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 dates 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 a 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 the 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 the course instructor. Information is used for ILP.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Sarah Sulman ssulman@californiaops.org Math 4th Grade

Mentor Email School/District Date

Katelynn Schneringer kschneringer@californiaops. California Online Public 10/23/23

org Schools
Content Standard Lesson Objectives Unit Topic Lesson Title

4.NBT.5 Multiply a whole
number of up to four digits by
a one-digit whole number, and
multiply two two-digit
numbers, using strategies
based on place value and the
properties of operations.
Illustrate and explain the
calculation by using
equations, rectangular arrays,
and/or area models.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
Students will be able to Unit 4: Multiply by 1 digit Multiplying Two Digit and One Digit
multiply two-digit numbers numbers. Numbers
by one-digit numbers using
the standard multiplication
algorithm, demonstrating
both fluency and
understanding of the
process.

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 Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
T&S – T - Asks questions that focus on factual knowledge and
1.5 Promoting critical thinking through
Emergin comprehension.
 inquiry, problem solving, and g S - Some students respond to questions regarding facts and
reflection comprehension.

2.7 Using instructional time to optimize T&S –

learning Emerging T- Paces instruction based on curriculum guidelines. Develops
awareness of how transitions and classroom management impact
pacing and lessons.
S- Some students complete learning activities in time allotted

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
Summarize critical
needs and how you
will address them The use of visuals will help this
during this lesson. particular learner understand the
process of multiplication as I
describe it with academic
language.
Focus Student 2: Student
w/ILP/504
I will give the student the
problems for the Blooket ahead
of time to allow her to use her
own whiteboard and slow down if
needed, due to her 504
accommodations and needs.
Focus Student 3: Your Choice
Allowing the student to pick the
Blooket mode and give him
challenge problems will give him
a sense of autonomy and
challenge in the lesson.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson Provide feedback on lesson plan reflection.
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?
Will incorporating technology websites such Great start of questions and thinking about the
as Mathigon allow my students to better needs of your students. Have they used
Mathigon before? Will learning a new program
visually see the correct process of
skew the results of their understanding if they
multiplying two-digit by one-digit numbers? are learning a new program and a new
concept at the same time?
(Additional Questions:
Will using a website such as Blooket allow my
students to be assessed in a manner that allows
them to do so more confidently?
Will beginning the lesson with an open-ended,
inquiry-based number talk question help my
students in their understanding of this math
concept?)

Inquiry Focus/Students N/A I will watch the general class and provide
 What specific feedback feedback as a whole.
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?
How can I better move through my lesson in an Do you plan your lessons and have bullet points
efficient way so that I can grow in my time as you go to help you track?
management skills?
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
- Pre-assessment- 2 quick question as a Looks like a great theory based progression of
warmup (prior to lesson) understanding a new concept. Is the number
- Welcome Students talk going to be a number that will be used
- Morning Meeting during the practice problems of the lesson?
- Number Talk Warm Up
- Directed and Guided Instruction in
Mathigon Are all students able to easily access blooket?
- Exit Ticket in Blooket
- Results will show me how much
more I should review this skill in
the future and if particular
students need extra support.
I will be using engaging game modes in Blooket
Do students respond positively to Mathigon?
and be teaching in an engaging new platform
Will students be able to show understanding or
with Mathigon to keep my students interested.
reteach at various times throughout the lesson?
I think that is a great way to encourage
engagement.
I will utilize Class.com tools and previously Are there any tools within class.com you are
established routines throughout the lesson.
using such as from the collaborate tab? Will
students be logging in through Clever or pushing
For my closure, I will have a prepared Blooket as the link out?
an exit ticket.
How will you handle students who cannot get
into the link or class.com glitches?
After the blooket will there be any reteaching for
students who struggle in that moment or at a
later time?
Will the exit ticket problems be simple or any higher
DOK questions?
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
Muting all students to allow for students Students were engaged and wanting The use of anchor charts, and helpful
Specific
to learn to give all other students space to answer. When listening to other phrases such as “Many Zoos Many
Feedback
to answer and think. students answer, it encouraged others Animals” for 2 digit by 2 digit
 What to answer and try a new and different multiplication can be a helpful tool in the
information way of answering the number talk. future in aiding in my students’ memory
can you of the proper computational steps.
provide the
NT
regarding
requested
special
feedback?
Having all students mute and During my lesson, I forgot to send out
CSTP 1: Raising their hands and entering
allowing students who do not the link for https://mathigon.org/polypad.
Engaging All their answers in their chat. Students ended up having to just view
normally get to talk, to answer.
Students my screen. On one hand this helped
Students jumping into the
 In what ways them to stay on task with me, but on the
Muting all students upon entering number talks.
were students other, the level of engagement could be
engaged? How to establish this routine.
Students are all willing to get off higher by allowing them to try the
were their mics and explain their strategies themselves on their own
students not Asking questions first, and having whiteboard, rather than just watch me.
thinking.
engaged? students process the information
before sharing out. Students were answering on
 How did
students whiteboards.
contribute to Questions about the process to
Students sharing how they might
their learning? get students thinking before they
solve the problem.
 How did are solving.
teacher and/or
students Calling on students who have not
monitor spoken yet, and using a lot of first
learning?  names to engage students.
How were the
focus Asking for “different” ways
students engaged encourages students to not
and repeat others' answers.
supported
throughout the
lesson?
Calling on students who have not Students are raising hands to not just I would also like to utilize that chat more
CSTP 2: answered. speak out. in the future, so that way students that
Effective are shy and are not wanting to get onto
Learning Making sure that who is called on is Students were referencing each other the mic, can still have the ability to
Environment answering, and no one is getting cut off. in their answers showing they were share their response in a format that
 How did listening to each other. feels like it is less social pressure for
students and Highlighted to be fair to who was called them.
teacher on.
contribute to an
effective
learning

environment?
 Teacher scaffolded the lesson to lead Students are entering their answers in I do think that my students need more
CSTP 3:
into the skill of 2 x 1 multiplication. the chat while solving on their own practice on this skill as shown in their
Organizing
whiteboards or chosen medium. Blooket results. Moving forward these
Subject Matter Teacher highlighted the previously skills will be practiced during warm ups
 What actions learned skill of 1 x 1 multiplication to Students are raising hands to explain and spiral review.
of the NT support the 2 x 1 problems being their thinking and how they chose to
contributed to presented. solve the problem.
student
assimilation of Teacher asked students to show Students identified the mistakes they
subject multiple ways of solving the problem made, and why it was made and how
matter? before showing how she would solve to correct it.
 How did the problem.
students
construct Teacher visibly showed the direction
knowledge of with drawing tools on how we multiply
subject and the steps.
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
Students were given a multiplication Students are using the tools as For skills such as these, I want to make
CSTP 4:
chart next to the problems so they can needed. more available a visual or anchor chart
Learning
reference without being singled out. that students can refer to when
Experiences Students participated writing at home, practicing. This way, they can ensure
 How were Students were given individual links for and answering in the chat pod. that they are practicing the steps
students Blooket so they are learning and doing Students are also raising their hands correctly.
supported their own problems. and answering on the mic.
through
differentiated Students cannot see others
instruction? achievements therefore they can focus
 How did individually and work at their own pace.
students
participate? Teacher encouraged students to work
 How did the and practice.
NT contribute
to student
learning?

Teacher had multiple spots to check for Students using blooket to solve I have been and will continue to use
CSTP 5:
understanding from the students. problems. Blooket. This platform helps to engage
Assessing my students and get them excited about
Student Teacher asks for not only the answer, Students are solving problems on their practicing something even if it is hard for
Learning but the process for the answer. own but using the mic to ask them. However, it is important to realize
 How did questions. that this is not a good website to use
students Showed students the data at the end, when formally assessing my students.
demonstrate and showed them what it means, giving Students are reflecting on the data and
achievement students ownership of the data. how they did. Students seem to want
of lesson to improve based off the lesson.
objectives? Explained to students how we will
 In what continue to work on this skill and Students were able to see how they
ways did improve. Highlighted that improvement personally did, and how they did in
students takes time and practice. comparison to the class.
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
The class report on the Blooket, showed that my class as a whole got 89% of the problems correct.
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
Z got 89% of the problems correct. Sa got 85% of the problems correct. Su got 92% of the problems correct.
lesson
objectives?
I would make sure to include visuals and/or an anchor chart for students to refer to as they practice this skills for the
What would you do
first time.
differently next
time?
1. Students followed routine and expectations well.
What were the
2. Students were engaged with the assessment at the end of the lesson.
three top Lesson
3. Students were able to properly participate in a verbal discussion on the skill topic.
Strengths?
1. I would like to utilize visuals and helpful phrases more when teaching on this skill in the future.
What were three
2. I need to make sure that I give more opportunities for my students to participate that are more shy.
top areas for
3. I believe that this lesson, since being taught for the first time needs to be slowed down, more scaffolding
improvement? would be more appropriate in the future.
This skill will continue to be practiced during warmups and spiral reviews.
What are the next
steps?

Other Comments/Notes
N/A

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