Department of Education ‘Corman Fanta, Chancetor ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR) EVALUATOR FORM Teacher |ID: 1224405 Teacher Nam BEATRISS STAROBINSKY School Year: 2014-2015 School Name/DBN: 20K069-P.S. 69 Vincent D. Grippo School 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) Formal Observation (full period) 3 | informal Observation (15 minute minimum) Date of Observation: 03/25/2015 Time/Period: 10:23 1a (obs): Demonstrating knowledge of content and pedagogy 3- Effective The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. As evidenced by the teacher planning to make use of a hands on program that supports the children's understanding of the difference between whispering, talking, singing, and shouting. 7e (obs): Designing coherent instruction ‘4- Highly Effective The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. As evidenced by the teacher providing an opportunity for her students to engage in a fun filled activity that incorporates listening and speaking with musical enjoyment. 2a: Creating an environment of respect and rapport 4- Highly Effective Classroom interactions between the teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. As evidenced by the teacher establishing a calm tone with her students and making time to acknowledge her students backgrounds by repeating things and speaking slowly and clearly during the delivery of her lesson. 2d: Managing student behavior 4- Highly Effective Student behavior is entirely appropriate. As evidenced by a delivery of a well planned and organized lesson that kept the children focused the whole time. The teacher praise her students by saying "Good Job!, | have such great readers here. Hove how my friends know what to do.” ‘3b: Using questioning and discussion techniques 3- Effective Last Revised: 04/15/15 10:42:49 AM By jyenzerWhile the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. As evidenced by the teacher asking questions to prompt the student's thinking about the task. Such questions include: “What do we say on the school bus?" "Do you know another song that we sang?" "Which song do you think of?" The children respond "Old McDonald and Twinkle, Twinkle.” 3c: Engaging students in learning 4- Highly Effective Virtually all students are intellectually engaged in challenging content through well- designed learning tasks and activities that require complex thinking by students. As evidenced by the teacher modeling explicitly what her expectations are for her students. The teacher states: "raise your hand and tell me where to put him." "So Ms. S is going to grab him and put him in talk." "So we are going to break up into groups." The teacher organizes her students into straight rows. The activity is engaging. She invites each row up to the smart board. The children hear the character talk and use their finger to move it to the correct spot. They take turns as they are in a line. 3d: Using assessment in instruction 4- Highly Effective Assessment is fully integrated into instruction, through extensive use of formative assessment. At the closure of the lesson the teacher asks: "Boys and girls today we learned ways to use our voice today. "What are the ways?" The children respond: "Shout, whisper, talk and sing.” The interactive program used on the smart board has a self assessment component piece built." 4e (obs): Growing and developing professionally NIA Last Revised: 04/15/15 10:42:49 AM By jyenzerTeacher ID 1224405 Teacher Name BEATRISS STAROBINSKY_ ASSESSMENT OF PREPARATION AND PROFESSIONALISM: In this section of the form, evaluators should rate evidence for components 1a, 1¢, 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. 1a (p&p): Demonstrating knowledge of content and pedagogy N/A Te (p&p): Designing coherent instruction N/A 4e (p&p): Growing and developing professionally NIA Additional Evaluator Notes (please attach more pages, as necessary): ‘Thank you for the opportunity to informally observe you on March 25, 2015. | commend you on the: = The beautiful rapport you have with your students. You are very encouraging, calming and understanding to their needs. -You foster the love of music in the lessons that are carefully planned and managed. -The lesson was motivating, engaging, interactive and focused on listening and speaking. -You instil the love of music into your teaching and make their learning most meaningful Please work on: -Infusing more questions into your daily planning that will spark a spontaneous discussion among your students. Thank you for your dedication and hard work. Your students are fortunate to have you as their music teacher. 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): YENZER, JOANN Evaluator's signature: Date. Ls HWS Last Revised: 0415 10-4249 AM By yenzer