Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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​:
1. 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

Mayra Fernandez miragirl8@aol.com Spanish High School 9-12

Mentor Email School/District Date

richard.spicer@longbeach Saint Anthony High School /

Richard Spicer March 18, 2018
saints.org LBUSD
Content Standard Lesson Objectives Unit Topic Lesson Title

Students will be able to Pl

Noticias de ayer, de hoy y
1.2 use the pluperfect to
de siempre - News from
& describe an action that
yesterday, today and
4.4 had occurred before
always uscuamperfecto - Pluperfect
another action took place.
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 Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
and just coming into prominence investigates and examines increased relevant and suitable elements into a cohesive and unified to add new methods and strategies
pedagogical practices use of pedagogical choices pedagogical repertoire into pedagogical repertoire

CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)

T - Uses gathered information about students’ prior

knowledge, cultural backgrounds, life experiences, and interest
Connecting learning to prior 2
1.2 to support student learning.
knowledge and background.
S - Students make connections between curriculum, and their
prior knowledge, backgrounds, life experiences, and interests.

Planning instruction that

incorporates appropriate 2 T - Selects strategies for single lessons or sequence of lessons
4.4
strategies to meet the learning that respond to students’ diverse learning needs.
needs of all students.

Section 2: Pre-Observation Conference

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Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
plan.

• Inquiry focus: Use of different strategies

to meet all learning needs - student
conjugations.
• Since this is towards the end of the
lesson on this topic, students have
Lesson plan contains good strategies to
Inquiry Focus/Special Emphasis already learned the conjugation. I am
● What is your inquiry focus and/or special determine student mastery of verb tense
emphasis? now sequencing the activities to be more
and their ability to apply the tense in a
● How will you incorporate the inquiry focus difficult. I will use different types of
and/or special emphasis into the lesson? variety of situations.Successful application
● What specific feedback do you want from your activities for the students to use fewer
ME? of the pluperfect will indicate
cues to create their own sentences using
sophisticated understanding of Spanish.
the pluperfect, using previous knowledge
to build on.
• I would like to know if I am using enough
variety of activities so that everyone
knows how to use it.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Focus Students
● Summarize critical needs and
how you will address them
during this lesson.
Minh (ELL / International
student from Southeast Asia):
Use of visual aids, physical
demonstration, peer tutor,
chunking, sequencing level of
difficulty, previous knowledge
Rachel (STEP Plan): Use of visual
aids, physical demonstration,
peer tutor, chunking,
sequencing level of difficulty,
previous knowledge
Evan (Gate Student): Help
keep his focus on the class and
use his high level skills to peer
tutor a lower level student in
class, chunking, sequencing
level of difficulty

● What specific feedback regarding your focus Do these activities meet all of my student's
students do you want from your ME? Yes
learning needs?
Specific Feedback Is this a good way to finish my lesson for
● What additional specific feedback do you want
from your ME regarding lesson my students to demonstrate mastery of Yes
implementation? lesson? (before the quiz)

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• Opening: Correct the homework from
last night, which was using the pluperfect
to create sentences using the cues
provided.
• Body:
• Think/Pair/Share - Students will
conjugate verbs in the pluperfect
given in an email.
• Life experience - Students will use the
pluperfect to express what they had
already done by certain ages and
years.
• Previous knowledge - Students will
watch a clip from “Tangled”. They will
use that clip, and other Disney
characters, to express what they had
never done before with the
pluperfect.
• Closing:
• Explain the homework
• Exit ticket - Students will conjugate Lesson plan contains good strategies to
Instructional Planning 10 verbs in the pluperfect without determine student mastery of verb tense
● How is the lesson structured (opening, body, any help from me, peers, or and their ability to apply the tense in a
and closing)?
● What varied teaching strategies and notebooks. variety of situations. Progressive
differentiated instruction will help students
meet lesson goals?
• By using Think/Pair/Share, students can increasing of task difficulty will allow
● What progress monitoring strategies will be help each other out if they are not students to demonstrate mastery and
used? How will results inform instruction?
understanding or are confused with a enable to teacher to identify where
conjugation. further intervention may be needed.
• By using their own experiences and their
prior knowledge of Disney movies,
students will be able to connect with the
lesson.
• By having the students write their
answers on the board, I will be checking
for their conjugating/spelling. Others
students will be able to say the right
answer if it is incorrect.
• After the each activity done in class,
students are to share their answers
aloud, allowing me to give immediate
feedback/corrections.
• By comparing the results of the exit
ticket with the previous one at the
beginning of the lesson, I will be able to
measure progress. With these results I
will also be able to re-teach/reinforce
any areas they need the next class during
our review for the upcoming quiz.

• By using their own experiences and their

prior knowledge of Disney movies, Connecting lesson to student previous
Student Engagement/Learning
● How will you make the lesson relevant to all the students will be able to connect with the knowledge makes it more meaningful.
students? lesson be able to apply it to their own The exit ticket enables teacher to gauge
● How will students show progress towards
master of lesson objectives? lives. progress and identify where further
• By comparing the results of the exit instruction may be need.
ticket with the previous one at the

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beginning of the lesson, I will be able to
measure progress.

• After the student shares their answer

aloud, I will give a compliment if possible
along with any correct necessary.
• I have a random name selector that I use
to select students to participate.
Students know that their name can be
called multiple times, even
consecutively. Since I use the app,
students do not feel that I “pick” on
them or ignore them. By the end of the
class period, everyone has participated
at least once.
Positive feedback makes students more
• While students are working, I will be
willing to take chances. Random calling on
Classroom Management walking around to check that they are on
● How will you maintain a positive learning students requires student to remain
task and assist any students with ques
environment with a welcoming climate of attentive. Teacher wandering through
caring, respect, and fairness? ons. At this me, I will also make sure that
● Identify specific classroom procedures and classroom enable her to monitor progress
strategies for preventing/redirecting my students that struggle have a clear
and keep students on task. Repetition of
challenging behaviors. sense of what we are doing.
instructions ensures student
• I will also repeat the directions aloud to
understanding of expectations.
remind the students of what they are to
be doing, especially if I see anyone doing
something else. If I see someone o task, I
will praise someone aloud who is on task,
as an indirect reminder of what they
should be doing.
• If a student continues to be off task,
while I am walking around, I will ask
them if they have any ques ons on the
assignment or I will ask to see their work
to make sure they are understanding the
assignment.

To close my lesson, I will:

• Explain the homework to ensure that
they know and understand what is
expected of them.
• Have the students conjugate 10 verbs in
the pluperfect in an exit ticket without
Closure Exit strategy will enable teacher to
● How will you close your lesson? any help from me, peers, or notebooks.
● How will you assess student learning and monitor where further instruction is
• Reassure them that this is not a graded
prepare them for the next lesson? needed.
assignment based on how many they got
right, but rather to measure their
progress and to see what needs to be
further reviewed during the next class.
They will have a quiz the following week
to wrap up the lesson.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery

EXAMPLE Student groups answered worksheet questions that

CSTP 1: Engaging All Students
● In what ways were
students engaged?
When teacher reviewed worksheet, she asked additional Students completed the worksheets and were able to ask
included all levels of Bloom’s (“Identify 6 problem-solving
questions of analysis and evaluation (“which questions. Most groups needed revisions for their questions;
problem-solving strategy do you prefer? How could you
strategies; pick two strategies and identify at least one
comparison/contrast was the most common analysis
similarity and one difference between them”). Groups then

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create a math problem that could be solved with this selected a strategy and created two math problems to question. I need to give them a Bloom’s question stems
strategy?”) exchange tomorrow. handout next time.

The students were able to After completing the entire

Specific Feedback demonstrate understand and lesson on the pluperfect, I feel
● What information can Special feedback activities application of the pluperfect that students were able to
you provide the NT
regarding requested achieved the desired results tense. Some students still need understand the new content
special feedback?
to memorize irregular past very well and will be successful
participles. on their quizzes.

Students were actively

participating by writing answers
on the board, answer questions
Teacher had students write
CSTP 1: Engaging All orally, and creating and sharing
homework corrections on board
Students sentences using the pluperfect.
● In what ways were while she walked around
students engaged? They also helped each other
How were students not checking individual student
during the book activity in a
engaged? progress. Then she asked
● How did students Think-Pair-Share.
contribute to their students to tell what they had Students were fully engaged in
learning? I made sure to walk around,
done by certain age milestones. all activities.
● How did teacher and/or answer questions and redirect
students monitor The students viewed a clip from
learning? students as needed while they
● How were the focus Tangled and had to explain what
were working.
students engaged and Rapunzel had never done
supported throughout I checked-in with my focus
the lesson? before. Student completed exit
students individually during each
tickets.
activity to check for
understanding. If they were
done early, or if they

Classroom set-up is conducive to Students are seated in rows of

CSTP 2: Effective
dialoguing and learning. NT three students so that all
Learning Environment maintains a respectful, students can be accessible for
● How did students and Student feel comfortable
teacher contribute to structure, classroom me to help. Every student also
contributing in class.
an effective learning management style that makes has another student next to
environment?
students feel comfortable to them for dialogues and
contribute. peer-tutoring.
CSTP 3: Organizing
Subject Matter
● What actions of the NT
contributed to student Student were able to follow the Students were able to use their
assimilation of subject Subject matter was organized in lesson sequence and interactive notebook to refer
matter?
● How did students a logical sequence that enabled demonstrate understanding of back to as they completed their
construct knowledge of students to demonstrate the pluperfect. Some student classwork. Each activity was
subject matter?
● What misconceptions concept mastery. still need to work on learning sequenced to increase in
did students have and
how were they irregular past participle. difficulty.
addressed by the
teacher?

Since the lesson was sequenced

to increase difficulty, I made
CSTP 4: Learning Student walked around sure to model before allowing
Experiences classroom monitoring individual the students to work individually
● How were students
supported through student progress and assisting or in pairs. I created activities
differentiated were needed. NT comments Students respond well to NT that allowed the students to use
instruction?
● How did students were tailored to address prompts and assistance. their prior knowledge in order to
participate?
● How did the NT
individual needs. Nt also produce the desired outcome. I
contribute to student modeled examples of use of the made sure to give immediate
learning?
pluperfect. feedback to every student that
shared their answer. Students
had my support and of their

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peers to help them when
needed.

Students shared their answers

aloud and they helped each
other out during the
think-pair-share. I praised them
CSTP 5: Assessing
Student Learning
and gave them any corrections
● How did students necessary on the spot. Students
demonstrate
achievement of lesson also completed an exit ticket in
Students were able to create
objectives? NT corrected student errors and which I was able to see what
● In what ways did original sentences that correctly
students struggle or praised student successes. they still struggled in. With this
demonstrate limited used the pluperfect tense.
understanding?
information, I was able to adjust
● What teacher actions to their needs during the next
contributed to student
achievement? class, I reviewed the irregular
verbs with them again. I was also
able to find a video with the
irregulars in a song to help them
remember them.

Section 4: Post Observation Conference

To what degree did

students achieve lesson
objectives?
After analyzing the scores of the exit tickets, students scored on an average 8/10, improving from
the first exit ticket at the beginning of the lesson. Overall, students improved and demonstrated
content knowledge.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

To what degree did focus Evan was able to produce

students achieve lesson
objectives?
Minh was able to follow along
Rachel was absent during the sentences using the
and show mastery of the very
lesson observed. pluperfect, but still struggled a
tense.
little with the irregular verbs.

What would you do Make a list of different Disney movies/characters for the students for references to make the
differently next time? activity move a little faster when creating sentences.

-lesson was designed to encourage student participation

What were three top -reference to Disney film (PK)
Lesson Strengths? -constant reminder of conjugation staying together (Structure)

-review irregulars participles again before completing the activities

What were three top areas -have disney list for the students to reference
for improvement? -have students share three of their sentences with each other instead of the one aloud to me and
the class

What are next steps?

I plan to use the results of the exit ticket for the next class. I will be able to see what else needs to
be reviewed again before the quiz.
Other Comments/Notes

I believe that by using interactive notebooks this school year, it has helped the students stay engaged in the lectures.
When I used to use powerpoints, students would worry about taking notes, writing word for word, and would not
actually pay attention to what I was saying. The interactive notebooks were a lot easier for them to reference back to
when completing their work because they knew what the notes meant.

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.

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