ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Jessica Moschonas Teacher ID: 1585855
School Year: 2021-2022 School Name/DBN: 25Q194-J.H.S. 194 William Carr

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: 11/03/2021 Time/Period: Periods 3 and 4

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 4- Highly Effective

Mrs. Pagonis (Moschonas) creates an environment within her class that is filled
with warmth, care, support, and positivity. The teacher is kind to students, and
students return the favor. The environment is positive and collegial. Students were
given the opportunity to create cards for veterans, discuss their own cultural
traditions throughout the lesson, share their thoughts and feelings openly in a safe
environment.

2d: Managing student behavior 4- Highly Effective

Behavior was entirely appropriate throughout the entire observation.

3b: Using questioning and discussion techniques 3- Effective

You began your lesson with an open ended question to get students interested in
the
topic:

"Congratulations! You just won the lottery! What are you going to do with your
winnings?"

"Take a look at the picture. What do you think the setting of the picture is? What is
the mood? What can you tell me about this picture (it's either sunrise or sunset)
What
is
my
mood
when
I
look
at
this?"

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. The teacher challenges

Last Revised: 01/02/22 2:21:53 PM By skohnken

students
to
justify
their
thinking.

and
successfully
engages
most
students
in

the discussion

3c: Engaging students in learning 3- Effective

Purpose listed in the slides: We will be able to identify the setting and explain how
the setting helps establish the story's initial mood by analyzing the author's word
choice. There was a clear structure including a quick teacher model (I do), a
guided practice (we do), and independent work period (you do). Students were
invited to make their learning evident regarding the objective- which was fully
aligned
throughout
the
lesson.

The learning tasks and activities are fully aligned with the instructional outcomes
and are designed to challenge student thinking, inviting students to make their
thinking visible. This technique results in active intellectual engagement by most
students with important and challenging content, and with teacher scaffolding to
support that engagement. 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.

3d: Using assessment in instruction 3- Effective

You went around the class as they worked and assisted, you said, "Adrienn- I like
that you annotated, you have great things to say." Student tasks were based on
their iReady results, in gradual degrees of difficulty depending on student ability
level.

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

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

Mrs. Pagonis (Moschonas), without exaggeration, is on every single school team
she can fit into her schedule- all voluntary, all wholeheartedly, and all with great
engagement and turn-keying of information. She participates in the Beautiful Me
initiative for working on our girls' self esteem, CRSE for establishing culturally
responsive and social emotional curricula, the SEL team for social emotional
learning and well-being, and the ILET- Instructional Leadership and Equity Team.
She gives of herself and of her time to the school community on a daily basis, and
it
does
not
go
unnoticed.

Teacher seeks out opportunities for professional development and makes a

systematic effort to conduct action research. The teacher solicits feedback on
practice from both supervisors and colleagues. The teacher initiates important
activities to contribute to the profession.

Last Revised: 01/02/22 2:21:53 PM By skohnken

Teacher ID 1585855 Teacher Name Jessica Moschonas

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 4- Highly Effective

The teacher displays extensive knowledge of the important concepts in the
discipline and how these relate both to one another and to other disciplines. The
teacher demonstrates understanding of prerequisite relationships among topics
and concepts and understands the link to necessary cognitive structures that
ensure student understanding. The teacher’s plans and practice reflect familiarity
with a wide range of effective pedagogical approaches in the discipline and the
ability
to
anticipate
student
misconceptions.

You gave multiple entry points for each of the learners in your room, with visual
aides, read-alouds, moments of independent reading, and scaffolding for
appropriate questioning at appropriate levels.

1e (p&p): Designing coherent instruction 4- Highly Effective

The sequence of learning activities follows a coherent sequence, is aligned to
instructional goals, and is designed to engage students in high-level cognitive
activity. These are appropriately differentiated for individual learners. You planned
for and used a workshop model that showed a gradual release of responsibility
from teacher to student, with appropriate volleys between yourself and the class.

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

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

Thank you for your continued hard work and dedication toward your students. Based on the feedback above,
and our Instructional Focus that states through the use of data, all students will be provided with targeted
access to instruction through the planning and implementation of Tier 1 strategies, with a specific focus on
our underperforming subgroups, thereby supporting our vision of Every Child ~ Whole Child ~ Every Day ~
Equitable
Access
~
Emotional
Support,
please
consider
the
following
suggestions
to
support
your
pedagogy:

Consider giving students opportunity to self assess based on the evaluative criteria set for your lesson on any
given day. For your consideration, please take a look at the resources on this page for formative assessment
"teacher
moves"
in
future
lessons:

http://www.rcsthinkfromthemiddle.com/formative-assessments-strategies.html

Last Revised: 01/02/22 2:21:53 PM By skohnken

Teacher ID 1585855 Teacher Name Jessica Moschonas

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): Stephanie Kohnken

Evaluator's signature: Date

Last Revised: 01/02/22 2:21:53 PM By skohnken