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
Patricia Cardenas Patricia.y.cardenas@gmail.com Spanish 9-10
Mentor Email School/District Date
California School of the Arts-San
Astrid Paraspolo astrid.paraspolo@sgv.csarts.net
Gabriel Valley
October 8, 2018
Content Standard Lesson Objectives Unit Topic Lesson Title
World Language Content
Standards for California
Public Schools
Communication
Stage I 1.0 Students use
formulaic language (learned
words, signs [ASL], and
phrases). 1.1 Engage in oral,
written, or signed (ASL)
conversations. 1.2 Interpret
After listening to the song,
written, spoken, or signed
Quiero ser, students will be able
(ASL) language. 1.3 Present to
to correctly order a minmum of
an audience of listeners,
10 stanzas.
readers, or ASL viewers Unit 4-La Universidad
Quieres, quiere, quiero ser
Structures (Martina Bex’s SOMOS Level
After reading a short biography,
Stage I 1.0 Students use 1)
students will be able to identify 5
orthography, phonology, or
verbs in the past tense.
ASL parameters to
understand words, signs
(ASL), and phrases in context.
1.1 Use orthography,
phonology, or ASL parameters
to produce words or signs
(ASL) and phrases in context.
1.2 Identify similarities and
differences in the
orthography, phonology, or
ASL parameters of the
languages the students know.
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 and Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
TEACHER: Experiments with and/or virtual learning environments
2. Creating physical or virtual learning that support student learning.
environments that promote student
2 learning, reflect diversity, and encourage 2
constructive and productive interactions Structures for interaction are taught in single lessons or sequence
among students of lessons to support student learning.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Students use resources provided in learning environments and
interact with each other to understand and complete learning tasks
in single lessons or sequence of lessons.

STUDENT: I have provided students with online platforms (Quizlet,

Duolingo, and Señor Wooly) to support learning outside the classroom.

As the class is instructed predominately in Target Language, interactions

(like asking “How are you?”) Are introduced through modeling and
repetition on teacher’s end.

Students use online platforms (particularly Quizlet Live) to work in groups

to review class material.
TEACHER:
Paces instruction with some consideration of lesson type,
adjustments for sufficient student work time and transitions to
optimize learning.
Students complete learning activities and, as needed, may receive
some adjustments of time allotted for tasks or expectations for
completion.
2 7. Using instructional time to optimize learning 2
STUDENT:
I have a large timer that I set for the allotted time that students
have to complete tasks.

When the timer rings, students negotiate with me (through 2

options that I give) about how much more time they need to
complete their tasks.
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 emphasis is to maximize use of instructional
time to not only optimize learning, but also
 The use of a timer is an effective way to
Inquiry Focus/Special Emphasis encourage positive and productive interactions

have activities run smoothly; students
What is your inquiry focus and/or special emphasis? amongst students. I will be sure to use a timer to
 How will you incorporate the inquiry focus and/or know how much time they have to
special emphasis into the lesson? ensure that activities run smoothly and ensure
 What specific feedback do you want from your ME? complete a task.
even smoother transitions. By modeling
appropriate responses, I will ensure that students
know how to interact with each other.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
S.N. is not an English learner, but she is S.G. is a student with an IEP. He
a “Spanish Learner.” Based on informal often has many questions, which L.N. is a high-achieving student,
Focus Students
 Summarize critical needs and and formal assessments, she struggles are related to the topic but can and a student with a high
how you will address them with comprehension in the Target take away from the pacing of the proficiency level. Her needs are
during this lesson.
Language. She will be paired with a class. I will ask him to write to be challenged in the Target
higher-level peer to support and questions that I can answer at a Language.
answer questions that she has. later time.
Having S.G. write the questions is a great
way to meet the needs of the student while
Am I providing enough extra supports or
 What specific feedback regarding your focus students optimizing instructional time.
do you want from your ME? challenges to help my students engage with the
materials?
How specifically will the high-achieving
student’s needs be challenged?
Specific Feedback I would like feedback on my pacing during the
 What additional specific feedback do you want from
your ME regarding lesson implementation? lesson. Am I going too slowly or too quickly?
Instructional Planning
 How is the lesson structured (opening, body, and In this lesson, I will start by asking the students to
closing)?
 What varied teaching strategies and differentiated
illustrate their answer to the question ¿Qué Allowing students to draw what they aspire
instruction will help students meet lesson goals? quieres ser? (What do you want to be?) This will to be, instead of writing what they aspire to
 What progress monitoring strategies will be used?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
 How will results inform instruction?
reinforce the target vocabulary of quieres ser. be, is a great way to have students
Once the students have finished illustrating, I will communicate without asking “how do you
select two to three illustrations to present to the say _____ in Spanish?”
class. I will begin to ask the class ¿Qué quiere ser
_____? (What does ____ want to be?) This will
have students switch from second person to third
person. After, the students will listen to the song
Quiero ser by Amaia Montero. While they listen,
they will put a set of scrambled lyrics in the correct
order. Then, we will read a biography about the
artist in pairs. This pair reading will be a support
for those students who need extra help in reading.

Progress Monitoring Strategies

 Questioning in Target Language: my class
is conducted predominantly in Spanish, I
pause often to ensure that students are
comprehending.
 Gestures: our class uses established
gestures that I ask to see when students
do not understand
 Observations: I will walk and observe
student’s progress with the lyrics activity.
-Talking about students’ aspirations is
extremely relevant to all students and very
engaging.
Students will find the lesson engaging for different
reasons. The first activity will call upon students’ -Having students match words that they hear
Student Engagement/Learning
 How will you make the lesson relevant to all the
own personal hopes and aspirations to illustrate to written words in Spanish is a great way to
students? the target structure. The second activity is based “train the ear” for a second language and is
 How will students show progress towards master of
lesson objectives? on a song, which is activity that my students also an engaging activity.
appreciate as they are student artists at an art
school. Since there are so many different career
choices, which ones will students be
responsible for knowing?

The snaps from the whole class is a great

Students will be expected to remain in their seats
Classroom Management way to maintain a positive learning
 How will you maintain a positive learning and speak when they raise their hand. Student
environment with a welcoming climate of caring, environment. It encourages students to
respect, and fairness? responses elicit snaps from the whole class.

participate and/or continue to participate
Identify specific classroom procedures and strategies For certain students, I will remain within close
for preventing/redirecting challenging behaviors. whether they present the correct answer or
proximity to redirect non-verbally.
not.
I will end the lesson by having my students sing
Songs are a great way to incorporate culture
along to the lyrics that they have put in order, as a
Closure and, in this case, also reinforce the target
 How will you close your lesson? fun way to end the lesson.
 How will you assess student learning and prepare
structures that are being taught (quieres,
Student learning will be assessed through
them for the next lesson? quiere, quiero ser).
students’ responses to the comprehension
questions and arranging lyrics.
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 Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
 In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and I need to give them a Bloom’s question stems handout next
engaged? strategy?”)
created two math problems to exchange tomorrow. time.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
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?

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?

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?

To what degree did focus Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
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?

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 5 of 5