ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Heather Cegelski Teacher ID: 1683563
School Year: 2021-2022 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: 01/25/2022 Time/Period: 12:48 PM

Component Ratings

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

Compare
and
contrast
Venn
Diagram
Anchor
Chart
on
the
board.

T:
Naquan,
can
you
read
the
first
paragraph.

Student begins reading. " Like all mammals, dolphins and porpoises are warm
blooded".
T:
What
are
some
other
mammals?
Are
humans
mammals?
N:
Yes.

T: Michael, continue reading please. T: What do porpoises hunt, or, eat? N: They
eat
squid,
fish,
and
crustaceans.

Students
finish
reading
and
begin
a
worksheet
about
the
article.

The teacher provides clear explanation of the content through the use of multiple
differentiated activities/centers. Students have an opportunity to read about the
skill, practice the skill and play a game. The teacher and paraprofessionals ask
student questions to assess understanding.

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

Students
in
3
groups.
Each
group
has
an
adult
assigned
(1
teacher
and
2
paras).

Teacher in group 1. T: we are going to popcorn read this article, please make sure
you
are
tracking
words
with
your
finger
and
speaking
clearly.

Group 2. Students have a Venn diagram on their desks. Paraprofessional has

students
pick
a
card
from
the
deck.
The
cards
have
2
things
on
them.

Students
write
one
item
on
each
side
of
the
Venn
diagram.

Last Revised: 01/26/22 3:42:11 PM By dmartinez46



P:
What
is
the
same
about
a
shark
and
an
octopus?

T: We are going to go back into the story to find our answers. What are some ways
porpoises
dolphins
are
alike?

Group 3 Students are playing a game with dice. Students roll the dice and move
their piece on a Game board. Students need to compare and contrast the pictures
their
pieces
land
on.

Once each students have one similarity and one difference, the students erase
their
board
and
pick
a
new
card.

Students
rotate
throughout
the
group.

Students
complete
and
exit
ticket
about
compare
and
contrast.

The teacher provides a variety of appropriately challenging resources that are

differentiated to accommodate student needs. Students rotate through 3 centers
and complete differentiated activities to reinforce the skill (comparing and
contrasting).

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

T:
Have
confidence!
If
you
do
not
know
a
word
try
to
sound
it
out.

Teacher
gives
a
2
minute
time
check.

T:
Clean
up
you
stations.

P:
Yes
give
me
a
high
five,
that
is
why
you
came
to
school
today!

P:
You
guys
can
help
Ahamed?
How
are
blue
and
purple
similar?

There is evidence of collaborative group work in the classroom.Teacher and

paraprofessionals regularly provide positive praise to students to encourage
participation. When a student has difficulty reading an unfamiliar word, the teacher
encourages to use a strategy to decode it and have confidence. Student's willingly
participate and in some instances correct each other when appropriate. For
instance, Natalie corrects one of Marvin's answers during the game portion of the
lesson.

2d: Managing student behavior N/A

3b: Using questioning and discussion techniques N/A

3c: Engaging students in learning N/A

3d: Using assessment in instruction 3- Effective

Students
write
one
item
on
each
side
of
the
Venn
diagram.

P:
What
is
the
same
about
a
shark
and
an
octopus?

J:
They
both
live
underwater.

Last Revised: 01/26/22 3:42:11 PM By dmartinez46

P:
What
is
the
same
about
a
spoon
and
fork?

A:
You
eat
with
them.

P:
What
is
the
same
about
shampoo
and
soap?

D:
They
both
make
bubbles.

Student
lands
on
a
picture
of
a
house
and
a
school.

M:
They
both
have
doors,
windows,
stoops.

P:
What
is
difference
about
them?

M:
You
live
in
a
house
but
you
do
not
live
in
a
school.

Students
complete
and
exit
ticket
about
compare
and
contrast.

Assessment is ongoing throughout the lesson. Teacher uses exit slips,

questioning, and student work to collect evidence of student understanding.

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

Last Revised: 01/26/22 3:42:11 PM By dmartinez46

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: Area of Celebration: 1e - The student groups are organized thoughtfully and work to maximize
student learning. Students are given a variety of challenging materials that support learning goals in the form
of
the
differentiated
activities
at
each
center.

Next Step: Area of Focus: 3d - Provide opportunities to engage in self assessment throughout the lesson so
they can monitor their own understanding. For instance, the use of a rubric or checklist at each center where
students can assess if they understood the topic and produced high quality work.

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): Dana Martinez

Evaluator's signature: Date

Last Revised: 01/26/22 3:42:11 PM By dmartinez46