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
Krysta Andrus (Menzies) Krysta511@gmail.com Multiple subjects Kindergarten
Mentor Email School/District Date
Heritage Oak Private
Cindy Snyder Cindy.snyder@heritageoak.org 10/20/18
Education
Content Standard Lesson Objectives Unit Topic Lesson Title
Student understands the -Students will utilize
concept of addition and technology and hands on Understanding Addition Modeling Addition Sentences
subtraction and solves learning tools to reinforce
problems: addition concepts.
-represents addition and
subtraction with objects,
fingers, mental images, -Students will gain a more
drawings, sounds, acting out meaningful understanding of
situations, verbal the why behind adding
explanations, expressions or numbers.
equations
-solves addition and -Students will gain more
subtraction word problems confidence with their abilities
and adds and subtracts within to successfully add addition
10 by using objects or problems and word problems
drawings to represent the involving additions strategies.
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 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.)
T-Experiments with and/or virtual learning environments that support student
learning.
Creating physical or virtual learning
Structures for interaction are taught in single lessons or sequence of lessons to support
environments that promote student learning, T-Exploring
2.2 reflect diversity, and encourage constructive and
student learning.
S-Exploring S-Students use resources provided in learning environments and interact with each
productive interactions among students
other to understand and complete learning tasks in single lessons or sequence of
lessons.
T-Selects strategies for single lessons or sequence of lessons that respond to students’
Planning instruction that incorporates
T-Exploring diverse learning needs.
4.4 appropriate strategies to meet the learning
S-Uses assessments of students’ learning and language needs to inform planning
needs of all students S-Applying
differentiated instruction.
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.
-My inquiry question is: “How will the
Inquiry Focus/Special Emphasis Lesson looks very well thought out. It seems

implementation of technology and hands on
What is your inquiry focus and/or special emphasis? to use great resources and multiple ways to
 How will you incorporate the inquiry focus and/or resources effect student test scores?”
special emphasis into the lesson? teach and help the students understand
 What specific feedback do you want from your ME? -I will be incorporating this focus into my lesson
addition.
by utilizing technology and manipulatives during

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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?
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?
whole group instruction and during their small
group interactions.
The feedback I want from my mentor is they
think my lesson and inquiry focus can be
assessed accurately and if it is appropriate for
our grade level.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student’s academic need is
This student struggles with self motivation. To try and
This student’s biggest need is with
remaining focused and on task. To address this during the lesson I
understanding the academic
help with this student’s needs, I will continuously check in with
vocabulary and language being used.
have broken this lesson into 2 her and see how she’s
To help with this, I will be using
parts-a formal whole group lesson progressing. I also believe that by
visual aids for him, as well as, pairing
and then a chance for them to get making the lesson more engaging
him with a fluent and academically
up and work in centers doing with manipulatives and
high student during our center time.
hands on activities. technology, she will be more
motivated to try her best.
I think the use of auditory visuals will be
I want to know if there are tools beyond the
helpful as well. An introduction video via the
ones I have thought of that can help reinforce
California mathematics website or Brain Pop
learning.
video to introduce each lesson.
At the conclusion of the lesson, I will point out
I want to know if there is a better way to check
and notify you of any ways that you could
for understanding and student learning at the
better check for understanding and student
conclusion of the lesson.
learning.
-My lesson will be broken into 3 main parts:
1. My opening where I will discuss learning
goals and introduce the topic by doing a
short, whole group lesson.
Your opening is great where you introduce the
2. The body of my lesson will involve small
topic by doing a short, whole group lesson to
group centers that they will rotate
familiarize them with what the lesson is going
through, allowing them a chance to
to be about, as well as, let them know the tone
utilize the skills they are learning.
and expectations of the lesson.
3. I will close the lesson by wrapping up
everything they have learned by
The body of the lesson is wonderful! I love the
summarizing main points and checking
small group centers idea where they will
for understanding.
rotate through, giving them the opportunity to
-Throughout this lesson I will be using visuals,
explore the lesson through many different
manipulatives, technology and will be getting the
ways.
students moving around the room to work on
different tasks and even other students.
The closing looks great. Maybe you could add
-The progress monitoring tools that I will be
a “check for understanding”. Ask a question
using during my lesson are thumbs up/thumbs
and the students have to answer on white
down and my own visual assessments while
boards and show you.
they’re working. If I see that most of the class is
struggling, I know that I need to reteach the skill
using a different method or strategy.

-I will make the lessons relevant by explaining

the different ways they will use addition at home
or on the playground, or in a familiar Manipulatives are always a great tool for
Student Engagement/Learning
 How will you make the lesson relevant to all the
environment. I will also use manipulatives and concept mastery/understanding! Answering
students? resources that are familiar to them. questions at the conclusion of the lesson is
 How will students show progress towards master of
lesson objectives? -They will show progress by completing activities great to as this will help you see who
at centers and then answering quick questions to understood this lesson and who did not.
check for understanding at the conclusion of this
lesson.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

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?
CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Prior to the start of the lesson, I would set the
-To maintain a positive learning environment, we
tone for the lesson (example: this lesson is to
will review appropriate and kind choices to make
be done whispering to each other or silently,
while working with others. Also, working in
etc.). I would also remind them of how we
centers is a familiar topic to them so they have a
switch centers so that there is a clear
good understanding already of the expectation
expectation set.
level.
-My specific procedures for preventing
Class dojo and noise meter are both excellent
challenging behavior is to use my existing
rewards. Maybe you could reward the center
classroom management tools such as our class
that worked the best together and followed all
dojo’s and our classroom noise meter.
the required rules/expectations.
I will close my lesson by summarizing the skills
they learned and check for understanding.
I love the closure of the lesson. One thing I
To check for understanding and student learning
still might add is the whiteboards where all the
I will use the app on my dojo that selects random
students answer the questions together and
students to answer quick questions about what
then display the board to you. This way they
they learned. Also, throughout the lesson I will
are all required to participate in the closure.
be walking the room to visually see how well the
students are completing their center activities.
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
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of 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.
I took my mentor’s feedback of
introducing using a video and
ending with white boards. I’m glad I
I suggested the use of white boards The students loved the use of white
took her advice because my
at the conclusion of the lesson and boards and were so proud to show
students were engaged for my intro
she took my suggestion and did this. their responses.
and the whiteboards were an
effective and quick way to gauge
what students learned.
-Introduced lesson with a BrainPop
video on addition.
-At the conclusion of the video, she
had them take the follow up quiz
orally. The introduction was engaging for
-Students watched BrainPop on
-Centers were then explained: all my students, especially for my
addition.
Promethean Board addition focus students due to the use of fun
-They answered the quiz following
activities, iPad addition apps, and ten visuals and the follow up quiz
the video orally
frames white board activity afterwards. The quiz had both the
-They completed the given centers
-Teacher was constantly walking words on the screen and then could
with much enthusiasm
around the room monitoring all the read it out loud as well.
activities
-The focus students were paired with
groups and other students that could
support them.
Students were receptive to the
-Calm, quiet atmosphere -Students were calm when noise monitor. This is something I
-Teacher had a noise level detector teacher’s voice was calm. They use on a regular basis. Something I
so that students knew what the followed her tone. could’ve tried instead was using the
expectation was during center time. -Noise level detector was adhered noise monitoring tool on our class
to throughout center time. dojo app since this was more
technology based.
Page 3 of 5

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
-There were 3 very organized centers
During the rotations, I walked the
where the children rotated through
room to help address questions or
all of them.
-The children followed the given problems. Students seemed most
-Students knew the expectations of
centers and were so excited to do receptive to the iPads and magnetic
each center after the directions were
so. ten frame activities. I think the
given.
-They followed the directions of smart board activity I had was good
-Students followed the rules at each
how to rotate through each center intentioned but it only allowed for
center
and listened to the teacher’s one student at a time, which was
-After the first center was complete,
directions hard to manage when I wasn’t there
Students were a little confused as to
-When confusion did occur, they to help navigate turn taking.
which center to go to next, but
redirected themselves and got right Overall, it was all a success, but I
teacher quickly redirected.
back into the activity they were think in hindsight, adding one more
-At one center, there was confusion
working on. center/rotation to allow for smaller
about whose turn it was, and again
groups, could have helped make it
teacher was right there ready to
more effective.
assist.
-Students were supported through
several different tools so that all
The learning experience was overall
learners could understand.
very positive. I think that they were
-Students participated in all centers,
all engaged and really enjoyed
watched the BrainPop video, took
doing something different for our
the quiz at the conclusion of the -Students actively participated in all
math lesson. It allowed me to see
video, and displayed responses at the centers, introduction activity, and
students knowledge on a topic in a
conclusion of the lesson on their conclusion activity.
variety of ways, all at one time. It
white boards
allowed me a more in depth look at
-Student learning was shown through
which students may be struggling
the technology centers, white board
certain aspects of addition.
ten frames activity, BrainPop activity,
and white board conclusion
-Students demonstrated
achievement through BrainPop quiz Assessing student learning in an
questions and white board informal matter, was actually a
-Students all showed they learned
conclusion responses. little bit easier in a set up like this. I
the lesson and understood the
-Students did not struggle as centers also could get a good idea of whole
expectations and followed them
are a common daily activity in the group knowledge during our brain
-They all thoroughly enjoyed the
classroom. pop quiz and then more
lesson.
-Teacher explained the directions and individualized knowledge using our
expectations clearly so the the white boards at the conclusion.
children could all understand.
Section 4: Post Observation Conference
Overall, students did achieve my lesson objectives. My goal was for students to gain a deeper understanding of
how to add numbers less than 10 and add at a quicker pace. Each center contributed to these skills and
students were successful in completing them independently and then answer follow up questions quickly and
correctly.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My last focus student struggles
My EL student thrived in this learning with motivation. My goal for her
environment. He was given a My focus student has a hard time was to remain engaged
multitude of visuals and hands-on with remaining focused and on throughout the lesson and work
learning experiences. He especially task. With the frequent well with her peers. When she
loved using the iPad to practice his movement, he seemed to be much was engaged with an activity she
addition skills. He was able to work more engaged throughout. He would do very well. When her
independently, but if he struggled, really enjoyed working with his group got to the smart board
he was paired with a “buddy” peers and I tried to surround him activity I noticed her struggle to
student to help him along. I observed with students that would help him stay as engaged due to having to
him answering questions correctly be successful. wait her turn. Luckily, I was able
and engaging well with his peers. to be around enough to help get
her back on track.
Page 4 of 5

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
Next time, I am going to add a fourth center so that I can have smaller groups rotating. I think the group sizes
were my biggest set-back. I ended up with 2 groups of 7 and one group of 6. I also think I would’ve given each
group a couple minutes longer at each rotation to allow them more time to work with all the different
manipulatives or technology resources.
My lessons top 3 strengths were:
1. The rotations through centers. I feel like this allowed for more engagement because students were
given the chance to move and engage with a variety of hands on or technology based tools.
2. The groups were strategically formed based on learning ability, maturity level and ability to work
independently.
3. It was familiar. Centers is a daily learning time we have in Kindergarten. The idea of incorporating it
into a lesson was new for them, however, the actual experience of centers, is something they have
been doing consistently. This allowed for an easier flow and less questions throughout which leads to
more learning time.
The top 3 areas for improvement were:
1. Time. I feel like I was racing against the clock with this lesson idea. I definitely underestimated the
amount of time necessary to complete this well. I feel like students were not given ample time at each
center which may have held them back from getting as much out of it.
2. Group sizes. Since there were at least 6 students in each center, and and limited resources at each
center, students had to spend too much time waiting their turn to use the items. Either more time at
each center or small group sizes could have helped alleviate this issue.
3. Trying a new noise monitor could have been beneficial. Since this was a focus on technology, maybe I
should’ve been more open to trying something new with the students. Utilizing the technology I have
on a more regular basis is something I am working towards doing more often.
The next steps will be for the students to take their final chapter assessment. Students who get less than 70%, I
will conference with and email the parents. Students who are successful, I will make copies of their work to
keep for their open house portfolios.
Other Comments/Notes

Overall, I think the lesson was a success. I think that doing more hands on math lessons is something I should consider more often. I
loved how engaged the students were, how it encouraged cooperation and teamwork, and also how it allowed them to learn in different
ways. In the future, I will try and allot more time for rotations, give more resources at each center and continue to encourage teamwork.
I will definitely be incorporating more lessons like this in the future.

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 5 of 5