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
March 18, 2019
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
written, spoken, or signed Students will be able to:
(ASL) language. 1.3 Present to  read aloud a chapter in
an audience of listeners, TL
readers, or ASL viewers  accurately complete Agentes secretos y el mural
Chapter 10-El coche rápido (The
Structures 70% of group activities de Picasso by Mira Canion; an
fast car)
Stage I 1.0 Students use  score 60% or better on easy Spanish reader
orthography, phonology, or 10 question T/F quiz at
ASL parameters to the end of class
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.)
T: Has basic knowledge of student stages of development
2 Applying knowledge of student while becoming aware of differences in students’
development and proficiencies to understanding of subject matter.
3 1
ensure student understanding of
subject matter Teaches subject-specific vocabulary following curriculum
guidelines.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 S: I conduct quick assessments to gauge students’
understanding, typically through a scale of 1 to 5
demonstrated on students’ fingers.
T: Plans instruction that incorporates strategies suggested
by curriculum guidelines.
4 Planning instruction that
Is aware of student content, learning, and language needs
incorporates appropriate
4 2 through data provided by the site and district.
strategies to meet the learning
needs of all students
S: My instruction includes the extension activities
provided by my class curriculum

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.
For this lesson, I am focusing on incorporating my
Inquiry Focus/Special Emphasis knowledge of my students into activities that will
 What is your inquiry focus and/or special emphasis? further their understanding of the in-class novel, as Will the encouragement of student
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? well as engage them. Throughout the activities, I production be explicit?
 What specific feedback do you want from your ME?
want to encourage student production of TL as
much as possible.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Sequoia is one of my high
proficiency level students. She
Emma is a “Spanish Learner.” She has came to class with some prior
come into the class with little to no Jayden is a student with an IEP Spanish. Her reading and
Spanish. With this novel, she has been for ADHD. This semester, he has writing are among the most
absent for a few chapters. Based on been struggling more with the detailed and closest to written
formative assessments, her content. As a result, he can easily conventions of TL. While these
Focus Students comprehension of the novel is lower shut down when he is presented are accomplishments to be
 Summarize critical needs and
how you will address them
than the class. To ensure that Emma with a task that he finds difficult. proud of, I would like to
during this lesson. follows along with the novel, the In this lesson, I will purposefully encourage Sequoia’s verbal
chapter activities will be spaced out group Jayden with supportive production of the language.
through the chapter to provide peers that will help with the When the class reenacts the
constant checks for understanding. content, but also encourage him. scenes, I would like to
Each question will be in TL with enough He will also receive a hard-copy encourage Sequoia to
visuals and cognates to ensure of the online activities. “volunteer” to be narrator. I will
understanding. have a conversation with her
beforehand as to not “put her
on the spot.”
Providing a hard copy of the online activities
is a great way for some students to stay
Am I providing enough supports to help my focus more focused and not become distracted by
 What specific feedback regarding your focus students
do you want from your ME? students engage with the material and ultimately other resources online.
comprehend the material? Asking Sequoia before class begins will allow
you to encourage her and validate her strong
Spanish skills.
Specific Feedback This is an excellent goal as it is part of the
 What additional specific feedback do you want from Am I staying 90% of class in the Target Language?
your ME regarding lesson implementation? ACTFL’s recommendation.
Opening
Opening:
 Students will play a quick game of Simón
Instructional Planning Students love Simón dice. This is especially a
 How is the lesson structured (opening, body, and Dice (Simon Says) to review vocabulary
great way for kinesthetic learners to review
closing)? introduced in previous class: rápido,
 What varied teaching strategies and differentiated the vocabulary.
instruction will help students meet lesson goals? detrás de, coche, salta, pequeña
 What progress monitoring strategies will be used?
How will results inform instruction?
Body
 Students will break into their reading
Body
groups to complete series of activities via
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 PearDeck. Students will work together but What explicit instruction is given to the
will need to complete the activities on students so all are participating in the
their own. activity and not relying on one or two
Strategies/Diff. Instruction: students are individuals?
purposefully grouped; activities will
require answers that written and drawn The use of multiple modalities is great!
(multiple modalities)
 Students will come together as a class to
reenact the car chase in the book using
teacher provided props and visuals.

 1) Students will be working in small

groups; they will be accountable to each
other to complete the tasks of lesson. “Reader’s Theater” is a great activity.
2) Students will reenact moments from Whether a student is acting or observing,
Student Engagement/Learning the chapter, which plays into the artistic most students are engaged in the activity.
 How will you make the lesson relevant to all the sensibility of the students. Perhaps “Reader’s Theater” could occur
students?
 How will students show progress towards master of  Students will be completing the chapter while you are reading the chapter aloud (and
lesson objectives?
activities on PearDeck, an online platform students are listening, but not reading
that allows for interactive questions along); this allows the chapter to remain
where I can also monitor progress in real- novel as the students are acting it out.
time. Their final quiz/exit ticket will show
their understanding of the chapter.
 I will continue to with our in-class practice
of snapping when students share out.
Students will be called on by their
Classroom Management
preferred name. Students will only speak
 How will you maintain a positive learning when there is silence in the room.
environment with a welcoming climate of caring, I have seen many of these in your class and
respect, and fairness?  When students need to regroup as a class,

they are effective.
Identify specific classroom procedures and strategies I will use our call and response: Los
for preventing/redirecting challenging behaviors.
pollitos dicen…pío, pío, pío. I will stand in
close proximity to students that are off-
task and use non-verbal cues to bring
students back to attention.
Before students leave, they will complete an
individual 10 question True/False quiz. If the
majority of the class scores 60% or better on the
Closure The differentiation in the next class is great.
 How will you close your lesson? quiz, the class will continue with the next chapter
 How will you assess student learning and prepare
Will the different activity also relate to the
on the next day. Next class, students that do not
them for the next lesson? novel? Will it count towards a grade?
meet this will complete a targeted review activity
while the rest of the class completes a different
activity.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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.
Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
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;
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.
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
strategy?”)
created two math problems to exchange tomorrow. time.
Patricia met her goal of staying in the
Students demonstrated
target language at least 90%. She used It is an accomplishment to have
comprehension in a variety of ways
many different methods to make the stayed 90% in the TL. Students are
including chorale answers,
language comprehensible including but truly understanding the material
individual answers (raising hands),
not limited to pointing to words on presented to them.
group work, etc.
walls and using gestures.
Patricia helped students see a Having them write about their
connection between what they already own drawings is a great way to
know and the new material. She had have the students be involved in
Many students have anxiety about
them draw scenes from chapter 9 the learning process. They were
writing in a World Language
(previous day) and as a review, she had responsible for drawing and then
classroom, so drawing the
them write the events of the chapter. writing. Perhaps next time the
information first allowed for
This was a great way to review the students could share with another
students to have a visual to aid
previous chapter. student to encourage some
with their writing. I will look to
output. Having sentences already
include an example sentence for
Focus student #2 was supported by written would be a good way to
those students who struggle with
having a paper copy of the prereading lessen the anxiety. And this could
getting started.
activity for chapter 10. Even with the be a higher-level activity for the
purposeful pairing, he seemed students who chose to not read
distracted. the sentences they already wrote.
Patricia has many clear expectations
and established routines. For example,
when the teacher needed to get the
students’ attention, she used a call and Students know and follow the
response “Los pollitos dicen…” and established routines. Students
students would respond with “pío, pío, responded with “pío, pío, pío” for
pío.” the call as response. At this stage in the school year, it
is great to have these established
Patricia gave the students 10 minutes When the timer went off, students routines. It really allows for
to complete a task. She set a timer, stopped working. They did not ask efficiency in the limited time we
thus it was very clear exactly how much for additional time. have together.
time was left.
Patricia did not explicitly correct errors.
Instead, she simply stated the correct
grammar. Some students self-
corrected, others did not.
While the students were playing Simón This is the part of the lesson that
dice, some students seemed to be did not go according to plan. It
unclear of the rules and some of the worked well in my other classes,
Students have participated in other
words they were practicing. In so I assumed that it would work
game activities, so this type of
particular, the students were confused with this class. This is a reminder
activity is familiar to them.
about ‘detrás.’ Patricia demonstrated it to treat each class separately and
to them, but I am not sure they give each class the supports that it
completely understood. needs.
Page 4 of 6

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?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Patricia used multiple modalities to
support students including, but not
limited to listening, reading, drawing,
Students worked in groups, pairs Variety in grouping has been a
and acting.
and one on one with the teacher. new addition to my classes. It has
been helpful to have students with
Patricia also used a variety of grouping
All the students were involved in different groups because it allows
(individual, pair, small group and whole
the reading of chapter 10, helping them to produce language with
class) to meet the many needs of
the actors act out the chapter. others in the classroom.
students.
Patricia provided a lot of scaffolding
that contributed to student I am working to integrate paper-
achievement. For example, she The students demonstrated based activities and online
reviewed previous chapters, practiced achievement of lesson objectives activities to assist with student
new vocabulary in context and with in various ways such as whole class learning. Students have
technology. answers, completing a Pear Deck commented that they like the
(online) and completing an exit combination of activities. I enjoy it
Patricia’s constant monitoring of ticket. as well because each type of
students’ understanding (informal) activity allows me to assess
contributes to student achievement. different targeted areas.
Section 4: Post Observation Conference
For the most part, the class scored ninety to one hundred percent on the exit ticket. They were able to identify
which statements from the novel were true and which ones were false. With statements that were false, most
students were able to correct the statement.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Jayden did participate in the
Emma participated in all the activities.
review activities, but he went to
When it came time for the exit ticket, Unfortunately, Sequoia was
the nurse’s office during the
Emma was able to identify what absent for this lesson. Based on
reading of the chapter. When it
statements were false. She was unable previous work samples, I believe
came time to complete the exit
to provide corrections to the false she would have achieved a
ticket, he left it all blank. He had
statements. She would benefit from an perfect score on the exit ticket.
the read the chapter during the
opportunity to re-read.
next class.
Next time, I would have a purposeful group participate first in Simón Dice. I would make sure that this group
were primarily composed of my higher proficiency level students. This way they could model expectations for
the class.
My top three lesson strengths were:
 Variety of grouping
 90% in the Target Language
 Scaffolded activities
My top three areas for improvement were:
 Simón dice activity requires more explanation and modeling
 Keeping Focus Student #2 on task with more targeted activities
 Releasing more control of chapter reading to students
Next steps would be to include more review activities before a chapter to solidify previous knowledge and allow
for greater ease with new information. I also would like to find more ways to review vocabulary.
Other Comments/Notes
Page 5 of 6
 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