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
Kaitlyn April [email protected] ELA 3
Mentor Email School/District Date
Shari Bithell [email protected] Brea Olinda Unified SD 10/7/2020
Content Standard Lesson Objectives Unit Topic Lesson Title
3.OA.3 - Use multiplication
and division within 100 to
solve word problems in
situations involving equal
groups, arrays, and
measurement quantities, e.g., Applying the Commutative
by using drawings and Property of Multiplication,
equations with a symbol for students will be able to
the unknown number to accurately create arrays to Multiplication Strategies involving
Understanding Multiplication
represent the problem. represent the unknown Arrays
equations to solve open-
ended word problems with
3.OA.5 – Apply properties of
80% or more mastery.
operations as strategies to
multiply. (Commutative
Property of Multiplication)

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 investigates 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 and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Creating physical or virtual learning Teacher: Experiments with and/or virtual learning environments that
environments that promote student support student learning.
Exploring
learning, reflect diversity, and
2.2 (NT) and
encourage constructive and Students: Students use a variety of resources in learning environments
Applying (Ss)
productive interactions among and interact in ways that deepen their understanding of the content
students and develop constructive social and academic interactions.
Organizing curriculum to facilitate Examines organization of curriculum and considers adjustments in
3.3 student understanding of the subject Exploring single lessons or sequence of lessons to support understanding of
matter subject matter.
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
● Summarize critical needs and how
you will address them during this I don’t have any EL’s in my class, I have one student with an IEP for This student is one of my students
lesson. but I do have some students that his dyslexia. Because of this, he that gets easily distracted during
read two levels below grade level. has trouble decoding words. This class, especially now that school is
I will choose to focus on one also affects his comprehension online. I will talk directly with
student who falls under that skills. Same as focus student 1, will student for him to know what is
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 exactly being asked of him during
category for this section. One of
class. I will make sure that he
these students had trouble with
knows what needs to be
decoding words and
make sure to reread the word accomplished during our math
comprehending what she is
problem to him and help guide him time. I will specifically place him
reading. When it comes to math,
through what the problem is asking in a group with students he is
she struggles with word problems
him to accomplish. I will ask comfortable with and students
because of this. During this lesson,
guided questions for him to think that I know will keep him on task.
I will make sure that her needs are
through and come to his own Since all my students come from
met by reading the problem to her
conclusions. Since the task his different school, the students in
(and the whole class) and help
open-ended, I want him to create a his group will be students he
guide her through what the
plan of action himself. knows from his home school. I will
problem is asking for. I want to
check in on his group more than
make sure that she is
once to help keep him focused
comprehending the word problem.
and on task.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Do you have a list of strategies that the
students might use to solve this problem? Are
I am putting special emphasis on students taking
you only expecting them to use arrays, or can
what they have learned in the chapter and
they use other strategies?
applying it to an open-ended math task. I want
to challenge students within their thinking
When you have the students work together
process and have them be faced with figuring
Inquiry Focus/Special Emphasis and help each other, you might want them to
● What is your inquiry focus and/or special emphasis?
out a word problem with their strategy of
use the language of math. It might be helpful
● How will you incorporate the inquiry focus and/or choice. I want students to work together and
special emphasis into the lesson? to have a list of words that you would like to
● What specific feedback do you want from your ME? help each other when they might get stuck. I
hear them using.
would like feedback of how I can push students
through this mental challenge without telling
If you are being conscientious about not telling
them specifically what to do. I want students to
students how to approach the problem, the
wrestle through it like it was a real-life problem
best thing to do is to ask questions. In
they are being faced with.
answering your questions, the students will
come up with their own strategies.
I would like feedback to know that the
Inquiry Focus/Students
strategies I am using to meet their needs are The lesson sounds good, I would just like to be
● What specific feedback regarding your focus students good strategies to use. Does is sound like their sure that they have more to think about than
do you want from your ME?
needs will be met? Is there more that I can do to simply creating an array.
help them specifically?
This may be easy for some students, so how
Am I implementing the lesson in a way that can you extend the learning for them?
Specific Feedback supports higher-order thinking? Am I allowing Could they create a pattern within the array?
● What additional specific feedback do you want from
your ME regarding lesson implementation? students to show their own thinking process Could you have more numbers for them to
through this activity? work with?.

Instructional Planning Lesson Segments:  My question is...how?

● How is the lesson structured (opening, body, and
closing)? How will you group your students?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals? Teacher Will: I will remind students how to ● Do you have advanced learners? Will
● What progress monitoring strategies will be used? interpret products of whole group numbers you separate them into groups? How
How will results inform instruction?
and  will review arrays and how each array is a will you make sure that they don’t do
representation of a multiplication sentence. I all the work for the group?
will create groups for students to work together ● Will you group your advanced
in breakout rooms. I will support each group learners together? What sort of
with additional instruction or enrichment enrichment challenges will you have
challenges as necessary. When we come back available for them?
whole group, I will allow groups to share their ● Will you separate strong personalities,
thinking and let students dicuss together how so there are no arguments in the
they might have done the math differently. I breakout rooms?
will use the ‘extension question’ as individual I love the discussion portion of the lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 work time and thinking to expand on the
strategies they used as a group.
● How will you make sure that they
Students Will: They will work together in groups listen to each other?
to complete an open-ended math task ● How will you make sure that this
worksheet. They will be in breakout rooms and remains a respectful conversation.
discuss and work through the word problem ● What about when a student’s
together. Students will create different arrays explanation is incorrect? What will
to represent the number that is being asked you do then? (It is always best to ask
from the problem. As a class, students will questions to either guide the group to
dicuss strategies used and provide feedback to see that their work is incorrect, or
their peers. Individually, they will work on the another student catches the error -
‘extension question’ by using the strategies they always let the student fix their work
utilized as a group. and make their work correct)

Progress Monitoring:

Before:  Reviewing our lesson on arrays.

Students will use personal whiteboards to
answer questions from the teacher. I will give
in-the-moment feedback to individual students
This is a good strategy.
when work is on the right track, but fully
complete yet.

During: While students are in breakout rooms, I

will be joining each room and helping scaffold This is good. Make sure you get around to all
and model when needed. I will be there to of the groups.
encourage students to help each other when
they need it or look to their classmates for help. What happens if a group has a question? How
can they get your attention?
After:  At the end of the lesson, I will have
students complete an exit ticket on Pear Deck
where they will have to match arrays with their Good strategy
correct name (multiplication sentence).

This lesson shows how we can apply

multiplication in a real-world situation. My
students consistently ask why we need to learn
certain things, and this will allow them to see
how it can used in everyday life. Their progress
Student Engagement/Learning toward mastery will be monitored by their
● How will you make the lesson relevant to all the drawing and labeling of different arrays and
students? It is always good to use real-life examples!
● How will students show progress towards master of utilizing their background knowledge of
lesson objectives?
multiplication to create those arrays. Are they
understanding which number comes first in the
multiplication sentence based on the array their
drew? Do they understand their Commutative
Property to change the numbers around to
create a different array with the same solution?
I will reinforce our class breakout room rules
Classroom Management before we break into groups. I will monitor
● How will you maintain a positive learning
environment with a welcoming climate of caring, each room while checking in on the students. I
respect, and fairness? Good
● Identify specific classroom procedures and strategies
will redirect students to stay on task and give
for preventing/redirecting challenging behaviors. guided ways for students help each other with
the math task.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
 We will end as a whole group and the students
will share the strategies, they used to complete
Closure
● How will you close your lesson? the math task. We will discuss how those
● How will you assess student learning and prepare
Good
them for the next lesson?
strategies worked well. The student will then
complete an exit ticket where they will have to
label a set of arrays.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE 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.
CSTP 1: Engaging All Students 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
● In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

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?

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
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?

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 5 of 5