Department of Education Garman Fea, Chance ANNUAL PROFESSIONAL PER FORMANCE REVIEW (APPR) EVALUATOR FORM Teacher ID: 0956297 Teacher Name: ERIN GILL 75K721-P.S. K721 - Brooklyn Occupational School Year: 2014-2015 School Name/DBN: Training Center CLASSROOM OBSERVATION: 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) 3] Formal Observation (full period) — [_] Informal Observation (15 minute minimum) Date of Observation: 04/23/2015 — Time/Period: 10:43 ‘Component/Rationale for Score Ya (obs): 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 anctter anc 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. 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 learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups. For examples, students participated in various activities with multiple manipulatives to represent, match, and sort secondary colors. es 2a: Creating an environment of respect and rapport 4- Highly Effective Classroom interactions between the teacher and students and among students are highly respectful, refiecting 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. For example, students ask other members of their class to have a turn and participate as well as engage in peer-to-peer evaluation 2d: Managing student behavior 3- Effective Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student Last Revised: 04/23/15 12:25:55 PM By Mrosenberg’Steen avior is consistent, proportionate, and respectful to students and is effective, 3b: Using questioning and discussion techniques The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions. aes 4- Highly Effective 3d: Using assessment in instruction 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 You participated in the schoo''s first Internship Fair. Your efforts to share your knowledge of sustainability in order to make our school a hea'thier more 3c: Engaging students in learning 3- Effective 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. 3- Effective | 4- Highly Effective environmentally smart location is a testament to your excellence as an educator.Teacher ID 0956297, Teacher Name ERIN GILL. ASSESSMENT OF PREPARATION AND PROFESSIONALISM: In this section of the form, evaluators should rate evidence for compononts 1a, 18, 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 toacher-specific evidence for each of the components observed. ‘ComponentiRationale for Score 1a (p&p): Demonstrating knowledge of content and pedagogy NIA 1e (p&p): Designing coherent instruction NIA 4e (p&p): Growing and developing professionally NIA Additional Evaluator Notes (please attach more pages, as necessary): ‘There were many effective practices observed during your lesson on identifying and matching secondary colors using the EQUALS curriculum. 3b: Questioning and Dicussion Techniques The teacher used a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote metacognition. Students formulate many questions. There were multiple opportunities where students were able to engage in questioning and discussions with their peers. Anthony asked "Do you know the Secondary Colors?” Adui:tiona'ly, Tameka let her classmates know that they completed their worksheet correctly by making a clieckmark. They also asked their peers to take turns going up to the board to identify, match, and sort seconcta:y colors. ‘This was a highly effective practice ‘demonstrated during this EQUALS lesson as there were: multipie opportunities for students to engage in questioning and discussions with one another. 3c: Engaging Students in Learning . The groupings of students are suitable to the activitios. 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. Students had multiple differentiated activities to participate throughout the entirety of the lesson. In order to strengthen this practice, consider providing extension activities that can be student directed for "early-finishers". You might provide these students with a self-evaluation checklist to complete in order for them to monitor their own learning and decrease wait-tirmne, At your observation feedback session we discussed making expectations clearer for students and paraprofessionals in order to decrease the amount of talking, distractions, and i . and associat occurring during your lessons. o¢ behaviors Last Revised: 04/23/15 12:25:56 PM By Mrosanberg2Teacher ID 0956297 Teacher Name ERINGILL Teacher's signature: A, Uy ul Date 4: 43/ ‘Ss (Ihave read and received a copy of the@bove and understand that a copy will be placed in my file.) vate 1 /A3/15 2h Revised: 04/23/15 12:25:55 PM By Mrosenbers2 Evaluator's name (print): ROSENBERG, MERRIN Evaluator's signature: