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
Marwa Thabet thabet_m@auhsd.us Arabic 9-12 grade
Mentor Email School/District Date
Yamila Castro castro_y@auhsd.us AUHSD 10/24/2018
Content Standard Lesson Objectives Unit Topic Lesson Title
2.0 Students acquire
information, recognize
distinctive viewpoints, and
further their knowledge of
other disciplines. 


2.1 Students address topics

related to self and the *Students will be able to
immediate environment, create “Treasure Riddle”
including: 
 h. Transportation, using maps, places and A Trip Around the Arab World Find the Treasures Riddle.
lodging, itineraries, geographic directions vocabulary words,
features and landmarks
 and command verbs.


2.0 Students use created
language (sentences and
strings of sentences). 


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 Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
T: Plans differentiated instruction based on knowledge of students’
Using knowledge of students’ academic readiness, academic language, diverse cultural backgrounds,
academic readiness, language and individual cognitive, social, emotional, and physical development
4.1 proficiency, cultural background, and Applying to meet their individual needs.
individual development to plan Examines potential sources of bias and stereotyping when planning
instruction. lessons. Uses culturally responsive pedagogy in planning.

T: Incorporates differentiated instructional strategies into ongoing

planning that addresses culturally responsive pedagogy, students’
diverse language, and learning needs and styles.
Planning instruction that incorporates Uses assessments of students’ learning and language needs to inform
4.4 appropriate strategies to meet the Applying planning differentiated instruction.
learning needs of all students

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5

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?
Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
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.
My mentor told me that if the assessment
we’re creating clearly target the skills and
 Does assessing my students’ learning via
content knowledge we’re targeting in the
involving them in the creation of a game
lesson; it does not matter what form of
affects the validity and the reliability of the
assessment it is.
assessment?
My mentor encouraged the idea of self-
 Does using a digital tool to help the students
assessment and said that using a digital tool for
pace their work and reflect on their
self-evaluation would definitely be more useful
performance will increase their engagement?
as long as the tool is user-friendly and is not
time-consuming.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
*Student 1 is a new comer English
learner whose L1 is Spanish. His
recent CELDT (California English
Language Development Test)
scores show that his Overall Scale
Score Range is 520; which means *Student 2 is diagnosed with *Student 3 comes from a
he is an intermediate level. hearing disability. She has to use a dysfunctional family and could not
According to the American Council hearing device, she wears ear buds care less about her grades in all
on Teaching Foreign Languages and the teacher wears a subjects. She has multiple missing
(ACTFL), world language teachers microphone. I’ve been using assignments in all subjects and her
are allowed to use English 10% of transliteration with student 2 to average grade in Arabic is F. I had
the class time to explain activities ensure she practices the right several one on one meetings with
directions and/or explain cultural pronunciation. her and her mom.
concepts that students cannot
discuss in the target language. *I will make sure that the activity *I noticed that she performs better
When I use my 10% of English instructions and the scoring guide when she works on something
language, I have to make sure that are not only given orally but also in creative rather than a pen and a
my ELs understand what I am writing to ensure that student 2 has pencil assignment. Thus, I hope
saying and are not confused. access to them in case she’s having that giving an assessment in form
trouble hearing the oral of a game will encourage student 3
*When I give instructions, I will instructions. to stay on task and complete the
make sure that student 1 activity.
understands what to do by
modeling and providing many
examples before starting.

When I give the activity instructions, is it okay if

 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.
My mentor confirmed that this kind of scaffold
I let one of my students whose first language is
is totally okay and even recommended as long
Spanish repeat the instructions to student 1 in
as it does not jeopardize the skills we are
Spanish to make sure that he understands the
assessing.
steps clearly?
My mentor said it was okay that the activity
Is it okay that I am assessing the students’
was in groups of two especially that the
knowledge in this part of the unit in groups of
students will still have multiple chances to show
two or must it be individual assessment?
their knowledge in the rest of the unit.
Opening
*The teacher will share the objectives of the
day.
*The teacher will explain the instructions of the
activity and will model it.
Body
*The teacher will assign students in groups of
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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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
two and will give each group the needed
materials.
*The teacher will give the groups the following
instructions and will ask the students to use
“Toodledo” app to assign roles, set goals, and
pace their work:
Each group will have 25 minutes to do the
following:
 Mark a start point and the spots of 3
treasures on one map and mark the
same start point and the names of the
streets and buildings on another
identical map.
 Write the directions from the start
point to the three treasures.
 Glue the second map and the written
directions on a poster, and fold the first
map that has the marks of the three
treasures.
*The teacher will set the alarm on 10 minutes
for groups to exchange posters and try to find
the three marks of the treasures based on the
written directions, then check the folded map to
see if the answers are correct.
Closure
Using “Toodledoo” app, the teacher will ask
each group to complete a self-evaluation to rate
their cooperation and their knowledge.
*The lesson is interesting because it is a real life
task (describing and reading maps) and it is in
form of a game that the students compete to
complete successfully.
*The activity is relevant to what the students
have been learning in the past lessons as they
had to use all the vocabulary words they
learned and the command verbs structure that
they’ve been practicing.
*The students will use “Toodledo” app to reflect
on their cooperation and their progress towards
the lesson objectives.
*This activity could be chaotic if students lose
track of time and take too long to finish one of
the steps, that’s why I asked them to use
“Toodledo” to assign roles within the group and
pace their work.
*I will not let my students choose their partners;
I will assign the groups based on my knowledge
of the students to ensure best cooperation
within each group.
*I will circulate the class to answer any
questions and to make sure that each group is
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Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
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.
on task.
*The purpose of the self-evaluation is to
encourage my students to reflect on their
performance and what they learned. I will use
the self-evaluation as an extra tool in addition
to their posters and the formal grades to assess
their learning and whether they are ready to
move to the next lesson in the unit.
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 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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
*Offering instructions to EL students *Giving the students 10 minutes to *I believe that allowing my students
in their native language is set goals and pace their work using to plan for the activity by setting
encouraged as long as it does not a digital tool, helped them move goals, assigning roles and allocating
affect the assessment of the target smoothly from one step to another time for each step, helped them
skills. during the activity. complete it successfully.
Students worked in groups to My students found the entire activity
create a riddle. They had to work fun and interesting which
together and share previously contributed to a strong engagement.
learned vocabulary to develop However, I agree with my mentor
Providing clear and short
coherent sentences. Some students teacher that the writing part of the
instructions in addition to modeling
found the writing very challenging, activity where students had to
the activities helped the students
especially because of their limited describe the paths to the three
understand the expectations.
vocabulary. It would have been a treasures was very challenging for
good idea to provide students with some of the students which affected
sentence frames for the their level of engagement. Next
descriptions and a list of vocabulary time, I will provide my students with
to help them in the writing process. sentence frames.
Students seemed to enjoy the
The transition between activities
experience of making a riddle. My students seemed engaged all the
was fast and smooth.
What a fun activity! The activity time but they were worried that
itself arose high student interest they wouldn’t finish on time.
and participation.
I found the self-evaluation using a
digital tool a brilliant idea that
The teacher shared the lesson I agree that my students needed
helped students reflect on their
objectives with her students. longer time to finish the writing. I
collaboration and their
The lesson objectives were aligned learned that at early stage of
performance.
with the content standards. language proficiency, giving students
However, it was clear that the
All activities were aligned with the sentence frames is a must in a
students needed longer time than
lesson objectives. writing activity to avoid frustration.
the teacher assigned to finish the
writing part of the activity.
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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?
I understand that “writing” is the most difficult skill and is usually the last to master in second language learning. However, with the
appropriate scaffold and effective teaching strategies, I am confident that my students can make a good progress in this area by the end
of the year.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The students were paired evenly,
The teacher chose the partners Despite some elements that I need
high achievers with students with
purposefully. to adjust next time I teach this
more needs to help balance the
The teacher gave special attention lesson, I think that overall my
learning.
to some students who needed extra students had fun positive learning
The students were engaged in a fun
support. experience.
stress-free learning experience.
Teacher walked around and made
sure students were on task.
Teacher took note of her I used a variety of formal and
observations. informal assessments to ensure the
Breaking the objectives into small
The teacher used a scoring guide to achievement of the learning
tasks helped the students achieve
grade the activity. objectives. Informal assessments
the learning goals and helped the
The teacher used student self- included my observations and the
teacher assess their progress.
evaluation as an extra tool of students’ self-evaluation. Formal
assessment and to collect students’ assessments included their writing.
feedback.
Section 4: Post Observation Conference
* Since all groups were able to create the required final product which is the treasures riddle, I can say that
they achieved the learning goal a “Treasure Riddle” using maps, places and directions vocabulary words, and
command verbs. However, Since some students struggled with the writing part, I believe I will need to focus on
the writing skill in the next lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student 1 participated actively in
this lesson and had no problem Student 2 participated actively in
understanding the instructions of this lesson. Having her sit next to
the activity. Pairing him with a me, and giving her the instructions Student 3 participation in this
student who speaks Spanish in writing guaranteed that she lesson was good. She seemed to
guaranteed that he understood the understood the instructions. She enjoy the competition.
instructions. He struggled in the struggled in the writing activity like
writing activity like many other many other students.
students.
Next time, before assigning a written assignment I would give sentence frames, practice some model sentences
with my students, and make sure the allocated time to the assignment is enough for the average student.
*Repetition of new vocabulary words in different contexts
*Students’ engagement
*Students’ self-assessment
*Students’ Support: making sure that students’ get the needed support before starting a written assignment.
*Time Management: making sure the time allocated for each activity is enough for the average student.
Next step is to focus on writing activities and implement some strategies (such as POWER: pre-write, organize,
write, escape, re-write) to help my students make progress in this skill.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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