May 2021 Observation

ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT

Teacher Name: Jose Reyes Teacher ID: 1719074
School Year: 2020-2021 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
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: 05/11/2021 Time/Period: 1:28pm-1:45pm
Component Ratings
1a (obs): Demonstrating knowledge of content and pedagogy 3- Effective

Your planning incorporated Common Core standards in math (MP.4, K.OA.1) and
CDOS standard that spoke to the application of skills. You cited DLM essential
elements that aligned to your instruction. You identified vocabulary terms that were
used throughout the lesson. Your objectives were aligned to your desired learning
outcomes which consisted of subtracting using the number line. You planned for
assessment, homework, staff responsibilities, and behavior management. You
framed your lesson around the workshop providing timed components to the
lesson which allowed the students to engage in a meaningful way and provided a
clear beginning, middle and end to the lesson.
1e (obs): Designing coherent instruction 3- Effective

You utilized materials and resources that were aligned to the desired learning
outcomes such as an interactive smart board presentation, a number line, both
projected for whole group review and on each individual students desks for their
independent practice and overall support. You played an instructional video to help
provide additional access to the content. You ensured to pause the video to check
for student understanding and ask assessment questions. The individual learning
activities were aligned to the desired learning outcomes. The lesson was well
structured with a clear beginning, middle and end. You utilized a timer to keep
everyone on task and within the structure of the lesson.
2a: Creating an environment of respect and rapport 4- Highly Effective

The level of preparation you put into your lesson clearly demonstrates the value
you place on the learning experience of students. You create a safe space where
students feel comfortable to participate without fear of ridicule or being incorrect.
A place where they engage freely and express themselves as evidenced by their
Last Revised: 06/02/21 11:29:17 AM By cvalentin

participation. You keep their learning environment organized, bright and clean.
You utilize phrases such as "good job Grace" and "great job Amada" to encourage
and motivate the participation of students, addressed them in a respectful manner
and that was reciprocated by them in the way they interacted with you.
2d: Managing student behavior 3- Effective

You had three students who can be uncooperative and who have demonstrated
difficult behaviors however, throughout this instructional period none of those
behaviors were demonstrated. You had a point sheet where students would earn a
"T", "E", "A", "M" based on their behaviors and their goal was to earn the entire
word TEAM by the end of the period, which they all did. Class rules are posted and
at the start of class you reviewed the expectations of the Team Matrix with the
students. Clear expectations were set and reviewed with students as to what
appropriate behavior is.
3b: Using questioning and discussion techniques 3- Effective

All students were provided with multiple opportunities to answer questions and
demonstrate their work on the smart board. You were very patient granting
students time for processing what was being asked of them and to formulating an
answer. You asked students to justify their answer by demonstrating their
response to the math problem and utilizing the number line, some with prompting
and some without were able to do so. You asked questions that asked students to
make a prediction for example, "If we went hopping to the right for addition, what
do you think subtraction would be?" to which Grace responded "backwards". Other
questions checked for students to solve mathematical problems and identify
concepts taught for example; "Where did Peter make a mistake?", "How many
times we are going to hop?" and "What does that give us?"
3c: Engaging students in learning 3- Effective

You allowed the students utilize the mood meter to set the stage for learning. You
provided a "Do Now" assignment to allow students to recall prior knowledge by
which to build on with additional content. You utilized connections students could
relate to in order to learn the content for example, you sang Beyonce's song "to the
left" in order to assist them in remembering to "hop" left for subtraction. Students
were all active and engaged in answering problems. The pacing of the lesson
provided them the opportunity to participate in instruction in a meaningful way.
3d: Using assessment in instruction 3- Effective

You made the lesson objectives and expectations clear to students at the
beginning of class. You consistently rotated the room asking questions and
assessing/conferencing 1:1 with students throughout the lesson. You graded work
samples which provided feedback to students as to what they did right and what
they needed to keep in mind for the next time (for example: Tamia needed to work
on taking more time to think through the process). You collected data on a data
collection sheet which assessed if students were able to follow the steps to
subtracting using their number line, and independently/correctly solve the math
problems. Your planning spoke to a student self assessment component in the
form of an exit ticket where students would ask each other assessment questions.
4e (obs): Growing and developing professionally 3- Effective

Throughout the school year there have been many changes. You have been open
to working in whatever capacity we have requested of you. You have
demonstrated support of your colleagues with crisis situations and are always
willing to lend a helping hand should we need you. You actively engage in

professional development during grade and faculty meetings. Your work
demonstrates you are invested in moving our community forward in the best
interest of students.

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

In
order
to
continue
to
move
you
across
the
continuum
please
note
the
following:
* When framing your objectives you want to make sure they are specific and measurable. You can utilize the
DOK wheel for this as it provides you with the terms that will support you in differentiating your activities as
well
as
translate
to
assessment
criteria
which
is
identifiable
and
which
you
can
speak
to.
* When teaching vocabulary you want to ensure that you are utilizing definitions that help students grasp the
concept and that you are not including words in your definition that in itself needs defining. For example,
when you were defining subtraction you stated it was a process by which... The word process is something
that
needs
to
be
defined
for
students
therefore,
utilizing
it
to
define
a
word
is
not
really
beneficial
for
them.
* You need to plan and execute a real world connection to the content for your students. While I understand
that you were teaching them the foundational skills, you want to ensure that you are also teaching them the
real
world
application
of
these
teachings.
When
and
how
will
they
utilize
this
skill
in
the
real
world.
* As a school wide initiative, the TEAM matrix language must be incorporated throughout your lesson. You
did a good job reviewing it at the start of class and of holding kids accountable with the log/point sheet. Keep
in mind that the matrix was designed not only to redirect negative behaviors but to acknowledge positive
behaviors as we teach students how these behaviors are manifested in action throughout the lesson. For
example, "John I like the way you are demonstrating teamwork by working collaboratively /as a good partner
together with Jack." The matrix was designed with transitional terms that students can apply in their world
outside of school therefore we must utilize it in effort to show students what it looks, feels and sounds like
manifested
in
their
actions
and
interactions.
* Think of ways to allow students to work collaboratively (peer to peer interaction). Be it asking questions of
each other, or working together to breakdown and solve problems students must be provided with
opportunities
to
work
together.
* Think of ways to incorporate open ended questions in order to initiate a higher order of thinking and push
student thinking. The open ended questions provide students to make connections with the content.

Teacher ID 1719074 Teacher Name Jose Reyes
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): Cindy Valentin
Evaluator's signature: Date

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ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

CLASSROOM OBSERVATION (OBS):

This observation was: (check one)

Date of Observation: 05/11/2021 Time/Period: 1:28pm-1:45pm

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

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

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

Last Revised: 06/02/21 11:29:17 AM By cvalentin

2d: Managing student behavior 3- Effective

3b: Using questioning and discussion techniques 3- Effective

3c: Engaging students in learning 3- Effective

3d: Using assessment in instruction 3- Effective

4e (obs): Growing and developing professionally 3- Effective

Last Revised: 06/02/21 11:29:17 AM By cvalentin

Last Revised: 06/02/21 11:29:17 AM By cvalentin

ASSESSMENT OF PREPARATION AND PROFESSIONALISM (P&P):

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):

Last Revised: 06/02/21 11:29:17 AM By cvalentin

Teacher's signature: Date

Evaluator's name (print): Cindy Valentin

Evaluator's signature: Date

Last Revised: 06/02/21 11:29:17 AM By cvalentin

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