Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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

Veronica Diaz veronicadiaz@oflschools.org World Language: Spanish 1A 9-12

Mentor Email School/District Date

Amber Enzen aenzen@oflschools.org Opportunities for Learning / 10/2/2023

William S Hart
Content Standard Lesson Objectives Unit Lesson Title
Topic
World Languages Standards Learning Goal(s) By the end Introductions Exchanging Personal Greetings:
for CA Public Schools: of the lesson, students will be Hello and Goodbye
Communication
able to greet, ask questions
íSaludos y despedidas!!
Standard 2: Interpersonal of well being, and take their
Communication leave of others using
WL.CM2.N memorized words, phrases,
Participate in real-world, simple sentences, and
spoken, written, or signed questions in highly
conversations on very familiar predictable common daily
topics. Use memorized words, settings.
phrases, and simple
sentences, and questions in Measurable Learning
highly predictable common Objective(s)
daily settings.
California ELD Standards for Students will correctly use
gr 9-10, part 1, A. words and phrases 70% of
Collaborative, 4 the time or better, during
Adapting language choices to conversations where they will
various contexts (based on be greeting and taking their
task, purpose, audience, and leave of others. Students will
text type.)
correctly utilize formal and
informal forms 70% of the
time.
 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 Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
are newly formed and as NT investigates NT makes combines elements NT expands ability to
just coming into and examines increased relevant into a cohesive and add new methods and
prominence pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices

CSTP Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
Emerging Follows organization of curriculum as provided by site and
3 3.3 Organizing curriculum to
district to support student understanding and access of subject
facilitate student understanding of
matter.
the subject matter.

(There is no student rating option.)

3 3.4 Utilizing instructional Emerging Gathers and uses additional instructional strategies in single
strategies that are lessons or sequence of lessons to increase student
appropriate to the subject understanding of academic language appropriate to the subject
matter. matter.

(There is no student rating option.)

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
Summarize critical w/ILP/504
needs and how you
will address them Critical needs include working Critical needs include helping the Critical needs include improving
during this lesson. on expressing opinions about student with ADHD pay attention social emotional learning and
text using the student's own, and stay on task in class. improving self-concept.
original writing.
Strategies: Strategies:
Strategies:
Front load new vocabulary and The student is given the
Modeling responses that express concepts. assignment ahead of time to be
my own opinion or the whole able to prepare. The student is
Give instructions that are clear
class’ opinion also able to message me just
and brief.
before class via the Remind app
Create a word wall with the class
Give breaks often to move to let me know if he is having a
with vocabulary that can be used
around the classroom. rough day and not up for
in class assignments.
participating as much, or at all
Scaffolding – providing sentence and can raise their hand if they
skeletons so the student fills in choose to participate.
the remainder of the sentence
The student is given constructive
using her own words.
feedback and the opportunity to
revise or redo work before
submitting for a score.
 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/Special Inquiry focus is being able to organize curriculum At Opportunities for Learning we have the
Emphasis to facilitate student understanding of the subject added challenge of needing to pivot
 What is your inquiry focus matter. around the needs of each student. As
and/or special emphasis?  stated by the teacher, students enroll
How will you incorporate the A second focus is utilizing instructional throughout the school year and
inquiry focus and/or special strategies that are appropriate to the subject sometimes have not attended school for
emphasis into the lesson? matter. quite some time.
 What specific feedback do you
want from your ME? These two components are of special importance Another issue with teaching a world
because the lessons are already created and language is that consistency is key. As a
provided in the curriculum our school uses. Our credit recovery school, students have
student population enrolls and transfers year maybe not taken a language class in quite
round and they often come with gaps in learning some time, so having to organize the
curriculum to best fit the needs of all
which require reteaching of foundational skills in
students in the class is important while
the Spanish classes. I often have to reorganize
still adhering to the standards and
the curriculum to better suit the needs of the requirements of each semester class.
students. This, in turn, requires effective strategies
since we have to move more quickly through the Having said that, effective teaching
strategies become even more important
material.
when the teacher has to establish a
I plan to incorporate the inquiry focus by front baseline to determine where to start and
loading new vocabulary, building a word wall with how to establish an appropriate timeline to
students of vocabulary they already know, and finish teaching the skills required in each
then incorporating role playing and creating semester class.
scripted conversations to demonstrate greetings
and taking leave of others.
The lesson planned appears to help
Specific feedback from ME: Does the organization develop appropriate foundational skills for
of the curriculum make sense or does it go back students.
too far / not far enough?
Do the strategies used in the lesson help reach
the objective?

Inquiry Focus/Students Do the strategies used in the lesson help focus Strategies for EL, IEP, and SEL students (focus
 What specific feedback students 1, 2, and 3 stay engaged? students 1, 2, and 3) will help the whole class
regarding your focus students stay engaged:using different means of
do you want from your ME?
representation: teacher-led instruction, use of
video, having students work with their peers, as
well as working independently

Specific Feedback Is the lesson and its activities effective in You may want to have the students
 What additional specific reaching the objective? create their own role playing characters
feedback do you want from
your ME regarding lesson Does the summative assessment help to to further engage.
implementation? determine whether or not the objective was met?
Yes, the quiz will demonstrate learning.
Next time use a different assessment for
students who don’t perform well with
multiple choice assessments.
Instructional Planning Opening: agenda and objective for the day The lesson organization is well paced and allows
 How is the lesson for student participation.
structured (opening, body, Journal Prompt [teaching strategy for students to
and closing)? connect the lesson to their own lives] Teacher allows for informal assessment so that
 What varied teaching she can reinforce any concepts that may not be
Overview of previous vocabulary that will be
strategies and differentiated clear.
instruction will help students useful in this lesson.*
meet lesson goals?  What Progress monitoring appears to be well planned
Create student led world wall *
progress monitoring strategies for and is varied to reach the most number of
will be used? How will results Introduce greetings, phrases of well being, and students’ styles of learning.
inform instruction? taking leave of others.*

[front loading and making vocabulary and

phrases available to students visually for use
during the lesson]

Body:

Speak and repeat (model first and then have

students volunteer to answer using phrases /
words from the word wall) [Oral modeling of new
language, and use of presentation on smart
board for multiple means of engagement.]

Reinforce when to use the Formal and informal

vocabulary. Model and then interact with the
students. [use of videos with native speakers for
multiple means of representation]

Identify whether the phrase is a greeting, a

question of well being, or taking leave. Students
answer and the teacher places phrases in the
correct category on the word wall under the
correct label.

The Responses: The teacher will ask students if

they already know any responses to common
greetings or questions of well being, and will
chart their responses (modeling proper
pronunciation and then spelling.) The teacher will
introduce any new responses that may be new to
the students.

Quick Comprehension Check: matching activity

on Edmentum (digital learning platform) We go
over correct responses and explain any incorrect
matching choices.

Think-Pair-Share activity: students work in pairs

or triad(s) to come up with 3 pairs of sentences
containing a greeting/response, asking a well
being question/response, and taking their
leave/response.

Closing:ask students if there are any lingering

questions, a quick review of the lesson’s
objective, and brief look into the next day’s
lesson. Students end their day with an exit ticket
(Google Form Quiz.)

Varied teaching strategies and differentiated

instruction will help students meet lesson goals
through the use of modeling, playing videos of
native speakers, asking students to participate
 orally but also engaging in activities on their
computers for drag/drop & matching, and the exit
ticket quiz, so that they can demonstrate what
they know in a different way. Think, pair, share
activity makes use of the students themselves to
maximize student engagement and have them
collaborate to further reinforce the lesson.

Progress monitoring strategies:

Diagnostic assessment - student responses in

their journals answering the prompt about how
they may interact with a Spanish speaking person
in their daily lives.

Formative assessment throughout the lesson,

as students participate I can give positive
guidance towards the correct phrases and can
gauge whether or not students are on the right
track (specially when combining new objectives
with the formal and informal forms.) I will also take
note of how students did during the matching
activities and their partner group responses.

Summative assessment - exit ticket quiz. Results

of this quiz will let me know if I need to reteach
any portion of the lesson before moving on to the
next day’s lesson in the unit.

I will make the lesson relevant to the students by

Student Engagement/Learning Our students tend to come to our
 How will you make the connecting it to their daily lives living in Southern
independent / small group instruction hybrid
lesson relevant to all the California and being surrounded by Spanish school because they do not feel connected
students? speaking people, restaurants, grocery stores, on a comprehensive campus and therefore it
 How will students show etc. The partner activity will allow them to role is very important to have meaningful lessons
progress towards master of play and create short scripts interacting with in their classes.
lesson objectives?
characters they choose. Teacher demonstrates connecting the lesson
to the students’ daily lives by inviting the
Students will show progress towards mastery by students to tell about their own experiences.
giving correct answers during the class
The assessments utilized are varied to help
participation period, matching at least 7 out of 10 students demonstrate what they know in a
of the matching sentences in their digital variety of ways.
workbook, utilizing correct words and phrases
during the partner activity, and earning at least a
70% on the exit ticket quiz.

Classroom Management To maintain a positive learning environment with Teacher demonstrates a warm and caring
 How will you maintain a a welcoming climate of caring, respect, and
fairness, first, I make sure to welcome each atmosphere by connecting to students by
positive learning
environment with a student as they walk into class and make sure to getting to know them and remembering
welcoming climate of add a more personal piece of conversation (for what is important to them. Setting up class
example, if I know a student had a tournament
caring, respect, and expectations helps keep disturbances at a
fairness? the weekend before, I’ll ask if they had fun.) Or, if
a student was sick last week, I’ll tell them I’m minimum as does treating each student with
glad they’re feeling better and are back to
respect and reminding them that they are
school.
In terms of fairness, the same rules apply to all
expected to behave a certain way when
students, therefore, they are explicitly taught at they are at school.
the beginning of the term and practiced (for
example, taking journals out at the beginning of
each class period to respond to the prompt.)
 Identify specific classroom
procedures and strategies for
 preventing/redirecting Fortunately for me, our school population is very
challenging behaviors. small, so classroom sizes are limited to 10- 15
students. This makes preventing and redirecting
challenging behaviors a lot easier. For example, a
student who would choose to chat with a friend
rather than answer the journal prompt, I would
start making conversation with the student using
the prompt as my topic so that once they answer, I
can direct them to write it down in their journal.

Closure Closing:ask students if there are any lingering

 How will you close your questions, a quick review of the lesson’s
lesson? objective, and brief look into the next day’s
 How will you assess
lesson. Students end their day with an exit ticket
student learning and
prepare them for the next (Google Form Quiz.)
lesson?
I will assess students using their responses from
their digital activities in Edmentum (online
learning platform) as well as responses to the
exit ticket quiz. This is typically an easy lesson
with light objectives but the challenging parts
tend to be recurring:correct use of gender in their
vocabulary, conjugation, and when to use the
formal or informal, so I will recap and tell
students to be on the lookout for these main
points.

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
Students worked independently
EXAMPLE Students know their daily routine A few students needed
in their journals answering the
CSTP 1: so they took out journals upon prompting to get started with
prompt for the day.
Engaging All entry to the classroom. their journal response but a
Participated in the whole class
Students  In gentle reminder to get started
activity creating the word wall Participated in the whole class
what ways got them going on the task.
were students and categorizing vocabulary and activities from their desks.
engaged? common phrases. Typically, the same few students
Collaborated with one or two
Worked in pairs or triads during a tend to participate orally so I
other students during the
segment of the lesson practicing would like to prompt other
Think-Pair-Share component
new vocabulary and phrases. students to participate more
from their desk groups.
Went back to independent work often.
during the comprehension check Utilized their Chromebooks for
and exit ticket. the comprehension check and
exit ticket.
Specific Asking students to provide Transitioning from Building the Word Wall together
Feedback vocabulary and phrases they independent, to whole class, gave students an opportunity
 What already know was a great way to pairs, and back to to participate by giving them
information to create engagement. independent work made the vocabulary to use.
can you lesson flow so that students
provide the didn’t get bored or off task.
NT
regarding
requested
special
feedback?

CSTP 1:
● Teacher provided journal prompt ● Through independent work Leading questions helped get
for students to complete upon (writing in their journals) students open to sharing what
Engaging All entry. ● Whole class participation in
Students they already knew which got
● Teacher prompted the class to creating of the word wall with
 In what ways participate during the whole class teacher asking students them engaged and ready to
were students activity by asking questions to prompting questions. learn vocabulary and phrases
engaged? How lead them to share vocabulary ● Students contributed to their own that were new to them.
were they already know and then learning by sharing what they
students not presenting vocabulary and already know
engaged? phrases they did not know and ● Students monitored their own
 How did writing it on the word wall. learning by prompting each other
students ● Teacher walked around during during the paired activity.
contribute to independent and paired activities ● Focus students 1, 2, and 3 were
their learning? ● Focus students 1, 2, and 3 were engaged during the lesson by
engaged because teacher having to personalize their own
 How did
provided a graphic organizer so graphic organizer
teacher and/or
that they could have their own
students word wall to personalize
monitor
learning? 
How were the
focus
students engaged
and
supported
throughout the
lesson?
 ● Teacher provided immediate ● Students participated in Most students were engaged but were eager
CSTP 2: feedback, repeating words and providing words and phrases to start the activities because they knew a lot
Effective phrases in the target language they were familiar with of the vocabulary. They struggle most with
Learning using proper volume and ● Most were on task during use of formal/informal voice, so perhaps
Environment enunciation for students to independent activities without next time I’ll spend more time on that .
 How did emulate. being prompted
students and ● Asked questions to make sure ● Repeated aloud when prompted
teacher students understood subject and
contribute to an instructions before moving on
effective ● Moved around from front of class
learning to other parts of the room so all
students could hear and see her
face when speaking in the target
language.

environment?
● Asking students to tell what they ● Students participated in Target more formal and informal situations
CSTP 3:
already knew responded verbally when for future lessons
Organizing
● Giving cultural context and prompted
Subject Matter examples ● Worked well in pairs/triad
 What actions ● Slide deck provided students ● Completed their independent
of the NT visual aids to help follow along work in a timely manner
contributed to ● Videos played throughout were ● Asked questions to clarify
student useful for students to hear target instructions or for usage of
assimilation of language in a different voice than vocabulary.
subject teacher ● Misconceptions: that “vos” is
matter? strictly used in Spain and
 How did difficulty with the use of formal
students and informal voice. Teacher
construct explained that “vos” is used in
knowledge of some S. American countries too
subject and gave a few more examples
for when to use the formal voice
matter?
versus informal.
 What
misconcepti
ons did
students
have and
how
were they
addressed by
the teacher?
● Students were provided guided ● Students used their graphic Providing tangible graphic organizer helped
CSTP 4:
notes and graphic organizer organizers to keep track of new many of the students grasp new vocabulary
Learning
● small group instruction vocabulary and phrases for use and phrases and they were able to use these
Experiences ● front loaded vocabulary and during activities to participate during the rest of the lesson.
 How were phrases ● Students participated in
students ● had students pick their own repeating new vocab/phrases
supported characters during the role playing aloud
through activity.
differentiated ● Focus students participated well
instruction? and although focus student 3
 How did needed some prompting, did
students participate during the oral section
participate? of the class since it was whole
 How did the class and not individual.
NT contribute ● Teacher made sure to move
to student around the classroom
learning?
 ● Comprehension checks using the ● Students raised hand to ask Informal assessments helped to let teacher
CSTP 5:
digital online learning platform: questions when unsure about know whether students were ready to move
Assessing ○ Matching vocabulary or phrasing to use on to next sections or not.
Student ○ Drag & drop ● Some issues with conjugation
Learning ● Informal checks - asking students and proper use of formal and
 How did to tell whether a conversation is informal voice, to be addressed
students formal or informal in subsequent lessons to further
demonstrate ● Exit ticket: google form quiz at practice
achievement end of class
of lesson
objectives?
 In what
ways did
students
struggle or
demonstrate
limited
understanding
?
 What teacher

actions
contributed to
student
achievement?

Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
The class achieved lesson objectives with most scoring 75% or above on their exit ticket quiz.
To what degree
did students
achieve lesson
objectives?

To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
I had to make sure to provide definitions The short lessons with frequent Focus student 3 did not participate
lesson
of academic language, such as what it comprehension checks helped student stay verbally as much as I would like but he
objectives?
means to conjugate and what the infinitive engaged. Use of the graphic organizer and was able to understand the material and
form is. Aside from that, student was able the slide deck presentation helped provide achieve the lesson objectives. Not
to keep up with the lesson, utilizing the a visual to follow when he got distracted. pressing him to participate helps
graphic organizer to help her and achieve Focus student 2 was actually my highest alleviate his anxiety and he let his
the lesson objectives. scoring student in the class. partner do the sharing during the role
playing activity.
I would like to allow more time for the role playing activity and let the students choose their own characters.
What would you do
differently next
time?
Working together in pairs or triads to practice their vocabulary, phrases and formal/informal voice so they could create their
What were the
own mini scripts was helpful for them to achieve the lesson objectives.
three top Lesson
Short segments with frequent comprehension checks helped to move the lesson along without growing stagnant.
Strengths? Mixing direct instruction with independent work, paired work, and whole class participation helped to prevent students from
going off task or getting bored.
Time management, learning what the students already know before the lesson so that I know what to focus on, and finding ways
What were three
for more students to engage in oral participation.
top areas for
improvement?
Putting it all together, the next lesson will focus on starting to create their performance tasks for the unit: storyboards.
What are the next
steps?

Other Comments/Notes
 All parts of this form should be transcribed (typed; not hand-written) into a single document
and submitted to the 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 3 of 3