ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

EVALUATOR FORM
Teacher ID: 1455990 Teacher Name: JACQUELINE THOMAS
75K721-P.S. K721 - Brooklyn Occupational
School Year: 2016-2017 School Name/DBN: Training Center

CLASSROOM OBSERVATION:
In each observation, all components for which there is observed evidence must be rated. Each form must
contain lesson-specific evidence for each of the components observed during a classroom observation.

This observation was: (check one)

Formal Observation (full period) Informal Observation (15 minute minimum)

Date of Observation: 04/05/2017 Time/Period: 11:45

Component/Rationale for Score

1a (obs): Demonstrating knowledge of content and pedagogy 4- Highly Effective

The teachers plans and practice reflect familiarity with a wide range of effective
pedagogical approaches in the discipline and the ability to anticipate student
misconceptions.
In today's lesson the teacher implemented whole group instruction, small group
instruction, peer to peer learning and 1:1 instruction.

1e (obs): Designing coherent instruction 4- Highly Effective

The sequence of learning activities follows a coherent sequence, is aligned to
instructional goals, and is designed to engage students in high-level cognitive
activity.

2a: Creating an environment of respect and rapport 4- Highly Effective

Classroom interactions between the teacher and students and among students are
highly respectful.
Peer to peer learning includes verbal students recording responses on
augmentative communication devices in order to interact with non-verbal peers.

2d: Managing student behavior 4- Highly Effective

Teacher monitoring of student behavior is subtle and preventive.
When student presented with challenging behavior, the teacher engaged him as
the smart board helper. This intervention allowed the student to return to
instruction.

3b: Using questioning and discussion techniques 3- Effective

While the teacher may use some low-level questions, she poses questions

Last Revised: 05/15/17 11:37:30 AM By MSalazar2

designed to promote student thinking and understanding.
Teacher said"I'm going to ask a friend a question and listen for an answer. Then
it's your turn."
When teacher was finished, she turned to student and said "ok, now it's your turn.
Pick a friend and ask them a question. Remember to listen for the answer."

3c: Engaging students in learning 3- Effective

The groupings of students are suitable to the activities. The lesson has a clearly
defined structure, and the pacing of the lesson is appropriate, providing most
students the time needed to be intellectually engaged.
When students are finished with activity, paraprofessionals are unsure of what to
do next.Consider providing your paraprofessionals activity extensions in order to
keep students actively engaged in learning. This will decrease downtime during
instruction.

3d: Using assessment in instruction 3- Effective

Students appear to be aware of the assessment criteria, and the teacher monitors
student learning for groups of students.
Students participate in a self assessment check list based on IEP goals.

4e (obs): Growing and developing professionally 4- Highly Effective

On April 25, 2017 teacher willingly participated in a 12:1:4 administrative non-
evaluative inter-visitation. The teacher provided a full lesson plan prior to the inter-
visitation in order to receive feedback.

Last Revised: 05/15/17 11:37:30 AM By MSalazar2

Teacher ID 1455990 Teacher Name JACQUELINE THOMAS

ASSESSMENT OF PREPARATION AND PROFESSIONALISM:

In this section of the form, evaluators should rate evidence for components 1a, 1e, and 4e that was
observed within fifteen (15) school days prior to the classroom observation as part of an assessment
of a teachers preparation and professionalism. Each form must contain teacher-specific evidence
for each of the components observed.

Component/Rationale for Score

1a (p&p): Demonstrating knowledge of content and pedagogy N/A

1e (p&p): Designing coherent instruction N/A

4e (p&p): Growing and developing professionally N/A

Additional Evaluator Notes (please attach more pages, as necessary):

During your feedback session on May 15, 2017, we discussed the following:

3c: Engaging Students in Learning: Students completed their activity ahead of anticipated time and
paraprofessionals are unsure of what to do next. In order to ensure that your lesson activities engage
students and advance them through content, consider providing a more rigorous instructional activity or
consider providing paraprofessionals with activity extensions in order to keep students actively engaged in
learning. In this students intellectual engagement will increase and/or provide practice opportunity for
mastery. This will decrease downtime during instruction.

Teacher's signature: Date

(I have read and received a copy of the above and understand that a copy will be placed in my file.)

Evaluator's name (print): SALAZAR, MICHELLE

Evaluator's signature: Date

Last Revised: 05/15/17 11:37:30 AM By MSalazar2