ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: ________ ________________ Teacher ID: ______Grade 3________________
School Year: ___2018-2019___________School Name/DBN: ___________________________
_________________________________________________________________________________________
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 minute minimum)

Date of Observation: ______10/26________ Time/Period: _____9:35 – 9:55_____ ___________

Component Ratings

1a: Demonstrating knowledge of content & pedagogy

Upon entering your room, I saw that you started a guided reading lesson.
The learning objective on the flow of the day stated, “Students will be
able to describe characters in a story and explain how their actions
contribute to the sequence of events.”

You started off by summarizing “Jack and the Beanstalk.” Then, you did
a picture walk of “The Giant’s Diary,” drew upon students’ experiences,
and discussed unfamiliar vocabulary. You displayed familiarity with the
important concepts like actions of the main character.

Feedback/Suggestions:
2 – Developing
Provide a clear mini-lesson of the strategy.

Even though you talked about the actions of the character, there was no
mini-lesson to explain how a character’s action contribute to the
sequence of events.

In addition, there was no evidence to suggest that students had the prior
knowledge to accomplish the learning objective. For example, students
needed prior knowledge of character traits, the character’s role in the
story, the conflict they experienced (character analysis), and the meaning
of sequence of events (plot).

1e: Designing coherent instruction

Some of the learning activities and materials aligned with the

instructional outcomes. Your lesson plan had a recognizable structure,
however there were parts that were unrelated to the learning objective.
Also, there was no differentiation for different learners.

For example, for your differentiation you said, “Jack was very brave to go
up the beanstalk and face the giant. If Jack was not brave, the story
would be different because neither Jack nor the giant would have ever 2 - Developing
met and Jack would have stayed poor.” This statement does not prove
you are differentiating. Also, you described Jack as brave, but you did not
explain how his actions contribute to the sequence of events.

Feedback/Suggestions:

Besides the book, provide other resources (anchor charts, graphic

organizers, vocabulary supported by pictures).

Provide activities that give students opportunities for higher level thinking
during discussion time.

Provide an exit slip or exit share to check for students’ understanding.

2a: Creating an environment of respect and rapport

The interactions between you and your students were friendly and
demonstrated caring and respect.

Interactions among students were polite and respectful. I especially liked

the rapport between 2 students.

Student 1 answered, “I would tell him (Jack) to go away.”

3 - Effective
Student 2 then asked, “What if he says no.”

Student 1 explained, “I would take him and carry him down the stalk.”

Feedback/Suggestions:

Continue working with students so that they participate without fear of

put-downs or ridicule or simply put, think they are wrong.

2d: Managing student behavior

Students’ behavior was entirely appropriate. Students took an active role

in monitoring their own behavior and/or that of other students against
standards of conduct. 4 – Highly Effective

3b: Using questioning and discussion techniques

During guided reading, you engaged some students in discussion and

conferencing. You posed questions such as:
How would you feel if you were a giant? 2 – Developing

What are your first thoughts?

What is a giant?

Does the giant look like a scary person? How do you know?

Do you think Jack would have acted differently if he knew the Giant was
playing a game? Explain.

What are your thoughts of the giant now?

How would you feel if you were the giant?

Your questions were designed to engage students in discussion but they

mostly demanded basic recall. You asked students to explain why but did
not follow up when the student said, “No, he was scared.”

Feedback/Suggestions:

Use more open-ended questions. Also, ask students to justify their

reasoning.

For example, “Describe the events if the Giant was in Jack’s shoes?”
and/or vice versa.

“What evidence from the text supports the lesson don’t judge someone?”

3c: Engaging students in learning

The learning task and activities are partially aligned with the instructional
outcomes but require only minimal thinking by students. Learning task
are a mix of those requiring thinking and those requiring recall.

Feedback/Suggestions:

Create learning task that encourage highe- order thinking.

2 - Developing
Choose groups that are suitable for the lesson activity. For this lesson to
be successful, certain prior lessons needed to be taught. There was no
evidence (anchor charts, reference notebook, connection to other stories)
to support this.

3d: Using assessment in instruction

During my visit you questioned your students during guided reading to

check for understanding/learning. You also conferenced with students
and took conferencing notes. 2 – Developing
Feedback/Suggestions:

During conferencing you told Student 3 to pay close attention to all the
words. He was skipping words as he was reading. Anticipate problems in
fluency. Have tools (tracking devices) and/or a checklist of strategies, so
the student can monitor himself and his comprehension when he is
reading.

Create an exit slip/exit share to check for understanding.

4e: Growing and developing professionally

You participate in all professional development activities.

You are extremely open to feedback from administrators and colleagues

alike and work wonderfully with all staff.

Feedback/Suggestions:
3 – Effective
Seek out opportunities for professional development.

Conduct an action research.

Initiate important activities to contribute to the profession.

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.

Highly Not
Component Ineffective Developing Effective
Effective Applicable

1a: Demonstrating knowledge of content & pedagogy

1 2 3 4 N/A

1e: Designing coherent instruction

1 2 3 4 N/A

4e: Growing and developing professionally

1 2 3 4 N/A

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

Teacher’s signature: _______Ameera Ali___________________ Date___11/2/18________

(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): _____________________________________

Evaluator’s signature: ________________________________________ Date________________