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
Yadira I. Rivera Yadira.rivera@sgv.csarts.net Spanish 10th
Mentor Email School/District Date
Andrew Pegan Andrew.pegan@sgv.csarts.net California School of Arts 10/13/2017
Content Standard Lesson Objectives Unit Topic Lesson Title
Identify & Compare cultural
Novel: Agentes Secretos y el
Cultures-I, 1.2-1.3 facts between Spain and USA Ch.1 Talento
mural de Picasso
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.)
T-Includes questions in single lesson or a sequence of lessons that require students to
1.5 - Promoting critical thinking though recall, interpret, and think critically
1 Exploring S- Students responds to varied questions or task designed to promote comprehension
inquiry, problem solving and reflection
and critical thinking in a single lesson or a sequence of lessons.
2.4 – Creating rigorous learning T- Strives for a rigorous learning environment that includes accuracy, understanding,
environment with high expectations and the importance of meeting targeting learning goals.
2 Exploring S- Some individuals and group of students work with the teacher to support accuracy
and appropriate support for all
and comprehension in their learning.
students.
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.
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis? My emphasis for this lesson will be to incorporate a variety of activities that
It seems like an appropriate focus and I think the activities are very
• How will you incorporate the inquiry focus and/or promotes critical thinking that target the learning goal.
aligned with the target goal.
special emphasis into the lesson? I will like feedback if my activities target the goal.
• What specific feedback do you want from your ME?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
• Summarize critical needs and how
you will address them during this None Sebastian H. Lika M.
lesson.

• What specific feedback regarding your focus students

How engage those students are during class? That seem like an appropriate focus for your Focus students.
do you want from your ME?

Specific Feedback I will like feedback on activities that promotes critical thinking during the Your lesson seems appropriately spiraled towards developing great
• What additional specific feedback do you want from
learning process. level of understanding.
your ME regarding lesson implementation?

Instructional Planning
• How is the lesson structured (opening, body, and • KWL- Spain, Civil War, Picasso
closing)? • Video and online reading/question activity on the target language. This seems like a great use of resources to front load content
• What varied teaching strategies and differentiated
• Edpuzzle activity knowledge.
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used?
How will results inform instruction?

Student Engagement/Learning
• How will you make the lesson relevant to all the • Students will watch a video about different Spanish painters and will
students? I think the video and art will be a great hook for the students.
identify Picasso’s work on an art activity.
• 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,
• Welcoming my students, being aware of their specific needs, showing I
I would like to hear more about specific strategies to maintaining
care are the basic to promote a positive learning environment. During
students on task percentage.
the lesson, I follow routines and procedures, and provide engaging

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 respect, and fairness?
• Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
activities to prevent challenging behaviors.
• I will assess student learning with a Kahoot activity. Kahoots are a great snap shot and very engaging.
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
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Teacher provided opportunity for
students to use inquiry to expand the Students were guessing the Students were very engaged.
engagement of all students. The answers, utilizing vocabulary, and Besides learning about Picasso and
teacher provided a great structure were almost all engaged and Spain they were participating and
(the video) from which students participating the activity. answering in the target language.
became engaged in the lesson.
Teacher utilized a KWL to build Students were engaged in both the
engagement with the topic asking KWL and the video assignment. All students completed their
students to explain what they knew Students were asking questions, worksheet after working as a group
and what they wanted to know about making guess during the video, and with the interactive video. We
the topic of Spain and Pablo Picasso. seeking clarification during the discussed important details,
Teacher then showed a video which video. Students needed to gather compare Picasso’s style and Spain
asked a series of questions about information both from the KWL and culture with their own.
Spain in which students had to guess the video to complete the provided I didn’t notice the students on their
the answers. Teacher would pause worksheet. Students were almost phone, but the student with the
the video after each question and completely engaged with the head down she wasn’t feeling well
have students write down the correct exception of one student whose and she let me know before class
answer. Teacher also responded to head was down and one or two start.
student’s questions about the video. students on the phone.
After getting student’s previous
knowledge, students received the
Students responded to the lesson lesson content and we engaged in a
Teacher provided a great injury
by being engaged and eagerly question and answer activity to
lesson that focused on building off of
participating in the lessons. check for student’s understanding.
students’ prior knowledge with Spain
Students were asking question and The students were really engaged
and Pablo Picasso
seeking more information. and they were interested on the
content and asking questions in the
target language.
Teacher effectively used a KWL chart Students responded to the lesson At one moment during the lesson,
to engage student’s background by utilizing prior knowledge to one of the students had a very
knowledge and build interest in the build a more complete specific question and honestly, I
topic. understanding of the topic. didn’t know the answer. Because
Teacher made a point of clarifying Students also generated a number we were using the device for the
confusion around the meaning of of further questions and were interactive presentation, I asked he
words in the video questions and encouraged to look up that student to google it and share the
some misunderstanding about information and share with the information with the class. It went
cultural elements of Spain. class. really well.
Page 2 of 3

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?
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?
They were super engaged in the lesson. They had the opportunity to learn and compare various cultural facts between Spain and USA,
and they did it in Spanish which is the most important part.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The use of the KWL chart allowed
Students after finishing the group
students to effectively utilize
Students were able to explain their discussion, they worked individually
background knowledge as a
misunderstanding and integrate on a worksheet. We were supposed
foundational block for learning.
new information from the lesson to have a Kahoot individually/group
Teacher also provided support to
into their understanding. activity, but we didn’t have the
individual students focused on
time. We did it on the next class.
clarifying misconceptions.
Teacher utilized checks for We were supposed to have a
understanding during the lesson to Students responded to questions Kahoot individually/group activity,
evaluate progress of student about the lesson. but we didn’t have the time. We did
learning. it on the next class.
Section 4: Post Observation Conference
Based on the class discussion and worksheet activity, Students achieved 100% of the lesson objective. With the
activity we finished the next class 100% of the students scored 90% or above on the formative assessment.
(kahoot)
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
He got 100% on the formative He got 100% on the formative
N/A
assessment after the lesson. assessment after the lesson.
Keep better the time during the class discussion, so I could finish everything as planned.
• KWL
• Interactive PPT
• Q&A class discussion
• Use a different program that incorporate the use of their device(Peardeck)
• Time management
• Use a different device to control de video remotely, so I could be able to move around the room.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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