ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: CHRISTINA HERMANN Teacher ID: 1637715
30Q126-Albert Shanker School
School Year: 2018-2019 School Name/DBN: for Visual and Performing Ar

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: 03/27/2019 Time/Period: per. 4 - SS 636

Component Ratings

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

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

The instructional resources and materials support the lesson objectives. (Visual
aides, pictures to support vocabulary terms, discussion starters, chat stations
discussion
prompts,
etc.)

Some activities provide opportunities for higher-level thinking; others are of

moderate cognitive challenge. (Students analyze characteristics of China's
civilization. In chat stations, students discuss political systems, Golden Age,
terracotta army, China's geography, and timeline events activity based on classical
civilizations).

The learning activities illustrate the students' ability to process and apply
information in a variety of ways. (Task variations include analyzing an image,
analyzing a map, answering questions, engaging in a vocabulary activity,
sequencing
cards
in
a
timeline
activity,
etc).

Students are grouped heterogeneously using ELA exam data.

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

Teacher-student interactions are friendly and respectful. The teacher encourages
students'
efforts
and
praises
students)

Students are generally respectful of one another; there are students who are
reluctant to offer their ideas to their classmates during the chat station activity

Last Revised: 05/31/19 11:26:46 AM By kobrien3

2d: Managing student behavior 3- Effective
The teacher utilizes a clapping routine to get students' attention and transition
them to the next activity. In one instance, students began rotating to the next
activity; a student is heard saying to her classmate, "She (the teacher) didn't say
rotate
yet."

Student behavior is generally appropriate. The teacher circulates during the

activity between the first three chat stations; there are occassions when the
teacher needs to verbally redirect students to get them back on task.

3b: Using questioning and discussion techniques 3- Effective

Students engage in small group discussions during the chat station activity;
discussions enable students to talk to one another without ongoing mediation by
the
teacher.

The questions as part of the activity allow for multiple possible responses; students
are
invited
to
think
and

explain
their
responses.

Discussion sentence starters are provided; students' use of accountable talk is

readily
heard.
Students
are
heard
agreeing,
disagreeing
and
adding
on.

The teacher circulates to the groups; she is heard asking students to explain their
thinking
further
and
they
do
so.

Many students are involved in the discussions; student leaders call on their
classmates to participate.

3c: Engaging students in learning 2- Developing

The teacher uses direct instruction in a minimal manner. Chat station activities are
designed to be student-led activities. Teacher provides support by asking probing
questions.

Students are provided with two minutes to discuss and three minutes to record;
each
student
has
a
recording
sheet.

Learning tasks vary in terms of the levels of cognitive engagement required.

Some groups finish earlier at some stations than in other stations; students are idle
waiting
to
rotate.

Teacher uses groupings suitable to the lesson. Students are grouped

heterogeneously based on ELA exam score.

3d: Using assessment in instruction 3- Effective

The teacher observes student work and listens to the student discussions, guiding
them in their quest for mastery. The teacher uses probing questions to elicit
evidence
of
student
understanding.

The teacher circulates to the groups; she is monitoring student progress and
recording her noticings based on student responses.

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

Last Revised: 05/31/19 11:26:46 AM By kobrien3

Teacher ID 1637715 Teacher Name CHRISTINA HERMANN

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):

Ms. Hermann, it was a pleasure to observe your Social Studies lesson with Ms. Konstantakopoulos and class
636. I would like to commend the task design; specifically, the task variations from analyzing an image,
analyzing a map, answering questions, engaging in a vocabulary activity, and sequencing cards in a timeline
activity based on classic civilizations. By varying the activities, students were afforded the opportunity to
process and apply information pertaining to a cross-section of China's civilization, including but not limited to
China's
political
systems
and
geography.

Based on my low inference classroom observations, below are some recommendations to help further push
your
practice
as
well
as
further
advance
the
learning
of
your
students
in
class
636:

1) In your planning and task design, be explicit in terms of the specific academic vocabulary words/terms that
you want students to be using in each of the activities. The expectations and emphasis of key vocabulary
terms was evident in some of the activities, but not in all. As our school data as well as class 636 I-Ready
data reveals, the students in class 636 have demonstrated struggle with vocabulary and for many students,
their limited vocabulary impedes their comprehension of informational text. Therefore, it is imperative that
there is an emphasis on word play and vocabulary usage in all learning activities, and that the teacher is
assessing
the
accuracy
of
students'
comprehension
and
usage
of
these
words.
(1e,
3c,
3d)

2) In order to engage students in deeper levels of rigor during their peer-peer discussions, it is recommended
that you provide probing questions to guide students in the connections they are making to enrich their
discussions when the teacher is not present. It was observed that when you circulated to the groups, you
asked probing questions that benefitted the students in deepening and building upon their thinking. However,
since you were circulating around to three groups, there were groups without the support of the teacher to
probe them during discussion. Therefore, it is advised that in your planning, you consider appropriate
supports for students (such as hint cards with probing questions)to guide them if needed. An additional
suggestion to raise the rigor (for chat station #3) is to be more explicit in your task design and on your graphic
organizer for students to not only indicate what they observe/see in the image and what they think about the
image, but for them to make the connection to what it represents and why they believe so. In regards to chat
station #2, it is recommended to have students relate the Golden Age to the recent text they read or to
another
historical
event
to
make
content-related
connections
as
opposed
to
personal
connections.

(1e,
3c)

I look forward to observing you with class 636 during an upcoming ELA lesson.

Last Revised: 05/31/19 11:26:46 AM By kobrien3

Teacher ID 1637715 Teacher Name CHRISTINA HERMANN

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): OBRIEN, KRISTEN

Evaluator's signature: Date

Last Revised: 05/31/19 11:26:46 AM By kobrien3