and their preferred
teacher reinforced positive behaviors and redirected own paper or whiteboard with the different names as well. As we
contribute to an students with kindness and respect. equations being solved. progressed I continued to
effective highlight how mistakes are
learning important.
 environment?
The objective of the day was adding near Students participated in a spiral review, The subject was directly aligned
CSTP 3:
doubles. The teacher built on the students direct instruction, guided practice, and an to the math standard with a learning
Organizing
prior understanding of doubles facts to independently completed exit ticket. They objective that follows that standard. The
Subject Matter teach them to add one more by counting on used manipulatives, relevant learning from lesson progressed from previously
 What actions rather than counting from one. The teacher prior lessons, and visuals to construct learned concepts to the new
of the NT checked for understanding of addition and knowledge of the subject matter. Learning concept. Different manipulatives were used
contributed to subtraction concepts during the spiral is assessed using the exit ticket, the quick to help them visualize and comprehend the
student review portion of the lesson. The teacher check in the lessons, and the unit test. concept.
assimilation of used manipulatives, visuals, familiar
subject diagrams, etc. to allow learners of all types Student misconceptions were mainly
matter? to understand the material. She provided related to not understanding the doubles
 How did direct instruction, guided practice, and an facts from the prior lesson, or not
students independently completed exit ticket. understanding how to add one more to the
construct doubles fact. The teacher addressed these
knowledge of by using visuals, slowing down her
subject explanations, and providing additional
strategies to enhance student
matter?
understanding.
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
The teacher had clearly posted the materials The students solved multiple equations for The material was displayed and
CSTP 4:
that were needed at the beginning of the doubles and near doubles addition using provided for students in multiple
Learning
lesson, and then read the list out for strategies such as a part part whole modalities. I had the problem
Experiences students who may not have been able to diagram, counter, fingers as manipulatives, displayed on the screen so students could
 How were read the list. The objective for the lesson etc. The variety of strategies allowed for see it, and showed the problem on my white
students was clearly stated. The teacher modeled the learners with different needs to identify a board so we could analyze the
supported objective using a wide variety of strategies, way to solve that worked for them. problem further. I continued
through and guided students through the use of this by using a document camera
differentiated those strategies such as counters, fingers as and screen share to show how
instruction? manipulatives, etc. the problem is completed.
 How did
students
participate?
 How did the
NT contribute
to student
learning?
The teacher monitors student learning Students struggled with addition concepts I was able to assess my
CSTP 5:
throughout the lesson with frequent checks and memory of doubles facts. However students throughout the entire
Assessing for understanding, as well as an exit ticket. they participated throughout the lesson in lesson through verbal asnwers and visually
Student She also monitors additional data including practicing these strategies, sharing their by them showing me their work. Students
Learning quick checks (ungraded assessments), thinking on their microphones, using their had to complete the exit ticket. I was able to
 How did quizzes, and tests in order to assess student fingers to both find and show their check for understanding and offer extra flex
students learning. The teacher will additional responses. The completed an exit ticket at time.
demonstrate analyze data from one on one assessments the end, but I could not tell if the data was
achievement and the i-Ready diagnostic assessment for collected in any way from that beyond a
of lesson additional data regarding student mastery of brief visual check for understanding from
objectives? the concepts she is teaching. the teacher.
 In what
ways did
students
struggle or
demonstrate
limited
understanding?
 What teacher
 actions
contributed to
student
achievement?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
Students were able to achieve lesson objectives with prompting and scaffolding.
To what degree
did students
achieve lesson
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
Student was able to answer using their Student was given extra time and was able Student was given the opportunity to
lesson
fingers and drawing on their camera. to achieve the learning objective with the explain their thinking and share with
objectives? assistance of a doubles sheet. their peers.
I would have liked to have had more time to go over doubles facts again before relating them to doubles plus one and two.
What would you do
differently next
time?
- Different visuals for all learners
What were three
- Opportunity for students to share
top Lesson
- Time management
Strengths?
- Fact memorization
What were three
- Participation from all students
top areas for
- Collecting data from exit ticket
improvement?
Continue using the structure of the lesson and relate old concepts to new concepts within lessons.
What are next steps?

Other Comments/Notes

This class consists of students identified as tiered intervention math learners.

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 3 of 3