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
Antonio Reyes antonio14reyes@gmail.com World Language – Spanish 10-12
Mentor Email School/District Date
California School of the Arts, Between 10/17 to 10/22
Yadira Rivera Yadira.rivera@sgv.csarts.net San Gabriel/Duarte Unified
School District Lesson delivered 11/22
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will be interpreting
Interpretive Communication
and analyzing an authentic Current Events: Puerto Rico El Mundo en tus Manos: Puerto Rico
W.L 1:
text in the target language.
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.)
Teacher: In my first CSTP self-assessment, I graded myself exploring but
I think I am actually somewhere between emerging and exploring. I
chose to do this lesson because it allows for me to give my students
Selects the strategies for single
multiple mediums for learning/practicing the target language. Thus, it
lessons or sequence of lessons that
will give me an opportunity to assess where their language abilities are
respond to students’ diverse learning
Emerging/ based on their results and use that information to guide my
4.4 needs.
Exploring instruction.
Seeks to learn about students’ diverse
Student: The students may struggle with tackling this assignment as
learning needs beyond basic data.
they will likely be asked to do at least one thing that is not their
strongest skill in my class. For example, speaking about a topic or being
asked to produce unique and spontaneous insight on command.
Teacher: I struggle with the pacing due to transitions and estimating
Paces instruction based on curriculum
how my students will (or will not) be able to navigate the content. I
guidelines. Develops awareness of
also have to consider how fast it will take them to transition if we hop
how transitions and classroom
between a written portion of completion and a portion to be
management impact pacing and
2.7 Emerging completed digitally.
lessons.
Student: Students are starting to have an understanding of how I
Some students complete learning
complete my activities and when I ask them to transition between their
activities in the time allotted.
Spanish notebooks and their personal computers.
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.
My special focus of this lesson is introducing This article and topic is a great choice for the
Inquiry Focus/Special Emphasis culture and current events from a Spanish- goals sought out by Antonio and for the goals
 What is your inquiry focus and/or special emphasis? speaking country while learning the target he is setting for the students. I think the
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? language. I also have a special focus on students struggle he may face is how deeply students
 What specific feedback do you want from your ME? using the imperfect tense in authentic material. will be able to take their conversations while
I will be focusing on these things by using an remaining in the target language. With the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6

Focus Students
 Summarize critical needs and how
you will address them during this
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?
article from El Mundo en Tus Manos: noticias del correct guiding questions, this can be very
mundo hispanohablante. I want my ME to focus enriching for students’ knowledge on current
on whether the amount of input and output events and to increase their mastery of the
from me and from the students is appropriate target language.
for the level of my students. I also would like
suggestions on what portions of my lesson I
could improve on for future activities.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I have one student who has small
I have a student in this class who
processing problems in English but I will routinely check on the groups
has high anxiety about talking to
otherwise communicates well. In with these students to make sure
and working with peers. In order
my Spanish class, I have not seen they remain on track throughout
to ensure she is successful, I want
her struggle and is actually quite the duration of the assignment. I
to make sure that she is in a group
engaged on a daily basis. Still, I will also plan on having them work in
that will make her feel welcome. I
make sure to add a word bank (in groups (according to my
also want to put a protocol in
English) for words that may be strategically designed seating plan)
place that will task everyone with
difficult even if they are able to so that the higher performing
a specific task, thus allowing for a
deduce what the words translates students can be a form of
bit of individuality in completion
too in English based on contextual accountability.
of the activity.
clues.
The current plan he has in place has potential
for what he is trying to accomplish. Due to his
How effective were my methods and what students’ wide range of capabilities, he will
suggestions do you have for improvement? just need to put scaffolds in place to make sure
How do I prevent these students from falling they can access the content.
behind?
I will be able to provide more meaningful
feedback on this topic after the observation.
I tend to worry about how clear I am coming
across to my students so any feedback about my
I will be able to provide more meaningful
overall clarity would be great. Also, anything
feedback on this topic after the observation.
about making the lessons a little more engaging
would be amazing as well.
Introduction: I plan on introducing this topic by
giving my students contextual information
about Puerto Rico for them to just have an
understanding of the country. I will show them
on a map where it is and important factoids for
them to get drawn into the content and the This lesson will need to be executed flawlessly
incoming lesson topic. in order for you to accomplish are your goals.
You will want to consider how much time they
Body: Students will engage in a jigsaw activity will need to appropriately complete each
on the various articles from El Mundo en tus section and tailor the amount of work you give
Manos. I will use a reciprocal teaching method them so you can get through all of it.
to get students engaging in the material (all in
the target language) before they get started. I You may also want to structure your
will give students sentence starters and any introductory presentation so that you are
vocabulary that may cause any problems at the already using the target language. Consider
start of the activity. My belief is that with what information will be pertinent for the
students engaging and hearing the target students to know so that they can also have
language from multiple people, they will some background as they transition into the
become on the key language structures and articles.
start using it in an authentic manner
themselves.

Closing: At the end, I will request for students to

share out their findings to the class. I will

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 restructure and refocus any responses that stray
too far from the targeted structures or who’s
answers did not properly meet the goal. I then
hope to finish with a brief exit ticket that will
give me one last opportunity to see how much
my students actually picked up from the activity.

I will make the lessons relevant to the students

by trying to connect certain concepts to
something that students see in their everyday
lives. This way they can somehow relate their You may want to consider including a musical
lives to an electron, something that they can’t portion that can offset the more serious
Student Engagement/Learning even see. articles in your activity. You may also consider
 How will you make the lesson relevant to all the having them move around to share out
students?
 How will students show progress towards master of Students will be able to show progress mastery information with other students instead of
lesson objectives? by being able to answer my questions as I am in doing another whole -class portion. Be wary of
front of the classroom. They will also show the potential drawbacks from doing it this way
mastery by talking to their partners and working though.
through practice problems. Finally, their
mastery will be tested using homework to see
how much they can do on their own.
I will maintain a positive learning environment
by implementing PBIS in the classroom. I tend to
Classroom Management
be more reactive instead of proactive so this will
I think your approach to management is
 How will you maintain a positive learning also be good practice for me. I will also kindly
environment with a welcoming climate of caring, solid and well considered. I’ll be able to
respect, and fairness? remind them of how much time is remaining if I
provide more feedback after the
 Identify specific classroom procedures and strategies happen to see them off-task during the
for preventing/redirecting challenging behaviors. observation.
completion of the activity. I anticipate that the
structure of the activity will hopefully curtail off-
task behavior.
I will debrief as a class and answer any
questions or common misunderstandings that I
pick up on during the course of the lesson.
I will close with an exit ticket so that I can see
how much the students were able to
understand, how much (and how adequately)
I think your approach to your class ending will
they were able to respond in the target
work well for the lesson structure you have set
language, and whether the quantity of work was
in place. You may consider digitizing their final
Closure appropriate for this particular class.
 How will you close your lesson? responses or asking them to summarize via a
 How will you assess student learning and prepare voice memo app on Schoology as an
them for the next lesson? The lesson will help me get an understanding of
alternative to writing their final responses.
how to structure my subsequent lesson to
Each has its own merits to gauging the quality
address any shortcomings. I believe that the
of output from your students.
activities structure will help prepare students
for the next lesson in that they will be
interacting a lot with the target language. I can
ask them informal formative questions to gauge
further their level of understanding and how
they use targeted language structures.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE 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.
CSTP 1: Engaging All Students 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
 In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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?
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.
Teacher provided opportunity for
students to use inquiry to expand
the engagement of all students. The
teacher provided a great structure
(Pear Deck Slides presentation) from
which students became engaged in
the lesson.
Teacher utilized pictures of different
areas of Puerto Rico to build
engagement with the topic asking
students to explain what they
recognized in the pictures, where
they thought the place were, and
anything they could share about
them in the target language.
Teacher then showed them on a
map where it is and important
factoids for them to get drawn into
the content and the incoming lesson
topic. Teacher also responded to
student’s questions about the map.
Teacher provided a great lesson that
focused on building off of student´s
prior knowledge of Puerto Rico and
the geography vocabulary words on
the target language.
Teacher effectively used a student’s
background knowledge and build
interest in the topic.
Teacher made a point of clarifying
confusion around the meaning of
words in the presentation questions
and some misunderstanding about
cultural elements of Puerto Rico.
The use of the Pear Deck
presentation allowed students to
effectively utilize background
knowledge as a foundational block
for learning. Teacher also provided
support to individual students
focused on clarifying
misconceptions.
Students were answering the
questions, utilizing vocabulary in
the target language, and were
almost all engaged and participating
the activity.
Students were engaged in the
presentation and the interactive
activity(Pear deck) assignment.
Students were asking questions,
making guess during the
presentation, and seeking
clarification. Students were almost
completely engaged with the
exception of one student who
wasn’t following the presentation
on her device.
Students responded to the lesson
by being engaged and eagerly
participating in the lessons.
Students were asking question and
seeking more information.
Students responded to the lesson
by utilizing prior knowledge to build
a more complete understanding of
the topic.
Students were able to explain their
misunderstanding and integrate
new information from the lesson
into their understanding.
I had more student engagement in
this lesson than I usually do on any
other particular day; however, there
was some distractions with the types
of questions I used on the Pear Deck.
I think this may be inevitable for
some students but I may want to
structure it more next time to get
less off-task behavior.
Although I was monitoring what the
students were doing on the Pear
Deck, I was not frequently leaning
over students’ shoulders to make
sure they were participating on the
slide. Since Pear Deck does not have
names, I should make sure that I am
also circulating the class more and
monitoring what the students are
doing on their laptops so I know they
are engaged in the lesson.
I knew that all my students had
previous lessons on other Spanish
speaking countries and lessons in
using directions. It was cool to see
students actively engaged and
contributing in ways that I was not
necessarily probing them in because
they had existing knowledge to rely
on. I need to be more cognizant of
bringing that into the lesson more so
students feel empowered in their
learning.
During the lesson, I made many
attempts at using the language in
context and referring back to the
images. This helps the students
frame their misunderstandings and
may lead them to asking slightly
different questions for me to
answer.
Pear Deck was really helpful and I
plan on using it more in my Spanish
classes. It gave me immediate
feedback from a large number of
students about what they were
getting and what they were not. I
also noticed students who don’t
normal participate spoke up more
during this lesson. This may be
because students had more
processing time before having to
answer the question.
Page 4 of 6

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?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My Pear Deck gave me insight into
how well students understood what I
Teacher utilized checks for was asking. It also gave me insight
Students responded to questions
understanding during the lesson to into how well they new to utilize the
about the lesson and stayed in the
evaluate progress of student target language to deliver their
target language.
learning. message. My worksheet activity for
them though felt a bit too involved
and may need to be scaled back next
time.
Section 4: Post Observation Conference
We agreed that I achieved my lesson objectives for my lecture portion and could scale back the assignment on
the reading and written portion. The amount of work I was trying to pack into the lesson may have been
enough for almost two lessons. I came to learn (or reinforced) how important it is to limit the quantity of work
to a certain degree so I can see more quality from my students.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I ended up having students work in I did not use a protocol for this
This student was actually one of the
pairs as I thought it would be less activity but I did notice that this
students who participated that
disruptive and allow for more student worked well with her
does not normally participate. I
accountability to the work. I partner. I think the lead up into
think that in itself is a win and I may
noticed that this student the partner work gave students
choose to do lessons similar to this
immediately began to work with confidence to tackle the work that
more often so others may step out
his partner and was annotating the was found on the graphic
of their comfort zones.
reading as he should be. organizer.
I want to change how I launch this activity. Many of my students use the school devices that take a substantial
amount of time to launch. I think next time I will have a message projected on my board that has them
immediately pull out their devices and get them going. I did not do that this time around because I wanted to
do a few other things before we jumped into the lesson; however, this lesson has given me insight into how
involved it can be so I want to avoid all the beginning stuff first next time.
1. Student Engagement – Almost all (if not all) of my students were using the Pear Deck and were engaged with
the questions I embedded. Even students who do not normally participate were engaged in the process.
2. Comprehensible – I would say most of my students (if not all) were able to follow along through almost the
entire process. Even when my students struggled, they found ways to communicate their difficulties and I was
able to help them navigate those frustrations.
3. Accessible – I provided various forms of participation that allowed for all kinds of learners to engage in the
lesson. There was technology, word banks, a graphic organizer, and more which allowed for any given portion
of the lesson to be accessible to my students.
1. Teacher Talk – There was moments where my line of questioning could have been better. I need to practice
my circling techniques to get my students to hear the target language even more, and so that they are
internalizing the different ways it can be used in context.
2. Graphic Organizer Length – All the structure of the graphic organizer was solid, the length was a bit too long.
I required students to annotate too much and then required them to conjugate too many verbs. There should
have been focus verbs I had them look so I can have them work on what I cared about most.
3. Transition into Graphic Organizer portion of lesson was not fluid. It actually required me to explain the
instructions to my students multiple times. I think I need to practice at home how I can verbalize and project
instructions on my slides so it is easier for my students to follow.
I want to do a similar lesson using a different article and country in the future. Seeing this lesson allows me to
do an improved version next time and really focus in on which language structures I would like kids to practice
during that lesson. I will also be grading their graphic organizer soon so I know to what degree my students
understood the material.
Other Comments/Notes
Page 5 of 6
Although preparing lessons with this much level of intentionality is not new to me, this POP Cycle really gave me insight into which kids I
was slowly beginning to forget about. As the school year as progressed, the fatigue had me going through the motions and making sure I
was focusing on the lesson more, and the students less.

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 6 of 6