Fullerton Online Teacher Induction Program

P​​re/​O​bservation/​P​ost 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 Megan Donoff miss.donoff@christcm.org Math 3​rd
Mentor Email School/District Date
Mrs. Leah Tornow mrs.tornow@christcm.org Christ Lutheran Costa Mesa 10/24/18
Content Standard Lesson Objectives Unit Topic Lesson Title
CSS.M.3.OA.3 Use multiplication and division
within 100 to solve word problems in situations
involving equal groups, arrays, and measurement
Students will be able to
quantities, e.g., by using drawings and equations
represent their Multiplication Strategies
with a symbol for the unknown number to
mathematical thinking Expressing Mathematical Thinking on Number line Checkup
represent the problem
using an open number an open number line
line.
CSS Mathematical Practices:
3.MP.7 Look for and make use of structure
3.MP.4 Model with mathematics
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 just Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
investigates and examines of pedagogical choices repertoire pedagogical repertoire
pedagogical practices
CSTP Element Initial Rating Rating Description​​ (Identify both teacher and student rating for CSTP 1 and 2.)
Incorporates differentiated instructional strategies into ongoing
planning that addresses culturally responsive pedagogy, students’
4.4 Planning instruction that diverse language, and learning needs and styles.
4.4 incorporates appropriate strategies to Applying
meet the learning needs of all students Uses assessments of students’ learning and language needs to inform
planning differentiated instruction.

Creates, adapts, and integrates a broad range of strategies, resources,

1.4 Using a variety of instructional
strategies, resources, and technologies
1.4
to meet the students’ diverse learning
needs
and technologies into instruction designed to meet students’ diverse
learning needs.
Integrating
Students actively engage in instruction and make use of a variety of
targeted strategies, resources, and technologies to meet their
individual students needs.

3.5 Using and adapting resources, Integrates a wide range of adapted resources, technologies, and
3.5 technologies, and standards aligned Integrating instructional materials to meet identified student needs and make
instructional materials including subject matter accessible to students.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 adopted materials to make subject
matter accessible to all students. Assists student with equitable access to materials, resources, and
technologies. Seeks outside resources and support.
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: Math Apps: Use of digital tools
incorporated into our new math curriculum.
Question: How will the use of technology based
Inquiry Focus/Special Emphasis manipulatives improve student learning as
● What is your inquiry focus and/or special demonstrated by achievement on the For observation purposes, have the students
emphasis? checkpoint assessment? use/learn one focuses application of the
● How will you incorporate the inquiry
focus and/or special emphasis into the -Students will use the numberline tool to number line tool.
lesson? express their mathematical thinking. I will be interested to see how your focus
● What specific feedback do you want from -How else can I use these math tools to support students respond to the number line.
your ME? student learning? How can I improve my
technique?
-How can I narrow down my use of this tool to
one specific task?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student #16: Student #8: In the previous unit,
This student’s reading this student scored a 39% on her
comprehension is low. In the Unit 2 Pre-assessment for math. Student #9:In the previous unit,
previous unit, this student scored a She takes her tests in a separate this student scored a 14% on her
26% on her Unit 2 Pre-assessment room so she can have a human Unit 2 Pre-assessment for math.
for math. With Spanish being her reader. She has an ILP for her This student struggles with
first language, she struggles to diagnosed ADD and Dyslexia. She reading comprehension and math.
Focus Students
● Summarize critical needs and how comprehend all the word problems struggles with verbal instructions. Parents currently want her tested
you will address them during this and directions written in English. and wish to begin an SST.
lesson.
She also struggles with basic math I will address her needs by
facts. monitoring her responses closely I may need to give her an easier
and stepping in when necessary. I question to model on her
I will address her needs by have additional time set up with timeline. A pre-assessment will
monitoring her responses closely resource teacher to give her extra determine how I should sort her
and stepping in when necessary. needed support. I will give her an with other students.
I will also provide the questions to enlarged copy of the questions.
her in Spanish.
Assist your LL with a spanish language copy of the
● What specific feedback regarding your focus students questions. Dyslexic student partnered with another student
do you want from your ME?
How can I assist them better?
who can help her with the reading as needed. Modified
question for student #9.
Give them the opportunity to independently use the
number line tool to show their mathematical reasoning.
Specific Feedback Every student needs to create their own number line even if
● What additional specific feedback do you want from How do I best asses their abilities? working in groups. They should be told that their number
your ME regarding lesson implementation? lines do not need to look the same within a group, but they
should explain their thinking if they have a disagreement
about how to best show the math problem.
Lesson:
Opening:
Instructional Planning ● Model how we can write an equation and Consider letting the students work independently in in
● How is the lesson structured (opening, body, and
closing)? represent thinking on a numberline when leveled groups to show ability to use number line.
● What varied teaching strategies and differentiated answering a word problem. Previously, they have been guided, and this will allow you to
instruction will help students meet lesson goals? ● Have a poster With requirements: equation, assess their ability. Let groups working on the same
● What progress monitoring strategies will be used? How
will results inform instruction? jumping tool, boxed answer question share their process and result with the class.
● Open Number line definition
Body:
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6

Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards mastery 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
● Log into number line app
● Present a word problem
● Have students respond using the app
● Math Forum their thinking
Closing:
● Turn to a partner and summarize what we
practiced in math today.
● Or have the students write a post it on what they
found most difficult.
Differentiated Instruction:
Student # 16: Provide student a copy of lengthier word
problems in Spanish as well as English.
Student # 8: Place in group with simpler word problem to
represent on number line app. Read problem out loud to
her.
Student # 9: Place in group with simpler word problem to
represent on number line app. Monitor progress closely,
asking prompting questions.
Progress Monitoring: Prompting questions , challenge the
group to write their equation differently within the
equation.
I will pose the questions to the students, replacing Observation of answers should provide clues as to their
the names. mastery of the objectives. Students view this activity as a
game, which naturally increases their engagement and
They will be taking a numberline check up interest.
I will maintain a positive learning environment by sticking to
my classroom management plan and using call backs to
capture student attention.
RULES
1. Listen and follow directions quickly.
2. Raise your hand for permission to speak
3. Respect your classmates and your teacher.
4. Keep hands, feet, and objects to yourself.
5. Respect school and personal property.
When students break a rule and need reminding, there is a
clipboard to record. This is so you can keep track of how
Is there anything you can do to prepare students who may
many times they need reminding so when you get to 3 they
easily get frustrated or have trouble working with others?
take a break. It is also helpful information for me later.
Think about roles/grouping to facilitate.
CONSEQUENCES
1. Warning (“Name, That’s 1.”)
2. Warning (“Name, That’s 2.”)
3. Take a break. (“Name, That’s 3… take __
minutes.”) - A note will be attached to the student planner,
which must be signed and returned the following day. If the
note is not initialed, a follow-up phone call will be made.
4. Extended break (in office), letter home, possible
detention
One idea for closing would be to record student
thinking on an anchor chart and have a students
pair-share their favorite new idea about using the
Closing: number line.
Exit slip or somehow record student thinking.
Page 3 of 6

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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 questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you 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.
Table 1 (with focus students) was the quietest
#9 - disengaged - writing on clipboard during Students listened to their peers to
table. They weren’t discussing their ideas like
introduction. Was engaged during group
the other tables. complete the worksheet. They were
discussion.
They needed more help, even though their able to point out what others did
#16 was able to share her work and explain
question was significantly easier than the
it. well and ask questions.
others.
The technology was engaging, and all
students seemed able to use it to show their
Reviewed prior knowledge as a whole group. thinking. The students were engaged with the
Asked specific questions of students as needed All students had to work to make meaning, technology- focused on the task at
to guide them to correct reasoning. but could use support of neighbors as they hand. Students taught one another
Student screens were projected for the group chose to.
how to complete the remainder of
to see. All students filled in worksheet as they were
taught by other students, even for problems worksheet.
they didn’t solve themselves.
I asked questions to remind them of
what the number line app
House points used to reinforce behavior.
Students knew routine to get to floor area expectations were. When they
with clipboards. worked in their groups I asked
Call and response to gain attention.
Discussion in each table group.
NT was encouraging and kept a positive tone.
Building number lines
prompting questions to challenge
She had clearly laid a strong foundation for them or guide their thinking away
Students used snaps to encourage and were
behavior and routines.
patient with technical difficulties. from wrong answers. At the end of
the lesson, students gave feedback
to their peers how they could
improve and what they did well.
Encouraged students to work together and Used an app they’ve used before to show We used our math forum to explain
discuss their thinking in their group. thinking. their mathematical thinking. They
took ownership of their learning.
Circulated through all the groups to provide Constructed knowledge visually and through The introduction reminded them of
support. discussion.
the goals and expectations, the body
Asked guiding questions as needed but rarely Misconceptions - starting at the wrong place allowed them to solve problems
gave answers. on the number line, (with 1 instead of 0), using technology, and the conclusion
struggling with some basic facts. Addition had them reflecting with one
instead of multiplication.
another on their findings.
Page 4 of 6

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?
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.
Each group was put together by ability (based
on MAP testing scores) and worked on a
different problem. EL was provided a copy of the
Spanish language sheet for language learner.
Students taught each other both in small worksheet in Spanish. The students
During group discussion, encouraged students
to ask the “teacher” (a student presenter) for
groups and during the whole group time. were also broken into groups based
Some students expressed frustration in on level. They were given questions
help.
trying to understand or feeling rushed.
Had all of the “high” group students teach that fit their level of mathematical
small groups in response to tech issue. thinking.
Kept a positive perspective and reinforced that
in the class.
Students created number lines on
the app and presented their work to
their peers. Each student completed
Writing answers on worksheets
Ability to share verbally using their the worksheet question that
Guided students and rephrased as needed. Chromebook number lines. corresponded to their peer’s number
Planned for students to be actively engaged in Students struggled to create number lines line. Along the way I asked students
a variety of ways. on some problems.
to challenge their thinking to
They used tools in the classroom walls to
help skip-count construct a different type of number
line or acknowledge what their peers
did well. This formed a positive
community of learners.
Section 4: Post Observation Conference
All students were able to achieve the lesson objective of representing their mathematical thinking using a
number line app.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My focus student 2 was absent
when I gave this lesson. I chose
Although she completed the
her as a focus student because of
This student was successful at number line app, her engagement
her dyslexia. To have another
representing her thinking on the was lower than the other
student to differentiate for, I
number line app. In the Math forum students. She was disengaged
selected a student with similar
she even stepped up and taught her during the opening. She leaned
challenges. She demonstrated her
number line to the class. heavily on her neighbors to copy
thinking on a number line and
work.
completed the corresponding
worksheet.
The technology stopped working half way through. Had the technology worked I would have represented their
thinking using an anchor chart while they presented their thoughts digitally. As it was, I was too concerned with
trying to make the tech work for my observer to write the poster I had planned.
In the lesson, every student was engaged in the technology task. The structure of the lesson was also a
strength- having the students on the carpet to review expectations, sent to work as a group, and then reflecting
in math forum. A final strength was the implementation of technology strategy within a curriculum that wasn’t
naturally designed to do so. This number line app successfully demonstrated students mathematical thinking
and provides them a more interesting alternative.
To improve my technique, I could have spent more time at the lower academic table. They needed more
support. I also need a better strategy for one particular needy student who demands guided assistance that he
doesn’t need. He is constantly seeking approval and is anxious for help even when he doesn’t need it. Also with
the technology snafu, I probably should have moved on quicker. I was just concerned with what I was showing
my observer.
Perhaps I should look into allowing students to use the number line app on assessments. This might be an
especially good option for my dyslexic student who needs the opportunity to represent her thinking on a larger
scale or with less writing requirements.
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