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 9-12

Mentor Email School/District Date

Richard Spicer richard.spicer@longbeachsaints.org LA Archdioceses / LBUSD November 30, 2018

Content Standard Lesson Objectives Unit Topic Lesson Title
1.2: Connecting learning to student 
prior knowledge and background 
4.1: Using knowledge of students’  Students will be able to use 
En casa y en familia  Los pronombres de complemento directo 
academic readiness, language  object pronouns to talk about 
At home and with family  Direct Object Pronouns 
proficiency, cultural background,  household items 
and individual development to plan 
instruction. 

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 just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire

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

Using a variety of instructional strategies,  T - Utilizes a variety of strategies including culturally responsive pedagogy, resources, 
resources, and technologies to meet students’  T-3 and technologies during ongoing instruction to meet students’ diverse learning needs. 
1.4
diverse learning needs. S-3 S - Students participate in instruction using strategies, resources, and technologies 
matched to their learning needs. 

Using and adapting resources, technologies, 

and standards-aligned instructional materials 
Selects, adapts, and utilizes appropriate instructional materials, resources, and 
3.5 including adopted materials, to make subject  T-3
technologies for concept and skill development in subject matter.  
matter accessible to all students 

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.

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?
Will following up my lecture with a video clip to reinforce  Yes, the use of the videos will help to reinforce the 
the concept help students better understand the new  desired grammar skills because students will be able to 
content? make corrections to the their work afterwards.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6

● Summarize critical needs and how Esmeralda H: Spanish is this student's  Jacob M: This student has ADD, a specific
you will address them during this
1st language, but has language  learning disability, and suffers from
lesson.
interference when learning.  anxiety.
● 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.
 
Gorden B: This student is low 
 
performing. 
 
Prior knowledge, interactive notebooks and visuals will 
Do these different teaching strategies and 
meet the perceived learning needs of the target 
reinforcement meet all of my students' learning needs?  
students.  
The variety of deliver should minimize boredom caused 
Is this too much repetition for this one concept? 
by repetition. 
Lesson plan: 
1. To introduce the lesson, I will ask the 
students guided questions to introduce the 
lesson and to retrieve any prior knowledge 
that they may have on the topic: What are 
direct object pronouns? (5) 
2. Students will change 3 sentences by rewriting 
them, using the direct object pronouns. (5) 
3. I will give notes on how to use the direct 
object pronouns by using interactive 
notebook graphic organizers to help guide 
note taking. (15) 
4. Students will change the same 3 sentences by 
rewriting them, using the direct object 
pronoun.. (5) 
5. I will show a video clip to reemphasize what I 
have just taught through video/song form.(5) 
6. Students will change the same 3 sentences by 
rewriting them, using the direct object 
pronouns. (5) 
7. We will correct the sentences to see the 
growth that they have made from their prior 
knowledge to after hearing the material 
taught twice. (5)  
8. Before they leave, I will let the students 
know what their homework is. The homework 
will always be on the lesson taught that day. 
Well sequenced lesson plan which will reinforce 
Teaching Strategies: 
concept.  
● Prior knowledge: By using their own 
Good variety of teaching strategies. 
experiences, students will be able to connect 
Monitoring strategies will help NT adapt and intervene 
with the lesson. 
as the lesson progresses. 
● Note-taking organizers: By using the graphic 
organizers, students can pay attention to the 
lecture instead of focusing on just writing 
information down. Student notes will be 
better organized. 
● Sentence writing: Students will practice 
changing sentences, rewriting them by using 
the object pronouns. 
● Videos to reinforce lesson: The lesson will be 
reinforced by the students seeing it be 
retaught through a video. The video will use 
a song to remember the pronouns and how to 
use them. 
Monitoring Strategies: 
● 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.  
● Progression samples (exit ticket): By 
comparing the results of the exit ticket with 
the previous ones at the beginning and 
middle of the lesson, I will be able to 
measure progress and note if repetition of 
Page 2 of 6
  
the lesson in different ways helps improve 
the use of the content among all students. 

● I will be able to make the lesson relevant by 

using different methods to teach the lesson 
to adapt for all learners. 
Student Engagement/Learning
● How will you make the lesson relevant to all the ● By comparing the results of the exit ticket  The variety of methods, including songs/videos, will 
students? with the previous ones at the beginning and  reinforce the concept for student and help them 
● How will students show progress towards master of middle of the lesson, I will be able to  master it. 
lesson objectives?
measure progress and note if repetition of 
the lesson in different ways helps improve 
the use of the content among all students. 

● 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. 
● While students are working, I will be walking 
around to check that they are on task and  There is sufficient teacher monitoring of student 
Classroom Management
● How will you maintain a positive learning environment
assist any students with ques ons. At this me,  engagement in activities.  
with a welcoming climate of caring, respect, and I will also make sure that my students that  She always creates a non-threatening, welcoming 
fairness? struggle have a clear sense of what we are  environment for students. 
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
doing.  The random selector keeps students on their toes, and 
● I will also repeat the directions aloud to  can always be used to redirect student behavior. 
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: 

● Students will change the 6 sentences by 
rewriting them, using the direct object 
pronouns in 3 sentences and the indirect 
object pronouns in the other 3 sentences. 
Students will do this 3 times, once before, 
once after the lesson,and once again after 
Closure the videos in an exit ticket without any help 
● How will you close your lesson? The exit ticket will adequately assess the students’ 
from me, peers, or notebooks. 
● How will you assess student learning and prepare understanding and mastery of concept.  
them for the next lesson? ● Reassure them that this is not a graded 
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.  
● Explain the homework to ensure that they 
know and understand what is expected of 
them. 

Section 3: Observation of Lesson Delivery 

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

EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Lesson Delivery 
Teacher Actions Student Actions
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 you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I need
between them”). Groups then selected a strategy and created two
with this strategy?”) to give them a Bloom’s question stems handout next time.
math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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.
NT provided a sequenced review of
Spanish direct object pronouns that
centered around three-part student
self-assessment of student ability to
use direct object pronouns correctly.
Students recorded application of
direct object pronouns on exit-like
slip. First record was a base
knowledge memory at beginning of
class. Second was application after
concept review activities. Third was
after a review video. Teacher and
students then correct application
activity just before end of period. NT
asked me to observe the efficacy of
the sequenced repetition of the
concept.
All students were engaged in the
lesson. As a form of self-assessment,
students were required to rewrite
the same three sentences replacing
the direct object object nouns with
the appropriate pronouns at three
stages of the lesson. The also took
notes in structured flip
books.Through guided teacher
questions, students learn how to use
Spanish direct object pronouns
correctly. The teacher monitored
student learning and engagement by
moving about the room, by randomly
asking students to answer questions,
and by asking show of hand for
understanding. The focus students
were part of the randomized asking
of questions and the teacher
monitoring of student
engagement.Student
Student cell phones were set aside.
All students had required materials
and focused on the various tasks at
hand. If a student struggled while
responding to a question, NT assisted
with additional guidance.
The variation of activities and the flip Spanish direct object pronouns
books contributed to student
understanding. NT addressed the few self assessed understanding three
student misconception with the
individual students.
Students were engaged throughout
the class by completing the
self-assessment application activities
and the practice review activities.
At each stage NT asked students to
identify how well they understood
the concept of Spanish direct object
pronouns. At the end of the period Special feedback: I will show a video clip 
to reemphasize what I have just taught 
about 70% reported full-confidence through video/song form. Is this too much 
understanding with the other 30% repetition for this one concept?
reporting partial confidence.
The variation in the sequenced
repetitive activities kept students
engaged in the lesson and led them
to more confident understanding of
the concept.
Students were engaged throughout
the class by completing the
self-assessment application activities
Students were actively paying
and the practice review activities.
attention to the lesson and the video.
At each stage NT asked students to
Students seemed to really try to
identify how well they understood
figure out the sentences and improve
the concept of Spanish direct object
them as the lesson went on on the
pronouns. At the end of the period
exit tickets.
about 70% reported full-confidence
understanding with the other 30%
reporting partial confidence.
Students were not distracted by their
cell phones because they turn them in
as they walk into the classroom, and
Students participated fully in all
their iPads were not out. With my
activities.
name selector app, students pay
attention so that they are prepared
when called upon to share.
I used an interactive notebook insert
Students applied the concept of to assist with note-taking during my
lesson. I followed up my lesson with a
through application practice. They video that included a song to
reinforce my lesson.
times via the exit slip activities and I corrected any misconceptions during
also through show-of-hand the exit ticket activities with
activities. individual students as I walked
around.
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I used an interactive notebook insert
to assist with note-taking during my
lesson. I followed up my lesson with a
video that included a song to
The variation of practice activities reinforce my lesson with a visual and
and instructional techniques (guided audio component. The differentiated
Student were fully engaged in all
lecture/note taking, video) supported instruction helped support students
activities and individual students
students differentiated needs. NT with different learning needs.
asked specific clarification questions
monitoring of individual students I corrected any misconceptions during
when needed.
during practice activities allowed her the exit ticket activities with
to address specific questions. individual students as I walked
around which continued to help
student learning for those individual
students that still struggled.
After the last teaching segment of
the lesson (the video), NT asked
student to complete the third part of Students demonstrated achievement
the self-assessment exit slip to through their exit ticket activities and
demonstrate concept understanding. also when asked for a show of hands
Then after the exit slip sentences of how many they got correct after
Students completed the third part of
were corrected, NT asked for correcting the sentences together as
the self-assessment exit slip to
show-of-hand understanding. a class.
demonstrate concept
Students will also be able to
understanding. They also reported
NT supported student learning demonstrate content knowledge
by show-of-hand how well they
throughout the lesson by monitoring through their homework: rewriting
understood at the end of the period.
individual student progress, by sentences using the direct object
Few students demonstrated
providing a variety of examples, and pronouns. Further mastery and
struggling with the concept.
by writing notes and answers on the critical thinking will be demonstrated
board. by creating their own sentences and
then rewriting them using the direct
The homework assignment will object pronouns.
further enable students to practice
the concept.
Section 4: Post Observation Conference
Overall, the students’ scores improved 10% after the lesson was reinforced by the video/song.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Esmeralda had language He had some difficulty at
Jacob did not understand the
interference… she struggled a first. He asked individual
concept at all. He received a
little. Her score improved after questions and then seemed to
0% on his own, after my
my initial lesson but then her understand it better. With the
lecture, and again after the
score went down after the video reinforcement, his
video.
video. score went up 33%.
I would give more examples when explaining the material the first time around.
1. Students were engaged throughout the entire lesson.
2. They really tried to improve their scores every time they rewrote their sentences.
3. They were actively participating in correcting the sentences together as a class.
1. I did not have enough time to do more practice sentences at the end of my lesson and
before the end of class.
Page 5 of 6
What are next steps?
2. I would do the exit tickets digitally since they all have iPads, maybe through Google
forms.
3. Maybe I could find more interesting videos to support my lesson.
During the next class, I will apply the same concepts and rules with the Indirect Object
Pronouns. And then, students will be learning how to use both pronouns together in the same
sentence.
Other Comments/Notes

I had to change my 90 minute lesson plan to a 45 minute lesson due to schedule conflicts. I was only able to teach
the first half of the lesson (Direct Object Pronouns). With the time constraint, the students were not able to do in
class practice, instead I had to assign it for homework along with creating their own sentences to demonstrate
content knowledge. After reviewing their homework the next class, they did very well with the new concept. I think
I liked having the two concepts split up on different days. Since we came back from vacation, students did not have
homework to correct before beginning the lesson.
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