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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 Spanish 3 10th grade
Mentor Email School/District Date
California School of the Arts/
Andrew Pegan March 24, 2018
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will:
According to the Foreign
Language Framework for 3.1 Engage in oral,
California Public Schools, and written
Kindergarten Through Grade Las Voces Inocentes
conversations. Novel: Vida y Muerte: La Mara
Twelve), Stage III (Planned): (Innocent voices)
Learners understand and 3.2 Interpret written,
produce paragraphs and and spoken language.
strings of para- graphs.

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 examies 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.)
4.1 Using knowledge of students’ T - Plans single lessons or sequence of lessons using additional
academic readiness, language assessment information on student academic readiness, language,
4 proficiency, cultural background, and Exploring cultural background, and individual development.
individual development to plan S - Becomes aware of potential areas of bias and seeks to learn about
instruction. culturally responsive pedagogy.
T - Informs students about learning objectives, outcomes, and
summative assessment results. Recognizes the need for individual
5.5 Involving all students in self-
learning goals.
5 assessment, goal-setting, and Exploring
progress monitoring
S - Monitors progress using available tools for recording.

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.

How can students become more engage on oral

Inquiry Focus/Special Emphasis and written conversation? It seems like an appropriate focus and I think
• What is your inquiry focus and/or special emphasis? How can I effectively establish a procedure that the activities are very aligned with the target
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? allow my students to independently and goal.
• What specific feedback do you want from your ME?
accurately assess themselves while they master
their Spanish objective?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

She is an ELL Hispanic student

She has been struggling in all
who also struggles to speak He is a 504 student with
areas, but speaking the most.
Focus Students Spanish. Asperger, very smart and
• Summarize critical needs and how
talented. He works really good on
you will address them during this I will provide with written
lesson. I will provide with written his own.
prompts to give the students
prompts to give the students I will monitor his conversation
possible ways to answer
possible ways to answer and will be accessible if he needs
questions/start a conversation.
questions/start a conversation. me.

Engagement is a great measure for this lesson. I

• What specific feedback regarding your focus students
do you want from your ME?
How engage those students are on Spanish will be sure to note each student's level of
conversation during class? engagement.
Engagement during conversations during class
Specific Feedback How engage those students are on assess their is so important in Spanish class. I will make
• What additional specific feedback do you want from
your ME regarding lesson implementation? partners during the Spanish conversation during notes on how much on-task time students
class? spend.
Students will be reading a novel, and the pre-
reading activities are divided in three parts:
History of El Salvador and the it’s civil war, a
movie “Voces Inocentes” and a documentary
about Father Romero. This will be the beginning I like the use of Kahoot to provide feedback for
of the second part of the pre-reading, so I will yourself on the previous day's lesson.
start the lesson by reviewing previous lesson
about the History of El Salvador. Students will I like the scaffolding here, allowing students
Instructional Planning
• How is the lesson structured (opening, body, and review with a kahoot activity. (10 questions in time to prepare on their own and then turning
closing)? TL). Kahoot will give me instant feedback on and talking to a partner.
• What varied teaching strategies and differentiated
instruction will help students meet lesson goals? student’s knowledge. Then I will show them
• What progress monitoring strategies will be used?
How will results inform instruction?
some photos about the movie, and they will I am curious what types of activities the
describe them and they will answer some students will be completing about the trailer.
questions to infer about what type of movie, the Will they be connecting the trailer to prior
theme, where it takes place, etc. With a partner, knowledge? Or making predictions about the
they exchange and compare their ideas about movie?
the movie. After, students will watch the official
trailer of the movie and will complete a variety
of written and speaking activities related to the
movie trailer.
The photos, the trailer and the engaging
Student Engagement/Learning I like the use of a movie as an on road to
activities about a real story of a kid in El
• How will you make the lesson relevant to all the speaking about the Civil War in El Salvador. I
students? Salvador during the civil war will engage them
• How will students show progress towards master of also think the use of inferencing skills is helpful
lesson objectives? on conversations about what they infer about
to student's engagement.
what the story would be.
I greet my students at the door every day, I will
The personalized greetings is a great idea and a
say different compliments to them. Always with
great way to set the culture of the classroom
Classroom Management a big smile and show them is a great day to
• How will you maintain a positive learning right away.
environment with a welcoming climate of caring, learn something new. When I need to recover
respect, and fairness? their attention at some point, I start counting
• Identify specific classroom procedures and strategies I also like the use of an attention getter that
for preventing/redirecting challenging behaviors. backward in Spanish from 5 – 1(louder on 5 –
utilizes vocal dynamics (loud to soft) to get the
very soft on 1). So far it works perfectly, and we
students attention.
continue with the lesson.
Students will engage in a conversation with a
partner (using the partner speaking rubric) and
Closure will make predictions about what the movie will I like that you are providing them with a rubric
• How will you close your lesson?
• How will you assess student learning and prepare
be about. They will write them down and turned as a means to assess their partners during the
them for the next lesson? it in as an exit ticket. speaking portions of the lesson.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
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
EXAMPLE 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
CSTP 1: Engaging All Students 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 comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Teacher did a great job of facilitating

academic conversations using the Students did a good job of engaging The students were very engaged
Specific Feedback rubric as part of the guidance to with their partners in academic with their partners in the academic
• What information can you students. Not only were students conversation. Students were able to conversation in Spanish. They also
provide the NT regarding
requested special engaging in meaningful academic use the rubric as a feedback point used the rubric to self-assess their
conversations, but they were for their partners during the performance and assessed their
accountable to each other in using conversation. partners.
the rubric to evaluate their partners.
CSTP 1: Engaging All Teacher utilized an inquiry activity
Students Students were engaged during the
• In what ways were students to engage all students in the lesson.
engaged? How were inquiry activity in guessing and It was a great and highly engaging
The inquiry activity was highly
students not engaged? exploring the coming content. They activity. Students were completely
• How did students contribute engaging and allowed for students
to their learning? were asking questions to clarify or engaged making inferences and
• How did teacher and/or to make guesses without knowing
seek specific vocabulary and working with the descriptive
students monitor learning?
the right answer. Teacher facilitated
• How were the focus actively engaged in marking on vocabulary on the target language.
students engaged and use of questions to engage students
supported throughout the their worksheets.
lesson? and check for understanding

Students were engaged in the

Teacher established a clear
activity and mostly refrained from
expectation for what was to be I was around the classroom
CSTP 2: Effective Learning off task behavior. Off task students
Environment completed during the lesson. answering question and helping the
• How did students and reconnected with the lesson with
Teacher also redirected students ones that needed extra help.(ELL and
teacher contribute to an prompting from the teacher.
effective learning who were off task and answered 504) Most of the students were
environment? Students asked questions and
questions for students who were focused and on task.
pushed the learning beyond the
Students were engaged in the
Teacher was able to build on prior background review by writing down
knowledge during a quick review at their answers on the post it notes
the beginning of the lesson. Then, as a means to check their
CSTP 3: Organizing using specific images and understanding. Furthermore,
The students used previous
Subject Matter background information on the students were able to utilize their
• What actions of the NT vocabulary to react and make
forthcoming movie. Based on this background knowledge and teacher
contributed to student
predictions about the theme of the
assimilation of subject information, students were then instruction about the content of the
matter? movie. They also has the opportunity
• How did students construct engaged in an inquiry activity in movie to make predictions about
knowledge of subject to describe some images about the
which they sought to predict the genre of the movie and to use
story (a boy from El Salvador) using
• What misconceptions did qualities of the movie and the main pictures to begin to construct some
students have and how proper vocabulary and grammar
were they addressed by characters. Teacher facilitated the guesses about what would happen
the teacher? structures in Spanish.
inquiry by asking guiding questions, in the movie. Students asked
providing clarifying vocabulary questions related to specific
questions, and pushing students to vocabulary words as well as more
further engage with the topic. general questions about Spanish

CSTP 4: Learning The utilization of a quick review

allowed for students to effectively
• How were students Students were able to ask questions
supported through integrate and activate background They asked questions to clarify
differentiated instruction? and integrate new information into
• How did students knowledge. Also, teacher moved meaning and also new content. I
their understanding of the topic.
• How did the NT contribute
around the room to provide support
to student learning? to individual students.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
CSTP 5: Assessing Student
Learning While they were talking to each
• How did students
demonstrate achievement
Teacher utilized checks for other and self-assessing their
of lesson objectives? understanding during the lesson to Students responded to questions conversations, I was also walking
• In what ways did students
struggle or demonstrate evaluate progress of student about the lesson. around the classroom doing an

limited understanding?
What teacher actions
learning. assessment on them and be there in
contributed to student case of any question.

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives? 100 % of my students were engaged in oral and written conversation in Spanish.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives? 100% 100% 100%

What would you do differently

next time? For me this was a lesson that went very well, so I wouldn’t do anything differently next time.

1. Lesson was highly engaging. Students were actively participating and seemed interested and wanted
to know more.
What were three top Lesson 2. Classroom management was very effective. When students were off task, teacher quickly responded
Strengths? and students were re-engaged in the lesson.
3. Classroom culture around questioning is highly effective as evidenced by student’s comfort in asking
1. Pacing of the lesson is an area of growth.
2. Student resources could have directions on them to help students ensure they are completing
What were three top areas for
improvement? assignments correctly.
3. Responding to time intensive students is an area of growth, developing ways to prevent individual
students from monopolizing class time.
I will keep incorporating into my lessons the self-assessment rubric to engage students on oral and written
What are next steps?
Other Comments/Notes

I was very satisfied with the result on this lesson. For next school year, I will start using this rubric since the beginning because I think it
will help students stay engaged and master the objective earlier.

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 4 of 4