ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: MICHAEL DELNEGRO Teacher ID: 1524472
75M079-P.S. M079 - Horan
School Year: 2015-2016 School Name/DBN: School

CLASSROOM OBSERVATION (OBS):

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 minutes minimum)

Date of Observation: 05/18/2016 Time/Period: 10:24 – 11:09

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 3- Effective

Mr. Del Negro’s lesson, batting, was part of a unit of study, baseball. The teacher
displays extensive knowledge of the important concepts in the discipline (physical
fitness and social behavior) and how these relate both to one another and to other
disciplines
(community
integration
and
vocational
exploration
as
part
of
transition).

Next steps include incorporating Thinking Maps. A Bubble map can be used to
offer students a visual verbal planning tool to assist them in identifying the different
positions in a sport or use a Flow Map to sequence the steps in playing a sport.

1e (obs): Designing coherent instruction 3- Effective

Mr. Del Negro’s lesson plan included an objective (The students will be able to
identify and model the proper sequence of steps involved in hitting a baseball) and
a teaching point (What are the proper mechanics for hitting a baseball?). Mr. Del
Negro’s lesson plan included NYS Physical Education, CCLS ELA and CDOS
standards. Mr. Del Negro’s lesson plan followed the Workshop model for lesson
planning. The learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. Mr. Del Negro
included differentiation, (adaptive equipment –varied size bats balls and visuals),
vocabulary (non-dominant hand, batting, stance, and follow through) and review of
the previous lesson with questions to assess student understanding. Mr. Del
Negro’s
lesson
plan
included
peer-to-peer
activity.

Next steps include using the Depth of Knowledge question stems to pre-plan
specific question for each level of learner in your class. Additionally incorporate
technology and board games (iPad and /or Wii system) to offer alternative means
for students to access the curriculum.

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

Last Revised: 05/19/16 10:48:09 AM By jsand2

Mr. Del Negro greets each by name as they enter the gym. Classroom interactions
between Mr. Del Negro and students and among students are highly respectful,
reflecting genuine warmth, caring, and sensitivity to students as individuals. The
students exhibit respect for Mr. Del Negro Mr. Del Negro has developed a rapport
with his students. The students understand the routines and procedures in the
gym. Mr. Del Negro moves from station to station with the students instructing,
modeling
and
talking
with
them.

Next steps include continuing to give students feedback on what the student did
well / correctly in their work throughout the course of the instructional period

2d: Managing student behavior 3- Effective

Student behavior is generally appropriate. Mr. Del Negro uses the Mood Meter
with the students as a part of the warm up activity. As he asks each student
individually how they feel he follows up by asking students why they are happy.
Davery responds he happy because he exercises in gym. Mr. Del Negro responds
‘That’s a great answer!” Mr. Del Negro used verbal praise throughout the lesson as
students responded to questions, learned the new vocabulary, participated in the
warm
up
exercises,
and
engaged
in
the
lesson
on
hitting
a
baseball.

Next steps include incorporating the language of the SWPBIS to reinforce students
and increase coherency and consistency throughout the community. Ensure you
incorporate the Gotcha bucks where appropriate.

3b: Using questioning and discussion techniques 3- Effective

Mr. Del Negro used various open ended question throughout the lesson inviting
students to think and/or offer multiple possible answers. Mr. Del Negro asked
students which station they were in, how many repetitions they were supposed to
do and what station was next. As the lesson progressed Mr. Del Negro asked
students “What game have we been playing in gym?” Jenitza responded
“Baseball”. “Ok, let’s review. What do we catch the ball with?” Davery responded
“Gloves.” “Right and what goes in the glove?” Jenitza states “Hands”. Mr. Del
Negro continued “Right! What do we use to throw the ball?” “Our hands.” Mr. Del
Negro asked “What other sport do we throw the ball? Students responded with
various other sports they have played including basketball and football. Mr. Del
Negro continued “Today we will work on the proper way to hit the ball. There are
10 steps to properly hit the ball. We will review the vocabulary first. Non dominant?
What does that word mean? It is the hand or foot you don't use as much. Show
me which hand do you write with?” Students raised their hands to show which
hand they write with. Mr. Del Negro continued “The other hand is your non-
dominant hand.” “The next term is stance. What does stance sound like?” Jenitza
replied “Stand”. Mr. Del Negro continued “Correct, stance is the way you stand,
we will review that when we practice the proper way to hit the ball.” Mr. Del Negro
continued to review the vocabulary. Mr. Del Negro explained the steps of the
proper way to hit the ball. Mr. Del Negro shared the student assessment form with
the class. “You will be using the assessment form to give your classmate feedback
on
how
they
did.”

Next steps include using the DOK questions stems to specifically plan questions to
ask each level of learner in your class. Additionally use sentence strips with
question and answer for students to ask and respond to one another.

3c: Engaging students in learning 3- Effective

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.
As the students participated in the warm up routine Mr. Del Negro asked which
station they were in and how to conduct the exercise. Mr. Del Negro modeled and

Last Revised: 05/19/16 10:48:09 AM By jsand2

demonstrated in each station. Mr. Del Negro had Jenitza demonstrate her batting
stance. Mr. Del Negro corrected her stance as he reviewed the proper steps to
hitting the ball. Students were then divided into two groups. Each group had a
batter, a student assessor and a ball retriever. Mr. Del Negro reviewed the data
collections sheet. “Each student gets five swings, and then we will rotate.” Mr. Del
Negro moved from group to group and supported the batters as well as ensured
the student assessor was collecting the data. Mr. Del Negro brought out the iPad
for Mohamoudou. He had pre-planned to show a video but it was not working.
Mohamoudou asked to listen to music instead. Mr. Del Negro allowed
Mohamoudou
to
listen
to
music.

Next steps ensure you incorporate alternate means of accessing the lesson.
Incorporate the Wii and alternate board games if technology is not working.

3d: Using assessment in instruction 4- Highly Effective

Mr. Del Negro ensured the students were aware of the assessment criteria. Mr.
Del Negro monitored student learning for both groups of students. Mr. Del Negro
used open ended questions to diagnose evidence of student learning. Mr. Del
Negro gave clear and specific feedback to the students in order to assist them in
correcting their stance. Mr. Del Negro noted and assisted Joseph in identifying his
dominant hand and switching the side he was batting from. Additionally the
students
collected
data
for
one
another
throughout
the
exercise.

Next steps continue to implement these methods of data collections in order to

assess and plan for next steps for your students.

4e (obs): Growing and developing professionally 3- Effective

Mr. Del Negro actively engages with colleagues and supervisors in professional
learning community about practice, including feedback about his practice. Mr. Del
Negro is a member of the Math Social studies team. Mr. Del Negro has
participated in professional development opportunities in school and with the
district,
including
Therapeutic
Crisis
Intervention
in
Schools.

Next Steps: incorporate the findings and understandings from professional

development and team meetings in your daily practice.

Last Revised: 05/19/16 10:48:09 AM By jsand2

Teacher ID 1524472 Teacher Name MICHAEL DELNEGRO

ASSESSMENT OF PREPARATION AND PROFESSIONALISM (P&P):

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 teacher’s preparation and professionalism. Each form must contain teacher-specific evidence
for each of the components observed.

Component Ratings

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):

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): SAND, JASON

Evaluator's signature: Date

Last Revised: 05/19/16 10:48:09 AM By jsand2