Teacher Induction Program Pre/Observation/Post Cycle Form

(POP) Updated December 2023

All parts of this form should be merged into a single

document and submitted to course instructor.
Information from this POP Cycle should be summarized on
the NT ILP as appropriate.
!
Directions for Preparation for POP Cycle
● New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-
observation conferences.
● NT prepares POP Cycle Form a minimum three days before lesson delivery,
● NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
● NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
● ME reviews Lesson Plan and Section 2, Part A 48 hours before lesson delivery, ME reviews Lesson Plan and
Section 2, Part A: NT Reflection
● ME completes Section 2, Part B: ME Feedback
● ME shares feedback with NT during pre-observation conference.
● NT adjusts lesson plan as needed and finalizes lesson plan for delivery.
Directions for Observation and Preparation for Post-Observation Conference
● ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
● NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery prior to Post Obs. conference
Post Observation Conference Directions
● NT and ME conference to share notes; discuss lesson observations and outcomes;
● NT and ME 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

(completed by NT)

New Teacher Em Subject Area Grade

ail Level

Louella Dlima louella.dlima@hfsj.org Math 6

Mentor Em School/District Date

ail

Shelly Caron shelly.caron@hfsj.org Holy Family/ Diocese of San 3/26/24

Jose

Content Standard Lesson Objectives Unit Lesson

Topic Title

6 M. G. 1 I can find the area of a Area of Polygons The area of a triangle

triangle by using the
formula

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

"1
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 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 relevant elements into a ability to add new
prominence examines and suitable use cohesive and unified methods and
pedagogical of pedagogical strategies into
practices pedagogical repertoire pedagogical
choices repertoire

CST Initial Rating Description

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

4.4 Planning instruction that Explor Students are given a fluency activity to check the understanding
incorporates appropriate ing of previous matter. She makes ongoing adjustments to
strategies to meet the learning instruction based on observation of student understanding. She
needs of all students. uses this as a foundation to build new concepts

5.1 Applying knowledge of the
purposes, characteristics, and
uses of different types of
assessments.
Applyi Teacher chooses assessments based on the topic. The use of
ng exit tickets at the end of every lesson is a good formative
assessment. This is a quick check for the teacher to know if the
lesson needs to be retaught. Quizzes and tests are my summative
assessments.

"2
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Section 2: Pre-Observation Conference
Completed by NT and ME

Focus Students Focus Student 1: English Focus Student 2: Student Focus Student 3: Your Choice
Summarize critical Learner w/ILP/504
needs and how you
will address them Mya-This student is a Spanish- Alex, diagnosed with anxiety, Carrie finds it difficult to
during this lesson. speaking student. She has has been scoring a 1 on the retain information. I also use
difficulty comprehending new standard scale in previous tests. one-on-one instruction after
material. I need to use one - on I have him test separately and class, model the examples and
-one instruction after hours, during class he is paired with a is seated near a proficient
model the examples and I pair proficient student who student who helps her while
her with a proficient student encourages him to work keeping pace.
who speaks her native language
that can help translate
instructions or words if needed.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan and
lesson plan. reflection.

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 goal is for all my students to have I would make sure that the students
are partnered with ones who could
a good understanding of the topic. I
would give my focus students even help them. I would provide them with
handouts that outlines key steps in
more support, tools and models to solving problems
make it more comprehendible to them.
I would like to know what
modifications she uses in her class.

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?
I would like to know the best method
to help the student relieve test
anxiety so that he can be more
successful.
I would like to know of any additional
modifications that t I can use to help
my Spanish speaking student when
her partner is absent
I would recommend giving them
practice tests, a quiet place to test
and even someone to read the test to
them.
I would provide her with a handout
that gives her visual instruction of the
steps to be followed

"3
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 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?
I would begin with warm-ups that help These are great strategies. You might
students recall previous knowledge also consider having them do the
and reintroduce the topic for these 3 problems on the board.
students who might need additional
topics.
I break up my instructions to each
section instead of all t the beginning. I
will also let them work with their peers.
I will do a constant check in to monitor
their progress and use their exit ticket
to test their knowledge

Student Engagement/Learning
• How will you make the
lesson relevant to all
the students?
• How will students show
progress towards master of
lesson objectives?
I will use real-world problems that These are good strategies. The more
you make real-world connections the
apply to specific interests. I will also
encourage group discussions to help better
keep them engaged.
The students show their progress
through my constant check ins

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.
I will encourage students to speak up These are all good strategies and I
when needed. I will throw different look forward to observing your lesson
questions to all my students randomly
and will accept answers and rectify
them if needed.
I will keep the students engaged all
through the lesson and alter the
seating chart if needed

Closure
• How will you close your
lesson?
• How will you assess
student learning and
prepare them for the
next lesson?
I will give the students an exit ticket at
the end of class
I will give them immediate feedback
and call on those who have made
mistakes or misunderstood the lesson
The exit ticket is a great way to get
immediate feedback. You can also
use that feedback to begin the next
class

"4
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 Section 3: Observation of Lesson Delivery
Completed by ME and NT

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on

Lesson Delivery
Teacher Actions Student Actions

Specific Teacher moved around classroom Partnered designated students Students understood the topic well
Feedback engaging students through visuals with other students. and were eager to share their ideas
What
and hands on. Checked in with students with the class
information can
you provide the
Teacher used real life examples throughout the lesson
NT that the students could relate to. Students were engaged in
regarding A good, quiet work environment helping each other and some
requested was provided worked on their own
specific
feedback?

CSTP 1: Students were called on to Students recalled and responded I liked seeing students enjoying
Engaging All participate. to what they remembered from the lesson and participating well.
Students
Hands on activités using previous lessons.
In what ways
were students
tangrams. Some students seemed
engaged? Students came up and worked unfocused. Maybe try some pair/
problems on the board. share activities to get them
How were Students did 2 check problems sharing with one another
students not that were looked at right away by Might have given students more
engaged? teacher to check for time to explore with tangrams.
understanding.
How did The Exit Ticket was given.
students
contribute to
Teacher continually checked for
their learning? understanding and redirected
How did when students answered
teacher and/or incorrectly.
students
monitor
learning?

How were the

focus students
engaged and
supported
throughout the
lesson?

CSTP 2: Posters around the room Students participated through I walked around the class helping
Effective reinforced learning. volunteering and being called on. students especially the 3. I had the
Learning Hands on activities. When students were doing students solve problems on the
Environme Work on board/overhead by independent work, the 3 students board.
nt
teacher and students were being helped by other
How did
students and students besides the teacher.
teacher
contribute to an
effective
learning
environment?

"5
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 CSTP 3: Teacher began her lesson by Students were taken through the I built the lesson on previous
Organizing reviewing previous lesson. process step by step. knowledge.
Subject
Real life examples were Students participated by I distributed the models to the
Matter
What actions
incorporated all through the answering questions so that students and we worked well with
of the NT lesson. teacher could immediately check them
contributed to Teacher did an excellent job, for understanding.
student layering the lesson. Students discussed problems
assimilation of Students could easily see the with table partners.
subject matter? progression of the lesson taught When a student got a wrong
answer, the teacher
How did
acknowledged it and showed
students
construct
them how to fix
knowledge of
subject matter?

What
misconceptions
did students
have and how
were they
addressed by
the teacher?

CSTP 4: Teacher checked in with students Students were comfortable asking I walked around the room giving
Learning to make sure they were on task for help from the teacher and them feedback and checking to
Experienc
es
and understanding. their partners see if they were showing their
How were Teacher provided partner to Saw that students worked work
students support the students who needed together to solve problems step
supported help. by step
through
differentiated
instruction?

How did
students
participate?
How did the NT
contribute to
student
learning?

"6
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 CSTP 5: Students were given an exit ticket Students also worked on one I gave the students a short exit
Assessing problem to turn in, that problem half way through the ticket a few minutes before the
Student represented the lesson taught. class period that demonstrated end of class. I was glad to see that
Learning
Teacher immediately corrected it their understanding. They were the students did well which meant
How did
students
and called up students then given immediate feedback that they understood the lesson
demonstrate individually to give them before they continued.Students
achievement of feedback on the problem. with an accommodation also
lesson Most of the students were on received help from a designated
objectives? track and kept on working. helper. Students helped one
another
In what ways
did students
struggle or
demonstrate
limited
understanding?
What teacher
actions
contributed to
student
achievement?

Section 4: Post Observation Conference

Completed by NT

To what
degree did
students
achieve lesson
objectives?

To what degree Focus Student 1: English Learner Focus Student 2: Student w/ILP/ Focus Student 3: Your Choice
did focus students 504
achieve lesson
objectives? Mya-Needed a little more help Alex took a while but eventually Carrie-needed clarification at
after the lesson got it the end.
What would you I would let the students have more time with the models
do differently next
time?

What were Students enjoyed the lesson and understood it well

three top Most students did well in the Exit ticket
Lesson They took the module quiz two days later and did very well.
Strengths?

What were More real life situations.

three top Definitely more time with the models
areas for Even more participation.
improvement?

"7
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
 What are next I must remember to add more warm-ups before lesson, more time with models and more time for one-
steps? on-one work with students
Other Comments/Notes (optional)
Completed by NT or ME

"8
POP Cycle, Teacher Induction Program 2023. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.