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
Marisol Marquez m.marquez816@gmail.com Spanish 9-12
Mentor Email School/District Date
Intellectual Virtues
John.rodriguez@academylongbeach.or
John Rodriguez Academy High 10/15/2021
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School/LACOE
Content Standard Lesson Objectives Unit Topic Lesson Title
SWBAT summarize a text in Spanish
Día de Muertos Las Monarcas y Día de Muertos
withing a specific word limit.
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 increased Skills are refined as NT combines Skills are polished as NT expands
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified ability to add new methods and
choices pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T-Includes questions in single lessons or a sequence of lessons
that require students to recall, interpret, and think critically.
Promoting critical thinking through T- Exploring
S- Students respond to varied questions or tasks designed to
1.5 inquiry, problem solving, and reflection S- Exploring
promote comprehension and critical thinking in single lessons
or a sequence of lessons.

T-Uses technology to design and implement assessments,

Using available technologies to assist in record and analyze results, and communicate about student
T-Applying
5.6 assessment, analysis, and communication learning with administration, colleagues, families, and
S-Applying
of student learning students. Ensure that communications are received by those
who lack access to technology.

Section 2: Pre-Observation Conference

Focus Students
 Summarize critical needs and
how you will address them
during this lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
WM: WM is an English Learner. Currently, MR: This student has a IEP due WPR: This student has had a
they have a 94% in the class. Since Spanish is to severe anxiety in the lot of difficulty this year with
their first language, they have had success in classroom. Often times he has the attachment that he has
understanding the content of the course had to step out of the with his phone. He has a hard
despite having missed a portion of the year classroom to seek support time staying off of it. When
due to illness. They interact well with others, from the counselor. When his phone is taken away, he
and are slowly starting to gain more asked to read long texts in has a hard time staying
confidence with conversational English class, he tends to struggle with focused on the content and
speaking skills. WM needs instructions in tenacity and does not like to requires a lot of redirecting
English translated to Spanish. A Spanish ask for help. He understands in class to be attentive
version of documents with Spanish content pretty well (being a towards the content. WPR
instructions will be given to them. Spanish speaker) but he needs to know what is going
struggles more with the output on for the day so he will be
skills (speaking and writing). given a paper copy of the
MR needs flexibility when agenda with duration times
working in group or partner listed for each activity. A
tasks. MR needs to be checked timer will also be used to
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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?
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?
Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
in with or offered support on a
1 to 1 basis. Can use notes on give WPR and the class
assessments.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
If you will be showing videos or digital
What impact will technology resources for content resources in class, will students be taking
delivery (narrative videos, technology based games, notes and sharing what they understand
etc.) have on the students’ ability to demonstrate from each technological element? It
understanding and reflect on what they learned in would be beneficial to see what students
written and speaking form? understand from digital resources in the
moment.
It’s an interesting situation because
there’s two things happening here: the
school policy of phones not being
allowed in class and wanting to have
What are some ways that you engage with students
students learn how to use technology
who are easily distracted by technology? Students are
appropriately. Is there a way that you
used to engaging in technology, but most of the time it
are able to incorporate an activity that
becomes a distraction from the content they are
uses technology that they can do on
supposed to learning. It is also a distraction from how
their phones? That way there is a set
they are meant to use technology in the classroom to
time for them to have their phones out
enhance their understanding of content.
to use for a learning activity. You’ve used
Kahoot and Quizlet before for review so
instead of using the Chromebooks they
can use phones.
I try to make sure that I include a variety
of activities that allows students to work
How do you break up the 90 minute block period? It
in a variety of groupings. They lose
has been a big adjustment for classes considering that
attention span after 10-20 mins. So try
we moved from 55 minutes last year to 90 minutes.
not to have teacher delivered content or
activities last longer than 20-25 mins.
The lesson is structured with an anticipatory set,
comprehensible input reading and post reading activity,
a guided practice that will allow students to practice
their writing, and individual practice. Technology will be
implemented during the anticipatory set, the post It seems that students will be able to
reading activity, and the individual practice. engage in Spanish in a variety of ways!
Students will analyze what they see/notice in a video, They will be reading, writing, listening
they will read on their own and annotate the reading, (the video), and speaking or reciting. I
practice writing a summary, and then writing about Día like the idea of annotations and making
de Muertos in their own words. They will then record connections to a reading. It shows that
their writing using Flipgrid to share their writing and they will be deeply thinking about a
receive feedback. reading. Will they share out these
For the focus students, a word bank for the reading will annotations? Maybe they can record
be provided. Additionally, they will be given sentence them on a Jamboard or a Padlet so that
stems to guide their writing. Example annotations will they can easily share them with others. It
be given to students so they can make connections to would be interesting to note patterns of
what they read. the annotations.
The amount of words that students use to write their
summaries will inform me of what they understand and
how they use that content to create a cohesive
informational summary.
Since most of the class are Latinx students, students I’ve noticed that this year our Latinx
will be able to connect to their culture by learning students have been wanting them to
about Dia de Muertos. Students will show progress of make deeper learning connections with
reaching their goals by demonstrating their writing their culture. They want to know more
skills. so that they can educate and share their
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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.
culture with others.
Encourage students to participate verbally or in written
form. Speak in a positive tone of voice to create a
welcoming environment. Praise students when they
participate and offer constructive critique when
necessary.  I’m not worried about your classroom
For preventing/redirecting behaviors, I will remind management! You’re good at this.
students of expectations of expected classroom Hopefully, it hasn’t been too difficult
behavior before class starts as well as prior to changing with the transition back to in person.
activities.  Include a break for students as well
If a student misbehaves, I will remind them of the during the lesson.
expectations and allow them to redirect back to the
lesson. If something severe happens, I would ask the
student to reflect on their behavior.

Closure Students will fill out an exit ticket that identifies what
 How will you close your lesson?
 How will you assess student learning and prepare proficiency level they would grade their writing at and Great form of self-reflection!
them for the next lesson? why.
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
EXAMPLE Students completed the worksheets and were able to ask
all levels of Bloom’s (“Identify 6 problem-solving strategies;
CSTP 1: Engaging All Students When teacher reviewed worksheet, she asked additional questions of analysis and questions. Most groups needed revisions for their
pick two strategies and identify at least one similarity and
evaluation (“which problem-solving strategy do you prefer? How could you create questions; comparison/contrast was the most common
 In what ways were a math problem that could be solved with this strategy?”)
one difference between them”). Groups then selected a
analysis question. I need to give them a Bloom’s question
students engaged? strategy and created two math problems to exchange
stems handout next time.
tomorrow.

Students wrote down what they

saw/heard in the video in the I would clarify next time and
Specific Feedback Teacher played a video about monarch Padlet. Some wrote in Spanish instruct students to write their
 What information can you butterflies in class. The video was in Spanish. and some wrote in English. information in Spanish. This
provide the NT regarding
requested special Teacher reviewed the information presented Students then took a few minutes gives them the opportunity to
feedback?
in the video after the video ended. and shared out with each other practice their writing from the
before being asked to share out beginning of class.
to the whole class.
CSTP 1: Engaging All
I used a timer for the individual
Students Teacher walked around during activities
 In what ways were activities that students were
students engaged? How where students were asked to do something
Some students were on phones engaging with like reading and
were students not individually. She walked around and engaged
engaged? or were standing up and walking writing. This helps students
 How did students with each student to make sure they were
contribute to their around. They put phones away keep track of how much time
on task or see if they needed assistance.
learning? and redirected their focus when they have left and helps them
 How did teacher and/or Teacher made sure to give specific attention
students monitor teacher reminded of classroom stay on task. I felt that I gave a
learning? to focus students. Teacher gave instructions
 How were the focus
expectations. good amount of individual time
before each activity so students knew what
students engaged and to the focus students without
supported throughout they were supposed to do.
the lesson? excluding the rest of the class.
Students contributed to their
learning by staking focused on
the task in front of them. They
CSTP 2: Effective
Teacher made sure to include a variety of I think students can benefit
are a little hesitant to share out in
Learning Environment activities that include reading, writing, and more from sharing out loud in
 How did students and front whole class so they can
listening. Teacher was clear with partners and groups rather
teacher contribute to an benefit from sharing in partners
effective learning expectations and reminded students of than simply sharing on the
environment? or small groups. If students were
classroom expectations when necessary. Jamboard or Padlet.
unclear of instructions, they
asked the teacher for
clarification.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
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?
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.
A lot of time was spent doing
research about Michoacan. I
Students were tasked to mark
could have shortened this part
Teacher provided an agenda and objectives down annotations in a reading
or put this into a different
for students to follow on the board. She and share them in a Jamboard.
lesson. Students would have
went slow when speaking in Spanish and Students started to write using
had more time for their
repeated information when necessary. the Shrinking Summary template
shrinking summaries in class so
but did not get to finish in class.
they didn’t have to write during
two separate class periods.
The teacher supported students with a I had hoped that students
Students participated by working
timer, a glossary included in the reading, and would connections with the
with technology, through making
the use of annotations for their shrinking topic since it is a cultural one
connections with reading, and
summary. If a student needed time away related to a holiday. Students
writing about a familiar text.
from class or a quiet place to work, the were eager to share their
Students were mostly engaged
teacher offered for them to work in the RSP annotations and share their
throughout the lesson.
classroom when appropriate. connections to the reading.
Students shared information
Students were assessed
Teacher instructed them to share the most about a different cultural
through reading
important information in the research and environment in a Padlet.
comprehension and their
writing piece. Teacher instructed students Students filled out an exit ticket
writing skills. I would have liked
that they would finish the summary writing with the main idea of the text.
to include an assessment
in the next class. She also had students fill This was one of the annotations
involving listening or speaking
out an exit ticket where students shared the so if they completed that
but that would probably have
main idea of the article that they read. annotation they would have that
to be saved for a later lesson.
main idea to share.
Section 4: Post Observation Conference
15 out of 22 students were able to complete the shrinking summary of the text within the word limit
parameters. 2 students were absent both days it took to complete the assignment so they will be able to finish it
with extended time. 3 students were unable to reach the word limit parameter. 2 students wrote in both English
and Spanish.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This focus student was one of This focus student did not
the students who wrote in reach the word limit. They
English and Spanish. They wrote 10 words for the first
The EL focus student was able to complete wrote their first summary with summary and did not
the shrinking summary task and wrote 80 77 words but included English. complete the second
words for the first summary. For the second The second summary they summary. This student had
summary they wrote with 40 words. Their wrote included 36 words but difficulty staying off their
summaries were comprehensible and used they included English. They phone. After a series of
information from the text. wrote their summary on the redirections and reminders,
computer so they may have they were asked to go to the
used a Spanish-English office to turn in their phone
dictionary or Google Translate. and did not return to class.
Next time, I would make sure that they have an appropriate amount of time to complete the writing
assessment. Additionally when they complete their assessment on the computer, I would make sure to use
GoGuardian to set what websites they can use or not use during certain tasks. Additionally, I would allow all
students to use the annotations Jamboard for their shrinking summaries as an extra support to their writing.
Top three lesson strengths include variety of activities for students to engage with, engaging with all students
during class instruction to best support them, and incorporating technology into the lesson plan so that students
can share information or synthesize information.
Areas of improvement include time management, revising of lesson plan to include listening or speaking
opportunities in Spanish, and offering feedback to students in the moment.
Provide feedback to students on their shrinking summaries and follow up with students who did not complete
the assessment.
Other Comments/Notes
Page 4 of 5
 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