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
San Seul Sanseul2@gmail.com Multiple Subject Kindergarten/Trans. Kindergarten
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu Fullerton 10/29
Content Standard Lesson Objectives Unit Topic Lesson Title
I can find the number that Learning how to find the missing
CCSS.Math.Content.K.OA.A.4 makes 5 given another Find the missing number number using pre-recorded
number. (all the way to 10) instructional video
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.)
T-Utilizes a variety of strategies including culturally responsive
Using a variety of instructional
pedagogy, resources, and technologies during ongoing instruction
strategies, resources, and T- Applying
1.4 to meet students’ diverse learning needs.
technologies as provided by school S- Exploring
S-Students participate in single lessons or sequence of lessons related
and/ or district
to their interests and experiences.
T-Makes ongoing adjustments to instruction based on observation
of student engagement and regular checks for understanding.
Monitoring lessons following T-Applying
1.6
curriculum guidelines S-Applying
T-Students successfully participate and stay engaged in learning
activities.
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.
I want to prerecord parts of my instruction so
students can use it as a reference in case they
need it as a reminder. I know that some
students may need direct instruction more than Pre-recorded instruction can be helpful for
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
once due to either slow learning or just easily students if they have access to it prior to the
 How will you incorporate the inquiry focus and/or distracted. I wanted to see how effective lesson (flipped classroom), or if they can access
special emphasis into the lesson?
 What specific feedback do you want from your ME? prerecorded instruction and I will incorporate it it while they are working on the activity (station
by using it for direct instruction. I would teaching or extended time to work on activity)
appreciate if my ME knows any other better
ways of using pre-recorded instruction
specifically for TK/K.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student C: TK. Low academic test
Student X: Only speaks Spanish. TK. Student A: High academic test
Focus Students results. Difficulty counting to 5 and
 Summarize critical needs and how Behavior is excellent. Usually is results, knows how to count and
does not know his alphabets. Has
you will address them during this able to follow directions. NWEA knows his sight words. TK. Good
lesson. behavior issues such as hitting,
test result shows low academic classroom behavior. Speaks
spiting, seldom inability to sit in
performance. Spanish as well.
one place, and swearing.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

 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?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
How I can accommodate the Els and IEP
students better. How can I keep challenging my
high students.
I would appreciate any tips on making
instructional videos more effective and
efficiently.
INTRO (5min) I will introduce the lesson by
giving them a real-life problem connected to the
students that needs to be solved. Then I will
state the objective. Then students will be given
an opportunity to discuss amongst themselves
in pairs to solve the problem. I will put the
question on the side to come back later.
INTRO VIDEO (8min) Then I will show them the
pre-recorded instructional video that teaches
them how to solve this problem. The video will
end by asking students a question which then
students will form into groups and work on the
given problem.
BODY (15 min) Students will have access to the
instructional video on their chromebooks to
revert back to. I will walk around monitoring
students if any students need assistance. We
will stop midway and regroup in the carpet to
remind students how to use the instructional
video to help with the question.
CLOSING (10min) After students are given more
time and we come back to the rug, students will
present in groups how they solved the problem.
We will talk about any misconceptions and I will
write down any misconceptions for next lesson.
EXIT SLIP (2min) I will give the original question
as an exit slip to assess their learning.
I will use puppets, classroom materials, stories
involving students and student volunteers to
engage students and make it relevant for them.
I will use those tools to create word problems
for students to solve.
Students will show progress through a formative
assessment and the ability to teach it to other
struggling students.
I use Classdojo that is tied to classroom rewards.
I award points for positive behavior,
participation. I set expectations after each
recess to remind students. I have specific
reward system for difficult students (e.g. for my
student that tend to hit others, spit, not sit in
his spot, etc I have a 5 star system where he
earns 5 stars and he selects a reward or gets a
toy that was taken away back to him.) I
accommodate seating by giving chairs for
certain students. We encourage each other by
clapping and saying positive things when
students share.
Having accommodations in place in your
lessons so that students can be working on the
standards at their own level. Having challenge
activities for advanced students, and having
accommodations in place for El students
(visuals, sentence starters, small group
discussions, etc.)
Videos that are short and engaging – you
mentioned using puppets. Focused on a
specific topic that is explained clearly
Good opener with real life problem and opportunity
to collaborate. I like that you are creating videos to
teach the concepts. The use of puppets will engage
the learners in the lesson. Students have use of
technology to reference the video, and use of
manipulatives and small groups to solve the problem.
Is 15 minutes too long to give students to solve the
problem? How will you decide when students are
ready to move on - when everyone is done or when a
certain number of groups is done? What can student
groups who finish early do? One idea is to have them
come up with a similar problem to present to the
class.
Also think about material management - how will
you pass out group materials and how will you
collect them.
Are groups assigned or are students picking groups?
Are there any adaptations to the lesson for individual
students? How will you grade the exit ticket - points
only for correct answer, or points based on how they
attempted to solve the problem - can they get partial
credit for starting to solve the problem?
Use of students’ names is a strategy to engage
students.
Teaching other students is a good way to
determine how well students understand the
concepts, and a good way for struggling
students to hear the information in a different
way.
Good job setting expectations frequently
throughout the day. Individual rewards systems
work for some students. The regular rewarding
of stars can encourage the student to continue
to be on task.
Page 2 of 4

Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
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.
We will gather back on the rug and review what
we learned. Students will be able to present
their solutions to the question and how they How will the students complete the exit slip – is
found it. I will address misconceptions and write this a verbal assessment, or will students be
down misconceptions to address in the next writing something individually?
lesson or minilesson. I will ask them the initial
question as an exit slip assessment.
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 all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students worked in groups to find
Video from online source – uses
out the missing number. Each desk
same numbers as example teacher
had a chromebook with the padlet
presented. Missing number and
playlist already open and accessible.
how to find it using a math sentence
Students watched Khanacademy and
and drawings.
other videos when they were done.
Teacher says math process with
hand motions
Students copy hand motion and say
Teacher says objective with hand
math process
motions Students were looking at the teacher
Students repeat objective with
Use of puppets - Mr. Nurse, nurse during whole group instruction and
hand motion
has a problem – asks students to working in groups during group
Students watch video
help solve a problem work. I could later have students
Students work with partner to
TC uses video to show how to solve have access to laptops at 2:1 ratio
determine solution to problem –
problem and maybe later in the year 1:1 ratio
write and draw answers
TC asks students to work with to give students more differentiation
Students are answering TC and
partner at desk and freedom to explore in their own
explaining picture and answer –
TC talks to partner groups and asks pace.
some students use story and some
them to explain what they learned
do not
or to describe picture
Students say good afternoon to
Teacher welcomes students Good
teacher
afternoon class
Students talking without raising Students were able to work in
Teacher selects volunteers
their hands – calling out answer groups and the lows were able to
TC asks students to think about
Students raise hands to volunteer learn from the highs. I could put out
answer and use thinking hands
Students think about response – manipulatives next time so students
TC asks students to write and draw
share response with partner can use it to model.
answer to problem
Students go to desk to write and
TC assigns partners to work with
draw answer with partner
TC presents real life problem – Mr.
Nurse nurse is with 5 friends, he
leaves to go to the bathroom and
Students were unfamiliar with the
when he returns there are only 2
Students listen to problem use of Padlet and KhanAcademy
friends. How many of his friends
Students watch video which led to some students
left?
Students work with partner to solve struggling navigating through the
TC presents visual with student
for missing number playlist. I should’ve have introduced
volunteers and puppet
the use of technology and content
TC shows video to teach how to find
separately.
missing number
TC asks students to work with
partner to find problem
Page 3 of 4

CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
TC uses hand motions to show what
students should do while saying
words – Ex: write, draw
Teacher asks student to explain
response – tell the story again using
the numbers
Students copy hand motions and
Students worked in groups using the
repeat teacher words.
videos provided on the laptop. Next
Student explains the picture that
time I should have given graphic
they drew. Student tells what the
organizers to assist students that are
numbers are – not using the story
struggling. Number sentence frames
with the missing friends
would have helped for some
Students going back to watch video
students.
at desks

Students used various ways to

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?
Students wrote and drew answer to
demonstrate their comprehension
Teacher used hand motions, visual problem with partner
on paper. Some students struggled
modeling, and video to show Students explained response to the
to use the website and needed help
problem. One problem with teacher
with accessing the videos. I could
consistent numbers throughout Some students did not use the
have gone around writing down
lesson original story to explain their
student responses to check for
responses
understanding.
Section 4: Post Observation Conference
Students were able to find the missing number by drawing it on paper or by verbally retelling the story. Some
students drew the story while some drew circles and number sentences.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student was able to use the story Student was able to use the video
Student was able to use
as well as KhanAcademy to verbally as well the story to draw and
KhanAcademy to show the missing
tell the teacher that the missing write the number story. The
number by using circles (Khan used
number was three. He also drew student was able to play back the
circles) and also use a semi
on his paper the story, although it video several times and even
completed number sentence to
was quite hard to understand just articulate how the video did or
show the answer was 3.
by looking at it. did not help him.
I would separate the lesson, break it down so I can focus on using technology . One lesson for Padlet, breaking
down objective, mastering addition and number sentence before introducing the missing number. Introduce
different numbers at the end.
Student engagement, student participation, able to talk with me, and majority were able to understand the
concept and share the story back with me. The use of the puppets to get students engaged. Having the
students talk to each other. Having students sharing with each other and having them collaborate.
Lesson planning and clarifying objectives. Along with clarifying assessment and making sure they are
appropriate for grade level. Do multiple lessons to build up to an objective. Establish norms for sitting on the
carpet. Establish a routine for turning and talking with a partner. Have a routine so students know who they
are going to work with.
Introduce different strategies. Use multiple days to introduce different strategies. Use multiple days to build up
to the objective, to get to the final goal. Use more time lesson planning. Use manipulatives.
Other Comments/Notes

Mentor advice: Give new numbers with different story to assess. Have each puppet have their own background math story.
Establish clearer routines and norms such as how they sit on the carpet and how they participate.

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 4 of 4