ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Dvora Dusowitz Teacher ID: 1672820
School Year: 2019-2020 School Name/DBN: 22K278-J.H.S. 278 Marine Park

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: 02/14/2020 Time/Period: 9:01 AM/ Period 2

Component Ratings

1a (obs): 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. It is evident that Ms. Dusowitz is able to identify important concepts of
the discipline and their relationships to one another. Ms. Dusowitz plans to teach
the students about theme and how they were developed over the course of the
trial. Before she begins this, she is able to asks students their prior knowledge of
the definition of theme. She then provides different examples from the text so
students can apply their knowledge of theme. It is also evident that she provides
clear explanations of the content to the students. Ms. Dusowitz also provides
photographs and different examples of theme on the Smartboard so that visual
learners would have a better understanding of the teaching point of the day. The
instruction strategies in this unit and lesson plan are entirely suitable for the
content. Students work within their groups to respond to test-prep questions,
created by Ms. Dusowitz. The students then assign different group roles to their
peers when they are working in their group activities later on in the lesson. The
objective of the lesson was, "We will be able to analyze themes in Harper Lee's To
Kill a Mockingbird by evaluating how they are developed over the course of the
trial."

1e (obs): 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. This is evident in Ms. Dusowitz's plans as the learning experience connect
to other disciplines as well. Ms. Dusowitz discusses the court system and the
various roles the characters have through this experience. Ms. Dusowitz explains

Last Revised: 02/25/20 9:12:59 PM By vnguyenhoran

to the students how the trial, the verdict and the themes are developed through the
evidence of the trial. It is also evident that Ms. Dusowitz provides a variety of
appropriately challenging resources that are differentiated for students in the class.
These are appropriately differentiated for individual learners. Additionally, the
instructional groups are varied appropriately, with some opportunity for student
choice. Ms. Dusowitz provides themes for students to choose to analyze. It is also
evident that the lesson plans differentiate for individual student needs. Students
are given the proper scaffolds in order for them to complete the task. For
example, guided notes, task cards and their roles are also given to the students to
support them through their tasks.

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

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. There is no
disrespectful behavior among students. This is evident as I walked around the
groups, students helped one another, no matter the differences between them. I
saw students assist other students, waiting patiently and facilitating group
discussions with their peers. When necessary, students respectfully correct one
another. It was evident that this is the environment that Ms. Dusowitz has created
with the assistance of her co-teacher, Ms. Powers.

2d: Managing student behavior 4- Highly Effective

Student behavior is entirely appropriate. Students take an active role in monitoring
their own behavior and/or that of other students against standards of conduct.
Teacher monitoring of student behavior is subtle and preventive. The teacher’s
response to student misbehavior is sensitive to individual student needs and
respects students’ dignity. The teacher silently and subtly monitors student
behavior. This is evident as Ms. Dusowitz is seen circulating throughout the
classroom if she notices students are off task. She walks over and begins to
conference with the students so that they are back on task.

3b: Using questioning and discussion techniques 3- Effective

While the teacher may use some low-level questions, she poses questions
designed to promote student thinking and understanding. This is evident as she
begins the classroom discussion of the opening assessment at 9:02 AM, "What is
a theme?" 6/16 students raise their hands. S1: Theme is the overall message.
Ms. Dusowitz then asks, "What else?" 4/16 students raise their hands. S2: I
agree. It could apply to many instead of 1. The teacher creates a genuine
discussion among students, providing adequate time for students to respond and
stepping aside when doing so is appropriate. She then asks, "What else can it
apply to?" S3: The message of the story. Life or human nature. It is evident that
discussions enable students to talk to one another without ongoing mediation by
teacher. Students call on one another without assistance from Ms. Dusowitz. S4:
It's the universal lesson of the story. 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. This is
evident as she asks students at 9:07 AM, "Explain if the following theme is correct
or incorrect. Fix it if it's incorrect, and support your answer with a rationale. Tom
shouldn't be judged based on his skin color, instead he should be judged based on
his actions. Is this a theme?" 5/16 students raise their hands. S1: No, it' talks
about Tom Robinson and nobody else. Ms. Dusowitz then states, "Yes! A theme

Last Revised: 02/25/20 9:12:59 PM By vnguyenhoran

has to be universal, not directed towards one person." She then asks students to
justify their reasoning, and most attempt to do so. Ms. Dusowitz then states, "Do it,
it can't just be applicable to the character. Has to apply to everyone."

3c: Engaging students in learning 3- Effective

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 is evident as Ms. Dusowitz leads the students into their
independent practice. Students were put in their groups and were given the task
to assess the validity of the themes of their choice. When students were in their
groups, Ms. Dusowitz makes sure that each student has a specific role in their
groups so everyone contributes accordingly. 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 students assign roles to one another
like, "Note taker, task manager, time keeper, respect coach, fact/quote confirmer,
and vocabulary mentor." Students take their roles very seriously as I sat with one
group and he states, "You're the vocabulary mentor. You're going to need this,"
and he proceeds to go in his book bag for a dictionary to hand to his group mate.
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. Dusowitz provides the students with time in order to evaluate the different
themes, and to find evidence to support their claims.

3d: Using assessment in instruction 3- Effective

Students appear to be aware of the assessment criteria, and the teacher monitors
student learning for groups of students. This is evident as students are many
supports throughout the class period. Ms. Dusowitz also provides group
discussion notes for students to collect their ideas as they work together within
their groups. Questions and assessments are regularly used to diagnose
evidence of learning. This is evident as she asks questions like, " Ask your
partner. What does he say? Do you agree or disagree? Look at the question.
Which one does it not support? Remember, it says does not. Which example
shows that there is a change? Should be 3 with a change and 1 without a change.
What do you think about D? Do you agree or disagree?" Teacher feedback to
groups of students is accurate and specific; some students engage in self-
assessment. This is evident as students work together and they make sure that
the evidence they have chosen fits the criteria of a theme. S1: Go back, check this
page. Do you think this will support our theme? S2: I think so. What do you think?
It is evident that students use one another as resources during this class period.

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. This is evident as Ms. Dusowitz
collaborates and plans with her 8th grade ELA team and with her co-teacher, Ms.
Powers. Ms. Dusowitz seeks regular opportunities for continued professional
development. She has attended a PD to learn Executive Functioning skills for her
Nest students on January 13th 2020, as well as an ELA PD on strategies to best
teach a novel on December 12th 2019.

Last Revised: 02/25/20 9:12:59 PM By vnguyenhoran

Teacher ID 1672820 Teacher Name Dvora Dusowitz

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.
Dusowitz,

Thank you for having me with your 8-3 class. What a wonderful group of students. They were actively
engaged, having thoughtful discussions, and assisting one another respectfully throughout the class period.
We had a pre-observation conference on February 12, 2020 at 12:30 PM and we discussed how we needed
to see improvement in your 3c: Engaging students in learning. I was very pleased to see that after this
observation, you improved tremendously in 3c: engaging students in learning by setting up your groups and
teaching students how to take ownership of their learning. It was evident that this was an area that you
focused on after your last observation. We were able to have a post-observation conference in my office on
February
25th
at
10:55AM
to
discuss
the
following:

*You were able to conference with most of the groups that you set up for instruction but there were groups
that you did not conference with. If you did not conference with them, that means you were unable to assess
them. It is important for you to make sure that you circulate and rotate to all your students so that you can
assess them properly in order to collect data to drive instruction for the next day. This will help you move
from effective to highly effective in 3d: Using assessment in instruction and 1a: Demonstrating knowledge in
pedagogy
and
content

* You were able to put students in their groups and the students were held accountable for their own learning.
Students were able to determine their roles and all contributed to the work, which is a 21st century skill that
they need to have as they get older and enter the work force. Make sure that you provide a rubric for the
students as well, so that they can peer assess and self-assess as you are conferencing with other groups.
This also helps students understand the standards and criteria you have set for them. Attached to this
observation are group rubrics that will help you for your future lessons. This will help you move from effective
to highly effective 3b: Using questioning and discussion techniques, 3c: Engaging students in learning and
3d:
Using
assessment
in
instruction.

Overall, this was a well designed and well planned lesson. You show tremendous growth in engaging your
students, as well as your questioning and discussion techniques. I look forward to seeing you implement the
following strategies in the upcoming weeks. If I could be of any assistance to you, please do not hesitate to
stop by my office.

Last Revised: 02/25/20 9:12:59 PM By vnguyenhoran

Teacher ID 1672820 Teacher Name Dvora Dusowitz

Attachments:
This report also contains attachments in the Advance Web Application:
GroupWorkRubricsChecklists pdf.png

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): Vinh Nguyen Horan

Evaluator's signature: Date

Last Revised: 02/25/20 9:12:59 PM By vnguyenhoran