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
Rosario Arriaga rarriaga@fjuhsd.org 3/20/2021
High School District
Content Standard Lesson Objectives Unit Topic Lesson Title
Communication Standard
1: Interpretive
Communication

Novice: WL.CM1.N
Demonstrate
understanding of the While listening to the target language, students
Present Progressive
general meaning and will be able to accurately show comprehension Dibuja y Escucha – Presente
Verb Tense using Fiesta
some basic information of the sentences by drawing it out in detail on Progresivo
vocabulary
on very familiar common Pear Deck.
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 (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 Skills are refined as NT combines Skills are polished as NT expands ability to add
just coming into prominence examines pedagogical practices makes increased elements into a cohesive and unified new methods and strategies into pedagogical
relevant and suitable use pedagogical repertoire repertoire
of pedagogical choices

CSTP
5.6 Using available
technologies to assist in
5.6 assessment, analysis and
communication of student
learning.
4.4 Planning instruction that
incorporates appropriate
4.4 strategies to meet the learning
needs of all students
Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1
and 2.)
Implements various effective technologies to not only teach but to
assess. Ensures that all students have access and have received
communications even those who have technology barriers.
Exploring
Guides students to effectively use Google Classroom and any other
technological platform used in class efficiently so that they do not fall
behind. Consistently checks in to make sure that all students have access.
Plan differentiated instructional lessons while also providing adequate
support and challenges for students throughout the lessons.
Assess students based on a broad range of assessments not just one, to
inform future instruction. Guides students to take ownership of their
Applying
learning as well.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

EL can understand in English

Focus Students
• Summarize critical needs and how you
will address them during this lesson.
but cannot converse. The
student understands 90% of My focus student performs above
the lesson as I do my best to average in the class. The class is not
The 504 Student performs below
make it comprehensible for challenging enough for the student,
average in the class. The student
the entire class. If the student because this student finishes all their
requires a front seating area with
does not understand assessments and classwork before all
a print out of students
something they have no the other students. The student took
presentation the days they are in
problem asking me for Spanish 1 in middle school and
class (twice a week due to
additional support in class, on unfortunately was not moved to
hybrid). The adjusted seating in
zoom or via email. I expect the Spanish 2. By the time I was made
the front helps the student focus
student to understand 90% of aware they already had a year of
on the lesson that day. The
the lesson. The student will Spanish it was to late to move them
student is struggling with
continue to seek support to Spanish 2. The student finishes
Distance Learning and does not
whenever necessary during their work very quicky and for that
use extensions to complete their
Student Support Hours or will reason I give them extra readings to
work.
ask for clarification during keep them busy while the rest of the
class. class works on assignments.

Inquiry Focus/Special Emphasis
• to incorporate a lot of visuals while
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?
Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the
Provide feedback on lesson plan reflection.
lesson plan.
The focus for this lesson will be to
recycle as many previously learned
verbs and complete an in class
listening activity using the present
progressive. The students will do this
by signing into Pear Deck and draw
the sentences that I say out loud in as
much detail as possible. The sentences
that I am reading out loud are in the
target language. I will also make sure
I think it is okay to gesture the verbs that are conjugated
during the listening activity. As mentioned, this is a guided
saying the verbs in the present
practice and not an assessment. For that reason, it is
progressive so that they have context.
acceptable to guide the students and make the target
This is a guided practice and not an
language as comprehensible as possible.
assessment or independent practice
and for that reason I think it is okay to
gesture even when it is a listening
activity.

I would like to know from my mentor

Inquiry Focus/Students
• What specific feedback regarding your focus
students do you want from your ME?
what she thinks about me gesturing
even when it is a listening activity. Is
that okay or does that defeat the
purpose of the activity?
I would like to know from her
experience how she manages to keep
in mind all of her students’ needs
without missing something in their IEP
or 504 plan.
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 plan. I look over their needs and if students require
lessons I usually provide them with the pdf version that
includes teacher notes on the bottom. As the year goes on you
begin to know all of their needs. It gets easier and more
manageable with time.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

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.
How can I connect with all of my It is important to remember that all students are different and
classes? I currently do not feel I have a not to compare the students personalities. Each class is
strong connection with my second different so you might need to differentiate how you teach
period Spanish 1 class and that is the something to one period versus another. If you feel you are
class you will be coming to observe. missing the connection piece make sure you are personalizing
Because I lack that connection I have your lessons to 2nd period students. Ask them about their likes
with my other classes, I do not feel and dislikes throughout the lesson not just when you are
this class is as lively and the lessons teaching new content. During the warm-up be intentional
seem to not have the same impact about asking them questions related to them and also give
they do in other periods. 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 which I call “Chispa”. I will ask
them to conjugate four verbs using
the present progressive in a
sentence.
2. The main focus of this lesson will
be to focus on listening
comprehension. The reason for
this is because the students at this
point have already learned the
vocabulary we are using in this
new verb tense. The students
were taught the new verb tense
the day before and today they are
just focusing on a guided practice
that is a listening comprehension
activity.
3. The “Dibuja y Escucha” activity is
one the students have done
before. Each slide is divided into
three boxes. For each box I read
My only suggestion would be to personalize the lesson in any
two -three sentences in the target
way that you can. Whether it be adding students names into
language. The students need to
the worksheet or having some of the sentences you read be
draw the sentence and include as
related to specific students in the class and their likes/actions
much detail as possible so that I
they are completing.
can check for comprehension.
Because this is a guided practice
activity I will be gesturing the verb
used in the present progressive to
help them with comprehension.
As they are drawing I will make
sure to check their work and if I
see a similar mistake I will address
it with the students. I will also ask
them to show me if I am speaking
to fast. A 3 means, I understand
everything a 2 means, please
repeat the sentence one more
time and a 1 means, I do not
understand I need more help.
4. After the listening activity I will
give the students a worksheet to
continue practicing conjugating
verbs in the present progressive.
At the end of the lesson, I will have
the students complete an exit
ticket. The exit ticket will require
Page 3 of 7
 them translate three sentences to
the target language.

I will be using the Pear Deck drawing

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?
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
EXAMPLE When teacher reviewed worksheet, she asked
CSTP 1: Engaging All additional questions of analysis and evaluation
Students (“which problem-solving strategy do you prefer? How
• In what ways were could you create a math problem that could be solved
students engaged? with this strategy?”)
activity to help boost student
engagement. They engage showing
comprehension in various ways and
one of their favorite ways is using By
using Pear Deck to draw. It is a
Again, as long as there is a personal connection to them it will
creative outlet for them that helps
be relevant and engaging. I would also say to make sure that
with student engagement. I will be
you are focusing on the 5-step lesson plan. Maybe cut down
able to monitor my students progress
the guided practice and move on the worksheet sooner, if it
as they draw the sentences I read out
makes more sense.
loud. If a majority of the students
draw 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
also will maintain my classroom
routines. As they enter my zoom call
the students will see the “Chispa”
which are my warm-ups or bell ringers Since you mentioned you are still struggling with second
as they enter the call. They have 5 period make sure to make the extra effort to ask specific
minutes to complete it. We always go students personalized questions to them as opposed to just
over it as a class before getting into general “¿cómo estás? Maybe ask them about a movie they
that days lesson. I also use this time to watched or a sport they play etc.
talk to the students. I ask them every
day, how they are doing. I ask if
anyone would like to share something
before moving on with the focus of
the lesson. This helps build a
community within the classroom.
At the end of the lesson students will
complete an exit ticket where I will ask
them to translate three sentences I think this is a good exit ticket and it’s good to start them have
from English to Spanish. Their to produce the target language.
translations will help me see if they
understood the present progressive or
not.
Section 3: Observation of Lesson Delivery
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that
included all levels of Bloom’s (“Identify 6 problem-
Students completed the worksheets and were able to ask questions. Most groups needed revisions
solving strategies; pick two strategies and identify
for their questions; comparison/contrast was the most common analysis question. I need to give
at least one similarity and one difference between
them”). Groups then selected a strategy and
them a Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.

In regards to connections
with students I think it is
Specific Feedback Make sure you call on the The lesson itself was very well thought out and really
important to remember that
• What information can students specifically since allowed for the students to engage in higher order
you provide the NT each class is different.
regarding requested they are not the type of think and have to produce what they know in the
special feedback? Though you might feel a
class to volunteer. target language.
connection is not as strong as
another class it could just be
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7
 the students personalities. Do
your best to always remain
cheerful and helpful with
them. They appreciate when
their teachers are genuine.

CSTP 1: Engaging All

Students
• In what ways were The teacher read each
students engaged?
sentence to the students
How were students The students were drawing
not engaged? repeating three times so that
• How did students the sentences, read in the One thing I can improve on for next time is slowing
contribute to their all students could have time
target language by the down as I read the questions. I forget sometimes that
learning? to draw their answers. The
• How did teacher and/or teacher, on their canvas in it is a Spanish 1 class and I need to speak slower so
students monitor teacher was able to monitor
learning? PearDeck. that they can understand me after reading it three
student’s progress on
• How were the focus
times.
students engaged and PearDeck in real time.
supported throughout
the lesson?
The teacher made sure to
I think I provide a good learning environment. My
pace herself as she read to
days are structured and follow the same pattern each
ensure that all student had The students did a great job
day so that the students know what to expect. I
CSTP 2: Effective the opportunity to draw. She of communicating whether
Learning Environment change my activities but my class routines are the
• How did students and gave them approximately 2 – or not they need a sentence
same and contribute to an effective learning
teacher contribute to 3 min per sentence for them repeated or if they needed
an effective learning environment. In addition, I make sure to build
environment? to draw their responses. In the teacher to slow down
relationships with my kids so that they do not feel shy
addition, she would ask if while reading each phrase.
to ask me questions when they need additional
anyone else needed more
support.
time before moving forward.
In speaking to the teacher, it
CSTP 3: Organizing was apparent that the
Subject Matter The students had to draw the sentences I was reading
vocabulary she was
• What actions of the NT The students did not seem to them. The drawing had to be detailed. I always tell
contributed to student conjugating in the present
assimilation of subject to have any misconceptions. them I do not grade on their artistic ability I grade on
matter? tense was vocabulary the
• How did students Based on the results they their ability to be able to show me comprehension.
students had been recycling
construct knowledge knew the terminology and For this activity I also had them write the sentence so
of subject matter? throughout the year and
• What misconceptions were able to depict that in that those who felt that they were not artistic could
did students have and were very familiar with it
their drawings. have the opportunity to show me they understood
how were they
even though it was
addressed by the what I was reading in the target language.
teacher? conjugated into the present
progressive.
The lesson started with a
warm-up in which students
had the opportunity to
respond. They also had the
opportunity to engage in fill There were a few minutes at the end of the activity,
CSTP 4: Learning The students participated
Experiences in the blank activities and before their exit ticket, where I could have added an
• How were students out loud during the warm-
reading comprehension additional activity. I feel it would have strengthened
supported through up activities by answering
differentiated before moving forward with the lesson to include more elements and thus helped
instruction? her questions not only on
• How did students the lesson which focused on differentiate the lesson more. This lesson definitely
the warm-up slide but
participate?
listening comprehension. At was highly focused on listening comprehension but
• How did the NT during their opening
contribute to student the start of the lesson the there was room for me to incorporate a writing piece
learning? routines of the class.
teacher used her roster to call as well. I will work on that for next year.
on students to give them all
equal opportunities to
participate in the lesson
during the warm-up activities.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7
 If the students could not
The teacher was specific in understand the teacher
CSTP 5: Assessing
Student Learning
the vocabulary that she chose because she was speaking
• How did students to use in order to assess their to fast they felt comfortable Due to protecting students privacy and work I do not
demonstrate
achievement of lesson
knowledge on the “present enough to un-mute and ask require them to put their name on their slide which
objectives? progressive”. Rather than her to repeat the sentence leaves me at a disadvantage because I cannot which
• In what ways did
students struggle or introduce new vocabulary again. This shows they feel students work I am looking at until after I get the
demonstrate limited
understanding?
and a new verb tense in the comfortable and safe in her report. For that reason, next year I want to switch
• What teacher actions same week she did well by class. This helps promote a these activities over to NearPod.
contributed to student
achievement? recycling vocabulary to positive learning
eliminate confusion. environment in which
students can be successful.
Section 4: Post Observation Conference
After the lesson 90% or more of the students in each class understood the lesson and were able to correctly
To what degree did students achieve draw and interpret the sentences being read to them out loud. Some students struggled with a few details
lesson objectives? but for the most part the students were able to comprehend each sentence.

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?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS2 did not do as well as I would
have liked them to do on this
activity. The student was at home
The EL student did struggle the day we completed this FS3 excelled in this activity. They
with this activity. I had to activity and I feel that is why they drew each sentence out very nicely
repeat each sentence about did not perform as high as I with details and never asked me to
five times before they were would have expected. They drew repeat the sentences. I repeated
able to understand and the sentences but did not include them a total of three times. I
comprehend what I was very many details. They would ensured to go at a normal pace and
saying. Their drawings show draw one verb they heard but did they did very well. Each detail of the
basic comprehension with little not expand on that drawing. That sentences was represented in their
details drawn. leads me to believe that they drawings.
were either not paying full
attention or did not comprehend
what was being read to them.
The next time I teach this lesson I would make sure to try and relate it to some sort of project related to the
restaurant theme of the unit. I had time at the end of class in which I could have introduced a project. If I
decided to not do that I can also have students
1. Making students aware of themselves so that they know about their community because in the
future they will be able to compare their community to a Spanish speaking country.
2. Students comprehension of the target language and targeted vocabulary during the Listening
Comprehension activity.
3. Students practicing speaking at the start of the class during the warm-up and having to engage in
higher order thinking
1. I need to slow down during my lesson. I tended to rush through it to make sure that I covered all 5
elements but I need to ensure student comprehension before moving on, even if it takes longer.
2. Make sure that the lessons are not repetitive of the previous week. There was a Listen and Draw
activity done the previous week. I need to make sure to properly rotate my activities so that
student engagement remains high.
3. After the Listening Comprehension drawing activity I should have included a writing piece in which
they had to fill in the blanks. I could have either recorded an audio clip or used a song that related
to the theme of the week. Either way an additional activity that was relatable would have made
the lesson even better.
In the next lesson, the students will be watching a short clip in which they conjugate the verbs to the
“present progressive” tense. They will have to read sentences in the target language and select the right
answers. This activity will be completed on EdPuzzle. Once the students complete the EdPuzzle we will also
play a game on WordWall reviewing the new grammar and vocabulary words.
Other Comments/Notes

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
Note from mentor: “For your next lesson sequence may include a project. You could add a presentational piece to your restaurant menu
and La cuenta activities. Have the students present their menu to the class or on FlipGrid.” If you want to relate it specifically to review
grammar make sure they are having to present the activities to the class so they continue to practice speaking in the target language.

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 7 of 7