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
Tracy Coggins tcoggins@redhillschool.org Math 6th
Mentor Email School/District Date
Lisa Tarkoff ltarkoff@ Private 10/20/20
Content Standard Lesson Objectives Unit Topic Lesson Title
-Students will use different
strategies, including patterns, to
divide decimals
-Students will use decimals grids
to find the quotient
6.NS.3 -Students will use math symbols Operations with Decimals Dividing Decimals
to represent decimal division
-Students will draw conclusions
and construct valid arguments.

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.)
Integrates connections from subject matter to meaningful, real-life
Connecting subject matter to T-Applying contexts including those specific to students’ family and community.
1.3
meaningful, real-life contexts S-Applying
Students make use of real-life
Experiments with and/or virtual learning environments that support
Creating physical or virtual learning
student learning.
environments that promote student
learning, reflect diversity, and
2.2 T-Exploring Students use resources provided in learning environments and interact
encourage constructive and
with each other to understand and complete learning tasks in single
productive interactions among
lessons or sequence of lessons.
students
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
GATE identified student will be
Focus Students English Learner student will be My male student with an ILP will be
 Summarize critical needs and how given a more difficult problem to
given vocabulary cards to use while scaffolded with a google slide deck
you will address them during this solve and explain using the GATE
lesson. lesson is given. Student will use that frames questions with fill in
frame. This student will explain in
Khan academy to reinforce ideas. the blank answers.
details with a model.
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
 What is your inquiry focus and/or special emphasis? Will using advanced Pear Deck questioning I will walk around the room, and see if students
 How will you incorporate the inquiry focus and/or allow students to engage in a deep and complex are working independently to come up with
special emphasis into the lesson?
 What specific feedback do you want from your ME? way in regards to dividing decimals? their own ideas.
Inquiry Focus/Students Will students gather ideas from each other
 What specific feedback regarding your focus students while seeing other responses from students to
do you want from your ME?
help them understand concepts better?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 I would like to see the engagement and level of
Specific Feedback depth and complexity discussions be greater I can check the Pear Deck interactive slide deck
 What additional specific feedback do you want from than it would be without using Pear Deck. Do to see the level of engagement for each
your ME regarding lesson implementation?
you observe students utilizing this platform question and the responses.
effectively?
Instructional Planning
 How is the lesson structured (opening, body, and
closing)?
I will display a Google Slide Deck on my Apple Students will answer with complete thoughts
 What varied teaching strategies and differentiated TV, while students use their devices to log on to independently. This will allow for a more
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? my interactive Pear Deck session. authentic discussion with the students.
How will results inform instruction?

Student Engagement/Learning Students will create their own division problem

 How will you make the lesson relevant to all the
Students will think critically and apply their
using a real-life example, and have another
students? working knowledge towards creating a real-
 How will students show progress towards master of student solve. Students can create this on a
lesson objectives? world problem for their peers.
slide and can easily share with one another.
Classroom Management
 How will you maintain a positive learning Students will partner share their division
environment with a welcoming climate of caring, Other ideas for classroom management? Was
respect, and fairness? problem and have discussion about the ideas
this an effective use of classroom management?
 Identify specific classroom procedures and strategies set forth with the design of the word problem.
for preventing/redirecting challenging behaviors.

Closure
 How will you close your lesson? Students will provide feedback to one another Did students give appropriate feedback to one
 How will you assess student learning and prepare regarding their multistep word problems. another? Was it enough?
them for the next lesson?

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE 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.
CSTP 1: Engaging All Students 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
 In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?

The students were very engaged in the activity and enjoyed

trying different methods to come up with a solution.  They
CSTP 1: Engaging All felt they were in charge and were encouraged to try ways to
During the lesson, students participated by working check their work.
Students
together with their tablemates.  They marked up the
 In what ways were students quadrilateral in question worksheet to show and This lesson was entirely student led with lots of math talk. I
engaged? How were demonstrate how area could be divided in many ways. was impressed the students were determined and focused
students not engaged? They had an opportunity to check and re-check their through its entirety.  They stayed on task and presented with
methods of determining area, and gathered evidence to confidence.
 How did students present their strategy.  Great discussion occurred within The students were challenged and engaged in the lesson.
contribute to their groups, and students erased, marked up, and colored They may have been more engaged had I give them an
The students were interested and excited to be in charge of
learning? various shapes to assist them in determining area.  their activity.  They were eager to participate and show they additional task during it.
 How did teacher and/or Students presented their ideas and while giving their could solve the problems.
students monitor learning? thoughts to the class, they tried convincing their class
that their way was the preferred method.  After all
 How were the focus groups presented, students had an opportunity to
students engaged and Their background knowledge with polygons gave them
rebuttal against other groups that they believed went
confidence in helping to come up with solutions. They were
supported throughout the about solving the problem inaccurately.
with partners they could work well with, and had plenty of
lesson? time to work through ideas.  They were challenged, but not
above reach.

CSTP 2: Effective Learning

Students learned they can model their work by breaking
Environment The students were completely engaged finding multiple ways shapes into several more shapes that will help them to
 How did students and they could find the area.  I think the idea of presenting and determine area.  They demonstrated their work shown Students were aligned well in groups and were able to stay
teacher contribute to an debating helped students become vested in the activity. through lines, calculations, shapes, and colors. focused in their groups.
effective learning
environment?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
CSTP 3: Organizing
Subject Matter
 What actions of the NT
contributed to student
I learned these students take ownership in their learning
assimilation of subject when given an opportunity to explore, debate, gather
matter? Next time, I would have students do their reflection on a
evidence, discuss, and become authority in their decision The students relied on previous knowledge to assist them in
google slide that could be turned in to Google Classroom. 
 How did students construct This would allow for me to see individual reflection and
making. getting through the task.
knowledge of subject comment back.
matter?
 What misconceptions did
students have and how
were they addressed by
the teacher?

CSTP 4: Learning
Experiences Their background knowledge with polygons gave them
 How were students confidence in helping to come up with solutions. They were
with partners they could work well with, and had plenty of
supported through Students were put in heterogeneous groups and worked
time to work through ideas.  They were challenged, but not
differentiated instruction? well supporting one another with questions and math talk to
above reach.
one another.
 How did students
participate?
 How did the NT contribute
to student learning?

CSTP 5: Assessing Student

Learning I walked around the room while students worked in groups to
 How did students figure out the area of the quadrilateral in question.  Students
demonstrate achievement talked to one another and came up with ways that they could
divide the shape in as many ways possible to come up with Students presented their area calculations to the class.
of lesson objectives?
the same answer.  Some of them challenged themselves to Some students showed more than one way to demonstrate
 In what ways did students come up with the hardest method in determining area. how they found area. Some students showed the most
struggle or demonstrate difficult way they solved the area.
limited understanding?
 What teacher actions
contributed to student
achievement?

Section 4: Post Observation Conference

To what degree did students The students achieved their lesson objective by determining how many different ways they could solve an area
achieve lesson objectives? problem by putting the quadrilateral in question into different shapes.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson This student worked well within his
objectives?
group based on the arrangement.
What would you do differently
next time? Next time I may go around to groups and have them share specifically on certain items they worked on.

What were three top Lesson

Strengths? The students enjoyed having a completely student-led classroom, challenging task, and debate time.

What were three top areas for

improvement? Next time I may have students share certain aspects of their task.

What are next steps? I will continue to have students debate on math topics to keep them engaged and challenged.
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 3 of 3