ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Andrea Marsiano Teacher ID: 0909036
20K505-Franklin Delano Roosevelt
School Year: 2023-2024 School Name/DBN: High School

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: 01/05/2024 Time/Period: Period 10

Component Ratings

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

1e (obs): Designing coherent instruction N/A

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

2d: Managing student behavior N/A

3b: Using questioning and discussion techniques 3- Effective

While the teacher may use some low-level questions, he 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. The teacher challenges
students to justify their thinking and successfully engages most students in the
discussion, employing a range of strategies to ensure that most students are
heard.

-Students were discussing their lines and art which they selected as a
representation of them. You provided an example to see if students could explain
a symbol. You asked, 'What does that mean?' Students responded with, 'It is
about the road...It shows that it's slippery...Don't go fast...You can slide if you go
too fast.'

3c: Engaging students in learning N/A

3d: Using assessment in instruction 3- Effective

Students appear to be aware of the assessment criteria, and the teacher monitors

Last Revised: 01/13/24 10:15:58 AM By mposka

student learning for groups of students. Questions and assessments are regularly
used to diagnose evidence of learning. Teacher feedback to groups of students is
accurate and specific; some students engage in self-assessment.

-Students were assessed based on the work they completed during the lesson.
You met with students to provide feedback and have them follow-up with their
painting. 'What is something that you relate to from your culture...Is that too
specific?' Students shared, 'It shows food in my culture...This is a representation
of life where I am from.;

4e (obs): Growing and developing professionally 3- Effective

Teacher seeks out opportunities for professional development to enhance content
knowledge and pedagogical skill. Teacher actively engages with colleagues and
supervisors in professional conversation about practice, including feedback about
practice. The teacher participates actively in assisting other educators and looks
for ways to contribute to the profession.

-During the lesson, students reviewed artwork from professional artists to use as
examples for their art. You discussed the different artists, their work, and some
background as to why they chose to paint what they did.

Last Revised: 01/13/24 10:15:58 AM By mposka

Teacher ID 0909036 Teacher Name Andrea Marsiano

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 3- Effective

The teacher displays solid knowledge of the important concepts in the discipline
and how these relate to one another. The teacher demonstrates accurate
understanding of prerequisite relationships among topics. The teacher’s plans and
practice reflect familiarity with a wide range of effective pedagogical approaches in
the subject.

-Your lesson plan indicated that students would have their choice in what they
wanted to select as their piece of art. We discussed the overall idea of the
community backdrop for this lesson. Students would be able to express their
culture while using the specific skills taught for this style of art. Students would be
able to view exemplars of the style to use as reference for their own work.

1e (p&p): Designing coherent instruction 3- Effective

Most of the learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. The learning
activities have reasonable time allocations; they represent significant cognitive
challenge, with some differentiation for different groups of students and varied use
of instructional groups.

-Your plan indicated that students would work on their cultural representation using
a specific style of painting. Students would be expected to discuss their
background with others in their group. Your plan indicated that students would
have models and exemplars to use as well as videos showing the style of painting
to guide them through their work.

4e (p&p): Growing and developing professionally 3- Effective

Teacher seeks out opportunities for professional development to enhance content
knowledge and pedagogical skill. Teacher actively engages with colleagues and
supervisors in professional conversation about practice, including feedback about
practice. The teacher participates actively in assisting other educators and looks
for ways to contribute to the profession.

-Your plan stated that you would use specific artists to model for students. These
works are examples you received based on PD and shared information from the
DoE. You planned out the necessary steps for this style of painting to help
students through the process.

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

Last Revised: 01/13/24 10:15:58 AM By mposka

Teacher ID 0909036 Teacher Name Andrea Marsiano

Focus: Delineating World Culture in Brooklyn

DN: review of technique

Chose a flag that we identified with

Introducing various contemporary artists with works from, in , and around NYC

What does that mean

It is about the road
It shows that it's slippery
Don't go fast
You can slide if you go too fast

An object that reflects your cultures

Modeling expectations with your culture

What object will symbolize your culture T&T

Ukrainian food - maybe borscht

Students begin working on their individual work

You walked the room to monitor student understanding and provide feedback

Rubric on Google Classroom for students to use to guide them

What is something that you relate to from your culture

How do you know that?
Is that too specific?

Try to keep everything simple

You can recognize what this is with the simple lines

Can I shade it in
Shading is bringing in a different element

After we are done we will put them on our map

How would you say all of our interests and background contribute to Brooklyn as a whole?
It's very diverse--I guess it means that we are a lot of different people from different cultures
Mix of many different cultures

Extension: Add words to explain why and how the art represents your culture

VOCABULARY:
contour
strokes

DIFFERENTIATION:
Agenda

Last Revised: 01/13/24 10:15:58 AM By mposka

Teacher ID 0909036 Teacher Name Andrea Marsiano

images
sample pieces for students to use

DATA:
Previous work

ASSESSMENT:
Final Product with rubric

GRADEBOOK ASSIGNMENTS/RATES:
22 present

QUESTIONS:
n/a
NEXT STEPS:
--Create opportunities for multiple checks for understanding throughout each lesson. This will help you
gauge student misunderstandings from the lesson and also provide you with several additional data points for
their grades and for lesson planning.

--Allow time for student self-assessment in their assignments. They can use the rubric you provided as a
guide for their self-assessing their work and progress.

I look forward to seeing these strategies implemented in future lessons.

Attachments:
This report also contains attachments in the Advance Web Application:
ASSESSMENT RUBRIC1.5.pdf
Differentiation1.5.pdf
Lesson Plan • 1-5-24.pdf

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): Mitchell Poska

Evaluator's signature: Date

Last Revised: 01/13/24 10:15:58 AM By mposka