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
Shantel Easley chanteleasley@hotmail.com Multiple Subjects 1st and 6th
Mentor Email School/District Date
Ari Guiragos Minassian
Alina Aslanyan aaslanyan@agminassianschool.org 10/20/18
School
Content Standard Lesson Objectives Unit Topic Lesson Title
 Using a math worksheet,
the student will solve
First Grade Mathematics subtraction problems
Operations and Algebraic within 10.
Subtracting Within 10 Subtraction Stories
Thinking 6  The student will pass the
Kahoot exam at the end
of the lesson.

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 Skills are developing as NT investigates and Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies
pedagogical choices pedagogical repertoire into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T - Guide students to think critically through use of questioning
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through T – Applying content.
1.5
inquiry, problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to
promote comprehension and critical thinking in single lessons or
a sequence of lessons.
Demonstrating knowledge of subject matter Understands and explains the relationship between essential subject matter
3.1 academic content standards
T-Applying concepts, academic language, and academic content standards.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Identify, understand, and teach the key concepts and underlying
themes and relationships in the academic content standards and
state curriculum frameworks and use differentiation to target
each individual student’s learning goals. I appreciate your candor with the specific
feedback you would like on your lesson
I will incorporate the inquiry focus by using various assessment plans. I think you have a strong start but I
Inquiry Focus/Special Emphasis methods that align with the CA content standards as well as
 What is your inquiry focus and/or special emphasis? do believe there is always room for
reflect my learnings through my technology course.
 How will you incorporate the inquiry focus and/or special
Differentiation will be used for each student’s needs in order to growth. Reflection is the basis of any such
emphasis into the lesson?
 What specific feedback do you want from your ME? target their individual goals. growth in the teaching practice. I think
this reflection will need to take place
The feedback I would like from my ME is what areas I can stand
after your lesson delivery to see what
to grow in and if my focus is obvious from my lesson. I would
also like to know steps I can take for improvement as an worked and what did not.
educator and if there is room for growth in my plan.

Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 Summarize critical needs and how My English learner has spoken Armenian at home My student with an ILP struggles with This student has needs as an English
you will address them during this
lesson.
all of her life. All of her English language practice understanding basic math concepts learner as well as with
and learning has stemmed from her years in pre without the use of additional resources comprehension. He struggles with
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 confidence in math and his doubts
kinder, kinder, and now first grade. She struggled such as manipulatives, one on one talks generally lead to silly mistakes. I will
greatly on her first subtraction skill test in the with the teacher, and explicit be modifying his lessons and
beginning of the year. The purely textual test instruction. In order to further help this assessments to fit his needs. I will also
paired with no differentiation strategies all led to student, I will provide manipulatives use lesson time to build his self-
her poor performance. With the use of her newly during the lesson and post assessment. I esteem in math and work on what it
learned comprehension skills and analysis of word will also read aloud any instructions means to be double checking while
problems through this unit, the student will see a they are unable to understand by you work. He will also have modified
higher success rate. reading on their own. reading throughout his test and lesson
times.
The specific feedback I would like regarding my
What other accommodations can you
focus students is if I am using enough
make for your focus students? It is clear
differentiation. I would also like to know if my
 What specific feedback regarding your focus students do you have a good understanding of their
summarization of each student shows enough
you want from your ME?
needs, however are there additional tools
background information. Any suggestions for
you can bring into your lesson to help
additional help for my focus students would be
boost their success?
very appreciated.
It is important to have additional eyes to
I would like to know if my lesson implementation catch any mistakes or gaps we have left in
Specific Feedback plan reflects my understanding of the content and our lessons. This is a luxury master
 What additional specific feedback do you want from your
ME regarding lesson implementation? if there is any area in which I need to add more teachers do not always get so I highly
details. recommend taking the most you can from
the feedback being provided to you.
The lesson is structured to flow from pre-
assessment, to progress monitoring, and finally
post assessment. It starts off with a hook to draw
the students in as well as a brand new platform to
Instructional Planning test what they already know in Kahoot. The I like the flow to your lesson plan and
 How is the lesson structured (opening, body, and
closing)?
students will have differentiated learning your new implementation of Kahoot. This
 What varied teaching strategies and differentiated experiences through modifications made during is something I use with my older students
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? How the lesson and assessments as well as through and I would like to see its success for the
will results inform instruction? small groups. I am using digital tools as well as younger ones.
hands-on manipulatives for progress monitoring
which will enable me to see which areas I need to
focus on and reteach before moving onto Kahoot
for the post-assessment.
I will make the lesson relevant to the students by
tying in real-life examples of how subtraction is
used and applied in everyday life. I am engaging
Student Engagement/Learning them for the lesson by giving them the title of Your lesson relevancy was an interesting
 How will you make the lesson relevant to all the
students?
investigators who are solving a subtraction mystery. choice, having the students solve a
 How will students show progress towards master of The students will show progress towards the mystery is engaging but I think you can
lesson objectives?
mastery of the lesson objectives through their add more to this section.
three assessments; pre, progress, and post. This
will enable me to see each student’s individual
growth towards the CA content standard.
I will maintain the positive learning environment by
Classroom Management
using my clip chart to reinforce good behaviors. I appreciate your positive reinforcement
 How will you maintain a positive learning environment Students who are performing the classroom strategies, what other tools can you use
with a welcoming climate of caring, respect, and
fairness? procedures well and being bucket-fillers will be to maintain the fairness? What
 Identify specific classroom procedures and strategies for clipped up as an example for others to follow. I will redirection techniques work best with
preventing/redirecting challenging behaviors.
remain fair by calling on sticks and making sure your particular group?
every student has a chance to participate.
Closure I will close my lesson with the Kahoot post A consideration you must take with your
 How will you close your lesson?
 How will you assess student learning and prepare them assessment and a congratulatory 20 marbles in the Kahoot assessment is the unfamiliarity of
for the next lesson?
classroom behavior jar for solving the subtraction the assessment platform may skew
mysteries. I will assess the student learning and results in the beginning stages. I foresee
prepare them for the next lesson using the variances between the results due to this
information from the “On Your Own” worksheet until the students become more
and the Kahoot results. This will allow me to plan comfortable with Kahoot.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
future lessons and identify areas that reteaching is
necessary. It will also enable me to find
individualized subtraction learning goals for each
student.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included
Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of all levels of Bloom’s (“Identify 6 problem-solving strategies;
questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you prefer? pick two strategies and identify at least one similarity and
comparison/contrast was the most common analysis
How could you create a math problem that could be solved with this one difference between them”). Groups then selected a
question. I need to give them a Bloom’s question stems
strategy?”) strategy and created two math problems to exchange
handout next time.
tomorrow.
I agree that Focus Students 2 and
When teacher implemented Focus students were given 3 were more successful in this
differentiation strategies, Focus Student modified worksheets and a lesson delivery. I need to give
2 and Focus Student 3 benefited the preview of Kahoot before lesson Focus Student 1 more
most from the tools they were given. delivery. They were also given individualized instruction time
However, Focus Student 1 will need manipulatives to work with and brainstorm ways to make
further modifications for success. during the lesson. her more successful during
whole group instruction.
The teacher presented the start
All of the students were very
The students’ engagement was very of the lesson with an exciting new
engaged. This is a strength that I
impressive throughout the entirety of way of learning with iPads. She
have noticed within all of my
the lesson. The new teacher brought in informed the students of the
math lessons. However, my
vocabulary and ideas that excited the lesson concepts through a
Mentor Teacher did mention I
students. They loved being investigators cheerful and engaging pre-lesson
could use more breaks through
in math. The phrasing and excitement of chat on the carpet. I liked her
learning time to make sure they
the teacher resonated through all of the transitions from the carpet to the
are not overwhelmed with their
students, including the focus students. desks to break up learning time
math.
and allow the students to move.
The students respond well to this
positive learning environment
The new teacher has many positive
and are eager to please. They are
behavior management tools in place. It is very important to me that all
treated as citizens of the
She clips students up for positive students feel loved, encouraged,
classroom and all had jobs to do
behaviors immediately while she gives and successful. I want them to
before and after the lesson. This
second chances for negative behaviors. feel comfortable to share their
lead to an effective learning
She conferences with students privately strategies. An area I can improve
environment in which all students
if they are going to be clipped down and on is not rushing students in fear
were engaged. Students were
they are given a second chance. Another of timing so that they are able to
called by sticks to share their
tool she uses is a marble jar for whole- fully express their thinking.
ideas and the teacher made sure
class reinforcement.
to praise every student and walk
them through their thinking.
Any questions were assessed and
worked through as a class. At I realized at the end of my lesson
An area of improvement for the new times, the students were given that I had forgotten to write the
teacher is her stating of the objectives. the opportunity to help dispel visual reminder of the lessons in
She forgot to post them for the students their classmates misconceptions all my excitement to start off the
to have a visual reminder. Another area and to share their strategies for lesson. I think I was successful in
she can work on is setting up the understanding. She used the shaking off any misconceptions
objectives in easier terms for document camera to work through reviewing and re-
understanding for her students. The through the lesson and to exhibit reviewing them both whole
lesson as a whole was successful and a practice run of Kahoot. The new group and individually. Especially
she made sure to associate their lesson teacher also linked addition to during the worksheet time. I
with real-world problems. subtraction for the students so think this is reflected in the
they would draw on prior overall success of the lesson.
knowledge.
Page 3 of 5

CSTP 4: Learning Experiences
 How were students supported
through differentiated
instruction?
 How did students participate?
 How did the NT contribute to
student learning?
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?
To what degree did students
achieve lesson objectives?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Every student participated I am surprised my Mentor
multiple times by reading Teacher picked up on my
questions aloud, solving intentional favoritism in calling
The teacher provided multiple seating
problems on the board, using the on students who are struggling.
options, manipulatives, and re-teaching
document camera, and by re- In my experience, this allows the
opportunities to differentiate
teaching a buddy. All of these students to verbalize their
instruction. She broke the lesson into
strategies helped enhance their problems and be exposed to
whole group, small group, and individual
learning experience. The new solutions through peers which
group teaching. The new teacher
teacher also ensured fairness by can be more effective than
contributed to student learning by
calling on sticks. I noticed she something I may reteach. For the
ensuring all of their learning needs were
called upon the students who she most part, however, I try to make
met.
assessed as struggling during the sure that my students are called
whole group time more often on an equal amount of times so
than others. every voice is heard.
My lesson took much longer
than I had planned because I did
The students demonstrated
not realize how difficult the
achievement of the lesson
initial runs of Kahoot would be.
The new teacher’s variety of objectives through their
Once the students got how to
assessments allowed for the students to formative assessment in Kahoot,
use it, they did really well. In the
have a number of ways to show their their worksheets, their in-class
future, I will follow my Mentor
thinking. I appreciated her use of the participation, and the Kahoot
Teacher’s advice and do a pre-
document camera and practice summative assessment. The
lesson the day before especially
assessments to introduce Kahoot, initial struggle the students
when it involves new
however it added a lot of time to her demonstrated was with using a
technologies. The assessments
lesson. In the future, she should do a new platform, Kahoot, to be
went really well and they did
pre-lesson on a day prior with a new assessed. However, they quickly
show a lot of growth from
tool or app to allow for better results grasped the concept after a few
beginning to end, however I have
and time management. test runs and the document
to account for the fact that the
camera lesson, they got the hang
original scores could have been
of it.
affected by the use of a tool they
have not used before.
Section 4: Post Observation Conference
The students ranged from 80 to 100 percent mastery in the lesson objective. Those who scored below 90
percent were given a reteaching lesson the following day.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The student with the ILP My other English Learner
The English Learner struggled with the
pleasantly surprised me with his performed the highest in the
new concept of Kahoot at first, however
retention of the lesson and lesson objectives, scoring
she picked it up during the second
ability to comprehend the steps 100% on the objectives. He
exposure in the lesson. The
needed to find the answers. He also showed more restraint in
differentiation strategies I used for her
greatly benefited from the one- his answers, slowed down,
showed marked improvement. She
on-one instructional time. He and made sure they were
scored 80% on the objectives.
scored 90% on the objectives. correct.
Next time, I would spend more one-on-one time with Focus Student 1 because she really struggles with any
type of whole group instruction. I noticed she has wandering eyes when it comes to Kahoot and this affected
her results. I want a better grasp of her true knowledge and understanding.
The top lesson strengths were the differentiation strategies, student engagement, and use of technology. All
three areas proved as well thought out and led to individual student success strategies that resulted in a very
successful lesson.
The three top areas of improvement are timing, stating lesson objectives, and using the space more wisely.
My mentor gave me solutions for using the space more to my advantage during small group and individual
work time which I will try during my next lesson. She also gave me ideas on how to state the lesson objectives
in more first grade friendly terms. Lastly, the lesson surpassed the time that I had estimated by quite some
time which means I need to be better at gauging my time for each part of the lesson.
My next steps will be to time my future lessons to see where I spend the most time and be more aware of
how long each step takes with my students. Another step will be implementing my Mentor Teacher’s advice
Page 4 of 5
 on how to orient my room and how to state lesson objectives. I will also be reteaching all students who
performed less than 90%.
Other Comments/Notes

I really enjoyed the format of the POP Cycle and will be sharing it with my administrator to consider using during our lesson observations.
The conferences helped me be better at reflecting on what I had planned and how I would bring it to life. I also enjoyed reading my
mentor’s feedback and using it to brainstorm better methods of teaching. This just reinforced my knowledge that teaching is a continual
learning process that requires reflection, adjustment, research, and review for the entirety of the career.

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