ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Rohan Dandapani Teacher ID: 1677568
School Year: 2020-2021 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
does not apply to observations prior to March 9th.

This observation was: (check one)

Formal Observation (full period) Informal Observation (15 minutes minimum)

Date of Observation: 03/16/2021 Time/Period: 8:50 a.m.

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 2- Developing

Your demonstration of your understanding of the reading maps was rudimentary.
Your demonstration of your knowledge of prerequisite relationships of reading a
map was incomplete.
Your lesson plan use limited instructional strategies, you used the map as a visual
aide.
You modeled what the pink arrow represented using the key. You then asked
students to explain what the orange arrow represented in the map.
(T) Try to start off by restating the question. We want to write in a complete
sentence. Students were using their screens to answer the questions. Marc was
provided an opportunity to answer.
(T) What does question number one ask?
(T) How would you do that?
(T)Tell me first what you would say?
(T) Do you want me to show you again what I did with the pink arrows?
(S) Two on the map pink and orange. Notice how I restated the question. Pink
representations Migration.
(T) Tell how you would restate and answer the questions.
(T) If I asked you what the orange arrows represent, what would you say Marc?
Ryan can you help us out?
(T)There you go (R) The orange arrow represents? You exposed your students to
the concept of Dravidian migration. Students were not provided the meaning of the
concept and why it was important?

1e (obs): Designing coherent instruction 2- Developing

Your lesson plan use limited instructional strategies, you used the map as a visual
aide.
You modeled what the pink arrow represented using the key. You then asked
students to explain what the orange arrow represented in the map.

Last Revised: 03/18/21 1:52:38 PM By kflourn

(T) Try to start off by restating the question. We want to write in a complete
sentence. Students were using their screens to answer the questions. Marc was
provided an opportunity to answer.
(T) What does question number one ask?
(T) How would you do that?
(T)Tell me first what you would say?
(T) Do you want me to show you again what I did with the pink arrows?
(S) Two on the map pink and orange. Notice how I restated the question. Pink
representations Migration.
(T) Tell how you would restate and answer the questions.
(T) If I asked you what the orange arrows represent, what would you say Marc?
Ryan can you help us out?
(T)There you go (R) The orange arrow represents? You exposed your students to
the concept of Dravidian migration. Students were not provided the meaning of the
concept and why it was important?
You attempted to provide students opportunities to participate but only two
students were engaged in answering the question.
The lesson was predominantly teacher directed while you asked students
questions.

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

There is no disrespectful behavior among students. You demonstrated respect
and encouraged students’ efforts. One example of this was when you used the
wheel to determine who would go next.

2d: Managing student behavior 4- Highly Effective

Student behavior was entirely appropriate.

3b: Using questioning and discussion techniques 2- Developing

What does the orange arrow represent?
You framed some questions designed to promote student thinking, but many had a
single correct answer.
You called on a few students, but only two students participated in the discussion.
You asks students to explain their reasoning, but only one student attempted to do
so.

3c: Engaging students in learning 2- Developing

Some students (2) were intellectually engaged in the lesson.
Learning tasks were a mix of those requiring thinking and those requiring recall.
Student engagement with the content was largely passive; the learning consists
primarily of facts or procedure. Reading the color on the map and identify the color
that connects to the concept.
The pacing of the lesson is uneven—suitable in parts but dragging in others.
The instructional groupings were non existence. We discussed splitting groups
with your paraprofessional and they were not evident.

3d: Using assessment in instruction 2- Developing

You monitored understanding through a single method, questioning. Two students
answered the questions that you posed that are above under 1a as designing
coherent instruction.

4e (obs): Growing and developing professionally 2- Developing

You participate in professional activities when they are required by our school.

Last Revised: 03/18/21 1:52:38 PM By kflourn

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 2- Developing

Your demonstration of your understanding of the reading maps was rudimentary.
Your demonstration of your knowledge of prerequisite relationships of reading a
map was incomplete.
Your lesson plan use limited instructional strategies, you used the map as a visual
aide.
You modeled what the pink arrow represented using the key. You then asked
students to explain what the orange arrow represented in the map.
(T) Try to start off by restating the question. We want to write in a complete
sentence. Students were using their screens to answer the questions. Marc was
provided an opportunity to answer.
(T) What does question number one ask?
(T) How would you do that?
(T)Tell me first what you would say?
(T) Do you want me to show you again what I did with the pink arrows?
(S) Two on the map pink and orange. Notice how I restated the question. Pink
representations Migration.
(T) Tell how you would restate and answer the questions.
(T) If I asked you what the orange arrows represent, what would you say Marc?
Ryan can you help us out?
(T)There you go (R) The orange arrow represents? You exposed your students to
the concept of Dravidian migration. Students were not provided the meaning of the
concept and why it was important?

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

Your lesson plan use limited instructional strategies, you used the map as a visual
aide.
You modeled what the pink arrow represented using the key. You then asked
students to explain what the orange arrow represented in the map.
(T) Try to start off by restating the question. We want to write in a complete
sentence. Students were using their screens to answer the questions. Marc was
provided an opportunity to answer.
(T) What does question number one ask?
(T) How would you do that?
(T)Tell me first what you would say?
(T) Do you want me to show you again what I did with the pink arrows?
(S) Two on the map pink and orange. Notice how I restated the question. Pink
representations Migration.

Last Revised: 03/18/21 1:52:38 PM By kflourn

Teacher ID 1677568 Teacher Name Rohan Dandapani

(T) Tell how you would restate and answer the questions.
(T) If I asked you what the orange arrows represent, what would you say Marc?
Ryan can you help us out?
(T)There you go (R) The orange arrow represents? You exposed your students to
the concept of Dravidian migration. Students were not provided the meaning of the
concept and why it was important?
You attempted to provide students opportunities to participate but only two
students were engaged in answering the question.
The lesson was predominantly teacher directed while you asked students
questions.

4e (p&p): Growing and developing professionally 2- Developing

You participate in professional activities when they are required by our school.

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

Commendations:
You displayed a visual map for students to see and follow along. You provided an explanation of the key of
the map.
Next Steps:
In order to support your students in answering questions you should provide the sentence stems for your
students. Why do you think this is important? Please find a scholarly article about the importance of assisting
students with communicating providing sentence stems. Submit the article link and a brief summary of what
you will implement in your classroom immediately to support your students in communicating your thoughts.
Submit this by via email by March
25, 2021 via email.

Try to find multiple ways that students can engage providing feedback and showing their thinking. We
discussed students recording their voices we can try voice recorder and I will forward other possibilities. Put
this in place no later than Monday, March 22, 2021.

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): Keena Flournoy

Evaluator's signature: Date

Last Revised: 03/18/21 1:52:38 PM By kflourn