ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Rosa Levin Teacher ID: 1629119
School Year: 2019-2020 School Name/DBN: 21K095-P.S. 095 The Gravesend

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: 11/19/2019 Time/Period: 9:42 -10.10 a.m Period 3

Component Ratings

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

The teacher displays solid knowledge of the important concepts in the discipline
and how these relate to one another. Evidence of this was when the teacher
provided clear explanations of the content when reviewing the teaching point
(Nonfiction readers understand keywords by using pictures and parts of the text)
during the mini lesson. Teacher used a mentor text Tigers by to model using text
features to understand keywords. In addition, instructional strategies in the lesson
were suitable to the content when the teacher explained text features and the
students used the anchor chart displayed on the easel for reference.

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

Most of the learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. Evidence of this
was when the teacher planned for a shared reading; she carefully selected group
members using a nonfiction pre- assessment data as well as running records. The
teacher selected Giorgi and Teresa (reading level G-H ) and Dylan and Andrea
(reading level C -D) for her groups . In addition, the teacher provided a variety of
appropriately resources when displaying pictures of Japanese macaque monkeys
on the easel and providing labels (captions, pictures, subheading) with arrows
allowing all students to have an understanding of the teaching point. Lastly, the
teacher managed her time to ensure all components of the lesson were
completed.

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

Classroom interactions between the teacher and students and among students are
highly respectful, reflecting genuine warmth, caring, and sensitivity to students as
individuals. Evidence of this was when the teacher created an environment where
all students feel valued and are comfortable taking intellectual risks. (Ex. Using a

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random selecting app to choose a student to answer a question.) In addition, Kevin
helped out Giorgi when he needed assistance (phone a friend) with answering the
question (Ex."What can we use the find the meaning of the word?") .The teacher
demonstrated knowledge and caring about an individual student (Shakhriyor)
when she had a one on one conference to give him strategies needed to read his
nonfiction book. Also, students listened and spoke respectfully during the “turn and
talk” portion of the lesson (Ex.Alexa and Ahmed). Lastly, the teacher respects and
encourages students’ efforts by giving an eagle buck to Andrea for reading
independently. She also gave Dojo points to students who were on task.

2d: Managing student behavior 3- Effective

The teacher monitors student behavior against established standards of conduct.
Evidence of this was when the teacher used behavior specific praise with her
students (Ex." Thank you Andrea for reading so nicely!") In addition, the teacher
checked in during small group conferences by calling out their name for the
student, "Allen" to correct his behavior and get him on task (Ex. reading
independently ). Furthermore, the teacher repeated two times, “Shhh” to the class
and the students' repeated it to stop and listen for instructions or transition to next
part of the lesson.

3b: Using questioning and discussion techniques 3- Effective

The teacher challenges students to justify their thinking and successfully engages
most students in the discussion, employing a range of strategies to ensure that
most students are heard. Evidence of this was when the students participated in a
“turn and talk” to answer the open-ended question, “What can you use to get the
meaning of the word?” In addition, the teacher used the instructional discussion
strategy of concentric circles (line up ) in order to deepen understanding. The
teacher asked the students to share one example from their Post it (stop and jot)
notes to explain their thinking to partner. Students rotated every 30 seconds to
discuss. They were able to share with 4 different partners. Lastly, the teacher
allowed ample wait time for students to think and respond to the question.

3c: Engaging students in learning 3- Effective

This technique results in active intellectual engagement by most students with
important and challenging content, and with teacher scaffolding to support that
engagement. Evidence of this was when the students were actively engaged in
their independent reading and were reminded of their nonfiction goals (Ex."Expect
and look out for keywords, look for and use features to help and talk the talk! Read
to learn the lingo!") In addition, Giorgi and Teresa ( reading level G-H) were
invited to explain their thinking during their shared reading conference. They read
a book about caterpillars and the teacher reinforced what was taught during the
mini lesson (Ex. First letter was visible with rest of the word covered with a Post it).
The teacher used groupings that are suitable to the lesson activities. Students
used laptops logged on I-ready, students worked with the ENL teacher, and
students were independently reading. Lastly, the pacing of the lesson provided
students the time needed to be intellectually engaged.

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. Evidence of this was when the teacher
asked the students to share and show with each other during a shared line up
discussion. Students were arranged in two lines, based on varying abilities and
shared for 30 seconds. Line A students spoke first to model for line B students.
Students had their books and Post it's with them as they were talking to their

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partner. Students rotated four times as the teacher circulated to check for
understanding and provide additional support when necessary.(Ex. The teacher
modeled and reminded Hoson to share one stop and jot with his partner.) In
addition, the teacher circulated during independent reading , offering suggestions
to Zoe. The teacher reviewed with Zoe's nonfiction goal (understand and use
keywords) and looked at her Post-it's to see if she was able to accomplish it in her
book (In the Forest).

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

Teacher seeks out opportunities for professional development to enhance content
knowledge and pedagogical skill. Evidence of this was when Ms. Levin
implemented a discussion technique (concentric circle) during her lesson.
Students shared one jot at the end of the lesson with a different partner as
discussed during Monday 's Professional development session (October 21,
2019). Ms. Levin eagerly implemented our school wide goal in Component 3b
Using
Questioning
and
Discussion
Techniques
to
foster
discussion
in
her
lesson.

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Teacher ID 1629119 Teacher Name Rosa Levin

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):

On November 20, 2019, we meet in my office to discuss my visit to your classroom. During our
conversation we discussed that this observation would be used for evaluative purposes. After reflecting on
your observation utilizing the Danielson Framework for Teaching we discussed and agreed upon the
following:

Strengths:

Ms. Levin, you have created an environment that is welcoming and inviting. The net result is an
environment where all students feel valued and are comfortable taking intellectual risks, such as when Kevin
helped Giorgi during the mini lesson by using pictures to find out the meaning of a word. Students
understand that there are high expectations of learning and they were engaged during your lesson, especially
during the mini lesson when students were reading aloud to their partner trying to use text features to help
them find the meaning of keywords. You facilitated learning when you circulated the room and provided
additional support when needed. An example of this is when you assisted Shakhriyor with his nonfiction goal
by providing strategies on how to pay attention to details when reading a nonfiction book. You referenced an
anchor chart about text features by enlarging a page from nonfiction book and highlighting pictures,
headings, subheadings and captions. You are always thinking of your ELL students as you provide them
with additional support (Ex.Word wall with picture support) and you help them make connections with the
teaching
point.

Next
steps:

As discussed in our post observation meeting, continue to look for ways to increase student led
conversations and discussions during the later part of the independent portion of the lesson. You can try
techniques like "turn and talk" with an elbow partner within their table to foster accountable talk. This will
allow you to circulate the room and assess when hearing conversations between students. Also, having
students open their reading folders to their nonfiction goals can allow them to have a purposeful
conversation about how they are trying to reach their goal. In addition, consider using the "How is it's going"
sheet given to you by our Teacher's College consultant Christine, to foster discussion and critical thinking
amongst the students. Displaying the sheet on each table provides support for students when talking to each
other.

Conclusion:

Thank you again for being reflective and working together to set your next steps. It was a pleasure to
have an instructionally sound conversation with you. These steps will provide you with additional support to
enhance your craft of teaching as measured by the Danielson Framework for Teaching. I look forward to

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Teacher ID 1629119 Teacher Name Rosa Levin

visiting your class during our next informal cycle of observations to observe the implementation of these next
steps.

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): George Kakalos

Evaluator's signature: Date

Last Revised: 12/06/19 2:40:34 PM By GKakalo