ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: HEATHER CEGELSKI Teacher ID: 1683563
School Year: 2018-2019 School Name/DBN: 75X723-P.S. 723

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: 01/16/2019 Time/Period: 9:35 AM

Component Ratings

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

Teacher has a venn diagram on the board comparing the 3 little pigs and the 3
little
aliens.
The
students
have
a
copy
of
a
blank
venn
diagram
on
their
desk.

HC: We mentioned earlier that the the characters in the 3 little pigs were all pigs
except for the bad guy. Nicholas just mentioned that the bad guys in each book
were different. Don't forget to bullet in front of your statement so that I know it's a
new
idea.

The
lesson
reflects
important
concepts
in
reading
comprehension.

Learning Progressions: The teacher has strong understanding of prerequisite skills

needed for students to reach their learning goal.

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

Teacher has a venn diagram on the board comparing the 3 little pigs and the 3
little
aliens.
The
students
have
a
copy
of
a
blank
venn
diagram
on
their
desk.

HC: We mentioned earlier that the the characters in the 3 little pigs were all pigs
except for the bad guy. Nicholas just mentioned that the bad guys in each book
were different. Don't forget to bullet in front of your statement so that I know it's a
new
idea.

HC: Now Iwant you to compare and contrast two things you decide. We compared
Sponge
Bob
and
Patrick
as
a
class.

S2:
Gives
similarities
and
differences
between
Sponge
Bob
and
Patrick.

Last Revised: 02/11/19 11:41:57 AM By schunn

The learning activities are connected to the lesson objectives and the students are
actively
engaged.

The teacher uses appropriate prompts to develop critical thinking skills.

2a: Creating an environment of respect and rapport 3- Effective

S1:
I'm
not
sure
how
to
say
this.

HG:Do
you
want
to
ask
Mr.
Z
before
you
say
it?

S1:
No
I
think
I
have
it.

There is a climate of trust and respect in the classroom. The students are not
afraid to ask for help from others. The students are allowed to take risk and make
mistakes without worrying baout ocnsequences or judgement.

2d: Managing student behavior 3- Effective

HG:
Robert
if
you
are
waiting
you
need
to
think
about
the
similarity
in
both
stories.

HC: Let's let Robert share first and then we will come back. Nicholas I don't want
you
to
miss
that
so
can
you
listen
while
Robert
repeats
it.

Student Response: The students respond to the teacher’s direction and quickly
response
to
the
correction.

Student Response: There is evidence that the students do not take correction
personally and view the teacher as an authoritative figure.

3b: Using questioning and discussion techniques 3- Effective

S2: The 2 aliens found their houses and one built his house but in the 3 little pigs
they
all
built
their
houses.

Why
was
the
wolf
going
to
the
houses
here
compared
to
the
robot?

S3:
The
wolf
was
hungry
but
the
robot
was
mad.

S2:
If
you
take
out
the
last
words
the
title
of
the
stories
are
the
same.

S3:
In
both
stories
there
is
only
one
girl
and
two
boys
characters.

HC:
Why
did
we
use
a
venn
diagram?

Questions are thoughtful and designed to push student thinking. There is adequate
wait
time
in
between
questions.

Questions require students to make connections to prior knowledge.

3c: Engaging students in learning 3- Effective

HC: We mentioned earlier that the the characters in the 3 little pigs were all pigs
except for the bad guy. Nicholas just mentioned that the bad guys in each book
were different. Don't forget to bullet in front of your statement so that I know it's a
new
idea.

HC: We're done with the differences. We are going to find two more differences

Last Revised: 02/11/19 11:41:57 AM By schunn

and
then
we
are
moving
on
to
similarities.

Task Design: The teacher has completely aligned the task, materials and
resources
to
the
standards.

Lesson Design & Pace: Teacher allows students appropriate wait time/work time
to complete activities.

3d: Using assessment in instruction 3- Effective

HC: Now we need to complete a self-assessment. Make sure you write your name
at
the
top
of
the
page.

S1:
I
did
my
work
all
by
myself.

S2:
I
did
my
work
by
myself.

S3:
I
did
my
work
myself

S4:
I
did
my
work
myself.

Monitoring of student learning: The instructional resources and materials support

the
lesson
objectives.

Assessment
Criteria:
Students
are
actively
engaged
in
the
lesson.

Assessment Criteria: Activities relate to the lesson objective

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

Last Revised: 02/11/19 11:41:57 AM By schunn

Teacher ID 1683563 Teacher Name HEATHER CEGELSKI

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):

Next Step: It is evident that the students have extensive knowledge of the text used for the activity.
Additionally, by using a subject such as, Sponge Bob it supported the students understanding of identifying
differences
and
similarities.

Next Step: The questions in the lesson are pre-planned and used to meet the lesson objective. The
questions are high level and do require the students to think deeply about the skill as well as the details in the
text. However the questions need to facilitate more discussion among the students. The students can use a
guide
or
checklist
to
engage
in
discussion
with
their
peers.

Next Step: The lesson was planned and aligned to the standards. However, differentiation was not evident in
the lesson. Although there were only four students in class during the lesson they all completed the same
activity
the
same
way.

Differentiation
by
product,
content
or
process
was
not
evident
during
the
lesson.

Next Step: Students used a self assessment activity which allowed them to think deeply about how they were
able to complete their work. All the students stated they were able to finish their work independently, which
means that differentiation of the lesson activity is necessary to promote cognitive rigor.

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): CHUNN, SHANTE

Evaluator's signature: Date

Last Revised: 02/11/19 11:41:57 AM By schunn