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 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

Ian Acera [email protected] Multiple Subject 2nd Grade

Mentor Email School/District Date

Monica Velarde [email protected] San Jose Charter Academy November 2, 2023

San Jose Charter Academy District

Content Standard Lesson Objectives Unit Topic Lesson Title

2.OA.1 (Represent and solve Students write subtraction Fact Strategies Subtraction from Addition:
problems involving addition number stories and
and subtraction) Think Addition
generate related addition
and subtraction facts.
2.OA.B.2 (Add and subtract
within 20)

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.)
Using a variety of instructional The teacher utilizes a variety of strategies including culturally
1.4 Applying
strategies, resources, and responsive pedagogy, resources, and technologies during ongoing
technologies to meet students’
instruction to meet students’ diverse learning needs.
diverse learning needs

Students participate in instruction using strategies, resources, and

 technologies matched to their learning needs.

Creating physical or virtual

2.2 Applying The teacher develops physical environments that reflect student
learning environments that
promote student learning, diversity and provide a range of resources for learning. Utilizes a
reflect diversity, and variety of structures for interaction during learning activities that
encourage constructive and ensures a focus on and completion of learning tasks.
productive interactions
among students.

Students use a variety of resources in learning environments and

interact in ways that deepen their understanding of the content and
develop constructive social and academic interactions.

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 The EL student will need help Student #2 needs considerable Student #3 is advanced in their
during this lesson. with academic vocabulary, help with reading/writing. In math level; however, Student #3
reading and creating number addition, the student has needs additional enrichment
stories, and organizing their difficulty staying focused due to opportunities to extend their
verbal and written response. reading difficulties. learning.

The student will benefit from Student #2 will benefit from being Student #3 will benefit from extra
illustrations and concrete assigned a supportive, proficient instructions where the student
representations of academic level partner. The teacher will must show multiple
vocabulary. also provide white board / slate representations of the same
for teacher to help student craft response. Student #3 can also
and write down the student’s be directed to their iPad’s My
Also, teacher read aloud, verbal response. Reference Math Book to explore
sentence frames, and additional math concepts.
opportunities to add illustrations
to their responses would be Also, structured directions with
beneficial. illustrations will lessen the
reading barrier for student to
follow along and stay focused on
task.

Part A: NT Reflection Part B: ME Feedback

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

Inquiry Focus/Special The special emphasis is to write subtraction ME: What specific academic vocabulary will
Emphasis number stories and practice the think addition this lesson have? How will you do the
 What is your inquiry focus illustrations? How will you do the concrete
strategy for subtraction.
and/or special emphasis?  representations.
How will you incorporate the
inquiry focus and/or special
I need clear modeling and illustrations for the ME suggested yellow and red counters for the
emphasis into the lesson?
learning activities and introduction for the think concrete representations. Also, ME explains
 What specific feedback do you
addition strategy. Also, I will need sentence the importance of “voice and choice.”
want from your ME?
frames for written and verbal responses to assist
students. Also, opportunities for students to use ME directed me to a page on Sentence
illustrations to represent their responses will be Frames for math and the vocabulary on Page
beneficial. 255 of manual.
Inquiry Focus/Students For ME (Mentor): Whenever I hear about ME explained that I should stay away from
 What specific feedback enrichment for my advanced math learners packets since enrichment should not be
regarding your focus students (Student #3), I hear about deepening the math busywork. Enrichment should be purposeful.
do you want from your ME?
concepts rather than moving them forward After the assignment, the student works on the
quicker. What are some additional methods to enrichment piece on Page 64 of manual. Also,
deepen those specific students’ learning within ME explained how an Enrichment Folder would
the lesson? work well.

Specific Feedback For ME (Mentor): Whenever a student finishes a ME suggested that I could also have appropriate
 What additional specific math assignment quicker than the other Math Games that focus on the corresponding
feedback do you want from students, what are resources that you find strand/standard. Also, the first student can be
your ME regarding lesson
beneficial that will keep that math student the Enrichment Leader which will explain the
implementation?
engaged and challenged? directions to any other students that reach the
enrichment center. ME also explained that the
enrichment center should be separated from the
“Cool Down” spot since different spaces should
have different uses.

ME emphasized the importance of Student

Choice.

Instructional Planning Lesson Structure: ME explained the importance of having tactile

 How is the lesson options. Also, ME showed “Focus Vocabulary”
structured (opening, The Math Lesson begins with the “Warm Up” (ex:
in the manual. ME also showed an online excel
body, and closing)? Number of the Day, Calendar, Part-Part-Total-
checklist which I can use for progress
 What varied teaching Attendance Diagram; Mental Math and Fluency)
monitoring. ME emphasized focusing on 4
strategies and differentiated to reach all students.
instruction will help students different students for each math lesson.
meet lesson goals?  What Next, there’s the “Focus” section. Students will
progress monitoring strategies create and share Subtraction Number Stories.
will be used? How will results Students will also generate addition and
inform instruction? subtraction facts with numbered dominos. Then,
there’s modeling and a discussion on using the
Think Addition Strategy for Subtraction.

Lastly, it ends with the “Practice” section.

Students open their Math Journals and work on
assigned pages with a partner or independently.

To help students reach their goals, the teacher

needs to include sentence frames, illustrations,
explicit modeling, and word banks. Also, multiple
means of representations (ex: short video clip,
concrete examples, illustrated directions) will also
help the students reach their goals.

Progress monitoring strategies will be from

collected written work (ex: open response
papers; Math Journals). Also, I can monitor
verbal responses between partners and from
selected students via equity sticks.

The results will affect the pace of later lessons.

Also, the result will affect which portions require
 more reteaching.

Student Engagement/Learning ME explained that the way to measure progress

 How will you make the I can make the lesson relevant to all the towards master of lesson objectives would be to
lesson relevant to all the students by building upon our past math lessons use the resource tabs on the Manual’s website
students? on math fact strategies. Also, students are also which has checklists.
 How will students show very interested in money concepts; I can
progress towards master of connect the math fact strategies to money (ex:
lesson objectives? You have 15 cents in all. We take away 9 cents.
We can use the think addition strategy to find
out how much money you have left.)
Students can show progress towards master of
lesson objectives by being able to verbally
explain and describe the process to a partner
and/or class. Also, I can check the students’
Math Journal. In addition, I can also provide an
additional Exit Slip to check their understanding.

Classroom Management I will continue to review the classroom ME explained how I can regularly incorporate
 How will you maintain a expectations. Also, I will remind students that School Culture phrases “Be a SHARK.” SHARK
positive learning when we make mistakes, our minds can grow by is an acronym for Safe, Honest, Aware,
environment with a
learning from them. Also, I will continue to Responsible, and Kind.
welcoming climate of
emphasize our rule “Be Respectful.” Students
caring, respect, and
fairne are not allowed to laugh at another student even
if they make an error since all the students are in
school to learn.

One specific classroom procedure that I use for

preventing misbehavior is having the students
echo the rules before students present and/or
share their verbal answers. With redirecting, I
have visual cues (ex: body language cues) to
help remind students to be on task. Also, I
emphasize the student’s circle of control, by
having the student choose to look at their
teacher rather than look at something distracting
around them.
 Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure After the students’ Math Journal, students may ME emphasizes how this is not a sprint; rather,
 How will you close your use a few minutes to play Everyday Mathematics this is a marathon. ME explained how we
lesson? Math Games (ex: games connected to math should use this snapshot to stay informed. ME
 How will you assess
facts) if there is time. emphasized that the checklists would be on a
student learning and
prepare them for the next clipboard. Also, to use the checklist on a
Each lesson builds upon the past lesson, so I
lesson? different focal group (4 designated students) for
review a couple concepts from this math lesson,
each lesson.
when I continue onward. Also, the student
information observed and gathered in written
form is used when planning the next lesson.

Section 3: Observation of Lesson Delivery

 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
Verbal reinforcements.
EXAMPLE Students on software (ST Math) were Move a student that’s distracting
Praise to reengage students.
CSTP 1: speaking/whispering to partners. others.
Engaging All
Students  In
what ways
were students
engaged? Encouraged students to explore.

About 70% of the class is engaged. When students are on software, it’s a great
Specific
time for small group instruction.
Feedback
 What
information
can you
provide the
NT
regarding
requested
special
feedback?
Used microphone to ensure students can Student laying down. How can you follow-up with the attention
CSTP 1: hear. Student playing w/ tissues. getter?
Engaging All Student drawing and playing w/each other.
Students Used attention getter. Student hiding under sweater. What strategies can you use to get students
 In what ways to reflect on their behavior?
were students Used equity sticks.
engaged? How Student stated a strategy used. Could the
were Had students state expectations. students explain how she used “making
students not 10”?
engaged? Uses physical movement.
 How did Tell me about zero noise monitors.
students Gave objective before lesson.
contribute to You tell them to be respectful but how do
their learning? Choral reading. you follow up with that?
 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?
 EDI Strategies Students constructed knowledge with How was the strategy used for “making
CSTP 3:
models on ST Math. 10”? What was the follow up?
Organizing
Calendar Routines
Subject Matter
 What actions Supported # Sense
of the NT
contributed to
student
assimilation of
subject
matter?
 How did
students
construct
knowledge of
subject
matter?
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
Students were supported through
CSTP 4:
differentiated instruction via word bank.
Learning
Experiences
 How were
students
supported
through
differentiated
instruction?
 How did
students
participate?
 How did the
NT contribute
to student
learning?
Students were given opportunities for
CSTP 5:
verbal responses and written responses.
Assessing
Student Teacher had students work with a partner.
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?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
ME primarily observed Math Routines, Math Software, and the first half of the Math Lesson. At the end of the lesson, the
To what degree
students provide written work of their subtraction number stories. Students were also able to verbally share their subtraction
did students strategies.
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
Student 1 benefited from the word bank. Due to Student 2’s difficulty with speech, Student #3 was very focused during the
lesson
I would regularly check-in with Student 1 Student 2 handwriting was not legible lesson. Also, Student #3 was able to
objectives? and add more to the word bank on the since Student 2 struggles associating and reach the objectives. Student #3 quickly
Promethean board. The option to work hearing certain sounds in letters during followed directions after completing his
with a partner also helped Student 1 with letter formation. assignment.
confidence on wanting to share.
\Student 2 was able to verbally explain her
subtraction number story to me. Student 2
was also able to show a picture of her
answer.
I would have gone straight into the lesson rather than wait for the ME to arrive. I’d added and prolonged Math Software for
What would you do
ME to observe the lesson; however, students were unaccustomed to that routine and begin to go off task. Also, although I am
differently next
rather stern and firm during assessment time, I am encouraged by my ME to heavily use the table point system on behavior.
time?

What were three  EDI

top Lesson  Word Bank
Strengths?  Objectives

What were three  Working on expected behavior

top areas for  Working on explicit expectations
improvement?  Modeling expectations

As per my ME’s suggestion, I will go heavily into the Table Point System to reinforce the expectation behaviors (ex: Full Body
What are next steps?
Listening; Active Listening; Zero Noise)

Other Comments/Notes
I was genuinely shocked by my ME’s feedback. ME told me that 4 students off-task at the same time is a teacher classroom expectations problem. I had
also thought that when the actual lesson began, the students were engaged and on-task. Since the observation, I have gotten much sterner into classroom
expectations (ex: entering class quietly; zero noise during math software).

My Mentor Teacher’s comments that engagement starts with “expectations” had made me reflect on where my efforts should be invested.

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