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 Em Subject Area Grade

ail Level
Lucila Alvarado lalvarado@gabri.org Multiple Subject Second

Mentor Em School/District Date

ail
Almarosa Ulloa aulloa@gabri.org Gabriella Charter School 1 10/1/2023

Content Standard Lesson Objectives Unit Lesson

Topic Title
Students represent and solve
2.MD.D.10 Draw a picture graph Make sense of and interpret Comparing Numbers Within 20:
and a bar graph (with single-unit story problems within 20
tape diagrams. Represent through the context of picture Learning to solve compare problems
scale) to represent a data set with
up to four categories. Solve and solve Compare and bar graphs that represent with an unknown difference within
simple put-together, take-apart, problems with unknowns in categorical data. Students build 20. Writing equations to represent
and compare problems4 using toward fluency with addition
information presented in a bar all positions within 100. compare problems.
and subtraction.
graph.
Understanding Bar Graphs and
2.NBT.A.2 Count within 1000; Tape Diagrams: Using bar graphs
skip-count by 2s, 5s, 10s, and
100s. to make sense of tape diagrams.
Interpreting tape diagrams
2.NBT.B.5 Fluently add and
subtract within 100 using representing compare problems with
strategies based on place value, unknowns in all positions within 100.
properties of operations, and/or
the relation- ship between
Solving compare problems with
addition and subtraction. unknowns in all positions within 100.
2.OA.A.1 Use addition and
subtraction within 100 to solve
one- and two-step word problems
involving situations of adding to,
taking from, putting together,
taking apart, and comparing, with
unknowns in all positions, e.g., by
using drawings and equations
with a symbol for the unknown
number to represent the
problem.1
2.OA.B.2 Fluently add and
subtract within 20 using mental
strategies.2 By end of Grade 2,
know from memory all sums of
two one-digit numbers.

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 Skills are Skills are applied Skills are refined as Skills are polished
are newly formed and developing as NT as NT makes NT combines as NT expands
just coming into investigates and increased elements into a ability to add new
prominence examines relevant and cohesive and unified methods and
pedagogical suitable use pedagogical strategies into
practices of repertoire pedagogical
pedagogical repertoire
choices
CS Ele Initial Rating Description (Identify both teacher and student rating for
T ment Rating CSTP 1 and 2.)
P
1.4
Emergi Learns about students through data provided by the school
Using knowledge of students to ng
and/or assessments. Students engage in single lessons or sequence
engage them in learning Explori
ng of lessons that include some adjustments based on assessments.

Creating physical or virtual
2.2
learning environments that
promote student learning, reflect
diversity, and encourage
constructive and productive
interactions among students
Exploring Experiments with and/or virtual learning environments that
support student learning. Structures for interaction are taught in
single lessons or sequence of lessons to support student learning.
Students use resources provided in learning environments and
interact with each other to understand and complete learning tasks
in single lessons or sequence of lessons.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
Summarize critical Learner w/ILP/504 Choice
needs and how you
will address them D.I. - The student is a ZCR - Critical needs, as listed CG - Critical needs are being
during this lesson. Multilanguage learner, and his in his IEP, include remaining in challenged as the student is
critical need is understanding the classroom, addressing more advanced than the
the math vocabulary. behavior, and attending to typical second-grade student.
academic concerns.

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?
My inquiry focus is on enhancing students' ability to
represent and solve story problems within the range
of 20 through the context of picture and bar graphs
that represent categorical data.
I am seeking feedback on the effectiveness of
incorporating iReady into the lesson and its impact
on students' understanding and application of skills
related to representing and solving story problems
within 20 through the use of picture and bar graphs.
iReady is a great tool that caters to a
student's individualized learning path. A
consideration is to explore iReady’s
standards mastery assessments that can be
used as another tool to analyze a student’s
mastery of the content.
 Additionally, insights on the engagement level of the
students and any observed improvements in their
comprehension and application of the targeted
concepts would be valuable feedback for further
refinement of instructional strategies.

Inquiry Focus/Students
 What specific feedback
regarding your focus
students do you want from
your ME?
I am seeking specific feedback from my ME
regarding my focus students, with a particular
emphasis on strategies to effectively
challenge my student (CG) through iReady
lessons. I am interested in insights and
recommendations for assigning higher-level
lessons to cater to CG's advanced abilities.
Looking at the progression of the specific
targeted standard and how it is reflected in the
following grade. iReady lessons that are above
grade level can be assigned to this specific
student.

Specific
Feedback
 What additional specific
feedback do you want from
your ME regarding lesson
implementation?
I am seeking additional specific feedback from
my ME regarding the implementation of
lessons, specifically focusing on Section C of
Unit 1 with iReady. I would like insights on
whether organizing the lesson using centers is
the most effective method, enabling me to
meet with small groups at a time.
Small group instruction is always an effective
tool. An important thing to consider is how will
your small groups be organized and grouped
so all learners are learning effectively. What
targeted skills are you working on to support
that students can access the content.

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?
1. Whole group learning: students will How might your warm up support student talk
complete warm up using student and overall collaboration when students are
workbooks for 5 minutes. Afterwards, I working in heterogeneous groups. What
teach them a few problems using the specifically are you monitoring when walking
slides provided by the curriculum. around? Are you looking for trends?
Misconceptions?
2. Small group learning: Students move into
their heterogeneous groups to finish the
rest of the problems on the student
workbook. I monitor student learning by
walking around and checking in with every
group.

3. Whole group learning: Students return to

assigned seats and I review 1-2 math
problems that groups struggled the most
in.

4. After the lesson, students will work on

iready math lessons in centers and I will
meet with groups to complete the cool
down.

These are the steps for one lesson and there

are 4-5 lessons in section C.

To make the lesson relevant, an activity is

Student Engagement/Learning
 How will you make the
lesson relevant to all
the students?
 How will students show
progress towards master of
lesson objectives?
Are there ways you can adjust the activity so it
introduced where students collect data on is more culturally relevant to your student
transportation choices within the class. community? How might objective help students
Students demonstrate progress as they better understand the world around them?
engage in data collection, analyze the
information, and potentially represent it
graphically, aligning with the objective of
understanding and solving story problems
related to categorical data representation. The
teacher can assess progress through
observation of student participation, the
 quality of data collected, and any subsequent
representations or analyses during the lesson.
This information informs adjustments to
instruction and additional support as needed.

Classroom Management
 How will you maintain a
positive learning environment
with a welcoming climate of
caring, respect, and
fairness?
Students have actively participated in creating
and signing a classroom contract, outlining
agreed-upon expectations for behavior.
Regular reviews of the contract reinforce the
importance of safety, respecting personal
space, being active listeners, and refraining
from teasing or bullying.
The management strategies outlined support a
space that is intellectually, emotionally and
physically safe! I appreciate that the agreed
upon expectations were created by the
student's and you are reinforcing them as the
facilitator.

Incentives: Employing a proactive approach,

incentives are used to encourage positive
behavior. Recognizing and rewarding students Being proactive rather than reactive helps you
for adhering to the classroom expectations anticipate how to best support your student's.
reinforces a positive learning atmosphere. As you plan content and understand your
Safe Space (Calm Box): A designated safe classroom community, you can anticipate your
space is established within the classroom student's needs better.
equipped with a calm box containing fidgets
and kinetic sand. This space serves as a
resource for students feeling overwhelmed or
fatigued, preventing potential disruptions to the
class. Students can use the calm box to
manage their emotions and refocus on learning.
 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure To conclude the lesson, I will interact with students

 How will you close your
lesson?
 How will you assess
student learning and
prepare them for the next
lesson?
in groups or centers to guide them through the Cool
Down activity and assess their learning.
Subsequently, I will evaluate the results of the Cool
Down, offering extra instruction if needed before the
next lesson. This may include revisiting any
common misunderstandings from the current lesson
or advancing to the planned content for the following
lesson.
It is very important to analyze your student
progress and data however how might you
ensure you stay on track with your pacing of
instruction? It helps to review your standards
and identify the units that will address the same
standards you are currently addressing.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Section 3: Observation of Lesson Delivery
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection
on Lesson Delivery
Teacher Actions Student Actions
The teacher has clear expectations
EXAMP More than 90 percent of students The smooth transition
of the student's role during the
LE actively follow along through the into group work
CSTP 1: whole group math lesson and
lesson using their math workbooks. showcased the students'
Engaging All when student's work with their
When prompted to get into groups, readiness, as they easily
Students  In teammate. The data collection
student's know who is in their group identified their group
what ways lesson was engaging and relevant
and where they sit. Student who were members and seating
were to the student's interests.
unsure referenced a chart at the front of arrangements without
students the classroom without interrupting the interruption, affirming the
engaged?
teacher. success of my efforts to
create an engaging
learning environment
aligned with CSTP 1.
Is the warm up only completed Giving student's more opportunity to share I appreciate the suggestion to
Specifi
independently? Might a student be able their thinking. Examples may include turn diversify the warm-up approach
c
to come and show their thinking instead and talk, showing their answers on by allowing students to actively
Feedba
of you modeling what they say. whiteboards or using sentence frames. demonstrate their thinking rather
ck
than solely relying on
 What
independent completion. I'll
informati actively implement strategies
on can such as turn and talk,
you whiteboard sharing, and
provide sentence frames to provide
the NT students with more opportunities
regardin to express their thoughts,
g fostering a collaborative and
requeste engaging learning environment.
d
special
feedbac
k?
The teacher has clear expectations I recognize the effectiveness of
CSTP 1: More than 90 percent of students
of the student's role during the the clear expectations set for
Engaging actively follow along through the student roles, fostering an
whole group math lesson and
All lesson using their math workbooks. engaging and relevant learning
when student's work with their
Students When prompted to get into groups, environment. The seamless
teammate. The data collection
 In what student's know who is in their group execution of routines and
lesson was engaging and relevant
ways were and where they sit. Students who were procedures facilitated active
to the student's interests.
students unsure referenced a chart at the front of student participation, and the
engaged? the classroom without interrupting the emphasis on collaboration
How were teacher. Student's were actively allowed for meaningful
students not responding to calls and responses made contributions to the learning
engaged? by the teacher. These routines and experience.
 How did procedures allowed for a smooth flow
students to the lesson. Students monitored their
contribute to progress by checking their work as the
their teacher explicitly modeled an example.
learning? Student's contributed to their learning
 How did experience by collaborating with other
teacher and sharing their ideas.
and/or
students
monitor
learning? 
How were
the focus
students
engage
d and
support
ed
 throughout
the
lesson?
The teacher has clearly modeled and Student's know their roles and expectations I acknowledge the importance of
CSTP 2: practiced the expectations and routines when working independently or in groups. clear modeling and practice in
Effective during the math lessons to nurture an Student's can independently access class establishing a safe and effective
Learning effective learning environment. The materials to support their learning. Student's learning environment. Students'
Environme classroom space feels emotionally and uphold classroom rules to treat one another demonstrated understanding of their
nt physically safe so students can take with respect and feel eager to share their roles, adherence to classroom rules,
 How did academic risks. thinking. and eagerness to share their
students thoughts contribute significantly to
and the positive atmosphere.
teacher
contribute to
an
effect
ive
learni
ng

environment?
The teacher made real world connections Student's constructed knowledge of the I recognize the effectiveness of making
CSTP 3:
to address collecting data and using tape subject by comparing table discussions real-world connections and explicit
Organizing
diagrams. The teacher explicitly modeled about how and when to use tape modeling to support student assimilation
Subject how to solve a problem and had students diagrams or bar graphs. of subject matter. The encouragement of
Matter follow along. The teacher circulated the collaborative table discussions further
 What classroom to monitor student progress. If enhanced students' construction of
actions of the a student demonstrated a misconception, knowledge, and addressing
NT the teacher would solicit support from misconceptions through class support and
contributed to the class and reteach. targeted reteaching was instrumental in
student fostering a deeper understanding.
assimilation
of subject
matter?
 How did
students
construct
knowledge of
subject
matter?
 What
misconce
pti ons
did
students
have and
how
were
they
addressed
by the
teacher?
The teacher strategically made groups Student's work with their table groups to I value the strategic grouping that aligns
CSTP 4:
that reflected the strengths the student's interpret tape diagrams and bar graphs. with students' strengths, but I recognize
Learning
contributed during this unit. More The groups reference classroom anchor the potential for increased formative
Experienc opportunities for formative assessment charts to support their thinking when assessments to further support
es or informal assessment would support stuck or ask for support after each differentiation. Leveraging instructional
 How differentiation more readily. The teacher member has attempted to solve the aides and fostering collaborative
were also has specific students in mind to problem. problem-solving within table groups
students check on their progress and extend contributes to an inclusive learning
supported support. The classroom instructional environment.
through aides (general and BII) are utilized to
differentiated contribute to specific student’s learning.
instruction?
 How did
students
participate?
 How did
the NT
contribute
to student
learning?
The teacher allowed for students to Most students effectively demonstrated I appreciate the shift toward more
CSTP 5:
engage in the lesson more independently a clear understanding of acquiring data independent student engagement,
Assessing and not as teacher heavy. Student's felt and interpreting it through diagrams. fostering a sense of ownership in the
Student more ownership to the learning process Student's modeled this through their learning process. While most students
Learning and used the teachers' modeling to apply active group work and verbal share out demonstrated a clear understanding, I
 How did to their own data collection process. during whole group instruction. Some recognize the need for additional
students students struggled with the transfer of opportunities for independent practice
demonstr the data collection to be reflected on a before the cool-down activity to better
ate tape diagram or bar graph. Student's support those who found it challenging.
achieveme struggled with the end of the lesson’s
nt of lesson cool down activity. Since student's were
objectives? working heavily in groups or following
 In what along with the teacher, completing the
ways did assignment independently felt more
students challenging. Some additional
struggle or opportunities for independent practice
before the cool down may have
demonstrate
supported the students to show more
limited success.
understandin
g?
 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 demonstrated a high degree of achievement in the lesson objectives, effectively collecting data and creating bar
To what
graphs. While they successfully recognized the connection between the tape diagram and the bar graph, additional support
degree did was provided during the cool down to enhance their proficiency, leading to a successful integration of key concepts into their
students iReady lesson.
achieve
lesson
objectives?
To what degree Focus Student 1: English Focus Student 2: Student Focus Student 3: Your
did focus Learner w/ILP/504 Choice
students
The English Learner made notable The student with an ILP/504 exhibited The higher-performing focus student
achieve
progress in achieving the lesson commendable achievement in the excelled in achieving the lesson
lesson objectives, demonstrating a growing lesson objectives. Despite unique objectives, showcasing advanced
objectives? proficiency in collecting data and learning needs, the student successfully proficiency in collecting data and
creating bar graphs. While initially grasped the connection between the creating bar graphs. Quick to
grappling with understanding the tape tape diagram and bar graph. Additional recognize the relationship between the
diagram, focused support during the support during the cool down was tape diagram and the bar graph, this
cool down proved effective, enhancing tailored to their specific requirements, student required minimal assistance
comprehension and setting a positive contributing to a successful integration during the cool down. Their adept
trajectory for continued improvement. of key concepts into the subsequent understanding of the material
iReady lesson. positions them well for further
exploration and application in
subsequent lessons.
 To enhance the learning experience in the future, I would consider implementing more varied instructional strategies to
What would you
address diverse learning styles. Also, regular formative assessments throughout the lesson could also be integrated to
do differently next
promptly identify and address any misconceptions or areas of difficulty.
time?
A notable strength of the lesson was the students' active engagement in the data collection process. They demonstrated a
What were
clear understanding of how to collect data and were actively involved in creating bar graphs, fostering a hands-on and
three top
participatory learning environment. Another strength was the successful recognition by students of the connection between
Lesson the tape diagram and the bar graph. Their ability to understand and apply this relationship showcased a strong conceptual
Strengths? grasp of the lesson objectives, indicating effective teaching and learning strategies.
The cool down session served as a strength, allowing for effective reteaching and reinforcement of key concepts. It provided
an opportunity to highlight and reiterate important information, ensuring that students were well-prepared for their
subsequent iReady lesson and consolidating their understanding of the material.
One area for improvement is providing more individualized support during the cool down, especially for students who
What were
encountered challenges in filling out the tape diagram. Tailoring the reteaching process to address specific misconceptions
three top
and difficulties would enhance overall comprehension.
areas for Incorporating more frequent formative assessments throughout the lesson could be beneficial. These assessments would help
improvement? in identifying student misconceptions or areas of difficulty in real-time, allowing for prompt adjustments to teaching
strategies to address these challenges effectively.
While the lesson was effective, there is room for improvement in diversifying instructional strategies. Introducing a variety
of teaching methods could cater to different learning styles within the classroom, ensuring that all students are engaged and
understanding the material thoroughly.
Develop a more targeted individualized support plan for students who struggled with filling out the tape diagram during the
What are next
lesson. This may involve additional one-on-one sessions, differentiated activities, or supplementary resources to address
steps?
specific challenges.
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 3 of 3