ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Nicole Scicutella Teacher ID: 1542612
School Year: 2019-2020 School Name/DBN: 02M033-P.S. 033 Chelsea Prep

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: 12/11/2019 Time/Period: 9:15AM/PD2

Component Ratings

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

Teacher displays knowledge of concepts in the discipline and plans accordingly
based on the needs of the students. In pre-observation conference, teacher
shared lesson plan involving decimal word problems. Teacher describe how she
wanted partnerships to work together with problem solving checklist and wanted to
promote student collaboration and discussions.

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

Learning activities are aligned with instructional outcomes with clear structure for
the lesson. Teacher provided 3 differentiated tasks for different groups of
students: high group-multi-step word problems that include multiplication and
changing fractions into decimal; medium group-adding and subtracting word
problems with higher numbers that include money; low group-adding and
subtracting word problems with smaller numbers.

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

Interactions between teacher and students are respectful and caring. While
students were solving their word problems in partnerships, one student said to
another, "I'm a little confused". His partner responded, "Let me tell you how I got
it" and proceeded to tell his partner the decimal was put in the wrong place value.
Students were genuine in their learning and taking risks with one another.

2d: Managing student behavior 4- Highly Effective

Students behavior was entirely appropriate throughout the lesson.

3b: Using questioning and discussion techniques 4- Highly Effective

Teacher used a variety of questions and techniques to promote student discourse.
Students facilitated their own conversation throughout the workshop. During the

Last Revised: 01/21/20 2:28:12 PM By cwang

share, when teacher asked the students to critique a procedural error, one student
said, "I think he didn't regroup, he's supposed to put the one up there." Another
student responded, "when you add them up, 5+5 is 10 and 2 is 12...she is
supposed to put a one there, but added 4+2, should be 8.2. Another student
disagreed, "I disagree with E's theory. Like he said, "it is 12 but the two stays and
you carry the one...to the left of the...the ones...so that's 8.2". Then another
student voiced out, "I want to build on, I don't think they lined up properly. They
added all the spots..."

3c: Engaging students in learning 3- Effective

The learning tasks were aligned to the instructional outcomes "student solving
decimal word problems". Teacher launched the lesson by asking students to
critique and justify the problem, "Jake went for a run on Friday and Saturday. On
Friday, he ran 3.2 miles and on Saturday, he ran 2.01 miles. Cara argues that
Jake ran a total of 5.3 miles in total. Do you agree with Cara? Justify your
reasoning and show proof." Students were given opportunities to turn and talk and
share out. For work time, teacher asked students to work together in partnerships.
Partnerships first worked independently and then worked together with their
partners. Teacher facilitated a share at the end of the lesson.

3d: Using assessment in instruction 3- Effective

Teacher asked questions such as: "What do we know here? What do we notice?
What are we noticing about the numbers? How did you know to do that?" in her
conferences to elicit student thinking.

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

During pre-observation conference, teacher was receptive to recommendations
and added open-ended questions to assess and advance student thinking.
Teacher asked for recommendations on ways to promote student collaboration
and was evidenced in the lesson.

Last Revised: 01/21/20 2:28:12 PM By cwang

Teacher ID 1542612 Teacher Name Nicole Scicutella

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):

Nicole,

Thank you for having me in your math classroom. As we discussed at our post-observation conference,
there was a strong condition for learning that has been set in your classroom. Students were working
together to solve the decimal word problems. In one of the partnerships I observed, two students were
questioning whether they needed to add or subtract, and found out that both approaches made sense
depending on how they started the problem. Students were naming the decimals by the correct units,
suggesting accuracy in mathematical language. One student even said it was "regouping" rather than
"carrying". It was also powerful to see your students building on one another during the share, without your
facilitation.

In our pre-observation, we discussed using more open ended questions so you can elicit student thinking.
You demonstrated this in the lesson. I would like for you to continue to build onto these practices. A next
step that we discussed was when you are planning, challenge yourself to consider various strategies so it is
not just the algorithm and procedures that students are carrying out. This will also help you be clear about
the assessment criteria and what you are looking for from students' work. We also discussed how there were
noticeable behavioral changes in some of your students since last year. They felt calmer and was settled to
work and participate in the lesson. This speaks to the relationships you have established with your students
and
the
respect
they
have
for
you.

Thank
you
for
your
work
and
dedication
to
excelling
your
students.

Cindy

Attachments:
This report also contains attachments in the Advance Web Application:
nicole lesson plan.pdf
nicole student work.pdf

Last Revised: 01/21/20 2:28:12 PM By cwang

Teacher ID 1542612 Teacher Name Nicole Scicutella

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): Chingchien Wang

Evaluator's signature: Date

Last Revised: 01/21/20 2:28:12 PM By cwang