Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

Directions for Preparation for POP Cycle

1. New Teacher (NT) and Mentor (ME) identify dates 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. The 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 the course instructor. Information is used for ILP.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Jessica Nelson [email protected] Multiple Subjects 3rd Grade

Mentor Email School/District Date

Jessica Painter [email protected] Grace Christian School 10/04/2023

Content Standard Lesson Objectives Unit Topic Lesson Title

Mathematical Reasoning 2.3: Students will be able to use Addition and Subtraction Problem-Solving Application: Using
Use a variety of methods, data from a graph to solve a Bar Graph
such as words, numbers,
problems with 75%
symbols, charts, graphs,
tables, diagrams, and models, accuracy.
to explain mathematical
reasoning.
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 Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
are newly formed and as NT investigates NT makes combines elements NT expands ability to
just coming into and examines increased relevant into a cohesive and add new methods and
prominence pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for
CSTP 1 and 2.)
Teacher I rated myself a level 2 on Element 1.3 because I do believe that I
1.3 Connecting subject matter to Level 2 connect subject matter to real-life contexts. I want to continue to
meaningful, real-life contexts. Exploring
innovate using students’ prior experiences. Connecting real-life
subject matter that they care about outside of school will also
further engage them in lessons.

Student Level 1
 Emerging I rated students' level 1 on Element 1.3 because I can continue to
grow in this area. While real-life contexts are highlighted in my
lessons, I want to help students to recognize these connections on
their own. They may need more scaffolding to see the real-life and
meaningful connections within lessons.

1.4 Using a variety of Teacher Level 2 I rated myself a level 2 on Element 1.4 because I use a variety of
instructional strategies, Exploring instructional strategies, including checking for understanding,
resources, and informal assessments, exit tickets, technology, visual aids, and
technologies to meet more to engage student learning. I hope to continue to grow in this
students’ diverse learning area.
needs.
I rated students’ level 2 on Element 1.4 because they are engaged
Student Level 2
in using a variety of resources throughout lessons. They use
Exploring
Chromebooks, educational websites, virtual manipulatives, and
more during lessons. There is still room for more effective use of
these resources to promote student engagement.

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
Summarize critical w/ILP/504
needs and how you
will address them FS1 is an EL student whose FS2 is a student with an IEP. She FS3 is an advanced student who
during this lesson. primary language is Spanish. will be given a modified quantity finishes work quickly and
She will be given visual aids for of work, as well as additional oftentimes needs extra
vocabulary and defined terms. positive reinforcement to aid her challenges. He will be given
in the lesson. She will earn a additional questions and more
token for every completed challenging questions to help
problem. stretch his learning.

Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson Provide feedback on lesson plan reflection.
plan.

Inquiry Focus/Special The inquiry focus of this lesson is, how can A great way to make a lesson academically
Emphasis students use a bar graph to help them solve rigorous with higher expectations would be to
 What is your inquiry focus ask higher level critical thinking questions. This
problems? I will incorporate this inquiry focus by
and/or special emphasis?  gives students the opportunity to explain their
having students observe bar graphs, and then answers and reasoning and gives you the
How will you incorporate the
inquiry focus and/or special create their own. They will use the bar graphs opportunity to assess student understanding of
emphasis into the lesson? they create, along with the graphs they observe content or address any misconceptions.
 What specific feedback do you to answer questions.
want from your ME?
I would love feedback on how to make the
lesson more academically rigorous with higher
expectations, without making it unattainable for
struggling students.

Inquiry Focus/Students Regarding FS2, she is a struggling student who It is best if FS2 is seated closer to you so you
 What specific feedback needs one on one support to grasp lessons. can efficiently check-in and address their one-
regarding your focus students While teaching, how can I take care of her on-one needs then resume the lesson. While
do you want from your ME?
learning needs without neglecting the whole students work independently on their worksheet,
class? you can take a few extra minutes to check-in a
bit deeper with FS2 and address any needs. If
there are specific needs you have previously
identified that FS2 typically struggles with, such
as adding concepts explicitly model these in the
 lesson. Chances are others in the class will
benefit from this as well! At the end of the
lesson, assess FS2’s understanding. If needed,
spend one on one time after the lesson with FS2
re-teaching the concept.

Specific Feedback How do you think I can best engage smarter You can challenge more gifted/advanced
 What additional specific learners who may need additional challenges? students by calling them up and including them
feedback do you want from in drawing the bar graph up on the board or
your ME regarding lesson
having them draw the bar graph on a blank
implementation?
piece of paper first and see if it matches the one
you created on the board for the whole class.
You can give them additional “challenge”
problems after they finish the independent
practice worksheet.
You can ask them higher level critical thinking
questions.

Instructional Planning The lesson opening includes a class survey, You did a great job building various modalities
 How is the lesson where we build a bar graph as a class based on and differentiated instruction into your lesson to
structured (opening, body, student interests. The body includes us going meet various learning styles and levels. You also
and closing)?
over bar graphs and solving problems from them, include two levels of assessment with plans to
 What varied teaching
then students will be given time for independent re-teach if necessary. Overall, the lesson plan
strategies and differentiated
instruction will help students practice and completing a worksheet. Finally, meets all appropriate phases of a quality lesson!
meet lesson goals?  What there will be an exit ticket to check for student
progress monitoring strategies understanding.
will be used? How will results
inform instruction?
Varied strategies and differentiated instruction
will include defined academic language with
visual aids, modified workload for students at a
slower pace, and additional challenges for
advanced students. The progress monitoring
strategies used will be the completion of a
worksheet, along with an exit ticket that students
will complete. The results will lead to re-teaching
for students who do not understand.

The lesson will be relevant to all students

Student Engagement/Learning I agree, this lesson is built for a great student
 How will you make the because the bar graph will be based upon the engagement outcome! It seems like a fun and
lesson relevant to all the students’ interests. Each student will get to vote engaging lesson! What kid does not like candy?
students? on their favorite candy while getting to taste test This alone will be an instant attention grabber! It is
 How will students show some of them. also tailored to individual student interest
progress towards mastering response.
lesson objectives? Students will show progress through completion
of a worksheet and exit ticket. Worksheets are an efficient means of
assessment. Be sure to walk around and monitor
during independent practice, so you can take
mental notes of students’ understanding and
progress. You can also check for understanding
through individual questions as you monitor.
Classroom Management I will maintain a positive learning environment by It is obvious that you have spent time thinking
 How will you maintain a making expectations clear ahead of time. We will about and implementing classroom management
positive learning review our classroom rules and talk about strategies prior to this lesson. It will be beneficial
environment with a
expected behavior during the lesson. I will also to student learning outcomes if you continue to
welcoming climate of
caring, respect, and have students model appropriate behavior and use and maintain these expectations and
fairness? encouragement of their classmates. strategies you have already implemented in your
classroom. Be sure to consider both whole class
and individual management systems.

Some strategies used include modeling in

 advance, using my management system which
includes redirecting student behavior, asking a
student to go to sideline where they must rethink
their actions, then asking students to fill out a
reflection sheet if they continue to misbehave,
and finally sending a letter home to parents with
specific feedback on how their child acted out
during the lesson.

There will also be positive reinforcement

comments made throughout the lesson to
encourage positive behavior.
 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure The lesson will close with an exit ticket, where all Great strategy for an efficient assessment.
 How will you close your students will be asked 4 questions that will test
lesson? their understanding of the learning objectives.
 How will you assess
They will also be asked one self-reflection
student learning and
prepare them for the next question so that they can self-assess their own
lesson? progress. I will assess student learning through
their exit ticket and worksheet results.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Section 3: Observation of Lesson Delivery
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
EXAMPLE When the teacher reviewed the worksheet, she asked additional Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students questions of analysis and evaluation (“which problem-solving levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
• In what ways were strategy do you prefer? How could you create a math problem two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question. I
students engaged? that could be solved with this strategy?”) difference between them”). Groups then selected a strategy and need to give them a Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.

Specific Overall, Jessica did an excellent job with Focus students were engaged Next time, I will plan out higher-level
Feedback the lesson! Her lesson followed a good throughout the lesson and successfully critical thinking questions before the lesson,
sequence that kept students engaged demonstrated their learning and to engage a higher level of Bloom’s
 What taxonomy.
information and involved, promoted learning of all understanding of concepts taught
can you students, and allowed Jessica to assess through the whole class lesson
provide the for understanding throughout. discussion questions, independent
NT worksheet, and exit ticket.
regarding Continue to work on engaging higher
requested level thinking, by asking students critical
special thinking/problem solving questions such
feedback?
as “How do you know that it was the
most like?” “What operation do you
need to use when you hear the word
‘together’?” “What do the numbers on
the side of the bar graph mean?” etc.

Jessica created a lesson that was driven Students were engaged throughout The students seemed to enjoy this lesson,
CSTP 1:
Engaging All by the students’ involvement which each part of the lesson and reviewing class expectations before the
Students directly correlated to student - Students sat quietly at their lesson was very helpful. Their behavior
reflected the modeling and expectations
 In what ways engagement and learning throughout desks. Their focus was on conversation that we had prior to the lesson.
were students the lesson. Jessica. They followed along I will continue to implement reteaching of
engaged? How - Individual student interest with the lesson, and they were behavioral expectations.
were survey eager to participate and
students not - Volunteers to answer questions volunteer. In the future, I plan to engage more students
engaged? - Independent and partner work - During seat work, students by tasking each of the students to respond to
 How did my questions, rather than only asking a few
Jessica monitored learning throughout were also on task completed for the answer. This will ensure that every
students the lesson their worksheets learner is engaged and that they are not
contribute to - Call response independently with an age- relying on other classmates to give answers.
their learning?
- Correctly answer questions appropriate amount of talking. I hope to continue to increase engagement
 How did
- Monitored students during Students were excited to try and participation through tasking rather than
teacher and/or asking.
students partner and independent work several types of candy and
monitor while completing their vote on their favorite.
learning?  worksheet
How were the - Exit ticket used as final means
focus of checking for understanding
students engaged
and
supported
throughout the
lesson?

Jessica has a very calm, cool, and Students feel valued, accepted, and safe I hope to continue to maintain a positive
CSTP 2:
Effective collected demeanor. It radiates in their classroom environment. They learning environment by consistently
throughout her classroom creating a participate during the lesson by modeling student behavior and expectations.
Learning In the future, I can be better at redirecting
Environment positive learning environment for all asking/answering questions and even small comments that are blurted out
 How did students in her class. knowing and following classroom and cause distractions. Lessons on positivity
students and - She uses a calm smoothing expectations and procedures and teamwork can also make collaboration
the teacher tone when teaching and throughout the lesson. This helped and engagement better.
contribute to addressing student behavior students display positive behavior and
an effective both positive and/or negative engagement during the lesson.
learning It is obvious that she values all her
environment students as well.
? - She gave each student a chance
to participate in the lesson in
 one way or another
Jessica has also created an effective
learning environment by establishing
extremely specific classroom
expectations and procedures.
- Use of equity sticks for
choosing volunteers
- Hand signals
- Jingles “class class” to refocus
attention.
- Pre-assigned table partners for
effective partner work.

CSTP 3: Since this lesson was a continuation Students repeated the specific learning The lesson flowed well and had an
Organizing from a previous math lesson, Jessica outcome, so they had a clear organized structure. I would have added the
quickly reviewed concepts to engage understanding of the lesson goal. vocabulary of “altogether” because some
Subject Matter students needed clarification of what that
 What actions students’ prior knowledge. Jessica then Students did not indicate any meant. FS1 specifically asked what
of the NT showed a slide on the TV with the misconceptions when Jessica checked altogether meant, and this would have
contributed to specific learning objective for the bar for understanding. All students helped her to achieve the learning goal. Re-
student graph lesson. demonstrated knowledge of a bar graph iterating and reviewing that vocabulary
assimilation of by the end of the lesson. would have aided her understanding that
subject Jessica clarified, corrected, and altogether meant to add the numbers.
matter?
answered any questions that students
 How did
had throughout the lesson.
students
construct
knowledge of
subject
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?

CSTP 4: Jessica used various techniques to Students were engaged in various In the future, I would add more
Learning support all learning styles. learning modalities: visual, auditory, differentiation for gifted students, such as
- Visual learners: Jessica wrote and tactile. allowing them to draw and create their own
Experiences bar graph. They seemed to think the lesson
 How were vocabulary terms and drew a was simple and easy, so an additional
students picture of concept on the Students who needed additional challenge would have been good for them.
supported board. support were partnered with a model While they did have a technology resource
through - Auditory leaners: Jessica slowly student and raised their hand to for afterward as an adaptation, I think
differentiated and clearly said the terms indicate additional support needs. having something to engage them even
instruction? several times and had students further during the lesson would have helped.
 How did I hope to continue to modify and
repeat the words Students could ask and answer differentiate for each of my students in the
students
- Tactile learners: Jessica gave questions to demonstrate their future.
participate?
 How did the each student individual pieces knowledge. They also had the
NT contribute of candy and created a whole opportunity to work with their table
to student class physical graph partner.
learning? Jessica preselected table partners based
on behavior and academic levels to
support learning and academic success.
CSTP 5: Jessica checked for understanding Students demonstrated success in Overall, students did well on their exit
Assessing throughout the lesson. several ways. ticket and there was a 90% success rate.
- Volunteers: Jessica used equity - Students actively participated Two students did not meet the learning goal
Student and will need to be retaught. The main way
Learning sticks to call on students to and answered questions that students seemed to struggle was with
 How did answer questions throughout throughout the lesson understanding when to add versus subtract.
students the lesson - Completed a worksheet Many of them needed reminders, and
demonstrate - Worksheet: Jessica walked independently probably would have benefitted from more
achievement around and monitored as - Completed an Exit Ticket review prior to this lesson. There was also
of lesson students completed the one least to greatest question, but two
objectives? numbers were the same. For many students,
worksheet and looked for it was confusing where to put the numbers
 In what correct answers or
ways did since they were the same. The class needed
misunderstandings to be reminded that if two numbers are the
students
- Exit tickets: Jessica looked to same in a least to greatest question, that they
struggle or
demonstrate
see if students were able to can be placed in any order.
limited grasp the concepts of a bar
understanding? graph
Jessica also did a great job repeatedly
 What modeling what students were learning
teacher so that they were able to achieve
actions
success.
contributed to
student
achievement
?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
90% of students achieved the lesson objectives, which was 75% accuracy or higher on their exit ticket. The two students who
To what degree did not will be retaught.
did students
achieve lesson
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
lesson FS1 was just under the learning objective FS2 did achieve the learning objective FS3 excelled in this lesson and was able
with 70%. She will need additional with 80% accuracy. to show mastery through additional
objectives?
reteaching to supplement her learning. challenge questions.
Next time, I would include higher level thinking questions and implement students working for the answer more before giving
What would you do
them answers. I would ask, “How do you know that is the correct answer?” I would also look for more ways to get all students
differently next involved, such as asking for a thumbs up or thumbs down. I will plan on more specific higher level thinking questions that I can
time? ask.

What were the - Jessica has established a positive learning environment. It feels calm and safe for students to explore and be
three top Lesson vulnerable while learning. This is an intangible gift that comes very naturally to Jessica and makes her an
Strengths? exceptional teacher!
- Jessica has established clear classroom expectations, routines, and procedures. It is very apparent and
obvious because students know exactly what they are to be doing and how it should be done.
- Lesson followed a clear and concise sequence that met all students’ learning styles and kept them engaged
and involved.
What were the - Continue to work on engaging higher level thinking, by asking her students critical thinking/problem solving
three top areas questions such as “Why? “How do you know?” “Explain.”
for - Utilize scaffolding techniques to develop students' problem-solving skills and work for answer rather than just
improvement? offering up the solution or steps to finding the answer. Use this during the “we do” portion of the lesson,
where you are assisting the students with completing the first part of their worksheet.
- Using methods such as “thumbs up and thumbs down” responses is an efficient way to check for
understanding across the classroom during a lesson rather than picking individual students to answer.
What are the next - Before you teach the next math lesson, take some time to produce critical thinking questions. This way you will
steps? have accessible questions ready to go until you establish this as part of your teaching routine in your lessons.

Other Comments/Notes
 All parts of this form should be transcribed (typed; not handwritten) into a single document and
submitted to the 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