ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Meredith Peterson Teacher ID: 1608808
27Q202-J.H.S. 202 Robert H.
School Year: 2023-2024 School Name/DBN: Goddard

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: 11/15/2023 Time/Period: 9:45/Period 3

Component Ratings

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

Danielson: 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.

During the observation, Ms. Peterson demonstrated a clear understanding of the

knowledge required to effectively teach her ENL students. She did so by front
loading key vocabulary terms, and integrating all four modalities of learning into
the lesson. These are hallmarks of learning for ENL students.

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

Danielson: Most of the learning activities are aligned with the instructional
outcomes and follow an organized progression suitable to groups of students.
Instructional student groups are organized thoughtfully to maximize learning and
build on students’ strengths.

The lesson was planned well and the students were engaged for the entirety of the
lesson. Ms. Peterson began by reviewing past vocabulary as a warm up activity.
She modeled each word out loud and the students repeated after her. She
expressed to the students that this lesson would help them prepare to complete
the personal narrative project in Ms. Mohamed's ELA class. The students seemed
to understand the purpose and goal of the lesson. Ms. Peterson's plan reflected
the importance of the students understanding the pre-requisite vocabulary to
complete the lesson. There was an appropriate balance of student lead
discussion, group work, and assessment practices. She addressed all four
modalities of language acquisition (listening, speaking, reading, and writing) a key
focus for ENL learners.

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

Last Revised: 01/03/24 10:47:48 AM By blawler2

Danielson: 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 net result is an
environment where all students feel valued and are comfortable taking intellectual
risks.

Ms. Peterson was observed interacting in a respectful and caring manner. All
students were respectful of one another. Students were observed offering
assistance and compliments to their fellow classmates.

2d: Managing student behavior 3- Effective

Danielson: Student behavior is generally appropriate. The teacher monitors
student behavior against established standards of conduct. Teacher response to
student misbehavior is consistent, proportionate, and respectful to students and is
effective.

Ms. Peterson circulated through the classroom monitoring student behavior in a

consistent and respectful manner. There were clear behavioral expectations for all
students, and student behavior was respectful.

3b: Using questioning and discussion techniques 3- Effective

Danielson: 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.

Ms. Peterson: "What does fear look like to you? Today we are going to think about
a time when we were afraid, and how we dealt with that. Then we are going to
write it about. This is called a personal narrative, so what does fear look or feel
like?"
S- Fear looks like those things on your arms.
T- Oh. We call those goose bumps. Who else gets goose bumps?
S- I do.
T- When do you get goose bumps?
S- When I go to the doctor.
T- Right, So that would be an example of a time when we were afraid.
Ms. Peterson asked the students in their small groups to share a situation in their
life when they were afraid. The students were then asked to share out with the
class their experience.
S- The first day of school this year I was afraid.
S2- Yea me too. I was afraid so much, because everything was new.
S3- Yea me too.

3c: Engaging students in learning 3- Effective

Danielson: The groupings of students are suitable to the activities. The lesson has
a clearly defined structure, and the pacing of the lesson is appropriate, providing
most students the time needed to be intellectually engaged.

Ms. Peterson had her students grouped strategically taking into account their
home language and academic level. She front loaded key vocabulary terms to
prepare the students for the essential question "How can we find courage in the
face of fear?"

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T- Personal narrative. Who can tell me some words they notice?
S- Personal means me.
T- That's right, and what about narrative?
S- To tell a story.
T- That is right.
Ms. Peterson allowed the students to share their experiences with each other
about a time that they were afraid. The class then read the story My One Chance,
an example of a time when a child was afraid. The lesson was structured well
allowing time for genuine student interactions and positive discourse among all
participants.

3d: Using assessment in instruction 3- Effective

Danielson: 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.

Ms. Peterson circulated the room checking the pulse of all the students. Questions
were asked at strategic times to gauge student understanding of the desired task.

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

Last Revised: 01/03/24 10:47:48 AM By blawler2

Teacher ID 1608808 Teacher Name Meredith Peterson

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):

I enjoyed visiting your classroom. Your students seemed genuinely excited to learn. The positive interactions
between them is a reflection of the welcoming atmosphere you have created in this class. As you are aware,
progress monitoring is an instructional focus for the district this year. You did circulate the room checking the
pulse of the students, and monitoring their understanding. However, it was unclear if the students understood
how they would be graded on the assignment. I would suggest integrating a success criteria assessment into
your lesson. This will help your students better understand how they will be assessed on the desired activity
for the lesson.

Overall, I found the lesson to be engaging and impactful. I look forward to visiting your classroom again soon.

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): Brendan Lawler

Evaluator's signature: Date

Last Revised: 01/03/24 10:47:48 AM By blawler2