ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: ROHAN DANDAPANI Teacher ID: 1677568
School Year: 2018-2019 School Name/DBN: 03M149-P.S. 149 Sojourner Truth

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: 10/25/2018 Time/Period: 1:22/7th Period

Component Ratings

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

In practice you reflected a limited range of pedagogical approaches to the activity
students were engaged in.

Providing students with an outline of an essay and instructing them to re-word it

using their own words is not an effective strategy in teaching students to write.

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

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

Teacher-student interactions were friendly and demonstrate general caring and
respect.

2d: Managing student behavior 2- Developing

Standards of conduct appear to have been established, but their implementation is
inconsistent.

During the lesson some attempted to engage while others attended passively
while in your presence. Once you stepped away they disengaged.

3b: Using questioning and discussion techniques 2- Developing

Your questions were of low cognitive challenge, with single correct responses, and
were asked in rapid succession. Interaction between you and students was
predominantly recitation style, with you mediating all questions and answers.

You circulated to each student and asked for the definition of the three themes
highlighted in the activity. Students were unable to respond correctly prompting
you to share and elaborate on the definition of each.

3c: Engaging students in learning 2- Developing

Last Revised: 11/06/18 3:06:14 PM By dbriggs

The learning tasks and activities required only minimal thinking by students and
little opportunity for them to explain their thinking, allowing most students to be
passive or merely compliant.

Your modification of the activity allowed students to simply copy and paste instead
of summarizing, translating, and interpreting to show their understanding of the key
terms in the lesson.

3d: Using assessment in instruction N/A

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

Last Revised: 11/06/18 3:06:14 PM By dbriggs

Teacher ID 1677568 Teacher Name ROHAN DANDAPANI

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

In planning, you displayed knowledge of the important concepts in the discipline
and how they relate to one another.

1e (p&p): Designing coherent instruction 2- Developing

The class activity was not structured or sequenced and were unrealistic in its
expectation.

During the observation I circulated to every student in the class and students were
unable to express what they were expected to do or elaborate on how power,
wealth, and morality affected the development of the colonies. At one point you
made a statement about the writing activity being an assessment, however,
students were unaware that they were taking a test. Each student identified the
activity as classwork.

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

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

On Thursday, October 25, 2018 I observed a social studies lesson you conducted with class 678. The
following is an account of that observation and the post observational meeting held afterwards.

As I entered the class I observed you assisting Alhassane on incorporating textual evidence in his writing.
You circulated to Alvaro and stated, "I gave you the definition, now re-write the definition of power in your on
words." You moved over to Nia and said, "Wealth today means money...back then it meant goods, and land.
Power means taking control, making people do what you what them to do. Now, write this in your own
words." You continued circulating to other students; sharing the definition of the key terms highlighted on the
board.

At 1:33, 23 minutes into the period you circulated to Mohammed, who did not have the materials needed to
engage in the activity. After giving him the materials you proceeded to provide directions to which
Mohammed declined stating, "I don't need any help, I know what to do." You asked him if he remember the 3
terms, if he knew how each term related to colonization, and if he recalled what colonization meant?
Mohammed replied yes to all of your questions. As you circulated to another student I observed Mohammed
sitting with the materials placed in front of him unengaged. By 1:47 Mohammed had yet to engage in the
activity, and you failed to make an additional attempts to engage him in the activity. I asked Mohammed to
explain the 3 key terms written on the board and he was unable to share the definitions. When asking
students questions, have them elaborate on their understanding. Accepting, "Yes, I understand.", is not an
effective measure in determining ones level of comprehension. In addition, as you circulate, ensure that all
students are fully engaged in the learning activity. Do not allow any student to sit idle during class.

Last Revised: 11/06/18 3:06:14 PM By dbriggs

Teacher ID 1677568 Teacher Name ROHAN DANDAPANI

During your circulation you continuously instructed students to write their essay by rewriting the provided
Essay Outline and the key terms in their own words. Instead of instructing students to write an essay by re-
writing each sentence of an Essay Outline in their own words, equip students with the background
information/knowledge needed to respond to the essay prompt. To meet the individual needs of your
students, try using multiple sources of information during instructions. Some of the resources that would
support student learning includes, short films, imagery, and documents with captions.

As discussed during your post observational meeting, after sharing and elaborating on the definition of
'Wealth' with Ryan - twice within a 12 minute period, and observing his continued inability to construct a
sentence using the term - you should have incorporated an additional source to support the learning.

Moving forward, ensure that you are using the workshop model when planning and instructing students.
Circulating to assess students progress and areas of need during the We Do and You Do component of the
lesson - remains an effective tracking measure, however doing so during the I Do is a poor use of
instructional time. It was a pleasure visiting your class. I look forward to visiting again during the 3 week of
November to see your implementation of the next steps provided. I look forward to our continued
collaboration.

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): BRIGGS, DELOUISE

Evaluator's signature: Date

Last Revised: 11/06/18 3:06:14 PM By dbriggs