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
Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12
Mentor Email School/District Date
Lisa Kuster lkuster@fjuhsd.org Troy High School/FJUHSD 3/19/18
Content Standard Lesson Objectives Unit Topic Lesson Title
Have students pair
together with a classmate
Interpret expressions for
to throw a tennis ball in
functions in terms of the
the air and measure its
situation they model. [6.
velocity and maximum Quadratic Equations and
Apply quadratic functions Vertical Motion/Parabola Project
height. This lesson will Functions
to physical problems, such
take 2 days to complete
as the motion of an object
and will take place inside
under the force of gravity.]
and outside the
classroom.
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 - Collects a variety of formal and informal assessment data on
Collecting and analyzing
student learning.
5.2 assessment data from a variety of Applying
S - Uses analysis of a variety of data to inform planning and
sources to inform instruction.
differentiation of instruction.
Collaborating with colleagues and T - Consults with colleagues to consider how best to support
the broader professional teacher and student learning.
6.3 Exploring
community to support teacher and S - Begins to identify how to access student and teacher
student learning. resources in the broader professional community.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
This lesson will introduce students to Sal has chosen to have the students
vertical motion and parabolas and participate in a hands-on activity that
familiarize them with the accompanying relates to quadratic equations and
terminology. This lesson will take 2 days to parabolas. (CSTP 1.3 and 1.4) The students
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
complete. will model the path of a parabola by
• How will you incorporate the inquiry focus and/or throwing a ball to one another. This is a
special emphasis into the lesson?
• What specific feedback do you want from your ME? Day one will consist of students finding nice way to have students explore a topic
their average step length by dividing the that can be confusing on paper. Sal will
length of the classroom (given) by the then collect data from the students over
number of steps that it took them to walk the next two class periods and use this data
across the room. One of the reasons I like to determine if students understood the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 this lesson is because it is ideal for kinetic lesson be addressed. (CSTP 5.2) It takes a
learners who get a chance to stand and lot of courage to try an outside activity with
learn about math simultaneously. Once a math class and I commend Sal for taking
every student gets a chance to find their it on.
average step length, we will go outside as a
group. Students will then split into pairs and
throw a tennis ball to one another (4
attempts each). While one partner throws
the ball, the other will use a stop watch to
register how long the ball was in the air for.
The partner who threw the ball will then
walk towards the location that the ball
initially hit the ground and use their
average step length to help calculate the
velocity of the throw.

Day 2 will be completed entirely inside the

classroom. Students will gather the data
they found on day one and use it to
calculate the maximum height of their
throw. They will be using the following
equation: ℎ = −16𝑡 2 + 𝑣𝑡 + 𝑠 , where s is
their height in feet. They will finish this
lesson by sketching pictures of their throws
(which should resemble parabolas) and by
answering some critical thinking questions.

Feedback I would like to receive from my

ME would be for her to mention what some
effective strategies are to make sure
students are engaged in the activity while
doing a non-traditional lesson that requires
them to be out of their seats.

This lesson is intended to be an

Focus Students
• Summarize critical needs and how
you will address them during this
lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
introduction to vertical motion and
parabolas. Students will be exposed to the
vocabulary along the way which will
prepare them for the following sections in
this unit.
Focus Student 1: English Learner
Understanding the meaning of
various vocabulary terms has been
an issue with my English language
learner throughout the school year.
I have given him special notes in
the past that contain the
definitions of important terms we
will use in that particular lesson.
This allows him to practice
sounding out and spelling the
words. The quadratics unit is rich in
vocabulary terms which may
overwhelm him. I will have to
Focus Student 2: Student w/ILP/504
Maintaining his focus during
lessons has been an issue for this
student. He is currently on
medication and his ADHD has been
controlled. Before that, I sat him
towards the front of the classroom
and called on him whenever I
noticed his attention was
elsewhere. He seems to be doing a
lot better when it comes to
focusing on the lesson.
Nevertheless, I will continue to
monitor this student more
Focus Student 3: Your Choice
Lack of participation and poor
work-ethic defines this student in
the classroom. He has struggled
getting used to a traditional
school setting since he has been
home schooled his entire life. I
have sat him close to my desk to
make sure he stays focused and
writes down his notes during a
lesson. I am hoping that the
outdoor portion of this lesson will
see him participating and
collaborating with his peers.
Page 2 of 8
 accommodate the upcoming
lessons by giving him the important
terms ahead of time so he can
practice on his own before the
lesson.
• What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
• What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
• How is the lesson structured (opening, body, and
closing)?
• What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used?
How will results inform instruction?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
frequently to make sure he is on
task and following directions
during this lesson.
How their seating arrangement helps them
be more involved/engaged in classroom
lessons and activities. How their
surrounding classmates further support
their engagement. What type of
accommodations should be made for them
to make understanding the material more
attainable.
I would like my ME to explain how I can
improve on the amount of time I give each
task to be completed. Some students will
finish calculating their average step length
early and others might take longer to do so
or not finish at all. I need to give them an
adequate amount of time to work on the
activities. I would also like my ME to
mention how I paced myself while giving
directions to the whole class during this
non-traditional lesson. Sometimes teachers
speak relatively fast or omit crucial
instructions and many students fail to listen
to directions
This lesson will take 2 days to complete. It is
basically an introduction to vertical motion and
sketching graphs of parabolas. Students have
not yet been exposed to any of the important
terminology and steps to graph parabolas. They
have also not been exposed to real-world
applications using quadratics. This is done on
purpose to show them that quadratics are
involved even in the simple task of throwing a
tennis ball (playing catch) to a friend.
The basic structure is the following (it is written
more in detail on Inquiry Focus/Special
Emphasis); the lesson will begin with students
calculating their average step length in the
classroom on day one. Once every student has
had a chance to do so, we will head outside and
students will calculate the velocity of the ball
thrown by incorporating their average step
length and the amount of time the ball was in
the air. We will return inside and students will
complete the calculations on the first couple
pages. Whatever they do not finish will be
homework.
Similar to my IEP/504 student, I
will continue to monitor this
student more frequently to make
sure he remains on task and
following directions during this
lesson.
For the English Learner and the student
with the 504, it may be important to group
them with another student who speaks the
same language and is strong in
mathematics. This way they will have
another support other than the teacher.
Seating students that don’t like to
participate or have a poor work ethic with a
group of strong on-task students is one
way to minimize disruptions.
It will be important to keep all students
working on some aspect of the activity
while other students may be finished. I
recommend breaking up the class into
smaller groups and have each group
complete one part of the activity while
other groups are working on a different
section of the activity. I would also make
sure to model to the class what they are
supposed to do outside and how to fill out
the packet. As with teaching, a lot can be
learned through repetition. If you find
yourself going to fast or students being off
task, you can change things before you
repeat the activity with the next class.
Allowing the students to explore a new
topic on their own without being told what
it is, is a wonderful way for students to
discover and learn on their own. I would
recommend walking the students through
the calculations as a class to clear up any
confusion before beginning the activity. I
would also recommend having the students
share their responses with their table
groups so they can see other students
perspectives.
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Student Engagement/Learning
• How will you make the lesson relevant to all the
students?
• How will students show progress towards master of
lesson objectives?
Classroom Management
• How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
• all of my students are working efficiently. I will
Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Day two will consist of students gathering their
data from day one to find the maximum height
of their throws by using the following equation:
ℎ = −16𝑡 2 + 𝑣𝑡 + 𝑠. Once they find their
maximum height, they will then sketch pictures
of their throws. There is where they’ll notice
that their graphs are no longer straight lines,
but rather curved lines. I will mention that these
curved lines are called parabolas and that they
will be our main focus in the upcoming lessons.
The lesson will conclude with the students
answering some critical thinking questions on
the back of their packets. Some examples of
these questions include: “What would happen if
you threw the ball softly? Would the parabola
change?”, “What would happen if you threw the
ball harder? Would the parabola change?” and
“Do you think you can run faster than a thrown
ball?”.
Again, the main focus of this lesson is to
introduce students to vertical motion and
parabolas. It is also intended to show students
that quadratics are found in the real-world in
many everyday activities like throwing an object
to another person.
Being able to stand, walk around the classroom,
and throw a tennis ball outside, should
demonstrate effective student engagement.
This is a non-traditional lesson in my classroom
that does not require students sitting for 35+
minutes and taking notes. Instead, they are
actually moving around and learning at the
Some students will be on task and some
same time. This lesson is perfect for kinetic will use it as an opportunity to mess
learners and students that tend to lose interest around. It will be tough to keep them all
during more traditional lessons. This lesson is engaged but hopefully the idea of doing
also relevant to them because every one of my math outside will be enough to keep them
students has played catch at some point in their on task. Students may need help making
lives at home or at a park. The difference is they the connections throughout the lesson. I
will now be applying mathematical ideas and would make sure to summarize the
concepts to this everyday activity. connections you hoped they would make at
Since this is merely an introductory lesson, I will
the end of the lesson.
be more interested how well students make
connections throughout the lesson. I will be
monitoring the class asking them questions to
see if they can correctly guess why it is we need
the specific data or if they can accurately predict
what will happen next.
Since this is a non-traditional lesson, it is more
likely that certain students can get off-task and Some students will get off task but
instead simply hang out with their friends. I will constant monitoring and clear directions
make sure to monitor while inside the should help to keep this to a minimum. I
classroom and outside on the field to make sure would recommend modeling the activity
with the class before going outside and
maintain a positive learning environment by having the students complete it on their
giving them explicit directions regarding the task own.
at hand and positive reinforcement while they
Page 4 of 8

Closure
• How will you close your lesson?
• How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
• In what ways were students
engaged? How were
students not engaged?
• How did students contribute
to their learning?
• How did teacher and/or
students monitor learning?
• How were the focus
students engaged and
supported throughout the
lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
are making their calculations or throwing the
tennis balls outside.
The main focus of this lesson is to introduce
students to vertical motion and parabolas. It is
also intended to show students that quadratics
are found in the real-world in many everyday
activities like throwing an object to another
person.
The lesson will conclude with the students How a lesson is closed is one way to check
answering some critical thinking questions on for understanding. The responses from
the back of their packets. Some examples of students should be a great way to assess
these questions include: “What would happen if student learning. I would recommend
you threw the ball softly? Would the parabola having students share their responses with
change?”, “What would happen if you threw the their table groups. This way if some
ball harder? Would the parabola change?” and students did not understand the objective
“Do you think you can run faster than a thrown of the activity, there table groups (or
ball?”. These questions will help me assess
yourself) will be there to clarify it.
student learning and prepare them for the
upcoming lessons. They should be leaving this 2-
day lesson with an idea of what parabolas are
and how quadratics (which we have been
solving prior to this lesson) are found all around
us.
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 all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
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
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
The NT passed out the parabola
The students were given oral Students completed the first page of
packet to students as they entered
directions on how to compute their the vertical motion parabola project
the classroom. Then he went over
average pace in steps and then after I demonstrated the necessary
how to compute their average pace
were shown by the NT exactly what steps. Some needed more guidance
in steps and modeled exactly what
to do. They were dismissed by than others because they were
they need to do. The NT then
tables to complete the average unsure what to do. I’m glad the
walked around and checked
steps. Some students were up students were able to complete it in
student’s work on the first page of
walking to and from the whiteboard such an organized manner as they
the packet. The NT gave plenty of
while other students were sitting in went up to calculate their pace one
time for students to complete the
their desk. This looked very table at a time. This made the
first page of the packet. Most
organized and kept students on process flow and transition better
students finished the first page in
task. than expected.
the amount of time they were given.
Student engagement was better
when we took the activity outdoors.
They were able to throw a tennis ball
The NT explained and modeled
to their partner and use their pace
directions for the parabola activity.
that they found in the beginning of
NT had students get up and find
Students watched NT model exactly the activity to calculate how long the
their average pace in steps. NT
how they should count their steps ball was in the air. They were less
walked around checking students
to find their average pace in steps. engaged when they returned to the
work on the first page of the packet
Students worked in table groups room and had to compute other
before letting student go outside.
completing the parabola packet calculations as they gathered data.
Focus student 2 is talking with
before going outside. Students were working well together
students at his table about how to
both outside and inside. They
complete the packet. Focus student
contributed well while helping each
3 is working alone.
other calculate how long the tennis
ball they were throwing was in the
air. I was able to monitor the
Page 5 of 8

CSTP 2: Effective Learning
Environment
• How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
• What actions of the NT
contributed to student
assimilation of subject
matter?
• How did students construct
knowledge of subject
matter?
• What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
• How were students
supported through
differentiated instruction?
• How did students
participate?
• How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT monitors the class by walking
around and checks student work.
NT also answers questions and
keeps student on task.
NT modeled to the class the activity
that they would do outside. NT did
calculations on the whiteboard to
clarify any confusion. NT addressed
questions while outside of students
who were confused. While outside,
the NT clarified what students are
supposed to be doing and what they
are supposed to be recording in
their packet.
NT talked around and helped the
students he knew would need
assistance. NT checked the work of
Focus Student 2 and 3 before letting
them go outside. NT debriefed
students when back inside the
classroom on what the purpose of
the activity was. Some students
nodded that they understood the
purpose.
Students were working on page 1 of
the parabola packet. They were
collaborating with their table
groups and asking NT questions.
Once outside, some students were
a little confused on what they were
doing.
S: “Wait, are we supposed to throw
it up as hard as we can?”
S: “Are we supposed to walk to the
ball?”
T: “Don’t throw so fast. You guys
aren’t catching it.”
After going back inside the
classroom, NT debriefed the activity
with the students.
T:”What do you think this activity is
preparing us for?”
S: “Drawing, graphing parabolas.”
Students worked in table groups
inside the classroom and then with
partners outside the classroom.
Students threw the ball to their
partner and then recorded the time
and distance of where the ball hit
the ground. They also used their
average pacing to complete the
calculations.
classroom while the students were
gathering data to see if they were
doing it correctly. I was asking
questions to all the students during
the activity to check for
understanding, especially the focus
students I previously wrote about.
This allowed me to keep them
engaged and focused throughout
class time and supported their
accommodations.
As my ME stated, I was able to
effectively monitor the classroom to
check student work while they were
effectively collaborating. This kept
the students focused and working
hard to finish their packet.
Modeling and explaining the activity
helped clear some of the confusion
that students had. Further
explanation was done with some
groups that were having a tougher
time understanding. Some of the
knowledge of subject matter that
students constructed was realizing
that this activity was preparing us to
draw and graph parabolas. This
realization came after I debriefed the
class towards the ends of the lesson.
Some of the misconceptions
students had during the activity was
how they were supposed to throw
the ball and whether or not they
were supposed to catch it. This was
before they realized that we were
working towards graphing parabolas.
I addressed these misconceptions by
once again explaining the directions
and procedures to the students.
This was not an individual
assignment, but rather students
found support while working with a
small group and partner throughout
the lesson. They were able to ask
questions and receive help from me
or from their partners. Students
worked in table groups inside the
classroom and then with partners
outside the classroom. They threw
the ball to their partner and then
recorded the time and distance of
where the ball hit the ground
outside, and they computed their
data inside with their table groups. I
was able to contribute to student
learning by walking around the
Page 6 of 8

CSTP 5: Assessing Student
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?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
classroom and outside the classroom
assisting students while they
completed their assignment.
Students demonstrated achievement
of the lesson objectives by being
able to complete the packet once
back inside the classroom. Some
students struggled with computing
their data since they were working
NT prepped students by modeling
Students completed calculations with vertical motion models that
how to calculate their average pace
once they were back inside the they had not seen before. I went on
in class. Once outside, the NT
classroom. NT walked around the to explain that it was a quadratic
reminded students of the objective
room checking and verifying the equation (which they have seen
and keeps students on task. Inside
student’s calculations. Some before) and that they were able to
the classroom again, NT addressed
students did not get the correct solve it using various methods we
questions from students that they
numbers and the NT re-explained had previously talked about. I
need clarification on. NT also went
how to get the correct numbers and believe the constant monitoring and
over the purpose of the activity and
what they represent. the in-depth explanations helped
how it will relate to lesson in class.
contribute to the student’s
achievement. The students were
also engaged with the activity from
the beginning so it made it easier for
the majority to grasp what was
required of them to do.
Section 4: Post Observation Conference
Students who were present that day were able to successfully calculate their average number of steps inside
the classroom while working as a small group. They needed this calculation to be able to measure the velocity
and maximum height of the ball they were to throw outside the classroom with a partner. It took some
clarification of the directions, but once a few groups modeled how it was done, the other students were able
to comprehend what was needed to do. Many students also deduced that we were beginning to work with
drawing/graphing parabolas once the activity progressed. This is an important realization because they clearly
made the connection between a quadratic equation and its graphical representation using a real-world
application.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student participated but
I had the important vocabulary became somewhat of a
This student did an amazing job
terms written on the whiteboard so troublemaker on the outside
during the lesson and activity. He
my English language learner and portion of the activity. He began
remained focused and on task
other students could see what we bouncing the tennis ball off the
throughout the day and was even
were going to talk about that day. I wall and was using foul language.
asking questions. His difficulty in
wrote a brief definition beside each I took the tennis ball away from
paying attention was nonexistent
word to help out my EL student as him and his partner and they had
and has been for the past couple of
well. He was able to grasp the to sit the rest of the activity. A
weeks. He was one of the first
meaning of these words and their detention was ultimately given to
students to make the connection
connection to the lesson. He was him. I gave him another group’s
between this lesson and the
also able to work with a helpful data, but at this point he was not
forthcoming graphing parabolas
partner while throwing the ball engaged with the lesson anymore.
unit.
outside. This student did not successfully
achieve the lesson objectives
I would either spend the previous day explaining the directions to the students or I would send a document via
Google Classroom explaining the activity in detail. I feel like a lot of valuable time was wasted going over the
Page 7 of 8

What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
procedures and the correct way to calculate their data or throw a ball. If students walked in with an idea of the
lesson, then it would run a lot smoother and more work would get done in the period.
The top three lesson strengths were that I modeled the steps and explained the directions to the students,
excellent collaboration between the small groups and partners, and that many students made the connection
between the lesson and the forthcoming graphing parabolas unit.
The three areas for improvement is to go over the directions the previous day or through Google Classroom,
transition from the indoor portion of the activity to the outdoor portion more smoothly and explain the proper
way to throw the ball for this activity to the students.
The next steps will be what many of my students correctly guessed; we will be graphing parabolas in the next
few weeks. I wanted to show them that a thrown ball travels in a parabolic path before they saw parabolas
graphed on a coordinate plane. Being able to see a real-world application on something as challenging as
graphing quadratics was crucial to previewing the unit.
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 8 of 8