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
Angelica Carton Angiecarton2@gmail.com Spanish 9th – 12th
Mentor Email School/District Date
Fullerton Joint Union High
Rosario Arriaga rarriaga@fjuhsd.org 10-08-2020
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
Communication Standard 1:
Interpretive Communication

Novice: WL.CM1.N When describing

Demonstrate understanding of
the general meaning and some
basic information on very
familiar common daily topics.
Recognize memorized words,
phrases and simple sentences
in authentic texts that are
spoken, written or signed.
CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP Element
Communicates learning objectives for
a single lesson to students based on
4.2
content standards and available
curriculum.
Connecting subject matter to
1.3
meaningful, real-life contexts
themselves (C), students
(A) will be able to
accurately (D) use three
adjectives and the verb soy
in a sentence.
2 - Exploring
Skills are developing as NT investigates
and examines pedagogical practices
Initial Rating
Emerging
Emerging
Soy Yo – Verbo Ser y Adjetivos Lectura Soy Yo – Bomba Estéreo
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
I think that I definitely need to work on making my objectives clear in
each lesson. Though I have weekly goals and always give my students a
“weekly overview” I feel that I could improve on making my daily
objectives clearer. During Distance learning I am still having my
students complete daily warm-ups. I will start incorporating the
objective right after and have a student read it. This is something I will
make sure to work on this semester. 9/25/2020
Currently I am teaching Spanish 1 regular and Spanish 1 for Spanish
Speakers. In my Speaker class I am able to connect the content and
material to the students on a regular basis. However, in my Spanish 1
class it is more difficult. I am currently at the point where the students
are learning high frequency verbs to be able to engage in basic
conversations. Though I am personalizing lessons and discussing their
interests the content and curriculum is very planned out at this point.
Meaning, I am being specific about the verbs I teach. Once They have
learned the Super 7 verbs I will be able to empower them more to use
the target language in a way that is more meaningful to their everyday
lives and not just in a superficial way that describes themselves or their
favorite tv show and or/celebrity. 9/25/2020

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.
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
• What specific feedback do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 2 is a student on a
Focus Student 3 is a 15 year old
504 plan due to being diagnosed
female student. She is currently in
with Type I diabetes. Her plan is in
the process of being adopted by a
place because if her sugar levels
staff member on campus. She
are off and begins to feel weak I
currently has a B in my class and
need to provide her with extra
for the most part submits her
time on assignments as well as
work on time. More recently
more time on tests or quizzes if she
however, she has begun to submit
The key issues with Focus Student missed it due to being in the
work late without giving me any
1 is that many of my instructions in hospital or at home due to being
notice. Her mother (soon to be
Spanish 1 are in English so that the sick. FS2 is a strong academic
adoptive mother) let me know
students comprehend exactly what student. Every day in class she is on
that she is meeting with her social
they are supposed to be doing. For task, participating and engaged via
worker weekly as the adoption
English Learners I need to make Zoom. She clearly does not allow
approaches. A few weeks ago,
sure that I am also including a lot of the diabetes to get to bring her
Focus Student 3 did not come to
diagrams and pictures to make down academically. Recently, she
class because she had met with
instructions clear. I do this by was out for two days because her
her social worker and was upset
including Bitmoji’s of myself levels were extremely low. Her
about not having contact with her
completing the task. So for plan states that when she is out
biological family. Her adoptive
example, if the instructions are she is required to have as much
mother let me know this and said
“write…” I will include a picture of time as she was absent to make up
to please let her keep her camera
a Bitmoji with a pencil. Anything to the assignments. She also took an
off in zoom as she has been
help them visually understand the assessment a day later. This gave
having a rough couple of days. I
instructions so that they can her time to review the material
appreciate them communicating
complete ethe assignment. I will without feeling pressured. She is
with me as it allows me to
also provide the student with my also to be given notes and teacher
understand why the student
teacher notes as additional notes with questions and answers
might be struggling a bit moving
support. that are discussed during class
forward. I know that there are
time. Since my exams and quizzes
going to be outside events
are all via GoFormative (online
affecting her academic
platform) I make sure to leave the
performance and for that reason I
test and quiz open for her longer
will do my best to send her the
then I do other students so that
presentations when she does miss
she has time to take the test with
class so that she does not fall
no pressure.
behind.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
The focus for this lesson will be to recycle as
many adjectives and various conjugated forms
of the verb “ser” in the reading and throughout
other areas such as the warm-up and guided
practice activity. I will do this by incorporating
various activities that reach an array of student
learning needs such as reading, writing and It is perfectly acceptable to focus on “soy”
listening activities. I will also make sure to throughout the lesson. So long as the story is
incorporate a lot of visuals while making written in the first person and not in the third
descriptions about myself or others so that the person there should be no issues. What you do
students see clear examples. not want is to mix both tenses in Spanish 1 as
that will be confusing for the students.
I would like to know from my mentor how she
thinks I could focus my lesson to be direct and
not too much. I worry that it might be too much
for a Spanish 1 class to focus on so many
conjugations. Is it okay to just focus on the verb
in the first person instead?
Page 2 of 6

Inquiry Focus/Students
• 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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
At the start of the year I get a list of my
students and highlight their names on my roster
so that I know they are either on an IEP or 504
I would like to know from her experience how
plan. I look over their needs and if students
she manages to keep in mind all of her students’
require lessons I usually provide them with the
needs without missing something in their IEP or
pdf version that includes teacher notes on the
504 plan.
bottom. As the year goes on you begin to know
all of their needs. It gets easier and more
manageable with time.
It is important to remember that all students
are different and not to compare the students
personalities. Each class is different so you
How can I connect with all of my classes? I might need to differentiate how you teach
currently do not feel I have a strong connection something to one period versus another. If you
with my second period Spanish 1 class and that feel you are missing the connection piece make
is the class you will be coming to observe. sure you are personalizing your lessons to 2nd
Because I lack that connection I have with my period students. Ask them about their likes and
other classes, I do not feel this class is as lively dislikes throughout the lesson not just when
and the lessons seem to not have the same you are teaching new content. During the
impact they do in other periods. warm-up be intentional about asking them
questions related to them and also give them a
space to get to know you. That will help them
open up.
1. At the start of the lesson I will have the
students complete their warm up. The
warm-up will have questions from the
previous lesson but with a personal
connection to this lesson as well.
2. The main focus of this lesson will be the Soy
Reading that is written based on a song
called “Soy Yo” from Bomba Estéreo. I have
written a simplified version of the song and
narrated it in the first person so that the
students learn the conjugated form of the
Your lesson is well thought out. Make sure that
verb ser in the “yo” form. They will see
you are focusing on the verb in the first person
countless repetitions of the verb “soy” in a
throughout and making that connection to
reading that is comprehensible to them.
them by pointing to the translated version.
They will also use adjectives that are part of
During your warm up include a story about
their weekly vocabulary embedded in the
yourself on a bike over the weekend. Even if it
story as well. The story will also have visual
is a made-up story make sure there is always a
aids that help narrate. I have taken screen
personal connection to the lesson and the
shots of the music video to help establish
students. You can say that you like riding bikes
meaning throughout. As I read the story I will
at the park or the beach and that you fell. It will
ask students yes and no questions to
help tie it all together.
monitor their comprehension.
3. The story is split into chunks and after each
mini paragraph I have asked the students
reading comprehension questions and
personalized questions. They will respond to
these using Pear Deck.
4. At the end of the lesson I will have the
students complete an exit ticket. The exit
ticket will require them to summarize the
story in English so that I can check for overall
comprehension of the story.
Page 3 of 6

Student Engagement/Learning
• How will you make the lesson relevant to all the
students?
• 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,
•
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?
Throughout the CI (comprehensible Input)
portion of the lesson I will have embedded
questions not just about the story but will also
ask the students personalized questions. I will
be using Pear Deck to include the students in Again, as long as there is a personal connection
the lesson on real time. By asking them to them it will be relevant and engaging. Every
personalized questions I am making the story question asked on Pear Deck should have some
relevant to them. By using Pear Deck I will be personal meaning. Make sure to also focus on
able to monitor my students progress as they the five step lesson plan and that the students
answer the comprehension questions. If a have an opportunity to respond throughout.
majority of the students answer something
wrong it also gives me the opportunity to
explain something in the moment versus the
next day and allows me the opportunity to
adjust my teaching as needed.
In order to maintain a positive working
environment, I will greet the students as they
enter my zoom call. I will also include characters
from stories or shows that they like in my It is good to always ask the students how they
examples. I also will maintain my classroom are doing. Instead of asking a general question
routines. As they enter my zoom call the make sure that you are making the questions
students will see the “Chispa” which are my more structure for second period so that the
warm-ups or bell ringers as they enter the call. students can answer more specific questions
They have 5 minutes to complete it. We always then just How are you? This will help you with
go over it as a class before getting into that days community building in this class. In addition,
lesson. I also use this time to talk to the make the questions for your warm up focused
students. I ask them every day, how they are on the lesson but personalized to them or
doing. I ask if anyone would like to share yourself.
something before moving on with the focus of
the lesson. This helps build a community within
the classroom.
I would suggest that you split your exit ticket in
two parts. Part A should be a fill in the blank to
After we read the story and the students answer
the story in Spanish. Part B should be a quick
the questions I will giving them an exit ticket
summary in English. If you have time you can
where I ask them to summarize the story in
also include a Part C in which you ask the
English. I will ask them to include details so that
students what they took away or what they
I can check for comprehension.
learned from the lesson.

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
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 questions.
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
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
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
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?

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?

What would you do differently

next time?

What were three top Lesson

Strengths?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
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 6 of 6