ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Dvora Dusowitz Teacher ID: 1672820
School Year: 2021-2022 School Name/DBN: 22K278-J.H.S. 278 Marine Park

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: 11/09/2021 Time/Period: 8:55 AM-9:15AM/Period 2

Component Ratings

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

The teacher demonstrates understanding of prerequisite relationships among
topics and concepts and understands the link to necessary cognitive structures
that ensure student understanding. This was evident by the teacher creating
guided questions for her students to better understand the text. The teacher also
reviewed the definition of key words and wrote the definitions down for the
students on the smart board.

1e (obs): Designing coherent instruction N/A

2a: Creating an environment of respect and rapport N/A

2d: Managing student behavior 3- Effective

Student behavior is generally appropriate. The teacher monitors student behavior
against established standards of conduct. Teacher response to student
misbehavior is consistent, proportionate, and respectful to students and is
effective. This was evident by the teacher checking in with various groups around
the room. Some groups were very low during whole-class discussion. The teacher
let them discuss for approximately a minute and then repeated their discussion for
the whole class to hear. When some students were not on task, the teacher said,
"I see some of you going back to your notes and that is a great technique."

3b: Using questioning and discussion techniques 3- Effective

While the teacher may use some low-level questions, she poses questions
designed to promote student thinking and understanding. The teacher creates a
genuine discussion among students, providing adequate time for students to
respond and stepping aside when doing so is appropriate. The teacher asked
mostly why, what and who questions. One question was a higher-order level

Last Revised: 11/22/21 7:53:30 AM By mcucos

question disguised as a low question. The teacher asked, "What is this show
about our defendant?" Guided questions were created for the students to ensure
reading comprehension. These questions were previewed before the reading of
the section of text.

3c: Engaging students in learning N/A

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. Questions and assessments are regularly
used to diagnose evidence of learning. Student responses were monitored by the
teacher, but there was no clear tracking method of their responses. At one point
the teacher asked the students to give a thumbs up or thumbs down to determine
whether the defendant should be found guilty or innocent. Students were asked to
justify their thumbs.

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

Last Revised: 11/22/21 7:53:30 AM By mcucos

Teacher ID 1672820 Teacher Name Dvora Dusowitz

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):

Ms.
Dusowitz,

I enjoyed the time I spent with you and 80C. It was clear that your lesson was designed thoughtfully and with
the
needs
of
your
students
in
mind.

To increase student participation and questioning techniques, you might want to reflect on whether placing
the students in groups of three or four using the IReady assessment taken at the beginning of the year.
Having the students closer to each other will foster discussion and be more comfortable for the students.
Students
should
also
have
question
stems
accessible
to
them
to
promote
academic
conversations.

To increase assessment opportunities, it could be helpful to have a clipboard with the seating chart on it to
record correct and incorrect answers with efficiency and ease. To combine assessment with student
discussion, you could assign one to two questions that could be peer assessed. Rubrics should also be
made available to the students so they are aware of teacher expectations. Once the assessment is
swapped,
this
would
create
an
opportunity
to
promote
student
academic
conversation.

I
look
forward
to
visiting
with
you
again!

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): Melisa Cucos

Evaluator's signature: Date

Last Revised: 11/22/21 7:53:30 AM By mcucos