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
Piper Walker pwalker@vistaheritagems.org Math/ Science 7/ 8
Mentor Email School/District Date
kweston@vistaheritagems.or
Kelsey Weston Vista Unified 03.18.18
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Content Standard Lesson Objectives Unit Topic Lesson Title
7.SP.1: Understand that
statistics can be used to
gain information about a
population by examining a
sample of the population;
generalizations about a
population from a sample
are valid only if the sample
is representative of that
population. Understand
that random sampling
tends to produce The students will compare
representative samples
and support valid
and contrast mean, median,
inferences. and mode by completing
Statistics: Comparing Two Rally Coach with mean, median and
the Rally Coach and
Populations mode.
7.SP.4: Use measures of scoring 4/5 on the exit
center and measures of ticket.
variability for numerical data
from random samples to
draw informal comparative
inferences about two
populations. For example,
decide whether the words in
a chapter of a seventh-
grade science book are
generally longer than the
words in a chapter of a
fourth-grade science book.

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Creating a rigorous learning
environment with high expectations
2.4 and appropriate support for all
students
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
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
and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T- Develops a rigorous learning environment that includes accuracy, analysis, problem
solving, and appropriate levels of challenge.
Holds high expectations for students. Has an understanding of achievement patterns, and uses
T-- Applying scaffolds to address achievement gaps. 9.22.17
S – Applying
S- Students engage in a variety of differentiated supports and challenges in ways that promote
their accuracy, analysis, and problem solving in learning. 9.22.17

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Organizing curriculum to facilitate student T- Uses knowledge of curriculum and student readiness to organize and adjust the curriculum
3.3 T- Applying to ensure student understanding.
understanding of the subject matter.
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.
The lesson plan reflection is strong. Consider
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
My inquiry focus is: How will organizing finding a song to enhance the students
 How will you incorporate the inquiry focus and/or curriculum, based on pre-assessment data, benefit learning. I will send a link to a good one you
special emphasis into the lesson?
 What specific feedback do you want from your ME? students overall achievement during a math unit? might want to use as another method for
teaching these concepts.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Critical Needs:
- Very academically low
Critical Needs:
Critical Needs: - Easily distracted
- Math academic language
- Math academic language Addressed:
building
vocab - Built in support with
- Cannot write in complete
- Outbursts during class math academic
sentences
when lost or confused. vocabulary in notes,
Addressed:
Addressed: word wall, lecture, and
- Build in math academic
Focus Students - Build in math academic using vocab actively in
 Summarize critical needs and how vocabulary into notes,
vocabulary into notes, activity.
you will address them during this word wall, lecture, and
lesson. word wall, lecture, and - Additional support with
using vocab actively in
using vocab in activity. intentional partners
activity.
- Focus outbursts by (one who is
- Create partially filled in
preventing them using academically medium-
notes to help student stay
Kagan structures to high and a good
focused on the critical info
structure interactions with “teacher”)
in the lesson.
others and to process - Stay on task with
- Pair with partner who can
information. partner activity where
write
student has partner to
hold them accountable.
- Your lesson plan looks like you have
- I would like to know how I do
planned a scaffolded lesson to meet
supporting each of my focus students as
all students needs.
 What specific feedback regarding your focus students I also support the whole class.
do you want from your ME? - Remember to check in with them
- I would also like any and all feedback
regularly to monitor their learning.
related to ways I can better support my
Yes, check in regularly and scaffold
focus students.
and meet IEP need.
- I have used a song to teach mean,
median and mode. I will send it to you
- What is another strategy you have used
if you want to take a listen!
Specific Feedback
to teach mean, median and mode that
- There is also the “hey diddle, diddle,”
 What additional specific feedback do you want from has been successful?
your ME regarding lesson implementation? rhyme for mean, median, and mode,
- Do you think I communicated the
you might want to look that up/ use
learning objective effectively?
that.
- A song
- Brief lesson structure: opening with a
mini-lesson/review of previously
learned knowledge, structured partner
activity (independent work time), - The mini-lesson review is a good idea.
Instructional Planning
 How is the lesson structured (opening, body, and closing with an exit ticket and starting - Have you decided how you will hold
closing)? homework early if there is time. students accountable for completing
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? - Varied teaching strategies: lecture, the bell ringer? You could use post-it
 What progress monitoring strategies will be used?
How will results inform instruction?
timed-pair-share, Kagan Rally Coach note or page protectors and
(partner activity), independent work whiteboard markers.
time on exit ticket.
- Differentiated instruction: Verbal exit
ticket option, Digital exit ticket option,
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 ELL support will be built in during
partner work time because I will be able
to walk around and support them and
other students as needed.
- Progress monitoring strategies: thumbs
up/down, nodding heads, checking “in”
with the teacher, and chorus responses.
- Results of the progress monitoring
strategies will decide the pace of the
lesson.
- The lesson will be relevant to all of the
students because they know they will
Student Engagement/Learning be using mean, median, and mode in - Love the relevancy statement.
 How will you make the lesson relevant to all the their upcoming survey project. - 4/5 on an exit ticket sets high
students?
 How will students show progress towards master of - The students will show progress expectations, support your students
lesson objectives?
towards mastering of learning and they can achieve this expectation.
objectives by completing the worksheet
and then scoring 4/5 on the exit ticket.
- I will maintain a positive learning
environment because I daily and weekly
put in the effort to build and maintain - I have seen how you greet students at
rapport with my students. This rapport the door before every period, which is
Classroom Management
serves to maintain a learning great for rapport and building a
 How will you maintain a positive learning environment that is positive, positive learning environment.
environment with a welcoming climate of caring,
respect, and fairness? welcoming, fair, and caring. - I have also seen how comfortable
 Identify specific classroom procedures and strategies - Specific procedures to prevent/redirect: students are in your classroom. I have
for preventing/redirecting challenging behaviors.
3 “strikes” behavior cycle. Posted no doubt that this lesson will be any
classroom rules and expectations. different.
Verbal reminders and redirections.
Mini-conferences outside the classroom
if needed.
- I will close my lesson with the 5
question exit ticket. The students will
complete the exit ticket after they have
finished the partner activity. - A preview is a good plan to move on
Closure - This exit ticket will assess student to the next day.
 How will you close your lesson?
 How will you assess student learning and prepare
learning, and I will know whether we - Consider doing a lesson “recap” if you
them for the next lesson? are good to move on or not. notice students struggling with the
- I will prepare my students for the exit ticket.
upcoming lesson by giving them a
“preview” of what we are going to learn
next.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

- Bell ringer as students come - Students complete bell I gave the students post-it notes
into class. ringer. (individually) to anwer the bell
- Review bell ringer and then - Students reviewed bell ringer question I had posted, and I
Specific Feedback mini-lesson on previously ringer answers with did not have 100% participation. I
 What information can you learned material. shoulder partners first, had 2 students who chose not to
provide the NT regarding
requested special - Asked questions to review then as whole class. complete the bell ringer on paper
feedback?
previously learned material - Answered questions. and they did not give me a verbal
and to link to current - Students with needs were answer. This is an ongoing struggle
lesson. supported with teacher some days, and I would like to
- Walked around room to check ins. improve this.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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.
check on students progress
and to monitor learning.
- Cooperative learning using
kagan structures; think pair
share and rally coach
-Think pair share (talking and giving
- Teacher walking around
feedback with partner)
monitoring student
progress and giving
feedback
- Cooperative learning using - Showing direct instruction
kagan structures; think pair and reviewing previously
share and rally coach. covered concepts
- Teacher showed directions - Then supporting focus
on the board while verbally students while others work
saying directions. together and are
monitored
- Students were able to
- Reminding students of
execute mathematical
examples from previous
steps as well as relate this
lesson to remember steps.
concept to real life.
- Added all the numbers but
- Confusion not knowing
slight confusion as to what
what number to divide
number to divide sum by
sum by.
- Teacher clarified with an
- Constructed subject matter
example that you divide by
by completing worksheet
the number of numbers
with partners after mini-
added.
lesson.
- Students were supported
through their elbow and
face partners.
- Used partners as
resources.
- Cooperative learning
- Students participated by
structures with elbow and
following instructions and
face partners
speaking to partners,
- Some students received one
completing worksheet and
on one or small group
coaching one another.
instruction for help
- Lesson differentiated for
throughout lesson.
student who could not
write, she had to fill in
blanks instead of
completing whole
worksheet.
However, my students did a very
good job reviewing the previous
day’s lesson. I was glad they were
engaged and speaking to their
partners well.
I also thought that walking around
the room was an effective way for
me to monitor progress and support
my focus students.
Students completed the think, pair,
share well.
The students did complete their
Rally Coach, however, they needed
lots of prompting and reminders. I
would like to improve this for next
time.
The students were engaged when I
reviewed the previously covered
topics. They answered my questions
and asked questions if they needed
clarity.
I was very proud of my students,
they were active when engaging
with the material and the new
subject matter.
The students did a good job adding
all numbers, but they showed
confusion when they were figuring
out what number to divide by. This
was a misconception I foresaw
might happen and I think I clarified
it well.
The students did very well
communicating with their shoulder
or elbow partners. However, I did
see room for improvement when
the students did not communicate
as well with their face partners to
complete the activity. I would like to
practice to make this better in
future lessons.
The differentiation seemed to work
well for all of my students who
needed it, and I was glad for that.
Page 4 of 6

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.
- As pairs: rally coach The exit ticket was a perfect
worksheet “snapshot” of my students learning.
- Individual: Exit ticket I was able to walk around the room
- Stopped students to fix and assess who achieved the lesson
misconceptions objectives, and who needed a little
- Completing rally coach and
- Redirected students to more help.
coaching partner through
focus and incentivizing The results of the exit ticket also
steps as well as checking
through praise and rewards showed me that we are good to
their work.
for on task students. move on to the next lesson because
- Exit Ticket was completed
- Students showed a majority of the students
individually to show
knowledge by relating it to demonstrated they achieved the
proficiency/ mastery of
real life situations and lesson objectives. The one or two
skills.
showed proficiency in students who still were confused, I
finding mean, median, was able to help out during the exit
mode, and range by ticket time and my quick meeting
completing multiple with them cleared their confusion
questions on the exit ticket. and helped them succeed.
Section 4: Post Observation Conference
80% of the students scored 4/5 or better on the exit ticket. Overall, the students achieved the lesson objectives
to a high degree.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student was so close to
meeting the lesson objective! She
This student needed lots of support
scored a 3.5/5 on the exit ticket.
to complete the exit ticket, however This student did amazing on the
She also did not ask me for help
she scored 4/5 on the exit ticket – exit ticket! She scored a 5/5 with
during the exit ticket and after
which means she achieved the no help from me at all.
reflection, I see where I could
lesson objective.
have checked in with her one
more time to help her out.
- Mentor suggests updating my math word wall with images and examples to reference.
- Next time I would also intentionally pair up my students; instead of letting the students pick their own
partners. I think that they did well working with partners of their choice, but they need to learn how to
work with other classmates and assigned partners might help keep them more on task throughout
class.
- Top 3 strengths of the lesson:
- 1. My mentor praised me on how I connect well with students and show respect to them and they
show respect back.
- 2. 90% of my students achieved the lesson objective by scoring 4/5 or 5/5 on the exit ticket.
- 3. The Rally Coach went very smoothly and the students really used their communication skills well.
- Areas for improvement: Student accountability for work. My mentor and I both noticed the two
students who did not complete the bell ringer, even after I gave all students individual post-it notes to
answer the bell ringer on. I think I am going to start giving the students 1 point for each completed bell
ringer. That way I can encourage the students to complete the bell ringer, they are held accountable
for their bell ringer, and if they decide to not complete the bell ringer it will not have a hugely negative
impact their grade.
- Parent communication/support on a weekly basis. After suggestion by mentor, I realize that I should
consider sending weekly notes home to 1-2 students to increase my communication with parents and
to encourage their participation in their student’s education.
Next steps:
- Add visuals and examples to my math word wall.
- Begin sending home 1-2 notes per week to student’s families.
Other Comments/Notes
Page 5 of 6
N/A

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 6 of 6