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
Brianna Villalpando bvillalpando23@gmail.com Mathematics 9-12
Mentor Email School/District Date
Richard Aguilar raguilar@ofy.org Options For Youth – Acton October 24, 2019
Content Standard Lesson Objectives Unit Topic Lesson Title
A-APR.1 Understand that
polynomials form a
system analogous to the
integers, namely, they are
Students Can perform
closed under the
addition, subtraction, and Adding, subtracting, and Performing Arithmetic on
operations of addition,
multiplication on multiplying polynomials Polynomials.
subtraction, and
polynomials.
multiplication; add,
subtract, and multiply
polynomials.

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Using a variety of instructional
strategies, resources, and
1.4
technologies to meet students’
diverse learning needs
Developing, communicating, and
2.5 maintaining high standards for
individual and group behavior.
(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 into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Creates, adapts, and integrates a broad range of strategies, resources,
and technologies into instruction designed to meet students’ diverse
learning needs.
Integrating
Students actively engage in instruction and make use of a variety of
targeted strategies, resources, and technologies to meet individual
student needs.
Uses multiple strategies including culturally responsive instruction to
develop and maintain high standards for individual and group
behavior.
Applying Utilizes routine references to standards for behavior prior and during
individual and group work.
Students follow behavior expectations, accept consequences and
increase positive behaviors.
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.

How do I ensure that I am meeting the needs of

Inquiry Focus/Special Emphasis all students?
 What is your inquiry focus and/or special emphasis? Are the activities incorporated truly low floor What specific behaviors do you want me to
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? and high ceiling? look for that show engagement?
 What specific feedback do you want from your ME?
Do my students seem to be engaged during the
lesson?
How can student engagement be improved?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student does exemplify fairly
advanced skills when speaking and
This student in particular has an IEP
reading. For Example, the student
for Emotional Disturbance and it is
can verbally communicate the
difficult for him to remain focused
steps to solving an example
for extended periods of time. This
problem to the teacher or a peer
student often has trouble
and the student can also read a This student is advanced and
completing all of the guided notes
math question and understand tends to be the first student done
and will sometimes have gaps in
what she is being asked to do. with tasks in the class and always
the learning of a lesson due to
However, it can be difficult for the answers questions. Sometimes
Focus Students intermittent spacing out while in
 Summarize critical needs and how student to express understanding this student finishes so early that I
class.
you will address them during this and explain mathematical concepts am concerned I am not
lesson.
in written form. challenging her quite enough.
This student is seated towards the
I have sentence starters and frames I have started including
front of the classroom, I have met
posted in the classroom that I have extensions to activities or
with student and parents and we
encouraged all students to use including additional tasks for her
have discussed student having a
when answering questions. A to work on if she finishes early.
signal for student to take a walk to
vocabulary recall is done at the
the restroom if feeling
start of the lesson to review the
overwhelmed. During pair
language that will be used in the
assignments I check in with this
lesson and students have guided
student.
notes to help guide their note
taking.
Is student 1 able to communicate understanding
of lesson in written form effectively? What
 What specific feedback regarding your focus students could I do to ensure student is supported? These are specific areas to focus on and a good
do you want from your ME?
Is student 2 engaged? How could I improve place to start.
student engagement?
Is student 3 being adequately challenged?
Again, be clear on what engagement you are
Specific Feedback Are students actively engaged throughout the specifically seeking. Is it that students are on
 What additional specific feedback do you want from
your ME regarding lesson implementation? entire class? task? Are they having a conversation about the
lesson?
The lesson begins with an opener about
combining like terms, then I go into the teaching
Instructional Planning
segment, and students have an opportunity to
 How is the lesson structured (opening, body, and
Please specify the differentiated strategies and
closing)? apply what they learn in a pair activity.
 What varied teaching strategies and differentiated teaching strategies that you will be
instruction will help students meet lesson goals? I go through a gradual release of responsibility
 What progress monitoring strategies will be used? incorporating.
How will results inform instruction?
by incorporating “I do, we do, you do” examples
and I monitor how each group is doing by
walking around during the pair activity.
Student Engagement/Learning
 How will you make the lesson relevant to all the
Students will show progress towards mastery of This helps to explain how students will be
students? the lesson objectives while they are playing the showing progress, but how is this lesson
 How will students show progress towards master of
lesson objectives? “roll, flip, solve” game in pairs. relevant to the students in your class?
We regularly discuss the importance of trying in
class even when are not sure. I have a “Yet”
Classroom Management This is an appropriate approach to maintaining
 How will you maintain a positive learning board posted in the classroom and will regularly
environment with a welcoming climate of caring, a positive environment, how would
reference back to it to remind students that
respect, and fairness?
challenging behavior be redirected or
 Identify specific classroom procedures and strategies even if we don’t understand “yet” it is still
for preventing/redirecting challenging behaviors. prevented?
important to try because that is a part of
learning.
The exit slip is a “golden ticket” to go along with
Closure
 How will you close your lesson? the Willy Wonka theme of that day’s lesson.
How will this inform your next lesson?
 How will you assess student learning and prepare Students will practice performing arithmetic
them for the next lesson?
operations on polynomials and they will share

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3

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?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
what they learned at home and have it signed
off by a parent or guardian.
Section 4: Post Observation Conference
75% of students were able to show that they achieved the lesson objectives based on their exit slip completion
and correctness.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student had a difficult time staying
focused in the class period and
Student was able to complete the
there were several times where I Student completed exit slip and
exit slip perfectly with help
had to sit with student to go was excited to work on the tarsia
explaining the steps in written form
through examples. Student puzzle.
from one of her table mates.
completed only the first part of the
exit slip before class was over.
I would begin by posing a challenging question that students had to use computational thinking to solve and
then build up to how to solve the question instead of simply just presenting students with the steps to arriving
at a solution. I feel that this would have led to a greater understanding of what it truly meant to add, subtract
and multiply polynomials.
1. It was creative
2. It was well structured – each part of the lesson flowed
3. The application was engaging for students – because it was a game, many students were on task.
1. Learning was more guided and did not allow for students to reason and problem solve for themselves
too much.
2. Include additional differentiation for specific students
3. Tasks should be able to be extended for higher achieving students
While this was a “fun” lesson it was a bit on the whimsical/fictional side and it could have been made more
relevant and in turn engaging to the students in this particular class if it was related to something they
specifically may encounter in the real world.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 3 of 3