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
jen0talku@csu.fullerton.edu
Jennifer Oh Multiple Subject 3rd grade
ohj@ebcacademy.com
Mentor Email School/District Date
Erin Bartaluzzi bartaluzzie@ebcacademy.com Edward B. Cole Sr. Academy 3/27/2019
Content Standard Lesson Objectives Unit Topic Lesson Title

Students will be able to find

the area of a square and a
rectangle by using a formula Areas of Squares and Rectangles
3.MD.C.7, 3.OA.A.3 Topic 14: Area
and scoring 80% or higher on
their exit ticket.

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 of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Planning instruction that incorporates T- Currently, I implement lessons by using the curriculum that is provided by my school.
T- Emerging
4.4 appropriate strategies to meet the learning
S- Emerging
S- students are using school provided math textbooks and worksheets for their current
needs of all students math lessons.
T- I am currently using the assessments that are provided by my school. I use practice
pages as daily exit tickets and plan instruction using the curriculum that is provided by
Using assessment data to establish learning goals T- Emerging
5.4 my school.
and to plan, differentiate, and modify instruction S- Emerging
S- Students are receiving assessments that are provided by the school. All students are
receiving the same assessment that are used to collect data.
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.
Think of what informal and formal assessment
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis? How can I use both informal and formal assessment data to that you have used in your past that were
 How will you incorporate the inquiry focus and/or create an effective lesson plan that will meet the learning helpful in planning your lessons. Informal
special emphasis into the lesson? needs of all of my students?
 What specific feedback do you want from your ME? assessments can be your daily check for
understanding exit tickets.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Student 1 is a English learner Focus Student 2 is a student with a Focus Student 3 is a student that
who has been getting a 65% overall speech IEP who has been getting a has very low self confidence and
average for his semester math grade. 70% overall average for her motivation. Focus Student 3 has
Student 1 received a 20% on the pre- semester math grade. Student 1 been has been getting a 75%
Focus Students
 Summarize critical needs and assessment for the post test on received a 25% on the pre- overall average for his semester
how you will address them during finding the area. This student is slow assessment for the post test on math grade. Student 3 received a
this lesson.
at grasping new concepts in finding the area. I will give Student 10% on the pre-assessment for
comparison to the rest of her class. 2 time to explain her answers the post test on finding the area.
During this lesson, I will seat her in verbally and give her many During the lesson, I will call on
front of the classroom and place her chances to talk and participate in Student 3 frequently and praise
in a group with students that love class discussions. him for every accomplishment he
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 helping each other. I will scaffold as
much support I can throughout the
lesson.
 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
makes. I will use words of
affirmation to boost his
confidence throughout the
lesson, especially during
independent practice time.
A strategy that can be helpful to helping
English learners succeed is by providing
I want to know how to help my English learners sentence frames and anchor charts. They are
during this lesson. Since I have a large number of both visual references that EL’s can look at.
majority learners, I feel that my entire class can Explain how to use sentence frames and
benefit from strategies that are designed to help explain how it is helpful for them to succeed.
EL students succeed. These strategies can not only help the EL’s but
they can also help any struggling student that
you may have in your classroom.
Having visuals may help engage students in
the lesson. It is important to hold students
I want to know how I can help support my accountable for learning all the lesson
students that are very unmotivated and unwilling objectives for the day. Motivating students by
to try a task that seems challenging to them. giving them praises will help students feel a
sense of accomplishment and take
responsibility of their learning.
I will start the lesson by recalling what we had
learned in the previous math lesson (using square
units to find area) and then explain to the class
that we are going to be using the concepts we
learned previously, and use a formula (length x
Do students have a conversation about the
width) to find the area of rectangles/squares. I
lesson objective?
will show the class the learning objective and
Be specific in explaining to students how they
have students recite what they will be learning
are solving the problems so that students may
today. I will use the whiteboard to constantly
be able to verbalize what they are doing. This
monitor the students’ understanding of the math
also allows students to be able to help a
lesson. I will then move on to guided practice
struggling student. Always remember to allow
and have students solve examples on their
students time to think and process before
whiteboards. After, I feel that most students have
moving on to the next activity.
understood he lesson, I will allow students to
complete problems independently and I will
snake through and look for struggling students. If
I find several struggling students, I will use this
time to pull a small group, while the rest of the
class is working independently.
I will keep the students engaged by having them
write out practice questions on their whiteboard.
I feel that the students are more engaged when Partner work can also be an effective strategy
they use their whiteboard because they find to keep students engaged throughout the
writing on their whiteboard more enjoyable lesson.
compared to solving questions on their math
notebook.
Page 2 of 6

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.
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Respect is something that I value the most in my
classroom and want the students to value it as
well. I want to ensure that my classroom is a Implementing a restorative justice circle can
positive learning environment where students help students brainstorm and visualize what a
feel safe. I will maintain this environment by respectful and positive classroom culture can
always being clear of my expectations and the look like in the classroom.
rules that have been set in place for my As a teacher, there needs to be consistency
classroom. I will redirect any form of misbehavior throughout all the lessons and routines that
and remind students that we are a learning take place in the classroom. Always make sure
community and that we are being respectful of to ensure that all of the students are following
each other. I will also remind students that we the same routines and procedures for the
are caring for each other and that if one student entire they are with you.
is struggling we have to be encouraging so that
the student is able to be successful.
I will close my lesson by giving students an exit
ticket to complete. I will pick one student’s
Closing the lesson by asking students to
example and go over all the questions. I will also
summarize learning may be a good way to
close by asking the students to rate their level of
wrap up a lesson. Also, quickly grading the exit
understanding by showing me a “1, 2, 3” on their
tickets may be helpful in collecting names of
finger. I will explain that 1 means “I don’t get the
which students need to be retaught the math
lesson at all”, 2 means “I kind of get it but not
lesson.
completely, and 3 means “I understand
everything that we learned in math class today.
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 of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
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
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
In order to keep your students I believe that students were
motivated use affirmative praise. engaged and focused throughout
Students were engaged in the
Positive reinforcements are used to this math lesson. I placed a marble
lesson and motivated throughout
encourage positive classroom into the class marble jar whenever I
the entire math lesson. Students
behavior.If there is a culture of felt that the students were doing a
stayed on task and had
learning in the classroom, there is a good job being on task. I also stated
opportunities to earn marbles in
higher chance that students will be why I was putting a marble in the
their classroom jar.
successful in meeting the learning marble jar so that students know
objective. why they are being praised.
As I have been teaching and
working with my class for the past
-had students recite the learning several months, I realized that they
objective -students had white boards to truly enjoy using their whiteboards.
-had students pull out their problem solve Students are more engaged using
whiteboards to work on math -partner talk their whiteboards to solve math
questions -partner share questions and enjoy using the
-thumbs up/ thumbs down to check -thumbs up/ thumbs down to check boards rather than solving
for understanding for understanding questions on their math notebooks.
-focus students were working with My focus students were engaged in
the instructional aide the lesson by the display of visuals
in the lesson and the use partner
talk/ share during guided practice.
Page 3 of 6

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?
-used a digital timer to keep students
working on track
-referred to the lesson objective and
showed students what they are
expected to accomplish by the end of
the lesson
-used visuals and wrote vocabulary
words on the board
-NT connected learning from previous
math lesson (using square units to
find the area) and stated he learning
objective of today’s lesson (finding
the area of a square and rectangle by
using a formula)
-used anchor chart with pictures and
formula that were used in the lesson
-NT used the I do, we do, you do
together, you do alone gradual
release format in the lesson
-NT supported struggling students by
pulling a small group of 4 students
while the rest of the class worked
independently
-Instructional aide also worked with 3
struggling students
-students were participating in
stand and deliver
-students were speaking in
complete sentences
-students were given marbles and
incentives to stay on task
-students were participating in
effective partner talk and classroom
discussions
-students were confused with the
difference between a rectangle and
a square
-Students were asked to rate their
level of understanding
-students were told either to go to
NT or IA for help during
independent time
-students worked with partners and
helped each other solve the math
questions
Students in my classroom are
always constantly being reminded
and prompted to speak in complete
sentences and stand and deliver.
Since we have been asking students
to make this a routine, my students
are familiar with the expectations
that I have for them whenever I ask
them to share or contribute to a
classroom discussion. Our school’s
goal is to raise young scholars in our
classrooms and having them stand
and deliver and speak in complete
sentences is one way to teach them
how to properly communicate and
voice their opinion. Students also
know that when they are on task
and follow the classroom
expectations, they have an
opportunity to receive marbles in
the classroom marble jars. Since we
have had several parties in the past,
many students are actively
engaging in ways to earn more
pizza parties for the class.
In the beginning of the lesson, I
explained to the class how
today’s math lesson is related to
yesterday’s math lesson. I also
demonstrated how math is
similar to a stair case and that
one step always builds on
another step. While I was
performing the lesson, I realized
that students had forgotten our
past geometry unit. Students
were getting confused between a
rectangle and a square. Moving
forward, I will provide visuals and
leave anchor charts from
pervious units on the walls so
that students can always
remember the concepts that we
had learned in the past.
I asked students to rate their level
of understanding so that I could get
a grasp of how many students felt
that they needed extra support
from me. Students were also being
supported through differentiated
instruction by providing them with
visuals and manipulatives. I had my
instructional aide pull a very small
group of students, including my
Spanish only speaker and one of my
focus students throughout the
entire math lesson.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. 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.
Students were told to show me a 1,
2, or 3 on their fingers to represent
their level of understanding. I
realized that some of my students
that told me that they were
struggling had understood the
-NT asked students to rate their level lesson and a few that were
-students were asked to rate their
of understanding after releasing them confused did not accurately show
level of understanding
to work independently me their level of understanding.
-students demonstrated
-NT worked with struggling students Moving forward, I will ask the class
achievement of lesson objectives by
and walked throughout the to write a math question on their
completing the exit ticket
classroom whiteboard and show their
-NT went over the exit ticket with the whiteboards to me. I will also snake
class around the classroom. I will create
a post-it notes and write down
student names on the note to make
sure I give them extra additional
support while the majority of the
class is being released to work
independently.
Section 4: Post Observation Conference
Overall, a majority of my students were successful in meeting the lesson objective for today’s math lesson.
After reviewing the students’ exit tickets, only three students were unsuccessful in meeting the learning
objectives. Everyone else got either 4 or 5 out of the 5 questions correct. The three students that were not
successful in meeting the lesson objective included my Spanish only speaker, and two of my low students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 3 was successful in
meeting the lesson objective for
Focus student 2 was also today’s math lesson. Focus
Focus student 1 was successful in
successful in meeting the lesson student 3 scored a 4 out of 5 on
meeting the lesson objective. She
objective. Similar to Focus student the exit ticket. After having focus
scored 5 out of 5 questions on the
1, Focus student 2 scored 5 out of student 3 try the question he got
exit ticket.
5 questions on the exit ticket. incorrect again, he was able to
answer the one question
correctly.
This POP lesson has given me the opportunity to reflect on my lesson on a deeper level. One major take away
that I got from reflecting on this lesson was that preparing is very important. Also, I realized that it is very
important to think of possible misconceptions that students might have during the lesson. For example, one
misconception that occurred during the lesson was that some students failed to remember the difference
between a square and a rectangle. Moving forward, I will make sure to keep anchor charts from previous math
units up on the wall for the class to always remember and look at for reference.
The top three strengths for my lesson were that students were engaged, majority of students were successful
in meeting the lesson objective, and students were cultivating a positive and safe classroom environment for
learning.
One of my areas for improvement from my lesson as that some students failed to remember the difference
between rectangles and squares from a previous math lesson. Another area of improvement that I could work
on were that three of my students were not successful in meeting the lesson objective. I could improve by
providing more tools for scaffolding and providing more support to the students that were struggling. Another
area of improvement that I could make for my lesson is that I can provide more challenging problems for my
students that were early finishers.
The next steps for this lesson would be to take the concept and skills learned from today’s math lesson and
compile the questions from a previous lesson for a math review on area. The next lesson from our curriculum is
reviewing perimeter and area.
Other Comments/Notes
Page 5 of 6
 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