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: 04/12/2022 Time/Period: 8:00 a.m. / 1

Component Ratings

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

The teacher’s plans demonstrate awareness of possible student misconceptions
and
how
they
can
be
addressed.

The
teacher’s
plans
reflect
recent
developments
in
content-related
pedagogy.

The teacher provided multiple sources for enriching student understanding by

using an opening assessment creating an example of a simile in displayed on the
Smartboard
using
Google
Slides
and
Google
Classroom
Applications.

The teacher displayed a video of the poem Harlem by Langston Hughes to help
students learn what the poet's main idea was. Two other poems by this author
were previously read; Blue Suede Shoes and Mother to Son.

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

The teacher provides a variety of appropriately challenging materials and
resources. Instructional student groups are organized thoughtfully to maximize
learning
and
build
on
students’
strengths.

The teacher began the lesson with a 2 minute timeframe for an opening
assessment.

The teacher displayed the poem Harlem: A Dream Deferred on the Smartboard via
YouTube and played it aloud twice for students to annotate. The title of the poem
was displayed in multiple languages to match the languages of the students
enrolled
in
the
class.

The teacher provided step by step instructions throughout the lesson as to what
students should be working on. Students were engaged in the tasks and when
they
completed
the
tasks
they
awaited
next
steps
from
the
teacher.

After students wrote their responses to the poem they were able to give their peers
feedback by entering their words on the Google APP. The feedback was
displayed and visible for the whole class to see on the Smartboard.

Last Revised: 04/26/22 1:09:37 PM By kmoser2

2a: Creating an environment of respect and rapport 4- Highly Effective
Classroom interactions between the teacher and students and among students are
highly respectful, reflecting genuine warmth, caring, and sensitivity to students as
individuals. Students exhibit respect for the teacher and contribute to high levels of
civility among all members of the class. The teacher circulates around the room
checking in with students and then provides complimentary feedback such as;
"Good Kevin. Good, these are great examples you are writing. Good job staying
on
task.
I
am
liking
the
replies
everyone
has.

Great
job.
"

2d: Managing student behavior 4- Highly Effective

All behavior is appropriate while all students are engaged in the lesson working on
the
tasks
given.

When students finished the tasks, they sat patiently and quietly awaiting the next
steps.

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.

Would
anyone
like
to
begin
sharing
out?
Shana
-
"Hot
like
fire."

Who else would like to share? Her voice was hot as a fire. They were as sweet as
sugar, comparing the person to sugar pointing out her kindness. At 8:21,The
teacher asked;" Who can share out?" A student replied, "Does it dry up like a raisin
in the sun?" The teacher asked, "Does it stink like rotten meat?"

3c: Engaging students in learning 3- Effective

The learning tasks and activities are fully aligned with the instructional outcomes
and are designed to challenge student thinking, inviting students to make their
thinking visible. This technique results in active intellectual engagement by most
students with important and challenging content, and with teacher scaffolding to
support that engagement. 8:16am The teacher switched slides to the poem
Harlem
by
Langston
Hughes.

The teacher instructed students to open their Google Slides APPs. Students are
instructed to listen to the read aloud of the poem and to annotate. Discussing with
their group what their simile is telling them in the poem. The teacher asks the
class if they have any questions. Then the teacher has a student reiterate the task.
The teacher circulates around the room monitoring student participation. At 8:24
the teacher sets a timeframe for 6 minutes for the students to work on completing
the
chart
in
their
Google
drive.

The teacher reminds students of time left to complete the chart. At 8:25 Several (6)
students were finished and awaited directions to move on. Students shared their
work by using the Google APP and by giving each other comments. At 8:44 the
closing assessment was displayed on the board. Wyatt shared, that "rather than
be in the place for the rest of your life, move on and strive for what you want." 8:46
the teacher directed students to log off and return their device to the cart.

3d: Using assessment in instruction 2- Developing

Students appear to be only partially aware of the assessment criteria, and the
teacher monitors student learning for the class as a whole by circulating around
the room and checking in with students. Questions and assessments are regularly
used
to
diagnose
evidence
of
learning
individually.

The teacher circulated around the room throughout the lesson. The teacher
provided feedback about Rehan by saying, "You did everything I expected her to

Last Revised: 04/26/22 1:09:37 PM By kmoser2

complete." She completed the chart and posted her post of her dream and
responded to other classmates. Dahlya completed 2 parts rather than 4. ( based
on
her
level
of
assessments
she
hasn't
reached
that
level
yet
with
time.)

Some students typed their responses in the Google App and gave comments on
others. Collection of this was only visually displayed on the Smartboard for less
than one minute as they were entered. The teacher did not use a checklist or
document any student performance other than visually checking their progress and
providing verbal feedback or to make strategic instructional decisions on the spot
such as with those students who were ready to move on.

4e (obs): Growing and developing professionally 2- Developing

Teacher participates to a limited extent in professional activities when they are
convenient. The teacher engages in a limited way with colleagues and supervisors
in professional conversation about practice, including some feedback on teaching
performance. The teacher has had limited improvement in the component of 3d
although she accepts feedback from the two previous observations.

Last Revised: 04/26/22 1:09:37 PM By kmoser2

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 3- Effective

The teacher participates actively in assisting other educators and looks for ways to
contribute to the profession. The teacher has contributed to the 8th grade
department's ELA curriculum by suggesting the book The Wave.

Additional Evaluator Notes (please attach more pages, as necessary):

Ms.
Dusowitz,

Thank you for this opportunity to observe you teach this ELA lesson with your 8th graders. It is clear that you
have established class routines and planned for the incorporation of the use of multiple Google Applications
to
support
learning
and
for
engagement.

During our Post observation professional conversation on Thursday, April 14, 2022 at 12:40 you shared that
the lesson went as planned, differentiation was done with a focus on language to support students. We
discussed that there were different charts to make it simpler from one level of identification of poetic devices
to analyze for students and that you planned to provide simple steps that are scaffolded in charts, which are
displayed
for
students'
reference.

This
was
all
planned
for
students
with
your
co-teacher,
Ms.
Skalet.

There was also evidence of student choice for what they want to talk about in the questions and visual slides
with
audio
read
aloud
for
all
students.

You shared with me that you feel that the one thing that could have been different was to move on faster for
like 2 minutes as we both agreed there was some downtime for students that were further advanced with
understanding
the
objective.

In order to shift to a effective rating in 3d and highly effective rating in 3b, 3c you could have enhanced the
following; immediate(opening assessment) which you viewed their responses and students shared their
examples of the simile, then for the formative assessment during the lesson, and then summative - closing
assessment and the completion of the chart and them sharing their responses at the end of the lesson by
having students submit their exit tickets, turn and talk to their peers to self and peer assess or even ask each
other questions. Although students did give each other feedback in the Google App in text to differentiate
and enhance language acquisition/development, students need to be given the chance to speak to each
other. 6 students were ready to move on in the lesson and may have benefited from the opportunity to
engage
in
peer/self
assessment
or
discussion.

Additionally, to further advance your rating in 4e to Effective or Highly Effective, please ensure you are
planning for and addressing the feedback given in the previous observations. The use of checklists and
jotting assessment information gathered during the lesson needs to be addressed so you can further
advance
learning
and
to
prepare
for
future
lessons.

I
look
forward
to
seeing
this
implemented
in
future
lessons
when
I
visit
you
class
again
in
the
upcoming
week.

Thank
you
again
for
this
opportunity,

Last Revised: 04/26/22 1:09:37 PM By kmoser2

Teacher ID 1672820 Teacher Name Dvora Dusowitz

Kerri
Moser

Principal

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): Kerri Moser

Evaluator's signature: Date

Last Revised: 04/26/22 1:09:37 PM By kmoser2