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
ohj@ebcacademy.com
Jennifer Oh Multiple Subject Kindergarten
jen0talku@csu.fullerton.edu
Mentor Email School/District Date
Ramon Godoy Godoyr@ebcacademy.com Edward B. Cole Sr. Academy 10/14/2019
Content Standard Lesson Objectives Unit Topic Lesson Title
K.CC.A.3 Write numbers from Students will be able to use
0 to 20. Represent a number ST Math to apply their
of objects with a written learning of counting items Reading and Writing Numbers 6 to
Topic 3: Six to Ten
numeral 0-20 (with 0 and writing the right number 10.
representing a count of no by scoring 80% or higher on
objects). their exit ticket.
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 Skills are developing as Skills are applied as Skills are refined as NT Skills are polished as NT
newly formed and just NT investigates and NT makes increased combines elements into a expands ability to add
coming into prominence examines pedagogical relevant and suitable cohesive and unified new methods and
practices use of pedagogical pedagogical repertoire strategies into
choices pedagogical repertoire
Rating Description (Identify both teacher and student rating for CSTP
CSTP Element Initial Rating
1 and 2.)
T-Students in the beginning of every lesson. I write the learning
objectives for each lesson on the board next to the agenda.
Establishing and articulating goals for T-Emerging
4.2
Student learning. S-Emerging
S- Students are aware that the learning objectives are written on the
board. Students will be told what the learning objectives are.
T- I am using students’ daily exit tickets and topic assessments to
Using assessment data to create learning
T-Emerging
5.4 Establish learning goals and to plan, goals for my students.
S-Emerging
differentiate, and modify instruction. S- Currently, all of the students have the same learning goals and
receive the same assessment.
Section 2: Pre-Observation Conference
Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
Inquiry Focus/Special Emphasis Inquiry question: Will incorporating the use of
ST Math during improve my students’ ability to
 What is your inquiry focus
count items and select the right number to
and/or special emphasis? Introducing your students to ST Math before
represent the amount of items presented
 How will you incorporate the the math lesson will help students learn the
in a question?
inquiry focus and/or special necessary skills that are needed to be successful
emphasis into the lesson? When should I implement the use of ST Math in in accomplishing the activities on the program.
 What specific feedback do you
my lesson? Do I have to introduce my students
want from your ME? to the program before my actual math lesson?
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
Focus Student 1 is a English Learner Focus Student 3 has a hard time
and has not fully developed in the Focus Student 2 has a speech IEP staying focused during the lesson.
English language. Focus Student 1 and one of his goals is to fully Focus Student 3 cannot sit still for
Focus Students
uses a combination of English and communicate in complete more than 5 minutes. Since focus
 Summarize critical
Spanish to communicate. I will sentences. I will model how to student 3 is not the only student
needs and how you
provide sentence frames for the speak in complete sentences. I will who has a problem with focusing,
will address them
students to help with also provide Focus Student 2 with I will look for ways to make my
during this lesson.
communication. I will utilize my sentence frames. Focus Student 2 lesson more engaging. I will
instructional aide to help with will participate in partner chat to provide videos and songs in my
translation. I will encourage this help practice his oral speaking lesson. I will also incorporate
student to practice communicating skills. partner chat and choral response
his thoughts in English. throughout my lesson.
Be intentional in including brain breaks during a
 What specific feedback How can I help Focus Student 3 and some of my lesson. You can even use brain breaks
regarding your focus students other students in my class that have a hard time whenever you feel that a good portion of
do you want from your ME? staying focused during the lesson. students have lost focus. This will help students
refocus and stay attentive during your lesson.
Specific Feedback I would like feedback on how to help students
 What additional specific finish a given task during a certain length of Using a timer can help students stay on track.
feedback do you want from time. Some of my students take a longer time Remind students throughout the lesson how
your ME regarding lesson finishing a task because they are not focused many minutes are left on the timer.
implementation? and talking to their fellow classmates.
Students will be told what the learning objective
is for this math lesson. Students will be asked to
count with their fingers from 1 to 10. Students
will be shown a video that is animated and
includes a quick song of the numbers from 1 to
10. Teacher will review numbers from 1 to 10
Instructional Planning
and ask students to count counters. Students
 How is the lesson structured Have students come up to the board and model
will be asked what number matches the correct
(opening, body, and closing)? how to write the correct number and also how
amount of counters represented on the board.
 What varied teaching strategies to count. Has the curriculum for ST Math
and differentiated instruction already been set that once students log in the
Students will then be asked to go on their
will help students meet lesson activities are there right away?
Chromebooks and log into their ST Math
goals? Group the low students together so that you
Accounts. Teacher will assign activities labeled
 What progress monitoring know who to provide the most support to
as “Numbers and Objects to 10.” Students will
strategies will be used? How during guided practice.
be given 30 minutes to complete the activities
will results inform instruction?
on their Chromebook. Teacher will walk around
and see if students are making progress and
need help. After students are done with their
activities on their chrome books, Students will
be given and exit ticket on paper.

Student Engagement/Learning I will make this lesson engaging because As the students are singing the song, they can
 How will you make the lesson students enjoy watching math videos and use whiteboards and practice writing the
relevant to all the students? singing along to the numbers from 1 to 10 song. numbers. Play the song two times. For the first
 How will students show Students also are engaged during the guided play, students can watch the video. For the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 progress towards master of practice portion of this lesson. Students will be second play, students can use their
lesson objectives? asked to go on their Chromebooks. Students whiteboards to sing and write the numbers at
enjoy Chromebook time and are excited the same time. Students may also be more
whenever I tell them that they will be working engaged when using whiteboard rather than
on their chrome books. choral counting.
Classroom Management I will maintain a positive learning environment
 How will you maintain a by using affirmative praise and positive
positive learning environment reinforcement. I also have a behavior chart Having students reflect on their behavior is a
with a welcoming climate of where students can either clip up or clip down good way to prevent the same misbehavior
caring, respect, and fairness? based on their behavior. I have students explain from happening again. Ask students to reflect
 Identify specific classroom why they are clipping down so that they can on ways that they can also prevent from
procedures and strategies for realize why they are clipping down. This allows clipping down next time.
preventing/redirecting students to reflect on their actions and think of
challenging behaviors. ways to improve in their classroom behavior.
Make sure to go over the expectations and
Closure
I will close my lesson by reviewing the numbers
guidelines for the exit tickets. Will you provide
 How will you close your lesson?
we have learned. I will also introduce the exit
students with visuals to help them remember
 How will you assess student
ticket to the students. I will assess students’
what the numbers look like? Or do you also
learning and prepare them for
learning by giving them the exit ticket. want to assess if they know how to write the
the next lesson?
numbers.
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
When teacher reviewed worksheet, Students completed the worksheets
EXAMPLE all levels of Bloom’s (“Identify 6
she asked additional questions of and were able to ask questions. Most
CSTP 1: Engaging problem-solving strategies; pick two
analysis and evaluation (“which groups needed revisions for their
All Students strategies and identify at least one
problem-solving strategy do you questions; comparison/contrast was
 In what ways similarity and one difference
prefer? How could you create a the most common analysis question.
were students between them”). Groups then
math problem that could be solved I need to give them a Bloom’s
engaged? selected a strategy and created two
with this strategy?”) question stems handout next time.
math problems to exchange
tomorrow.
Specific Feedback
I used the digital timer to remind
 What Teacher reminded students of the
Students were directly told how students how much time was left to
information can time that was left to finish the
much time they had left to finish finish the given activity. Before
you provide the activity. Teacher circled around the
the given assignment. Students releasing the students to complete
NT regarding classroom to monitor students’
were held accountable to their the independent activity, I reminded
requested progress and remind them to stay
work. my students of the expectations that
special on task.
I had for them.
feedback?
CSTP 1: Engaging Students are watching a video on
All Students counting and singing along. I engaged my students by asking
Teacher is engaging her students
 In what ways Students seem to enjoy singing this them to sing a long to a song to go
throughout the lesson. Teacher is
were students song and is familiar with it. over the numbers that we are
using a video to go over the
engaged? How Students are asked to go to ST working on. I chose to include this in
numbers from 1 to 10. Teacher also
were students Math (JiJi) on their Chromebooks. my lesson because I know that my
asks the students to choral response
not engaged? Students are actively completing students enjoy singing this song and
and count the counters that are on
 How did the tasks that they were assigned to watching the video. I also asked
the board. Teacher is using the
students on their Chromebooks. students to go onto their online
chrome books to engage students
contribute to computer program (ST math)
during guided practice.
their learning? Focus students were engaged because I know that students enjoy
 How did teacher because they were constantly going on this program. There is a
Teacher monitored students’
and/or students redirected and reminded of what positive correlation between
learning by circulating the
monitor the teacher expected of them. student’s excitement about certain
classroom.
learning? Focus Student 2 was called activities and student engagement.
 How were the frequently to share during class

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
 focus students discussion. Focus Student 3 was in
engaged and close proximity to the teacher and
supported constantly reminded to sit up
throughout the during the lesson. Focus Student 1
lesson? was placed next to the instructional
aide and the instructional aide
provided support throughout the
lesson.

In my classroom, I think that it is

important for my students to have a
positive and a safe classroom
CSTP 2: Effective
environment. I want my students to
Learning Students were constantly reminded
understand that we are a learning
Environment of the expectations that the teacher
community (like a family) and that I
 How did Teacher communicated the had for the students. Students
want us to all build positive
students and expectations that she had for her already knew how they were
relationships with each other. For
teacher students before releasing them to expected to sit during carpet time.
the first month of school, I went over
contribute to an complete any activity. Students were also reminded that
my classroom expectations and
effective the teacher will be monitoring their
norms. I always remind my students
learning progress on the computer.
of the expectations that I have for
environment?
them. Since my students are young, I
make sure to model my
expectations.
CSTP 3:
Organizing
Subject Matter
 What actions of Teacher asked students to sing a
the NT song that went over the numbers Students are assigned specific
contributed to from 1 to 10. activities on ST Math. These
Students are being asked to review
student Teacher reviewed numbers from 1 activities go over numbers from 1 to
the numbers from 1 to 10 by using
assimilation of to 10. Students were asked to use 10. I chose these specific activities
their fingers and partaking in a
subject matter? their fingers to go over the because I wanted to incorporate
choral response. Students are
 How did numbers. Teacher called on several technology into my math lesson. I
practicing counting from 1 to 10 by
students students to model the correct way wanted to see if I could use ST Math
logging into specific activities on ST
construct of counting. Teacher told students while I am teaching my math lesson.
Math. Students are being asked to
knowledge of to go on their Chromebooks and log I discovered that I can organize the
practice the concepts of numbers
subject matter? into ST Math. Teacher explained activities and objectives on ST Math
from 1 to 10 by completing specific
 What that she assigned students to so that it can mirror the math
activities on their computer.
misconceptions specific activities to help the lessons that we will be learning in
did students students with numbers from 1 to class.
have and how 10.
were they
addressed by
the teacher?
CSTP 4: Learning
Experiences Low students are receiving support While I am circling around the
 How were by the teacher and the instructional classroom during guided practice, I
students Teacher is circling around the assistant. Instructional aide is at a am constantly checking on my table
supported classroom during guided practice. table with a group of students. She that consists of a group of my low
through Moving forward, teacher should be is walking around and checking students. This lesson has taught me
differentiated more intentional in include activities students’ progress on their a lesson that I need to be more
instruction? so that there can be differentiation computers. She is also giving intentional in creating ways and
 How did in students’ learning. students support and walking strategies that I can differentiate my
students through the activities with the instruction to help meet the various
participate? students. learning needs of all of my students.
 How did the NT

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
 contribute to
student
learning?
CSTP 5: Assessing
Student Learning
 How did

students
I gave students an exit tickets so that
demonstrate
I can measure their understanding
achievement of
Teacher is explaining the exit ticket and collect student data for this
lesson
to the students after calling them lesson. I explained to the students
objectives? Students had demonstrated
back on the carpet after guided that this exit ticket will help me
 In what ways achievement of lesson objectives by
practice. Teacher explains that the know if I need to provide specific
did students completing an exit ticket and
exit ticket will be a way to show the students will extra support. Overall
struggle or answering at least 5 out of 6
teacher if they understood the most of my students had
demonstrate questions correctly.
lesson. Teacher explains that she demonstrated mastery on numbers
limited
expects students to try their best. from 1 to 10. I had 3 students that
understanding?
failed to successfully complete the
 What teacher
exit ticket correctly.
actions
contributed to
student
achievement?
Section 4: Post Observation Conference
To what degree did
20 out of 23 of my students had demonstrated proficiency on this lesson. Those 20 students got 80% or higher
students achieve
on the exit ticket from this math lesson. 3 of my students had received lower than 80%.
lesson objectives?
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
To what degree did w/ILP/504
focus students achieve Focus Student 1 got 6 out of 6 Focus Student 2 got 6 out of 6 Focus Student 3 got 5 out of 6
lesson objectives? questions correct (100%) on the questions correct (100%) on the questions correct (83%) on the
exit ticket. exit ticket. exit ticket.
Moving forward, I will be more intentional in differentiating my instruction. I will look for strategies that I can
What would you do
use to help challenge my high students and provide students with more meaningful support. I would also like
differently next time?
to start implementing partner and group work so that my students would be carrying the cognitive load.
The three top lesson strengths for this lesson are that: a majority of my class successfully achieved the lesson
What were three top
objective by scoring 80% or higher, students were well behaved and there were no behavior problems, and
Lesson Strengths?
students seemed to enjoy the activities that were implemented during the lesson.
What were three top The three top areas of improvement are: there was a lack in differentiation in my lesson, some students were
areas for struggling with the activities on ST Math and needed a lot of help, and there was a lack of student to student/
improvement? interaction/ collaboration during this lesson.
The next steps that I have for my class would be to implement partner chats during my lessons. I would also
What are next steps? like to start including activities where students are working with each other in either partner work or group
work.
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 5 of 5