ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Heather Cegelski Teacher ID: 1683563
School Year: 2019-2020 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: 01/22/2020 Time/Period: 9:05 am/2nd

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy N/A

1e (obs): Designing coherent instruction 4- Highly Effective

Differentiated math worksheets were distributed with different examples
highlighted
as
a
review
for
previously
learned
multiplication
facts.

The next example, 5x6, was written on the board. T:What strategy is your favorite?
S:
Skip
counting
in
my
mind.
T:
How
many
skip
counts?
S:
6

The example 5x4 was put on the board. T: If I was doing repeated addition how
many 5s would there be? S1: 4. How do you know? S: Five 4s that makes 20. S2:
I used the number line to "hop" up. The teacher put the problem 5X2 on the board.
Students
were
then
asked
what
strategy
was
used.
S:
I
counted
by
2s.

Obj:Students
will
learn
to
"skip"
count
by
fives.

The learning activities are connected to the lesson objectives and all students are
highly engaged. The activities are challenging and provide students the
opportunity to process information and apply specific knowledge to the task to
confirm understanding. The instructional resources and materials are challenging
and support the lesson objectives. The lesson uses various strategies to meet the
needs of all students. The concept built on prior knowledge and prepared students
for the next skill set. They were able to prove mastery of the concept in a number
of ways.

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

2d: Managing student behavior 3- Effective

There is a feedback mechanism implemented in the classroom to aide students in
monitoring their behavior. Students understand that their behavior is being tracked

Last Revised: 03/04/20 10:55:23 AM By rrodkin

and is their own responsibility to monitor. Students are dissuaded by the
consequences their bad behavior may bring. Overall classroom behavior is good.

3b: Using questioning and discussion techniques 3- Effective

The next example, 5x6, was written on the board. T:What strategy is your favorite?
S:
Skip
counting
in
my
mind.
T:
How
many
skip
counts?
S:
6

S2: I used the number line to "hop" up. The example 5x4 was put on the board. T:
If I was doing repeated addition how many 5s would there be? S: 4. How do you
know?
S:
Five
4s
that
makes
20.

Questions are thoughtful and designed to push student thinking. There is adequate
wait time in between questions. Questions require students to seek patterns
among concepts and then apply that knowledge to a new situation. Questions
require students to make connections to prior knowledge. Questions were planned
in advance based on anticipated student responses.

3c: Engaging students in learning 3- Effective

Differentiated math worksheets were distributed with different examples
highlighted
as
a
review
for
previously
learned
multiplication
facts.

Students that needed to, used the number line to answer 5x8. Student answered
40 by using the number line to "skip" count. The teacher has completely aligned
the task, materials and resources to the standards. The teacher provides some
differentiation for according to general achievement of the concept. (For example,
students that struggle might be given attention via small group instruction,
additional scaffolding, visual aids, etc.). The differentiated activities are thoughtful
for needs of students according to their ability level. Teacher allows students
appropriate wait time/work time to complete activities.

3d: Using assessment in instruction 4- Highly Effective

Differentiated math worksheets were distributed with different examples
highlighted
as
a
review
for
previously
learned
multiplication
facts.

The next example, 5x6, was written on the board. T:What strategy is your favorite?
S:
Skip
counting
in
my
mind.
T:
How
many
skip
counts?
S:
6

S2:
I
used
the
number
line
to
"hop"
up.

The example 5x4 was put on the board. T: If I was doing repeated addition how
many
5s
would
there
be?
S1:
4.
How
do
you
know?
S:
Five
4s
that
makes
20.

Obj:Students
will
learn
to
"skip"
count
by
fives.

Student self-assessment and monitoring of progress: The lesson uses various

strategies to meet the needs of all students. The concept built on prior knowledge
and prepared students for the next skill set. They were able to prove mastery of
the concept in a number of ways. The lesson objectives are clearly stated in the
beginning of class and connect to the prior days lesson. Students use prior
knowledge to build upon the skill being taught

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

Last Revised: 03/04/20 10:55:23 AM By rrodkin

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):

Area of Celebration: You ensured that all students had the tools they need to succeed, including number
lines and differentiated work sheets.

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): Ronald Rodkin

Evaluator's signature: Date

Last Revised: 03/04/20 10:55:23 AM By rrodkin