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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 Math 3
Mentor Email School/District Date
Marikatherine Wissman 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
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

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.)
Teacher: Explores additional instructional strategies, resources and
Using a variety of instructional technologies in single lessons or sequence of lessons to meet students
strategies, resources, and diverse learning needs
1.4 1/2
technologies to meet the students
diverse learning needs. 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
Promoting critical thinking through
1.5 inquiry, problem solving, and 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
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.
What are some ways multiplication
By listening and asking them to further explain
can be used in everyday life? How can
their thinking, you are provided with
the DPOM be helpful?
information about gaps in their understanding
Inquiry Focus/Special Emphasis These will be discussed in a think-pair-
or misconceptions they hold. Keeping these in
What is your inquiry focus and/or special emphasis? share and discussed while group to link
How will you incorporate the inquiry focus and/or mind as you move through the days lessons
special emphasis into the lesson? the lesson to their everyday life and
What specific feedback do you want from your ME? you can specifically address them. It is
definitely an on the fly kind of teaching, but
Was the inquiry focus a success? What
adjusting the lesson to the needs of the
strategies or type of inquiry have you
learners in real time is one of the keys to a
found to be most useful?
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
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Zach is a very bright young boy

and one of my high performing
Angelica is very eager to learn but
Gabriel is very distracted. He often students but he has a very
needs a lot of vocabulary support
Focus Students lays on his desk or zones out during difficult time staying engaged. He
Summarize critical needs and how to bridge the gap of understanding
a lesson. To address this issue I will typically tries to do the lesson on
you will address them during this of a lesson. To address this need I
lesson. give him verbal and physical cues his own and not with the class. To
will focus on her during the
to keep him alert and focused address this issue I plan on giving
vocabulary discussion and use
during the lesson. him more challenging problems to
visual aids during the lesson.
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
Are my interventions for my students attention of students for whom sustaining
What specific feedback regarding your focus students adequate? attention is challenging can be daunting.
do you want from your ME?
Are there any other recommendations Actively involving them in the lesson as much as
for meeting these issues head on? 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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
(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.
Specific Feedback
students One strategy I used was everyone had to have
What additional specific feedback do you want from Any gaps that should be implemented one question at the end of each lesson. I feel it
your ME regarding lesson implementation?
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
Instructional Planning
How is the lesson structured (opening, body, and incorporating visual aids, technology, and more students are understanding the lesson. Since
closing)? rigorous questions or students who already the objective is understanding the distributive
What varied teaching strategies and differentiated
instruction will help students meet lesson goals? have a firm grasp on the lesson. The progress property and do they know their multiplication
What progress monitoring strategies will be used?
How will results inform instruction? 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
Student Engagement/Learning by discussing the uses of multiplication in their I found students to be responsive to real life
How will you make the lesson relevant to all the
students? past, present, and future. They will give me real applications because it answers the question
How will students show progress towards master of
lesson objectives? 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
Classroom Management To maintain a positive learning experience I will powerful. If students get stuck considering
How will you maintain a positive learning
environment with a welcoming climate of caring, use encouraging speech and help students who having them talk through the what they do
respect, and fairness?
Identify specific classroom procedures and strategies
are having a difficult time look at the situation know to reinforce their learning is moving
for preventing/redirecting challenging behaviors. 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
Closure I will remind the students that while we
How will you close your lesson? them know at the beginning they will be
How will you assess student learning and prepare are finishing up the math unit this is a
responsible for providing you with an exit
them for the next lesson? strategy that can be used in any of the
lessons as well as on a test to solve a
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 questions.
levels of Blooms (Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students 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
In what ways were students you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them). Groups then selected a strategy and created
engaged? solved with this strategy?) need to give them a Blooms question stems handout next time.
two math problems to exchange tomorrow.

I found your advice on how

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
Specific Feedback attention and involved in the lesson. check for understanding based on
students conversations i
What information can you Zach will continue to be a challenge their particular needs. Immediate
provide the NT regarding heard the students who
requested special because he seems to need feedback was given to their
feedback? 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
who needed extra support
in the classroom.

Students were engaged by

Volunteers and non-volunteers the movement in the
gave responses to teacher posed lesson. We discussed, did
Teacher called on volunteers and
questions. sample problems on
non-volunteers to check for
whiteboards, moved into
understanding of the content.
partner work, and then
Students could agree, disagree or started an online exit ticket.
add to each others response. Students used math
Teacher used pair-share and
CSTP 1: Engaging All language when solving
monitored student responses.
Students problems in discussions.
In what ways were students
engaged? How were They also collaborated in
students not engaged?
How did students contribute
solving problems with their
to their learning? partners.
How did teacher and/or
students monitor learning? Students worked with partners to I listened to group
How were the focus
students engaged and
solve practice problems on discussions, looked at work
supported throughout the whiteboards. being completed on their
lesson? Teacher assigned problems for
whiteboards, and reviewed
partners to solve on whiteboards so
Students explained to teacher their their quizizz exit ticket.
she could see student responses.
thinking as teacher walked around Focus students were kept
checking in with pairs. on task while others were
given more challenging
Teacher drew in focus students
Students talked through the activities to work on. Others
through lines of questioning
strategies there were using to solve were supported in
the problem. vocabulary and and visual
I made myself available to
ask questions. I moved
As pairs worked to solve problems
around the room and talked
if the came to a sticking point
CSTP 2: Effective Learning Teacher moved around the room with groups that i saw
Environment teacher was available for help.
How did students and and addressed questions students needed support or guidance
Students were not given answers,
teacher contribute to an had and asked students to explain on where to start. This left
effective learning but questioning by teacher
environment? their thinking. an open door for students
surrounded use of the strategy
to ask any questions and
which clarified their thinking.
allowed me to clear up any
Due to the fact that this
Teacher opened lesson by telling the Students answered teacher posed
lesson was an extension of
students this was something they questions about what they had
CSTP 3: Organizing a topic already covered I
already had worked with. She already learned about the
Subject Matter activated their prior
What actions of the NT reviewed anchor chart and lesson Distributive Property of
contributed to student knowledge through
specific vocabulary to activate prior Multiplication.
assimilation of subject question and discussion. we
matter? knowledge.
How did students construct reviewed the topic and
knowledge of subject Students asked about particular
matter? what we had learned prior.
Teacher asked students ask steps in the process.
What misconceptions did They recalled prior
students have and how questions about the anchor chart if
were they addressed by information, reviewed
the teacher? they did not understand the process As evidenced by student response,
vocabulary, and answered
illustrated on it. one student did not have a
questions about ways the
conceptual understanding of how
strategy will be helpful in
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
Teacher addressed misconceptions addition and multiplication are solving a multiplication
about which mathematical related. problem.
operations were needed on both A misconception that I saw
sides of the equal sign. 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
The rigor of the task was adjusted chart and vocabulary cards
based on students current levels of when they when stuck on
understanding. By giving different something.
levels students were engaged Some students solved
During the independent practice
because the level of difficulty was problems provided for them
portion of the lesson, focus students
neither a barrier by being too easy while others were asked to
were assigned different tasks.
CSTP 4: Learning or too difficult. come up with their own
problem. All students were
How were students Teacher assigned problem solving
supported through Students solved problems either involved in groups. One was
differentiated instruction? tasks based on students current
How did students teacher generated or self- responsible for drawing the
participate? level of understanding.
How did the NT contribute
generated. array for the problem while
to student learning? the other recorded the
Teacher monitored students for
Students engaged with teacher solution to the problem.
misconceptions and offered
when needed to clarify Students all had a purpose
understanding. 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
Student talked through strategy Students were able to talk
CSTP 5: Assessing Student Teacher made use of whiteboards with partners and showed through the problems they
How did students and an exit ticket to monitor evidence on their whiteboards. solved with their partner
demonstrate achievement
of lesson objectives?
student understanding. and show evidence of work
In what ways did students Some students could not draw an and array. They also
struggle or demonstrate
limited understanding? Teacher did not offer answers, but array with partner help because completed an exit ticket.
What teacher actions
contributed to student
instead guided students to think they did not know their I saw some struggle within
achievement? about their thinking. multiplication facts. the exit ticket. It was only
the second time using the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
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

To what degree did students I would have liked to see a more successful outcome on the exit ticket, but saw a great improvement in the
achieve lesson objectives? 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
To what degree did focus
support in a group setting but still
something that is part of his 504 he differentiation used. He was on
students achieve lesson struggled with the concept of the
objectives? 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
What would you do differently more familiar with the website. Students had only used Quizizz one before so I think that may have thrown
next time? 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.
What were three top Lesson 2. Anchor chart usage and display. Information was clear and easy to follow. for students without being
Strengths? 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
What were three top areas for
improvement? 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
What are next steps?
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

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. 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