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
jen0talku@csu.fullerton.edu
Jennifer Oh Multiple Subject 3rd grade
ohj@ebcacademy.com
Mentor Email School/District Date
10/31 (during math block from
Erin Bartaluzzi bartaluzzie@ebcacademy.com Edward B. Cole Sr. Academy 10:45 – 11:45)

Content Standard Lesson Objectives Unit Topic Lesson Title

 Common Core State Standards
-Math
Using models , students will
be able to solve division
 3.OA.A.2 Interpret whole-
problems using repeated
number quotients of whole Meanings of Division Division as Repeated Subtraction
subtraction with at least
numbers… 80% accuracy.

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.)
Using a variety of instructional Currently, most of my lessons have been focused on the district
strategies, resources, and technologies curriculum (textbooks) and I want to branch out and gain more
1.4 Emerging
to meet students’ diverse learning engaging instructional strategies to help my students become
needs successful in understanding this lesson.
I want to be able to use more inquiry-based problems such as a math
Promoting critical thinking through
1.4 Exploring talk to get my students hooked and to asses prior knowledge during
inquiry, problem solving, and reflection
the start of every math lesson.
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.
You could use any type of counting
My special emphasis for this lesson will be on manipulative in order help students visualize
engaging students. I want to think of interactive the repeated subtraction. If you need help
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
ways that I can get my students actively engaged attaining a manipulative let me know. I would
 How will you incorporate the inquiry focus and/or in this math lesson. I want to branch out from suggest giving students specific goals and
special emphasis into the lesson?
 What specific feedback do you want from your ME? the worksheet/textbook style that I have been verbiage when working with manipulatives in
using and want to think of ways for students to order to keep them on task. Also, be clear
use manipulatives. about your expectations of them during this
time.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The EL student that I chose to be my I have one student with an IEP for I chose this student because he
Focus Students
 Summarize critical needs and how focus student is because she is my speech. I will allow her time to has low motivation in anything
you will address them during this lowest student in my class. I will explain her answers verbally and we do at school. I feel that he is
lesson.
modify the lesson to meet her give her many chances to talk and constantly bored because he
individual needs. This student has a participate in class discussions. always puts his head down. I
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 hard time when approached with
word problems. She is also slow to
grasping new concepts in
comparison to the rest of her class.
During this lesson, I will seat her in
front of the classroom and place her
in a group with students that love
helping each other. I will also show
her extra attention while the rest of
the class is doing independent work.
I want to know about various strategies that I can
 What specific feedback regarding your focus students use in my instruction to help these focus
do you want from your ME?
students be successful in meeting my learning
objectives.
I want to know how I can better support my ELs
Specific Feedback
in my class. Since, I have 15 EL students I want to
 What additional specific feedback do you want from
your ME regarding lesson implementation? know the strategies that I can use to my entire
class to help my struggling ELs.
Opening: I open every math lesson with a math
talk/ opener. I set my timer for 3 minutes and
have a problem on the board ready for my
students to solve. I tell my students I want them
to work independently. My students have been
doing this for quite a while now and have been
enjoying this activity. The students know that
this question is a “sneak peek” onto the math
Instructional Planning lesson we are about to learn. This is also a way
 How is the lesson structured (opening, body, and
closing)?
that I can check for understanding and prior
 What varied teaching strategies and differentiated knowledge. Depending on the problem students
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? either solve this question on their white board or
How will results inform instruction? on their math notebook.
Body: I move on to showing the students a
“Visual Learning” video which is about 3 minutes
long and teaches the students the math lesson
for today. During the video I have students use
their whiteboards and show me the answer while
the video is being paused. After we are done
watching the video we move on to guided
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
have to constantly remind this
student to put his head up and sit
like a scholar. For this lesson, I
want to incorporate using
manipulatives and other
engaging activities to keep him
entertained throughout the
entire math lesson.
EL- provide sentence frames for the math talk
that will be happening in class. Specifically
demonstrate how to use these sentence
frames to explain what they are doing during
manipulatives and then during explaining
their problem solving. If the student is able to
read help her visualize what the problem is
stating and asking.
IEP- Check out her IEP for the specific goals
she is working on so you can support her in
those areas
Low motivation- having manipulatives may
help engage him in the lesson. Hold him
accountable for learning each of the lessons
each day. His poor learning habits may be
contributing to a sense of futility on his part.
He needs to see his successes in academics to
help him be more motivated to learn.
Use visuals and sentence frames even in
math. Students will be able to explain their
thinking better and understand the math
vocabulary as they use it correctly. They need
to use the English vocabulary as they work
with manipulatives and visualize in order to
master it.
Opening: Do you begin by sharing the
objective with students before they start
problem solving? Once finished do students
share their thinking? Do you directly teach
them the strategies necessary for problem
solving at this time or after the video?
Body: Make sure that you have a clear step by
step process that is communicated with
students including language supports at some
point before the students are doing guided
practice. Make sure they can verbalize what
they are doing when working with their
partners. This will clarify to students what
they are doing and give them the tools to
think critically about this concept.
Closing:
Do you know which questions? How will
students know if they were successful in
meeting the objective at 80% proficiency?
Page 2 of 6
 practice. I will use manipulatives and drawings to What will happen if they do not meet the
have students practicing questions for guided expected level of proficiency?
practice. I will allow students to work with their
math groups/partners. During this time, I will
walk around and see if students are struggling. I
will pull the struggling students aside and help
them in a small group setting.

Closing: Students will independently solve

questions on their own so I can check for their
understanding and see which students need to
be retaught the lesson.
I will make this lesson relevant to the students by
using real word examples. I will talk about going
to the grocery store and dividing fruit into
Student Engagement/Learning different groups of fruit. I will also connect to
 How will you make the lesson relevant to all the prior knowledge and tell students that we just At what point in the instruction will this take
students?
 How will students show progress towards master of learned multiplication in the last unit and now place?
lesson objectives?
we are going to be using those skills to help us
with division. I will tell students that math is like
a step in a staircase and that one lesson helps
support the next lesson.
It is important to present your management
I feel that my classroom had a positive learning
plan as the way we protect our right to learn.
environment already. In order to maintain and
You (as the teacher) enforce “the plan”
strengthen that positive learning environment, I
because we want to help each other be the
will redirect any student misbehavior and tell
Classroom Management best. Ensure all student are following the
 How will you maintain a positive learning students that we are all one body and a
environment with a welcoming climate of caring, routines and procedures at the same levels of
respect, and fairness? community of learners. I will emphasis that I

proficiency. This consistency will help
Identify specific classroom procedures and strategies want there to be a level of respect among each
for preventing/redirecting challenging behaviors. students feel secure and confident within the
other in my classroom. I use my classroom
classroom. It allows them to develop good
management chart and have students flip their
habits and builds trust that you are going to
cards over when I realize that they are
follow your plan and ensure they will follow
misbehaving.
the plan to protect their right to learn.
I will close my lesson by having the students
answer questions independently both through a
worksheet and through a Digital Quick check
(online). Students answer the questions on a
The digital quick check immediately shows
worksheet first and get their checked by me. I
students their data. Is there a routine for
Closure help students and tell them to correct their
 How will you close your lesson? students to recognize their achievement on
 How will you assess student learning and prepare
answers if they answered some questions
the quick check? If they fail do they go back to
them for the next lesson? independently. After they are done with the
see what errors they made and try to figure
worksheet, I have them go on their Chromebooks
out their mistake?
and solve the Digital Quick check on Pearson
Realize’s website. This allows me to gather data
easily about which students need to be retaught
the math lesson the next 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
EXAMPLE 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
CSTP 1: Engaging All Students 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
 In what ways were students 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
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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?
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.
In order to better support EL’s be Students were using manipulatives
more intentional about showing during this math lesson. Students
Have students use the sentence
students how to use the shared counters with their table
frames you have given them while
manipulatives. While doing this use partner to help solve division
they work with partners using the
the specific language you would like problems. This was to help the
provided manipulatives.
them to use and have that language students stay engaged during the
posted in sentence frame format. math lesson.
In my math lesson, I used different
-explaining thinking
-calling out questions for student methods to keep the students
- students calling out answers to
response often during I do section engaged. I had the students use
low level questions
-pull stick for student response counters to help them solve division
-students agree/disagree with
-called on random students problems. I also had them work
other’s answers
-EL focus student was with IA with partners and used sticks to
cold call my students to answer
comprehension questions.
I had students work with a partner
-expectations for lesson posted in order to increase student
-vocabulary written on board -stand and deliver engagement during my lesson. I also
-partnered students to work together -students had white boards to called on students to volunteer to
- “pencil in the air when done” problem solve share during class discussion.
-no opt out -take turns talking, raise hand to Students took turns talking and
-used a timer volunteer showed respect by listening to the
other students while he/she is
sharing.
I was able to connect our previous
lesson with our current lesson.
-NT connected multiplication as Previously we learned that one
repeated addition to division as strategy to solve multiplication
repeated subtraction problems is to use repeated
-I do, we do, you do together, you do addition. For today’s lesson, we
alone learned that one strategy to solve
-Students answered questions
-used anchor chart to demonstrate division problems would be to use
when called on
the concept repeated subtraction. I mentioned
-Students solved division problems
-used curricular video that we can use many strategies to
on whiteboards their own way
-demonstrated problem on solve division problems but for
document camera today we will focus on the strategy
-students were confused by the word using repeated subtraction.
pair in the digital quick check these Students were confused with the
were addressed individually by the word “pair” meaning a set of 2 so I
teacher. stopped students during their
independent work time to clarify
this vocabulary word.
I had students, especially my English
language learners talk in complete
sentences while sharing their
-students helped each other when thoughts to the entire class.
-teacher supported language choices
stuck Students worked with a partner to
-provided counters for learning
-used counters to solve solve math questions together. I
-3 students worked with IA after
-answered questions when called used the strategy “Rally Coach”
whole group
on where one student is watching
-teacher circulated and helped
-used counters to show repeated “coaching” another student solve a
students
subtraction math problem. For the next
problem, the students switch roles
and the other partner becomes the
“coach.”
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?
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.
I asked students to rate themselves
on how they feel about today’s
math lesson. I told the students to
show me a 1, 2, or 3 on their finger
so that I can see who feels confident
enough to be sent to independent
work time. I asked the students who
-asks students to rate themselves -Students rate themselves with
had a 1 on their finger to work with
-observed some student work they fingers help up to show
me in a small group before doing
did while working independently or understanding (1, 2, 3)
their independent work. Students
with partners -students logged in and took the
were asked to go on their computer
-tried to check students individually digital quick check
and solve their Digital Quick Check
-asked students to figure out why -struggled with word “pair” and
for their independent work. This
they got answers wrong/worked with “which equation” answers
Quick Check involves 5 questions
some students who struggled
and is used as a formative
assessment for me to check for
students’ understanding for the
day’s math lesson. Students are
familiar with the classroom
expectations and norms during this
class time.
Section 4: Post Observation Conference
I used the independent work (Digital Quick Check) as a way to measure student’s success of today’s learning
objective. In my learning objective, I stated that students were successful if they answered 80% of the
questions correctly. According to my data, 80% of my students (20 students) were able to score 80% or higher
on their independent work (Digital Quick Check).
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Student 2 was able to
Focus Student 1 was one of my 5 Focus Student 3 was able to
achieve the lesson objective. She
students who was not able to achieve the lesson objective by
scored a 100% on the Digital Quick
achieve the lesson objective. Focus scoring 100% on the Digital Quick
Check (independent work). She
Student 1 got a 60% on the Digital Check. During guided practice, I
was also very motivated to share
Quick Check. This means that she noticed that Focus Student 3 was
during class discussion and was
answered 3 out of the 5 questions engaged and enjoyed using the
able to verbally communicate her
correctly during her independent math manipulatives and his
thoughts using complete
work time. whiteboard.
sentences.
If I had the opportunity to do this lesson again, I would make a couple revisions in order to better sharpen up
my lessons. One simple revision that I would make would be to create an anchor chart with the math
vocabulary that students can look at for a visual aide. I would make sure to go over the vocabulary words
before releasing the students to solve their questions on their own. While I was reflecting on my lesson, I
noticed that students could have scored better on their Digital Quick Check if I had front loaded the math
vocabulary before releasing them to work on the problems independently.
My top three strengths from this lesson was that: most of my students were able to achieve the lesson
objective, students were engaged, and I was able to use various resources and materials while teaching my
lesson.
My three areas for improvement regarding this math lesson would be: to make an anchor chart with math
vocabulary and examples for students to use, working on pacing (making the lesson shorter), and making
strategic math partners based on skill level.
The next steps would be to pull a small group and work with the 5 students who were not able to achieve the
math lesson’s objective. I would be re-teaching the lesson to these group of students and provide support in
order for them to be successful in achieving the lesson’s objective.
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