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
Valerie Carrillo vcarrillo@ljsd.org Math 3
Mentor Email School/District Date
Marikatherine Wissman mwissman@ljsd.org Lowell Joint School District 10/17/17
Content Standard Lesson Objectives Unit Topic Lesson Title

Operations and Algebraic

Thinking Students will be able
to use the
3.OA.5 Apply properties distributive
of operations as property to find a
strategies to multiply
product
and divide. Multiplication Facts and The Distributive Property of
Student will be able
Strategies Multiplication Revisited
to identify when
3.OA.4 Determine the
unknown whole number the distributive
in a multiplications or property is being
division equation used to solve.
relating three whole
numbers.

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 the students
diverse learning needs.
Promoting critical thinking through
1.5 inquiry, problem solving, and
reflection.
(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.)
Teacher: Explores additional instructional strategies, resources and
technologies in single lessons or sequence of lessons to meet students
diverse learning needs
1/2
Students: Some students participate in instructional strategies, using
resources and technologies provided.
Teacher: Includes questions in single lesson or a sequence of lessons
that require students to recall, interpret, and think critically
2/2
Students: Students respond to varied questions or tasks designed to
promote comprehension and critical thinking in single lessons or
sequence of lessons.
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.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

Inquiry Focus/Special Emphasis
What is your inquiry focus and/or special emphasis?
How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
What specific feedback do you want from your ME?
Focus Students
Summarize critical needs and how
you will address them during this
lesson.
What specific feedback regarding your focus students
do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
What are some ways multiplication
can be used in everyday life? How can
the DPOM be helpful?
These will be discussed in a think-pair-
share and discussed while group to link
the lesson to their everyday life and
uses.
Was the inquiry focus a success? What
strategies or type of inquiry have you
found to be most useful?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504
Angelica is very eager to learn but
Gabriel is very distracted. He often
needs a lot of vocabulary support
lays on his desk or zones out during
to bridge the gap of understanding
a lesson. To address this issue I will
of a lesson. To address this need I
give him verbal and physical cues
will focus on her during the
to keep him alert and focused
vocabulary discussion and use
during the lesson.
visual aids during the lesson.
Are my interventions for my students
adequate?
Are there any other recommendations
for meeting these issues head on?
I have found the think-pair-share strategy to be
useful for several reasons. For students whose
greatest barrier is getting ideas to the surface it
provides a platform for students to hear what
others are thinking thus giving them a hint as to
how to begin developing their thinking. Also,
listening to their conversations is a great
formative assessment tool. It is often so hard
to figure out the conceptions that they hold,
their dialogue releases some of that thinking.
By listening and asking them to further explain
their thinking, you are provided with
information about gaps in their understanding
or misconceptions they hold. Keeping these in
mind as you move through the days lessons
you can specifically address them. It is
definitely an on the fly kind of teaching, but
adjusting the lesson to the needs of the
learners in real time is one of the keys to a
successful lesson.
A strategy I have used along with this one, is
Best Wrong Answer. When you come across
a response that is incorrect, especially if several
students or groups have it, I have found my
celebrating it, a rich discussion can follow
when the class deconstructions the incorrect
thinking and offers prescriptives. By calling
Best I feel it works toward making mistakes
okay.
Focus Student 3: Your Choice
Zach is a very bright young boy
and one of my high performing
students but he has a very
difficult time staying engaged. He
typically tries to do the lesson on
his own and not with the class. To
address this issue I plan on giving
him more challenging problems to
work on to keep him engaged and
on task.
You a have provided solid interventions for the
three students. With Angelica, visual models
will be key and helpful to all the class in building
conceptualization of mathematics. Keeping the
attention of students for whom sustaining
attention is challenging can be daunting.
Actively involving them in the lesson as much as
possible is helpful. Perhaps you can have them
share their thinking or create a problem for the
class to solve. As teachers we tend to talk a lot
and we lose these types of students. I building
in student participation every couple of minutes
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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.
Closure
How will you close your lesson?
How will you assess student learning and prepare
them for the next lesson?
Teacher Actions
EXAMPLE When teacher reviewed worksheet, she asked additional questions
CSTP 1: Engaging All Students of analysis and evaluation (which problem-solving strategy do
In what ways were students you prefer? How could you create a math problem that could be
engaged? solved with this strategy?)
(I literally planned it in every 2 minutes or so)
kept attention better.
I think I addressed engagement in the previous
response, but it really in comes down to
explicitly planning for high levels of student
Feedback on the engagement of my interaction with the lesson.
students One strategy I used was everyone had to have
Any gaps that should be implemented one question at the end of each lesson. I feel it
in the lesson starts them thinking about their thinking. It
Pacing of lesson also is a great source of formative assessment.
Pacing is hard to call until the lesson is taught.
It really becomes a matter of learning to read
the students needs.
My Lesson has an opening, body, and closing. I Both listening to the discussions and the use of
have tried to meet different learners by whiteboards are great ways to gauge how
incorporating visual aids, technology, and more students are understanding the lesson. Since
rigorous questions or students who already the objective is understanding the distributive
have a firm grasp on the lesson. The progress property and do they know their multiplication
monitoring strategies will be listening to group facts, consider allowing the use of
discussions, White board work, and exit tickets multiplication charts to ease some of the
to gauge the understanding of my students. cognitive load.
I will make the lesson relevant to my students
by discussing the uses of multiplication in their I found students to be responsive to real life
past, present, and future. They will give me real applications because it answers the question
world examples of how our learning objectives why am I learning this.
will be used in real life.
The idea of not being there yet is very
To maintain a positive learning experience I will powerful. If students get stuck considering
use encouraging speech and help students who having them talk through the what they do
are having a difficult time look at the situation know to reinforce their learning is moving
form a growth mindset. forward, and they need to think about what
next and you are there to assist with that.
Exit ticket using Chromebook used as a
formative assessment for learning
Love the use of exit tickets, and I would let
I will remind the students that while we
them know at the beginning they will be
are finishing up the math unit this is a
responsible for providing you with an exit
strategy that can be used in any of the
ticket.
lessons as well as on a test to solve a
problem.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
Students completed the worksheets and were able to ask questions.
levels of Blooms (Identify 6 problem-solving strategies; pick two
Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
comparison/contrast was the most common analysis question. I
between them). Groups then selected a strategy and created
need to give them a Blooms question stems handout next time.
two math problems to exchange tomorrow.

I found your advice on how

Specific Feedback
What information can you
provide the NT regarding
requested special
feedback?
The differentiation you built into the During the body of the lesson,
to use think-pair-share very
lesson kept your focus students focus students were called upon to
helpful. By listening to the
attention and involved in the lesson. check for understanding based on
students conversations i
Zach will continue to be a challenge their particular needs. Immediate
heard the students who
because he seems to need feedback was given to their
were using the vocabulary
something novel each time. Also, I response, either to confirm
confidently and others who
am not certain he is emotionally correctness of response or provide
i could tell were a bit shaky.
available to learn on some days. correctives.
this gave me a good idea on

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7

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 and addressed questions students
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
What actions of the NT reviewed anchor chart and lesson
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.
Volunteers and non-volunteers
gave responses to teacher posed
Teacher called on volunteers and
questions.
non-volunteers to check for
understanding of the content.
Students could agree, disagree or
add to each others response.
Teacher used pair-share and
monitored student responses.
Students worked with partners to
solve practice problems on
whiteboards.
Teacher assigned problems for
partners to solve on whiteboards so
Students explained to teacher their
she could see student responses.
thinking as teacher walked around
checking in with pairs.
Teacher drew in focus students
Students talked through the
through lines of questioning
strategies there were using to solve
the problem.
As pairs worked to solve problems
if the came to a sticking point
Teacher moved around the room
teacher was available for help.
Students were not given answers,
had and asked students to explain
but questioning by teacher
their thinking.
surrounded use of the strategy
which clarified their thinking.
Teacher opened lesson by telling the Students answered teacher posed
students this was something they questions about what they had
already had worked with. She already learned about the
Distributive Property of
specific vocabulary to activate prior Multiplication.
knowledge.
Students asked about particular
Teacher asked students ask steps in the process.
They recalled prior
questions about the anchor chart if
they did not understand the process As evidenced by student response,
illustrated on it. one student did not have a
conceptual understanding of how
who needed extra support
in the classroom.
Students were engaged by
the movement in the
lesson. We discussed, did
sample problems on
whiteboards, moved into
partner work, and then
started an online exit ticket.
Students used math
language when solving
problems in discussions.
They also collaborated in
solving problems with their
partners.
I listened to group
discussions, looked at work
being completed on their
whiteboards, and reviewed
their quizizz exit ticket.
Focus students were kept
on task while others were
given more challenging
activities to work on. Others
were supported in
vocabulary and and visual
aids.
I made myself available to
ask questions. I moved
around the room and talked
with groups that i saw
needed support or guidance
on where to start. This left
an open door for students
to ask any questions and
allowed me to clear up any
confusion.
Due to the fact that this
lesson was an extension of
a topic already covered I
activated their prior
knowledge through
question and discussion. we
reviewed the topic and
what we had learned prior.
information, reviewed
vocabulary, and answered
questions about ways the
strategy will be helpful in
Page 4 of 7

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher addressed misconceptions addition and multiplication are
about which mathematical related.
operations were needed on both
sides of the equal sign.
The rigor of the task was adjusted
based on students current levels of
understanding. By giving different
levels students were engaged
During the independent practice
because the level of difficulty was
portion of the lesson, focus students
neither a barrier by being too easy
were assigned different tasks.
or too difficult.
Teacher assigned problem solving
Students solved problems either
tasks based on students current
teacher generated or self-
level of understanding.
generated.
Teacher monitored students for
Students engaged with teacher
misconceptions and offered
when needed to clarify
guidance.
understanding.
Student talked through strategy
Teacher made use of whiteboards with partners and showed
and an exit ticket to monitor evidence on their whiteboards.
student understanding.
Some students could not draw an
Teacher did not offer answers, but array with partner help because
instead guided students to think they did not know their
about their thinking. multiplication facts.
solving a multiplication
problem.
A misconception that I saw
within the exit ticket was
that many students
overlooked the answer to
the distributive property
and payed more attention
to the work. While this is a
strategy for solving, it
showed my that many
students were not
successful if they didn't
have a great grasp on their
multiplication facts.
Students were given
different tasks when
working independently
based on their level. My EL
students were pointed in
the direction of the anchor
chart and vocabulary cards
when they when stuck on
something.
Some students solved
problems provided for them
while others were asked to
come up with their own
problem. All students were
involved in groups. One was
responsible for drawing the
array for the problem while
the other recorded the
solution to the problem.
Students all had a purpose
while solving. This allowed
for full student
participation. I walked
around listening to their
discussions. When I heard
them going in the wrong
direction I was able to stop
and discuss with them to
guide hem in the right
direction.
Students were able to talk
through the problems they
solved with their partner
and show evidence of work
and array. They also
completed an exit ticket.
I saw some struggle within
the exit ticket. It was only
the second time using the
Page 5 of 7

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.
site and i think that factored
in to the student responses.
I really see a difference in
success in my students
when i use repeated
language when solving a
problem together. It sets
the students up to be able
to explain what they are
doing in class as well as talk
themselves through a
problem at home.
Section 4: Post Observation Conference
I would have liked to see a more successful outcome on the exit ticket, but saw a great improvement in the
student grades from the mid chapter check to the chapter test.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Angelica still has some work to do.
Gabriel struggled at points in the Zach was more focused that other
She was able to work well with the
lesson. Keeping him focused is lessons in the past with the
support in a group setting but still
something that is part of his 504 he differentiation used. He was on
struggled with the concept of the
needs redirects often. Even with task and working rather than
lesson in an individual setting. She
the redirects Gabriel was able to rushing through his work to
was able to show success with the
grasp the topic of the lesson as complete it. I believe he grasped
academic vocabulary with the use
seen in his exit ticket. the concept well.
of visual aids.
I would remove the variable of a brand new program and possibly do a paper exit ticket until the students were
more familiar with the website. Students had only used Quizizz one before so I think that may have thrown
some of their exit ticket results. Students were able to orally explain the steps to solving the problems but the
exit tickets did not reflect the same for some students,
1. Differentiation used for my students seemed to be successful . They were engaged and working. I saw
the most improvement with Zach.
2. Anchor chart usage and display. Information was clear and easy to follow. for students without being
overwhelming.
3. Use of academic vocabulary was a fluid part of the lesson and students were able to describe their
actions incorporating the vocabulary.
1. I think iI need to spend more time anticipating possible problems that could arise in the lesson. then i
could correct it with more explanation or clearer directions so the problem doesn't have to arise.
2. I want to make it a point to have more embedded differentiation already written into each lesson
plan.
3. More support to students on unknown vocab that is not part of the academic lesson scope.
Sometimes there are words that are within the tier 1 level that students still struggle with I need to
support them in this area as well so that they can have a better overall understanding.
Putting my area of improvements into play. I can acheive this by spending more time while planning thinking
about solutions to problems that may arise as well as making my differentiation a fluid part of the lesson plan. I
am also going to start circling words that i know my students will need support on in the teacher's manual.
This will make it an easy reference point while teaching.
Other Comments/Notes
Page 6 of 7
 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 7 of 7