ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Jose Reyes Teacher ID: 1719074
School Year: 2019-2020 School Name/DBN: 75M079-P.S. M079 - Horan School

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: 01/17/2020 Time/Period: 1:37 pm - 2:02 pm

Component Ratings

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

The lesson being observed was a Social Studies lesson focusing on time
management. You aligned the lesson to DLM EE W.11-12.2a as well as NGS
RH.5 and standard 5 which were touched upon during the mini lesson. You also
aligned the lesson to CDOS standard 2 and NYS SEL standard one which were
also embedded into your lesson. You made the lesson relevant to students lives
by relating it to their management of time in their daily lives as well as their work
study. You used the Gradual release of responsibility model of teaching with your
class, modeling the skill for them first, then having them practice it with you, before
doing it independently. You incorporated a do now activity at the start of the lesson
to recall student prior knowledge from a previous lesson on time management
which was a journal writing activity. You used our school wide PBIS system to
support positive student behavior during the lesson, using the point system to
monitor behavior, and you used the language of the matrix to address behavioral
concerns. You identified vocabulary for the lesson that students would need to
know, and it was taught to them using the smart board which had text and visuals.
You also used the smart board to present the content to the class again with text
and visuals and utilized the guided reading approach to have the students read
aloud
to
their
peers.

Next steps: You need to show how you are embedding student IEP goals in your
lessons, and how they are addressing them.

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

Most of the learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. The teaching point
for the lesson was "How does a schedule help you manage your time?". The
lesson
objectives
were
SWBAT

Last Revised: 01/23/20 11:11:40 PM By Gphillips

-
Identify
an
area
where
you
can
follow
a
schedule

-
Create
a
schedule

When I entered the classroom at 1:37 pm, students were finishing up reviewing the
TEAM matrix behavioral expectations, and the lesson expectations, both of which
were posted for all to see. After reviewing the expectations, the class moved on to
defining the lesson vocabulary which were time management, schedule, and
burnout. These words were presented on the smartboard with text and visuals.
You had students read the words and the definitions to the class, and you broke
down the explanation for them. For example, you stated, "Burnout is when you are
so tired you can't do anything anymore". After reading the vocabulary, you
engaged students in a small group do now which focused on brainstorming to
identify various tricks you can use for effective time management, which had been
discussed during a previous lesson. For the do now students were asked to do
journal writing within their small groups which some students struggled with
because they need writing supports such as sentence starters or a model. You
used a timer to pace the lesson accordingly, and once the timer went off you had
one student share out their ideas for effective time management. For example,
Jebner stated that he would use a scheduling app on a tablet. At 1:46pm you
engaged the class in a mini lesson using the smart board to present the material.
During the presentation you had students read the content aloud to their
classmates using the guided reading approach. You highlighted the vocabulary
words within the presentation to make them aware of them, and you asked
clarifying questions to check for student understanding. After the mini lesson you
engaged students in an independent activity having them create their own daily
schedule but it was not differentiated to support all students learning needs. You
closed the lesson with a debriefing of the student schedules, and you had students
ask
each
other
questions
based
on
the
lesson
objectives.

Next steps: You need to differentiate the lesson further to support all students. For
example, the journal writing activity was difficult for several students because they
were not sure how to engage in this activity. To support them, try giving them
sentence starters to complete the journal writing activity such as "One effective
strategy I can use to manage my time would be to use ............ This is effective
because......".

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

Interactions among students are generally polite and respectful, and students
exhibit respect for the teacher. The teacher responds successfully to disrespectful
behavior among students. When I entered the classroom at 1:37 pm, you were
finishing up the review of the TEAM matrix behavioral expectations with the class,
having them review the components and examples of the components. For
example, "M stands for Mutual Respect, how do we show mutual respect" to which
a member of the class stated "by being nice to one another". Your calm demeanor
set the tone for the class, and you spoke to the students respectfully, encouraging
them to participate and praising them for their participation using phrases such as
"Great job" and "Nicely done". You also used the team matrix to encourage
positive behavior within the class by reminding the students "Remember we have
to show each other mutual respect by having one voice at a time". Even students
in the class were using the language of the team matrix to address one another.
for example, Inza said to Isis when she was talking while someone else was "Isis
remember Mutual Respect". You used knowledge of your students during the
lesson to make general connections. For example, when discussing creating a
schedule, you asked Jebner "Jebner would you schedule important work after
lunch?" knowing Jebner becomes tired and groggy after lunch. It is evident that the

Last Revised: 01/23/20 11:11:40 PM By Gphillips

students
respect
you
by
the
way
they
follow
your
directives
in
class.

2d: Managing student behavior 3- Effective

Student behavior is generally appropriate. The teacher monitors student behavior
against
established
standards
of

conduct. You reviewed the team matrix with the students at the beginning of the
class to remind them of the behavioral expectations. You used the PBIS points
system as a way to monitor student behavior throughout the lesson, which is our
established standards of conduct. You used the language of the team matrix to
address any behavioral concerns. For example, "Remember Isis we have to show
each other mutual respect by having one voice at a time". Your frequently monitor
student behavior using the PBIS system, and your response to misbehavior is
quick and effective. For example, Isis spoke out of turn several times and you
quickly reminded her of mutual respect and there needs to be one voice and she
immediately apologized and stopped talking. You are also aware that Isis tends to
talk out of turn so you assigned Ms. Reyes to sit close to her to help redirect her
when
needed
and
support
her
as
needed.

Next steps: While you handled Isis' misbehavior effectively, the redirection can still
be disruptive to the class, and can also be giving her the attention she is trying to
get from you. Try incorporating a visual/text sign that you or Ms. Reyes can hold
up or reference during her disruptions to minimize interference with the lesson.

3b: Using questioning and discussion techniques 3- Effective

Throughout the lesson you posed questions to students to check for understanding
of the content being taught. For example, during the mini lesson you asked the
class "Is there a schedule in the classroom that we can follow and where is it?" to
which they all responded yes and pointed to the schedule at the front of the class.
Another example would be when you were showing the class a comparison
between a good schedule and bad schedule, you asked Chris, "What is the
difference between this schedule and this schedule?" to which Chris responded
"They are the same". You pushed back on his response and said "Yes, but what
does this one have that the other does not?" to which Chris responded "The time".
You also posed several questions to students to promote student thinking. For
example, "Why is it important to keep your schedule where you can see it?" to
which Isis responded "So you know what time to go where". Another example
would be when you asked the class "Why do you think this person is marking off
the completed tasks on their schedule?" to which Chris replied "To know they are
doing a good job", and Isis responded "Because it is good motivation". During the
mini lesson a genuine discussion was created among the class about time
management and schedules. To close the lesson, you had students choose index
cards with questions aligned to the lesson objectives to ask one another, but I was
unable
to
observe
this
portion
of
the
lesson.

Next steps: Allow a portion of the lesson, perhaps as your exit ticket, for students
to formulate their own questions for one another that they may have on the topic
being discussed. They can even pose these questions to you.

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. When I entered the classroom at
1:37 pm, students were finishing up reviewing the TEAM matrix behavioral
expectations, and the lesson expectations, both of which were posted for all to

Last Revised: 01/23/20 11:11:40 PM By Gphillips

see. After reviewing the expectations, the class moved on to defining the lesson
vocabulary which were time management, schedule, and burnout. These words
were presented on the smartboard with text and visuals. You had students read
the words and the definitions to the class, and you broke down the explanation for
them. For example, you stated, "Burnout is when you are so tired you can't do
anything anymore". After reading the vocabulary, you engaged students in a small
group do now which focused on brainstorming to identify various tricks you can
use for effective time management, which had been discussed during a previous
lesson. For the do now students were asked to do journal writing within their small
groups which some students struggled with because they need writing supports
such as sentence starters or a model. You used a timer to pace the lesson
accordingly, and once the timer went off you had one student share out their ideas
for effective time management. For example, Jebner stated that he would use a
scheduling app on a tablet. At 1:46pm you engaged the class in a mini lesson
using the smart board to present the material again in text and with visuals. During
the presentation you had students read the content aloud to their classmates using
the guided reading approach. You highlighted the vocabulary words within the
presentation to make them aware of them, and you asked clarifying questions to
check for student understanding. After the mini lesson you engaged students in an
independent activity having them create their own daily schedule but it was not
differentiated to support all students learning needs. You closed the lesson with a
debriefing of the student schedules, and you had students ask each other
questions
based
on
the
lesson
objectives.

Next steps: Make sure that each activity is differentiated to support individual
learning styles. For example, some students may be able to develop a schedule
completely on their own, but some may need a model to follow. Also, allow for
student choice during the lesson. Student choice can be implemented in various
ways such as the presentation of the content, presentation of student work, and
even how students are being assessed during the lesson.

3d: Using assessment in instruction 3- Effective

Questions and assessments are regularly used to diagnose evidence of learning.
You used a do now activity at the start of the lesson to assess student prior
knowledge on the various techniques that can be used throughout the day to
manage time effectively which was done in a small group format with journal
writing. Throughout the lesson you posed questions to students to check for
understanding of the content being taught. For example, during the mini lesson
you asked the class "Is there a schedule in the classroom that we can follow and
where is it?" to which they all responded yes and pointed to the schedule at the
front of the class. Another example would be when you were showing the class a
comparison between a good schedule and bad schedule, you asked Chris, "What
is the difference between this schedule and this schedule?" to which Chris
responded "They are the same". You pushed back on his response and said "Yes,
but what does this one have that the other does not?" to which Chris responded
"The time". You used a rethink data collection sheet to monitor student
achievement of the lesson objectives and goals which Ms. Reyes was completing
throughout the lesson. You also used a PBIS point sheet to monitor student
behavior during the lesson as well. Your debriefing of the lesson was a peer to
peer questioning activity aligned to the lesson objectives, and you referenced a
self
assessment
but
I
was
unable
to
observe
this.

Next steps: Progress toward student IEP goals need to be tracked during the
lesson as well. IEP goals should be embedded within each lesson, and should be

Last Revised: 01/23/20 11:11:40 PM By Gphillips

worked on in some capacity during each lesson. Use the rethink IEP tracking log
to monitor student progress.

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

Last Revised: 01/23/20 11:11:40 PM By Gphillips

Teacher ID 1719074 Teacher Name Jose Reyes

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 3- Effective

This year so far you have been an active participant in your weekly squad
meetings as well as your individual planning sessions. You have actively
participated in all in house professional development opportunities with your
colleagues. You have looked for district professional development opportunities as
well, and have attended at least one to date on 01/14/20. You have assisted within
the community for a variety of events, including busing on a daily basis, and you
are an active member of the young men's group. You have adjusted your
instruction to implement feedback suggested by your supervisor, such as the
inclusion of small group instruction, and the review and use of the team matrix
during
your
lessons.

Next steps: Continue to be an active participant in your meetings as well as seek

out other professional development opportunities within the district to further your
instructional practice.

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

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): Gregory Del Negro

Evaluator's signature: Date

Last Revised: 01/23/20 11:11:40 PM By Gphillips