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 a 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 the 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

Melissa Cosio mcosio@thepegasusschool.org Mathematics Kindergarten

Mentor Email School/District Date

Samantha Lam slam@thepegasusschool.org The Pegasus School October 24, 2023

Content Standard Lesson Objectives Unit Topic Lesson Title

CA CSS Math- Content Standards
By the end of this unit, students Mathematics- Tally Marks Five & Some More (Numbers to 20)
K.CC.1: Count to 10 by 1s
will be able to visualize groups of
K.CC.4a: Count objects one by one, 5 quickly and think of numbers
saying the numbers in the standard
order and pairing each object with between 5 and 20 as five and
only one number name. some more. Students will use
K.CC.4b: Identify the number of craft sticks (tally marks),
objects as the last number said ten-frame display cards (dots),
when counting a group of objects. tally cards, and graphing
K.CC.4b: Count collections of activities to show their
objects in different ways to
understanding.
demonstrate that the arrangement
of objects and the order in which
they are counted do not change the
total number of objects.
K.CC.4c: Demonstrate that each
successive number name refers to a
quantity that is one larger than the
previous number name.
K.CC.5: Count up to ten objects
arranged in a line.
K.CC.5: Given a number from 1-10,
count out that many objects.
Recognize the number of objects in
a collection of six or fewer,
arranged in any configuration.
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 Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
T- Explores additional instructional strategies, resources, and technologies in single lessons or sequence of
1.4 Using a variety of instructional strategies, T- Exploring lessons to meet students’ diverse learning needs.
resources, and technologies to meet S- Exploring S- Students participate in single lessons or sequence of lessons related to their interests and experiences.
students’ diverse learning needs.

5.3 Reviewing data, both individually and with T- Applying

T- Reviews and monitors a variety of data on student learning individually and with colleagues to identify trends
colleagues, to monitor student learning. and patterns among groups of students.

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 (B)
(J) (A)
needs and how you
will address them For this semester, my ELL student is J. J is My second focus student needs help My focus student (A) would benefit from
during this lesson. good in math but sometimes needs extra focusing and showing mastery of concepts in being challenged and by providing this
guidance and support. J would benefit from an allotted time. B struggles with transitions, student with additional problems that are
being my focus student because I have and it can be difficult for him to show me challenging will allow them to extend their
noticed that although she understands a what he knows when working learning and not think everything is easy.
concept, she occasionally works too quickly independently. B also gets distracted, and I Adapting what they get for work and how
and needs to slow down to get the correct check in on him more so he can remember they show what they know is essential. I
answer. I sometimes ask her a few what I am teaching. When redirected, the will address this student’s needs by giving
questions for her to understand or show student often knows the answer but them challenges that will get them to think.
what she means. Breaking down this unit sometimes needs clarification. B also speaks Perhaps even adapting the work they
into sections and checking in more often quietly, so sometimes it's hard to hear him. I provide to show understanding. This way I
may help J grasp and understand how to am working closely with this student this can get an idea how much they know and
quickly count numbers starting from 5. I year, and I hope to help them understand where they need extra practice or help to
also plan to use many visuals and hands-on and master all Kindergarten concepts. comprehend. For this student, I can also
items to help her achieve success and add some more numbers to challenge him
understand concepts. with tally marks.

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 I want students to understand how to properly
Emphasis use tally marks to help them count easier and
 What is your inquiry focus quicker. I want students to utilize this math tool
and/or special emphasis?  I like how NT is teaching students a useful
and use it in mathematical situations when needed.
How will you incorporate the tool to count objects quicker. The lesson
inquiry focus and/or special In addition, I want to focus on number skills:
sounds hands-on and engaging which should
emphasis into the lesson? cardinality, one-to-one correspondence, and increase participation.
 What specific feedback do you subitizing, and using tally marks is a great way to
want from your ME?
achieve this. I want to challenge students to count
tally marks quickly to 10, and then challenge them
to 20, and so on.

I will incorporate this emphasis into the lesson

by adding a fun activity to engage students and
learn about tally marks and their purpose. The
feedback that I would like from my mentor is if
this activity is a good extension activity and if
students are successfully showing mastery of the
lesson and concepts while also making sure I am
keeping my lesson short and manageable.
Classroom management feedback during this
lesson is also appreciated, especially when using
various forms of technology.

Inquiry Focus/Students How can I better support J, B, and A so they can

 What specific feedback fully be engaged and meet their learning needs?
regarding your focus students Utilizing the co-teacher is a great way to help
do you want from your ME? Each of them is at a different level, and I want to meet different student academic levels. Whether
make sure I am adaptable and individualized to it is pulling aside a small group or working with
every one of them while also ensuring the whole individual students, the other teacher is able to
class is engaged. I also wish to have feedback or do those things while the other teacher teaches a
support on how I can make my lesson run main lesson.
smoothly and be to the point.

We notice with our class that keeping short

activities and having multiple keeps the
engagement up rather than having one long
lesson/whole group activity. Also incorporating
movement throughout the lesson helps kids
restart their ability to sit on the rug.

Specific Feedback I want feedback or suggestions on how to make

 What additional specific sure students fully understand the lesson and
feedback do you want from Every lesson should have some sort of end
your ME regarding lesson how I can better support the students and also be activity or exit ticket which allows the students
implementation? clear and concise while also differentiating to all to display if they achieved the objective or not.
student needs. It should be something they complete
independently to see what they know by the end
of the lesson. Based on the activity or exit
ticket, NT can prepare for the next lesson to see
where to start and who needs what to continue
learning.
 The lesson is structured by reviewing and teaching
Instructional Planning
 How is the lesson students what tally marks are and how to use them.
structured (opening, body, We will have a group discussion about how it is The lesson sounds like it has a nice flow where
and closing)? used in math or for counting. (opening) I will then students are practicing the skill as a whole group
 What varied teaching before they have to complete an activity
strategies and differentiated show students examples of numbers (in tally mark
instruction will help students formation). After reviewing, students will then be independently. This is good for students who
meet lesson goals?  What given a number, and they will show it on their tally need a quick review with teacher support. The
progress monitoring strategies independent activity incorporates technology,
mark mat with the popsicle sticks. After some
will be used? How will results which keeps students engaged and they have the
inform instruction? guided instruction and review/practice, students
will be excused to complete their tally mark option of using popsicle sticks on their desk if
independent activity. (body) Students can use they need that tactile manipulative piece.
popsicle sticks to complete their activity. I will
walk around to check for comprehension and
mastery of tally marks and counting. (closing)

Due to aiming to use more technology in this

lesson unit, varied teaching strategies and
differentiated instruction will incorporate
technology and videos into my lesson to increase
engagement. Having additional resources helps the
lesson stay interactive and fun for students. This
will hopefully spark conversations with the
students and have them learn new skills and ideas
about tally marks and math. I will also provide
different examples for students to answer
depending on their level of understanding. I will
ask different levels of questions(mild, medium,
spicy).

Progress monitoring strategies that will be used

will be informal assessments to check for student
understanding. Depending on how students do, I
will work with them in small groups or one-on-one
for more practice and learning. As the unit
continues, I will check for student understanding
and growth to ensure they learn the concept(s).
Again, depending on the results, I will have to
change how the lesson is taught, do more reviews,
or work with small groups to help them catch up
with the rest of the class. I will provide students
with many options to show understanding of the
topic: iPads(seesaw), math workplaces, count the
tally marks activities, and paper and pencil
activities.
Student Engagement/Learning I will make the lesson relevant to all students by
 How will you make the providing real-world examples of times that we
Connecting the lesson objective to real life helps
lesson relevant to all the use tally marks. I will use examples from a tally students remember the skill in a meaningful way.
students?
marks book we read, as well as ways we use I am looking forward to seeing how students will
 How will students show
progress towards master of tally marks in the world. I will also make the talk about tally marks during the day and not just
lesson objectives? connection of how we can use tally marks to during math time.
count our classroom warm fuzzies.

Students will show progress towards mastering

lesson objectives by being able to successfully
demonstrate how to count and use tally marks,
including using the correct tally mark format
and taking note of the importance of the “gate.”
Students will also quickly show a certain
number from 0-20 with tally marks- perhaps
extending if needed. Lastly, students should be
able to complete the tally mark activity with not
much difficulty.
Classroom Management
Our classroom knows our expectations, and I aim
 How will you maintain a to review them every time we start a new lesson. I
positive learning also call on students who have their hands raised Reviewing clear expectations before every
environment with a and who may not raise their hands so they know I lesson is important and supports the learners
welcoming climate of notice them too. I also give others a chance to
who may not remember. I am looking forward to
caring, respect, and answer, not always the friends who always raise
fairness? their hand. If the same students raise their hands, I seeing how reviewing expectations at the
do pick on them but make sure to give everyone a beginning can lead to a more positive lesson
chance. When students answer incorrectly, I with appropriate participation and engagement.
acknowledge their answers and don’t make them
feel bad for answering incorrectly. Instead, I guide
them to think a little more until they figure out the
answer. I also acknowledge when I make mistakes
so students know it is okay to make mistakes and
that they can happen to anyone.

When preventing/redirecting challenging

behaviors, I usually make sure the student
interrupting knows I am watching them; I also stop
when needed to remind the whole class of our
expectations. If the interruptions continue, I talk to
the student after the activity is over.

 Identify specific classroom

procedures and strategies for
preventing/redirecting
challenging behaviors.

Closure I will close my lesson by having students work The closing activity sounds interactive and
 How will you close your independently at their desks to complete a tally engaging. Seesaw work allows the teacher to
lesson?
 How will you assess mark seesaw activity. I will assess student review it at a later time if needed.
student learning and learning by asking comprehension questions
prepare them for the next throughout my lesson and checking for student
lesson?
input while also checking their SeeSaw work
submission.

During independent practice, I will make sure to

ask and see how students complete the activity
 and will check for understanding. If I see certain
students or most of the class needing help, I will
do a review lesson the next day and have more
practice. I will also assign more follow-up work
to help build that knowledge. If only certain
students need help, I will have a small group
review or give more practice. I also do a review
on the next lesson I do.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Part 3A: ME Observation of Lesson Part 3B: NT Reflection on
Delivery Lesson Delivery
Teacher Actions Student
Actions
NT did a lot of call and
EXAMPLE CSTP 1: Students had popsicle I liked having various call and
Engaging All Students response phrases to response phrases to get
sticks and were able to
 In what ways were ensure all students were students attention. I also
show tally marks when
students engaged? paying attention. NT
the NT would give a noticed that using popsicle
allowed each student to sticks got students engaged
number. Having
have their own
individual sets of sticks and wondering what we
manipulatives so that
increased student would be doing with them.
everyone could Some students wondered if
participation as they
participate. ice cream would be involved
all had something to
since popsicle sticks were
do.
being used.
Specific Feedback I liked my mentor’s feedback on
 What information can NT had a great flow to her Students understood the reminding students that if they have a
you provide the NT lesson with multiple quick lesson objective. They also question or do not understand
regarding requested activities allowing students to understood what they were something, they can always ask those
special feedback? move and stay engaged. supposed to do to complete around them or a friend.
Incorporating technology was their independent work on
successful since students were Seesaw. I realized that although I hope or
already familiar with Seesaw. want to help everyone, it is good for
Sometimes Seesaw gets students to use each other for guidance
difficult when students get lost and support when I am not able to.
or forget how to navigate and
they all try to ask questions at
the same time. A tip to use is
to remind students before
excusing them, that if they
have a question on Seesaw, to
sit at their desk and raise a
quiet hand and you will get to
them when you can or they
can ask a friend at their table
clump. This will help lessen the
amount of students needing
teacher help.
CSTP 1:
Engaging All Students Majority of students were Students were engaged
engaged during whole group throughout whole group Students showed engagement in the
 In what ways were
instruction. There were a select instruction and even more lesson by how they were sitting and
students engaged? How
few who got distracted a few engaged in their their responses to my questions. I also
were students not engaged?
times, but by using tone of voice independent work on their took note of where students' eyes were
and visuals, NT was able to iPads. and if they were following along.
 How did students
regain the attention of all
contribute to their learning?
students numerous times Students that needed For the students who needed more
throughout the lesson. support raised their hand support or were not engaged, I made
 How did teacher and/or sure to do a call and repeat to get their
and waited for NT to
students monitor learning? attention and redirect them back to the
Students contributed to their approach them. Students
own learning by displaying tally knew how to navigate lesson.
 How were the focus
marks after the teacher gave Seesaw and what to do
students engaged and I monitored learning by asking
them a number. when or if they finished
supported throughout the questions throughout, checking for
early.
lesson? understanding and seeing what student
NT did check-ins with the focus
students whether it was a responses were. For my high-flyers, I
verbal check in or progress challenged them to higher-level
monitoring throughout the thinking questions, while for the
lesson and the independent students who needed more support, I
work time. kept an extra eye on them and
reviewed more.

I kept the focus students near me, so

that I could make sure I was checking in
on them more often and were easier to
check-on.
I contributed to an effective learning
CSTP 2:
NT started off her lesson with Students participated in environment by having students
Effective Learning
the whole group on the rug to whole group discussions and participate in whole group discussions,
Environment
review the concept and to an activity to practice tally ask individual questions, and also make
practice with peers. marks. Then students space for mistakes. I let students know
 How did students and completed a tally mark that sometimes mistakes happen, and
teacher contribute to an activity on their iPad at their we can just try again.
effective learning desk.
environment? Students were able to practice via
hands-on activities as well as on their
iPads, which allowed me to see pre and
post work.
 Whenever we start a new math
CSTP 3:
NT started the lesson Students added onto their knowledge lesson or unit, I make sure to get
Organizing Subject
reviewing, “what have we and understanding of tally marks by student attention and response by
Matter
been talking about in math?” counting the tally marks shown and asking them what we have been
The teacher then had a circling the correct number learning in math. This gets students
 What actions of
discussion about tally marks representation. A misconception that thinking and I get hands-up wanting to
the NT contributed to
using the tally mark poem that students had is forgetting which line answer the question.
student assimilation
is written on a poster. Students goes across.
of subject matter?
have talked about tally marks I also had a chart that students could
1-2 lessons before. Students use to help guide them in the lesson. I
 How did students
added onto their knowledge of taught them a new song to help them
construct knowledge
tally marks by seeing a set of use tally marks correctly, and students
of subject matter?
tally marks and counting and followed along with it.
writing the number instead of
 What
being given a number and The chart is up in our classroom, so
misconceptions did
showing the tally marks. everytime that we count something we
students have and
can use it to help students remember.
how were they
addressed by the
Misconceptions that students had were
teacher?
sometimes forgetting which way the
tally mark line went when they closed
the “gate.” We kept practicing and
practicing so that students felt more
comfortable with it.
All students were supported via
CSTP 4:
Students were supported Students completed an iPad activity visual, auditory, and hands-on
Learning
through visual, auditory, and on Seesaw by going through different resources. I had manipulatives for
Experiences
tactile resources. Students pages of displayed tally marks. Their students to use for guidance, I had the
participated in whole group task was to circle the correct numeral tally mark poster, as well as a Brainpop
 How were
instruction and by completing that represented how many tally and YouTube video that students could
students supported
their iPad work independently. marks were on the page. watch for a review.
through differentiated
instruction? NT contributed to student
learning by teaching a mini When assigned independent work,
lesson at the rug and then students were able to use the popsicle
 How did students
letting students use what they sticks for guidance if needed, and they
participate?
learned. were able to complete their iPad
SeeSaw activity on Tally Marks.
 How did the NT
contribute to student
learning?

CSTP 5: Assessing Students demonstrated achievement

Student Learning Teacher used a lot of Students completed their iPad work, of lesson objectives by showing
questions that contributed to which is what the teacher used to see understanding of the concepts taught.
student achievement. By if students achieved the objective.
 How did students allowing the students to Students struggled with counting by Students were able to answer questions
demonstrate practice on the rug with 5’s or with identifying certain numbers asked, as well as showing me on their
achievement of teacher support and peers, she on the page. tally marks mat certain numbers I
lesson objectives? allowed them to receive help asked. Students were also able to
as needed. successfully complete the SeeSaw
 In what ways did activity I assigned them on their iPads.
students struggle or
demonstrate limited The main place where students
understanding? struggled was counting by 5s. They
would sometimes get confused and
 What teacher only count by 1s to help them solve
actions contributed their independent activity.
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
After completing this lesson and its supplementary activities, students were able to visualize groups of 5 quickly and think of
To what degree
numbers between 5 and 20 as five and some more. Students could show me any number I asked them with the tally marks. I
did students
also would flash numbers via ten frames and they could do it too. Therefore, students were able to successfully use craft sticks
achieve lesson
(tally marks), ten-frame display cards (dots), tally cards, and graphing activities to show their understanding.
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus students w/ILP/504
achieve lesson
objectives? For my English Learner, she did For my second focus student, they were The third focus student was a little
comprehend what tally marks were and able to understand the concept quickly, quieter at first and when asked
how to use them, but she did have many but their production of work was slow. I questions it took them a while to feel
questions and asked for clarification a few needed to work one-on-one with them to comfortable answering. I noticed during
times. see if they fully understood the concept the whole group he was a little confused
and if they could show me with their work. and sometimes needed extra guidance
I made sure to answer those questions and They were able to complete the activity when using the popsicle sticks. However,
help review with her any questions or and show understanding once I did work during independent work, he was able to
unsure concepts. one-on-one. answer the questions correctly on the
iPad and seemed to have no trouble at
all.
What would you do I think having the song was super helpful when teaching this lesson. Students enjoyed singing along as we worked through
tally marks. Since it can be difficult to get everyone’s attention while using the popsicle sticks, I would probably try teaching
differently next
this hands-on activity in smaller groups so I can better work with students and see them in action as they show me different
time?
numbers on their math mat.
What were the Three top lesson strengths were having that tally marks song, asking constant questions, and having students work
independently on their iPads. In the past I have also tried using paper and pencil tally marks cut and glue, but I found that
three top Lesson
using the iPads was much more successful.
Strengths?

What were three Three top areas of improvement for this lesson were that perhaps in the future try working in smaller groups when it comes to
popsicle sticks so that students do not get as distracted. Another would be not to have students sit for so long because they get
top areas for
tired and want to move and thus lose focus, and the last would be to keep the lesson a little shorter or adapt the independent
improvement?
activity to better fit the student.
What are the next Next steps would be to do a follow-up lesson to see if students still understand how tally marks work and how we can use
steps? them in our everyday life.

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) 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