ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Dikea Perakis Teacher ID: 1638703
School Year: 2021-2022 School Name/DBN: 25Q194-J.H.S. 194 William Carr

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: 01/07/2022 Time/Period: 1:50 PM

Component Ratings

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

You displayed solid knowledge of the important concepts in the discipline and how
they relate to one another. You demonstrated accurate understanding of
prerequisite relationships. Your practice reflected familiarity with a range of
effective pedagogical practices.

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

I would like the Red Group to look at me - you are getting a worksheet with the
sentence frames on it - how does a character from To Kill a Mockingbird support a
theme
within
the
novel?

The activities were aligned with the Purpose and followed an organized
progression for the students. The learning activities had reasonable time
allocations and represented some challenge for some students. There was
differentiation planned in the supports for students, thereby providing Access to
the lesson for all students.

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

Interactions between you and students and among students was highly respectful,
reflecting genuine warmth and caring to all students as individuals. Students
exhibited respect for you and and contributed to high levels of civility among all
members. The net result is an environment where all students appear to feel
valued and thereby were comfortable taking intellectual risks.

2d: Managing student behavior 4- Highly Effective

There was no student misbehavior while I was there.

3b: Using questioning and discussion techniques 3- Effective

Last Revised: 02/14/22 12:13:47 PM By jmiller15

You were going over with Rexley the two papers and asked, which student are you
thinking
about
the
most
-
and
he
said
Atticus

what has he done that has stood out that makes you respect him - student said
that he is black and that people disrespect him just because he is black - and you
asked him - does he disrespect others? and he said no - and you told him to write
that
down
in
his
own
words
and
that
you
would
be
back
in
a
few

You were over at the student in the front and he chose the student Scout - he said
he taught him not to judge others - and you told him to write that down and told
him
to
write
down
the
quotes
that
connect
to
that

Blue
-
which
character
and
what
theme
-
Atticus/respect
with
others

raise
your
hand
if
you
had
something
similar

Red
-
Abby
-
Atticus/stand
up
for
what
you
think
is
right

Raise
your
hand
if
you
have
something
similar

Green
-
Elijah
-
what
do
you
have
-

While some low level questions were posed, they were designed to promote
student thinking and understanding. You challenged students to justify their
thinking and engaged many students in discussion. Consider how you can
continue working with your class to support their ability to hold discussions on their
own and how you can ensure that you plan for opportunity for discussion during
each lesson.

3c: Engaging students in learning 3- Effective

Blue/Green
group
-
Pagonis
went
over

I would like the Red Group to look at me - you are getting a worksheet with the
sentence frames on it - how does a character from To Kill a Mockingbird support a
theme
within
the
novel?

You asked, do we have any questions? No one stated that they did - you said that
they
can
use
the
books
as
needed,
as
they
would
need
to
get
their
quotes.

You told students that if someone needed support with the RAFFT checklist - you
could
provide
to
them
-
one
student
raised
his
hand
to
say
that
he
could
use
it

You were working with the student in front - told her that it was a really good part -
and
told
her
to
explain

You
told
her
that
you
would
be
with
Melina
-

The learning tasks and activities were fully aligned with the Purpose and designed
to challenge student thinking, inviting students to make their thinking visible.
There was active engagement by most students with important and challenging
content. You provided suitable scaffolding to students to support their ability to
Access the activities and lesson. The lesson had a clearly defined structure and
the pacing was appropriate.

Last Revised: 02/14/22 12:13:47 PM By jmiller15

3d: Using assessment in instruction 3- Effective
Blue/Green
group
-
Pagonis
went
over

I would like the Red Group to look at me - you are getting a worksheet with the
sentence frames on it - how does a character from To Kill a Mockingbird support a
theme
within
the
novel?

You were over at the student in the front and he chose the student Scout - he said
he taught him not to judge others - and you told him to write that down and told
him
to
write
down
the
quotes
that
connect
to
that

you
asked
Rexley
-
what
quote
was
showing
that
Atticus
was
respectful

Tom
Robinson
-
dont
mistreat
people
for
the
color
of
your
skin
and
then
Scout
-

how
do
characters
overall
impact
the
theme
of
the
novel?

Students appeared aware of the assessment criteria and you monitored student
progress, learning, and understanding throughout the time I was present.
Questions were asked to diagnose student learning and understanding. Feedback
to students was accurate and promoted learning.

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

Last Revised: 02/14/22 12:13:47 PM By jmiller15

Teacher ID 1638703 Teacher Name Dikea Perakis

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):

Please
be
reminded
of
the
feedback
emailed
to
you
on
2/13/2022:

Thank you for your patience in waiting for your feedback from the observation conducted on 1/7. Take a few
minutes
to
review
the
feedback
below
and
the
suggested
next
step/steps
to
support
your
pedagogy.

Glow:

1e - The activities were aligned with the Purpose and followed an organized progression for the students.
The learning activities had reasonable time allocations and represented some challenge for some students.
There was differentiation planned in the supports for students, thereby providing Access to the lesson for all
students.

3d - Students appeared aware of the assessment criteria and you monitored student progress, learning, and
understanding throughout the time I was present. Questions were asked to diagnose student learning and
understanding.
Feedback
to
students
was
accurate
and
promoted
learning.

Grow:

1e - The activities were aligned with the Purpose and followed an organized progression for the students.
The learning activities had reasonable time allocations and represented some challenge for some students.
There was differentiation planned in the supports for students, thereby providing Access to the lesson for all
students. Consider how you are planning to support those individual students who are 2 or more grade
levels
below.

What
are
the
individual
items
they
need
to
Access?

3c - The learning tasks and activities were fully aligned with the Purpose and designed to challenge student
thinking, inviting students to make their thinking visible. There was active engagement by most students with
important and challenging content. You provided suitable scaffolding to students to support their ability to
Access the activities and lesson. The lesson had a clearly defined structure, and the pacing was appropriate.
Consider how you can re-group your students based on their individual needs and areas for support. This
will allow you to provide more targeted support/instruction to those with deficiencies many grade levels
below.

Moving Forward: Based on the feedback above, and our Instructional Focus, Through the use of data, all
students will be provided with targeted Access to instruction through the planning and implementation of Tier
1 strategies, with a specific focus on our underperforming subgroups, thereby supporting our vision of Every

Last Revised: 02/14/22 12:13:47 PM By jmiller15

Teacher ID 1638703 Teacher Name Dikea Perakis

Child ~ Whole Child ~ Every Day ~ Equitable Access ~ Emotional Support, please consider the following
suggestions
to
support
your
pedagogy:

1 - How are you planning to support and encourage student discussion for each lesson? Discussion helps
students to solidify their thinking and learning. Plan to utilize a strategy each lesson designed to promote
student to student discussion, so that you can utilize that as a way to support student learning, as well as a
way
for
you
to
assess
student
learning/understanding
as
you
are
listening
in.

2 - When planning your lessons - how are you planning to support those students who are multiple grade
levels below? How are you utilizing that data to consider your tier 2 strategies that will support those small
groups of students in their highest areas of need? With every lesson - consider who is the small group of
students you are planning to work with during the work period - not only for the day's lesson but based on the
data you have prior to the lesson. Think about the data and who you are working with and the reason why
you
are
working
with
them.

As always, if you need any support in implementing the suggestions for Moving Forward, please just let me
know.

Attachments:
This report also contains attachments in the Advance Web Application:
Perakis Lesson Plan 012022 2.pdf
Perakis Lesson Plan 012022 3.pdf
Perakis Lesson Plan 012022.pdf

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): Jennifer Miller

Evaluator's signature: Date

Last Revised: 02/14/22 12:13:47 PM By jmiller15