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
Miss Valerie Carrillo vcarrillo@ljsd.org Math Third Grade
Mentor Email School/District Date
Marikate Wissman mwissman@ljsd.org Lowell Joint School District 3/21/2018
Content Standard Lesson Objectives Unit Topic Lesson Title
3.MD. Measure and
estimate liquid volumes and
masses of objects using
standard units of grams (g),
kilograms (kg), and liters (l).
Add, subtract, multiply, or
I will be able to estimate and
divide to solve one-step Estimating and Measuring Liquid
measure liquid volume in Measurement and Data
word problems involving Volume
metric units.
masses or volumes that are
given in the same units,
e.g., by using drawings
(such as a beaker with a
measurement scale) to
represent the problem.
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.)
T: Will construct a lesson that caters to different learning needs and
creating rigorous learning
provides rigor to all students at they are now. Students will be
environment with high expectations T:Exploring
2.4 provided support by the teacher when they face a roadblock in the
and appropriate support for all S:Emerging
lesson.
students
S: Once the skill is taught they will apply it correctly.
Establishing and articulating goals for T: Will show usage of UDL in the classroom. Making the content
4.2 T: Exploring
student learning. accessible to all students at the planning stage.
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.
Inquiry Focus/Special Emphasis Provide a very clear learning objective and give
How can I make clear learning intentions so my
● What is your inquiry focus and/or special emphasis? the students concrete examples about what
● How will you incorporate the inquiry focus and/or students are clear about what success looks like
special emphasis into the lesson? they should be able to do at the end of the
● What specific feedback do you want from your ME? for them and how they will show it.
lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students Angelica: this student has a great
● Summarize critical needs and how Josiah: He tends to be distracted Spencer: He can zone out and lose
drive to learn but can become
you will address them during this very easily. I am going to keep him focus easily. I will be using
lesson. frustrated when she does not
engaged my incorporating redirects and encouraging him to
understand something. She does
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 well with visual aids which I will be
incorporating many of in my lesson
so that she has some perspective
on what a liter actually looks like.
● 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?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
movement into the lesson to cater participate by involving him in the
to his kinesthetic needs. lesson to keep him engaged.
Visual and concrete examples are always good
Any suggestions for alternative methods or
for struggling learners since they typically have
things i may be missing in meeting the needs of
a difficult time with abstract concepts and
these learners?
making connections.
What are some alternative ways to display or
I believe just clear, straightforward language
share the learning intentions so that students
describing what is to be learned is the best
are clear about what they are? Do you think my
approach.
lesson set them out clearly?
● Lesson will be displayed with a slides
presentation. We will begin with an
introduction of the topic and learning
intentions. I will then move into a
demonstration with water to see
where their understanding of liquid is The design of the lesson is very sound. You
at. We will then move to vocabulary. share clear objectives and success criteria with
The lesson will end with a center style students in language they understood.
rotation completing activities relating It is helpful to ask your students to explain in
to the lesson. Students will complete their own words what they will be learning.
an exit ticket on quizizz before lunch.
● I have included many different You need link the new concept (volume) to
strategies to meet the needs of my prior learning. A visual reference is always
different learners in my lesson. There helpful to help students to grasp new
will be slides, pictures, anchor charts vocabulary.
and demonstrations for visual
learners, hands on activities and It is evident you have considered the diverse
movement for kinesthetic learners. needs of the students in your classroom.
Chiming and repetition of learning
intentions for auditory. students will
also have a time to work independently
to cater to my learners who prefer to
work with the text themselves.
The real life problem of the principal’s fish
● I will be posing a ‘real world problem’ tank was very engaging for the students. The
to the students in which they will have variety of activities the students complete
to solve a problem about a new pet on gave them multiple opportunities to access the
campus. objective.
● I will set clear boundaries and
expectations from the beginning of the
lesson so students know what is
expected of them. We will be working
in groups, so we will discuss
Setting clear expectations for behavior is key
troubleshooting on what we need to
especially when multiple things are going on in
do if we get stuck. I will make the
the classroom.
students feel like they are the experts
as they explore options for solving the
One self and peer monitoring strategy is to
real world problem together.
have students fill out a quick survey at the end
● Students who are not able to show self
rating themselves and the other students in
control during the lesson will have an
their group.
alternative, less hands on assignment
to do at their desk. I will also be
rewarding students with points on
Class Dojo if I see them working well
together.
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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.
● I will close my lesson with an exit ticket
using Quizizz. Students will be able to prove
that they have met their learning intentions
through this formative assessment.
● I will be working with student groups so i The exit ticket you provided for the students
can see what the students are discussing
was highly motivating and gave you timely
and how they are looking at and
understanding the concepts. This is the
feedback as to their understanding of the
closing lesson of our chapter i will prep concept. This is valuable data for use in fine
them for the following day by quickly tuning follow up lessons.
reviewing what we have gone over and
letting them know tomorrow will be our
test prep day.
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 Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Teacher provided clear learning Students were able to clearly to
objectives and success criteria. She state what they would be doing.
My students are very used to our
asked the students to restate the
routine of taking about the learning
L.O. in their own words. She gave The focus students were engaged
objectives of a lesson. I really liked
them the opportunity to pair share with their groups during the
hearing them explain what the
before asking for L.O. Teacher activities. The collective
objectives were to a partner in their
related new objective to prior whiteboard activity gave them a
own words. It was helpful to me to
learning. Teacher referenced chance to see how the different
see if i was explaining the learning
anchor charts giving students an ways their peers solved the
objectives in kid friendly language.
visual example to tie in prior problem. Their peers helped the
knowledge. focus students when they got stuck.
● Teacher introduced the ● Students were engaged at ● My students were very
lesson by linking the each station. engaged in this lesson. They
concept of volume to prior ● They were responsible for love any type of hands on
learning about completing each task and lessons where they can
measurement. To engage problem solve if the task touch and work together.
the students she explained required skills they had not They were excited to work
they would be helping the covered. with water and help the
principal to solve a principal with a problem
problem in choosing a pet. ● Students were able to about getting a new pet. it
● The teacher explained the discuss and test different held their interest very well
students would be strategies for solving the in my opinion.
performing different tasks problems the tasks ● My students were able to
as they moved from station required of them. On one work together and help
to station. She gave clear of the tasks, students used other students. They
instructions about how to a large group whiteboard, worked collaboratively and
perform the tasks. She set so they could show other had good discussions.
behavior expectations for group members their Students were able to ask
group work. She addressed thinking. Students worked questions to their peers as
questions and checked for to correct errors and well as me.
understanding to ensure misconceptions of their ● Working with the large
students knew what to do. peers. whiteboards allowed me to
● As the students moved ● The focus students were take a quick peek and see
from group to group the able to add meaningful what misconceptions they
teacher would check in input and explain their had so I could address
with groups. thinking. Their peers were them.
● The focus students were able to offer assistance ● I was able to see my
placed in groups with peers with the operations of natural leaders take the
that could assist them with mathematics. lead and encourage the
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the tasks. In addition, the focus students to get
teacher checked in with involved.
each of them several times.
● I was able to go over each
station so that students
knew what was expected
● The teacher set clear them at each station. This
● Students were excited
expectations for behavior allowed me to spend time
about solving a problem
both individually and with the group that was
for the principal, so they
collectively. working with the water to
worked together to
● The teacher designed tasks fill the fish tank. They
accomplish the various
that were interesting and finished in a timely manner,
tasks.
relevant to the students. so I was able to check in
with all my other groups
before having students
change stations.
● Most of the misconceptions
I saw occurred at the
station where students
were working to solve the
● The teacher linked the idea price of the water. Thy had
of volume to the students’ some valid questions. What
prior experiences with about tax? Do we need an
measurement. ● Students were able to exact answer or an
● The teacher provided measure water using the estimate?
concrete examples (i.e. various size bottles giving ● Students showed all their
plastic containers of them experience with how individual work on their
various sizes) of the various the various units related to large whiteboard. They
units of measure. each other. were able to solve using any
● The students as a group did strategy they thought
not have any would work for them.
misconceptions that were ● I was able to address these
noted. when the first group was
there and as the stations
rotated I was able to
prepare them from the start
for those misconceptions.
● I provided support to
● Although all the students
students at each group by
moved through each
making myself available to
station with their group,
● The tasks provided various answer questions or
the teacher had designed a
levels of rigor, so students encourage them to keep at
different the level of rigor
were challenged to work it. They responded well to
of each station varied.
collectively to problem this.
● The teacher worked
solve. ● I was very proud of my
primarily with the group
● The students interacting students and their
measuring, but once that
with the teacher through a collaborative efforts. They
group had their estimate.
series of questions. were getting involved and
The teacher was able to
asking questions, even at
move to other groups to
the stations that were very
elicit evidence of their
rigorous. When it was too
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
learning through difficult I saw them
questioning. watching their peers and
then try it on their own.
● When I spoke to some
students they were able to
share their concerns or
confusion so that I was able
to meet them at the point
they were stuck on. I
enjoyed this lesson as much
as they did.
● Students were able to
● The teacher provided demonstrate achievement
several ways for students by showing how they
to demonstrate their arrived at their answers in
understanding as they ● As a group, the students their whiteboards, as well
moved through the worked out problems on as verbal check-ins with me.
stations. whiteboards. In addition, ● At the end of the lesson
● In addition, the teacher the group had to construct each group was able to
provided an exit ticket other written responses. share their results. One
activity, so students could ● The groups and individuals area of struggle I saw was
demonstrate their also were able to orally the students finding the
individual understanding of explain their answers and cost of the water, since they
the learning objective. thinking. don’t know long division
● As the teacher observed ● Students completed an yet. It was very nice to see
the students working in exit ticket using their how they approached
groups she asked students Chromebooks and an app solving this problem with
to explain their thinking. If to demonstrate (Quizizz) the skills they knew thus
they what they stated was to show they understood far.
unclear, she would the learning objective. ● I was able to ask students
question in manner to questions to guide them.
bring them around to and address any concerns
clarify their thinking. they had while they were
working in their stations.
Section 4: Post Observation Conference
Student achieved he lesson at a 75% accuracy as displayed by their exit ticket. Each group was also able to find
the correct solution to the real-world problem as well as find a reasonable estimate on the cost of the water
while working in their groups. They met all the goals that were set out for them at the beginning of the lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
He did a great job in this lesson he
seemed much more confident than
With some encouragement she usual. When I asked the group
participated in the group work and questions he took the lead in He did lose focus a bit and needed
was able to speak with her group in answering them and got them some redirection. He sometimes
order to solve the problem. when correct. It seemed to be a great wanted to veer off into a
she seemed confused I pointed her confidence booster for him when I conversation but with redirects
attention to the anchor charts or praised him for his efforts. He did and getting him working hands on
showed her the liquid bottles to show difficulty with working out he corrected this behavior in the
point her back to what the group some of the math problems in one end.
was looking for. of the stations that asked them to
find the cost of water for a fish
tank.
Next time I would add another activity to the estimation station. This station took the shortest amount of time,
so I would make sure students had something else to work on. I think overall the lesson went well but I would
like to possibly add some more tasks depending on the level of my students.
1. The lesson was directly tied to the standards
2. The lesson met the needs of a variety of learners
3. Gave the opportunity for genuine collaboration and motivated students
Page 5 of 6

What were three top areas for
improvement?
What are next steps?
1.build in more choice for future
2. Continue to look more closely at the publisher lessons and asking if I will need to supplement.
3.Accessibility for my shy and struggling students. How can I get them to be active participants?
My mentor and I decided that I will continue to look at the third-grade standards closely as well as provide
clear learning intentions for my students. I want them to know exactly what they need to understand, do, or
achieve to meet the learning intention of the day and get them actively involved in their learning process to
build independent learners.
Other Comments/Notes

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