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  
  Donielle Mitchell  
[email protected]   math   sixth grade
Mentor   Email   School/District   Date  
  Rocella DeGuzman     Archdiocese of Los Angeles  
[email protected] October 22, 2021
Content  Standard   Lesson  Objectives   Unit  Topic   Lesson  Title  
Students associate with each ratio A:B the
Lesson 14: From Ratio Tables, Equations, and Double
  6.RP.A.3a  order pair (A,B) and plot it in the x-y   Collection of Equivalent Ratios  
Number Line Diagrams to Plots on the Coordinate Plane
coordinate plane.
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.)  
T - Supports students to initiate critical thinking through independently developing questions, posing
  1.5  
Promoting critical thinking through inquiry, problem
solving, and reflection. S-   Applying
T- Integrating
  and reflecting on multiple perspectives. S - Students respond to questions and problems posed
problems
by the teacher and begin to pose and solve problems of their own related to the content.
Creating a rigorous learning environment with high T- Integrating T - Integrates rigor throughout the learning environment that values accuracy, analysis, and critical reading, writing
  2.4  
expectations and appropriate support for all students S-   Integrating  
and thinking. Integrates strategic scaffolds and technologies throughout instruction that support the full range of
learners in meeting high expectations for achievement. S- Students actively use supports and challenges to
Section  2:  Pre-­‐Observation  
complete critical Conference  
reading, writing, higher order thinking, and problem solving across subject matter.

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     ITSE Standard
• What  is  your  inquiry  focus  and/or  special  emphasis?   Computational Thinker 5B Students collect data or identify relevant The use of BrainPop, Desmos and Quizziz is great. Just make sure that you do not
• How  will  you  incorporate  the  inquiry  focus  and/or    data sets, use digital tools to analyze them, and represent data in   overwhelm yourself and students.

special  emphasis  into  the  lesson?   various ways to facilitate problem-solving

• What  specific  feedback  do  you  want  from  your  ME?   and decision-making.

Focus  Students   Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
• The student should be able to understand the
Summarize  critical  needs  and  how   The student should be able to take structures, comprehensive This student requires individual instruction

lesson.  
 
you  will  address  them  during  this  
vocabulary introduced through modeling. I will also notes   that can be used during asynchronous activities.A   graphic at times and will work with me individually
use the cc featured of the BrainPop shown in class. organizer will be provided to assist this student with structuring her while students are working asynchronously.
notes about the coordinate plane.
Pacing is important. If you speed through the lesson too fast, you may lose some students. When
• What  specific  feedback  regarding  your  focus  students   Are the students able to keep up with the pace of the lesson? Did the
do  you  want  from  your  ME?    support strategies complement the student and increase student  students finish early, have something ready for them while you are working with students that
need additional assistance.
learning?
Specific  Feedback   Were the students actively engaged in the lesson? Did the lesson Great tie in with technology. It’s difficult to constantly make adjustments for each
• What  additional  specific  feedback  do  you  want  from    organically incorporate technology? Was the teacher able to make   learner. This can be accomplished while students
your  ME  regarding  lesson  implementation?   adjustments throughout the lesson? are working in groups or individually.

Instructional  Planning   This lesson is structured using the core instructional practices. (CIP) Students will begin
• How  is  the  lesson  structured  (opening,  body,  and   with a warm up with I call a comprehension check (comp check). This warm up access
closing)?   previous knowledge needed for the lesson. We then review homework and begin the CIP CIP is proven to be effective as it gradually releases responsibility of concept
• What  varied  teaching  strategies  and  differentiated     process. I: Direct Instruction, We: Guided Practice, Two: Group Work, U: Individual
Practice. The lesson concludes with an exit ticket. This structure provides assessment for
  acquisition from the teacher to the student. You have multiple ways to assess
student learning throughout the lesson.
instruction  will  help  students  meet  lesson  goals?  
learning, as learning and of learning. It also provides time for one on one opportunities to
• What  progress  monitoring  strategies  will  be  used?   check each students level of understanding.
How  will  results  inform  instruction?  

Student  Engagement/Learning    
Before the lesson I will state the objective and it’s relevance. Throughout the lesson I will
• How  will  you  make  the  lesson  relevant  to  all  the   This is a good idea. Always start with the objective and relevance. Ask t he students how this
   
use real world examples to engage critical thinking skills and develop a relationship between
students?   the content and personal student experiences. Students will show progress towards the
lesson may applied in their lives.
• How  will  students  show  progress  towards  master  of   mastery of lesson objectives through the use of white boards and an exit slip.
lesson  objectives?  

Classroom  Management   A positive learning environment has been cultivated from the beginning of the school year.
• How  will  you  maintain  a  positive  learning   Students have been told to have a growth mindset (instead of saying this is easy or hard they
environment  with  a  welcoming  climate  of  caring,  
   
say I understand or do not understand). Students know that to fail is a “First Attempt In Challenging behaviors are often averted when he teacher is prepared and
respect,  and  fairness?   Learning” and students empower each other and show support when students go to the board students are engaged. Time management is important.
to demonstrate their level of mastery. My class is a team of learners, myself including.
• Identify  specific  classroom  procedures  and  strategies   Challenging behaviors are rare and often occur when a child is not within his/her ZPD.
for  preventing/redirecting  challenging  behaviors.      

Closure  
The lesson is closed with an exit slip, homework and a preview of tomorrow’s You have a small group and are able to assess the exit slips before the student
How  will  you  close  your  lesson?      
   
• lesson. The exit quickly assessing the effectiveness of the lesson and the homework leaves. This is a powerful tool. Both teacher and student understands student level
• How  will  you  assess  student  learning  and  prepare   supports the lesson and prepares students for the next lesson. of understanding.
them  for  the  next  lesson?  

POP  Cycle,  Fullerton  Online  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    
Teacher  Actions   Student  Actions   Lesson  Delivery  
Student  groups  answered  w orksheet  questions  that  included  all  
EXAMPLE   When  teacher  reviewed  worksheet,  she  asked  additional  questions   Students  completed  the  w orksheets  and  w ere  able  to  ask  questions.  
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   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  m ath  problem  that  could  be   comparison/contrast  was  the  m ost  common  analysis  question.    I  
between  them”).    Groups  then  selected  a  strategy  and  created  
engaged?       solved  with  this  strategy?”)     need  to  give  them  a  Bloom’s  question  stems  handout  next  time.  
two  m ath  problems  to  exchange  tomorrow.    

From the beginning to the very end

The students were engaged the The students enjoyed the lesson
Specific  Feedback   of the lesson, the teacher actively
ENTIRE time. The students were and the incorporation of technology.
• What  information  can  you   involved the students in the
provide  the  NT  regarding    learning process. The teacher was   motivated and appeared   The students look forward to BrainPop
requested  special   to enjoy the lesson. They understand movies and quickly learned how to use
feedback?   prepared to provided additional
the objective and the relevance of the DESMOS
support and anticipated student
lesson.
misconceptions.

CSTP  1:  Engaging  All  

Students     Each student had the
• In  what  ways  were  students   The teacher provided opportunities opportunity to This group of students
engaged?    How  were   for the students to collaborate with go to the board to love to demonstrate
students  not  engaged?  
• How  did  students  contribute   one another and demonstrate complete a problem. their understanding of the
to  their  learning?        
their level of understanding by the going   During the quiz for the   content being presented.
• How  did  teacher  and/or   to the white board to complete problems. BrainPop the students They also feel comfortable
students  monitor  learning?  
• How  were  the  focus  
worked together to asking questions for
students  engaged  and   answer the clarification.
supported  throughout  the   comprehension questions.
lesson?  

The teacher is energetic and In the beginning of the school

clearly passionate about teaching. The students are used to year I spoke to the students about
CSTP  2:  Effective  Learning  
Environment   She encouraged her students and working as a team. accountable talk and mindset. I believe
• How  did  students  and   appropriately supported them The used Accountable Talk that those actions resulted in an
teacher  contribute  to  an  
    when collaborated
 
throughout the lesson. environment where students feel
effective  learning  
environment?  
and celebrated each others comfortable expressing their level
successes. of comprehension.

CSTP  3:  Organizing  

Subject  Matter   The students confused the
• What  actions  of  the  NT   The teacher started the lesson
coordinates I believe that the lesson was organized
contributed  to  student   with a comp check to access
assimilation  of  subject   when graphing (y,x) instead of (x,y). in a manner that organically integrated
matter?  
the student’s prior knowledge.
The students readily asked technology and provided opportunities
• How  did  students  construct     Based on the results the teacher was   questions, took notes,  for multple forms of assessment. We
knowledge  of  subject   able to quickly make adjustments in
matter?   and collaborated to clear up the definitely needed more time.
• What  misconceptions  did  
the lesson.
misconception.
students  have  and  how  
were  they  addressed  by  
the  teacher?  

Based on STAR test data and comp

CSTP  4:  Learning  
The teacher provided graphic check, I had a pretty
Experiences   The students felt comfortable good idea of the student’s level of
• How  were  students   organizers, used the closed caption
asking for assistance and understanding prior to
supported  through   feature for the BrainPop and
differentiated  instruction?     presented   helping each other. The   lesson. As a result I was able to
the
• How  did  students   students were extremely anticipate where particular students may
participate?   several models relating ratios to
engaged. need support.
• How  did  the  NT  contribute   data displays
to  student  learning?  

CSTP  5:  Assessing  Student  

The students love Quizizz and it
Learning   The students completed an exit
• How  did  students   The teacher used provides quality data.
demonstrate  achievement  
slip in the form of a Quizizz
several
of  lesson  objectives?  
• In  what  ways  did  students     forms of assessment    
struggle  or  demonstrate   throughout the
limited  understanding?   lesson. (Comp check,
• What  teacher  actions  
contributed  to  student   whiteboards, quiz, exit
achievement?   slip)

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 2 of 3  
 Section  4:  Post  Observation  Conference  
To  what  degree  did  students  
achieve  lesson  objectives?     According to the post assessment, the students mastered the lesson objective. I am still concerned however of my students
understanding of the relationship between ratios and graphs.
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  
objectives?        
Highly Effective (100%) Somewhat Effective (76%) Effective (88%)

What  would  you  do  differently  

next  time?     I would complete this lesson over the course of two days.

What  were  three  top  Lesson   The students were highly engaged, there were multiple opportunities for assessment and the students understood the relevence
Strengths?    
of the objective.

What  were  three  top  areas  for  

improvement?     Time management, pacing and student reflection.

What  are  next  steps?     Allowing students to create real world problems related to the lesson objective.
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