ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Dvora Dusowitz Teacher ID: 1672820
22K234-J.H.S. 234 Arthur W.
School Year: 2022-2023 School Name/DBN: Cunningham

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: 02/10/2023 Time/Period: Period 1

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 2- Developing

The teacher’s plans and practice reflect a limited range of pedagogical approaches
to
the
discipline
or
to
the
students.

As we discussed during your post observation conference, the students cannot all
be expected to complete the task in the same manner. Even though you had
versions of the reading, the expectations and pedagogical approaches were the
same for all learners. As we discussed, not all learners are able to comprehend
and respond within the same timeframe; you must adjust the way in which you are
presenting the material to allow for the variation of learners that occupy your class.
As we discussed, the Winter DRP ranges in class 806 span from 31-86 and some
of the students in your planning such as Leslie G. do not need accommodations as
she has a 75 DRP level, yet, Arda. who scored a 54 in the fall and a 54 in the
winter is not included in your 'accommodation' section and can absolutely use the
additional supports. Be cognizant of the most up to date data and continue to
make your planning and pedagogical adjustments off of the students strengths and
weaknesses.

1e (obs): Designing coherent instruction 2- Developing

The lesson or unit has a recognizable structure; but the progression of activities is
uneven,
with
only
some
reasonable
time
allocations.

As we discussed, not all learners are able to comprehend and respond within the
same timeframe; you must adjust the way in which you are presenting the material
to allow for the variation of learners that occupy your class. As we discussed, the
Winter DRP ranges in class 806 span from 31-86 and some of the students in your
planning such as Leslie G. do not need accommodations as she has a 75 DRP

Last Revised: 02/15/23 9:31:21 AM By tbackof

level, yet, Arda. who scored a 54 in the fall and a 54 in the winter is not included in
your 'accommodation' section and can absolutely use the additional supports. Be
cognizant of the most up to date data and continue to make your planning and
pedagogical
adjustments
off
of
the
students
strengths
and
weaknesses.

Students must be free to work at their own pace to support their understanding.
For example, when you state to the students, "You should be done by now" or
"Quickly finish up"... this does not allow the students to work within their own time
allocations. The students who are working quickly and or efficiently should be
encouraged to move on, while those who need more time to process, need to be
allowed that as well.

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

Interactions among students are generally polite and respectful, and students
exhibit respect for the teacher.

2d: Managing student behavior 3- Effective

The teacher monitors student behavior against established standards of conduct.

3b: Using questioning and discussion techniques 2- Developing

The teacher attempts to ask some questions designed to engage students in
thinking,
but
only
a
few
students
are
involved.

There was a very limited opportunity for the students to engage in conversations.
As we discussed during your post observation conference, you must open the
class to more of a conversational dynamic rather than working independently. The
'OA', "choose two of the following characters and explain why each character
symbolizes a mockingbird" was a perfect opportunity for the students to work
independently to begin the 'OA' and then transition into who chose which
character(s) and why as a discussion prompt. Instead, you asked single students
to respond to the prompt and missed the opportunity for all voices to be heard and
valued.

3c: Engaging students in learning 2- Developing

The lesson has a recognizable structure; however, the pacing of the lesson may
not
provide
students
the
time
needed
to
be
intellectually
engaged.

Be cognizant of your timing expectations. You stated several times that the
students, "Should be done by now" or "Quickly finish up"... students work at
various paces and that needs to be reflected in the planning as well as the
execution
of
the
lesson.

3d: Using assessment in instruction 2- Developing

Students
appear
to
be
only
partially
aware
of
the
assessment
criteria.

The
teacher
monitors
student
learning
for
the
class
as
a
whole.

As we discussed during the post observation conference, all students must be

provided a rubric to assess their own work. This was no evident in planning or
practice. This was noted as an area of concern during your last observation on
November 7, 2022 conducted by AP Wachtel. If you need support in creating
rubrics and/or establishing formative and summative assessments in your class,
please see Ms. Wachtel or myself.

Last Revised: 02/15/23 9:31:21 AM By tbackof

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

Last Revised: 02/15/23 9:31:21 AM By tbackof

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):

During
the
post
observation
conference
on
February
14,
2023,
we
discussed
the
following:

When
the
students
complete
their,
"OA",
they
need
to
have
expectations
as
to
what
their
next
steps
will
be.

Be cognizant of your timing expectations. You stated several times that the students, "Should be done by
now" or "Quickly finish up"... students work at various paces and that needs to be reflected in the planning as
well
as
the
execution
of
the
lesson.

More conversations should be embedded into the flow of the lesson. The students had minimal opportunities
to discuss with their peers, most of the work was independent. Consider how you can adjust that to make it
more
of
a
balanced
approach.

There
needs
to
be
a
rubric
embedded
into
your
practice;
the
students
must
know
the
criteria
to
be
successful.

I
expect
to
see
these
changes
implemented
by
your
next
observation.

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): Tami Flynn

Evaluator's signature: Date

Last Revised: 02/15/23 9:31:21 AM By tbackof