ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

EVALUATOR FORM
Teacher ID: 1455990 Teacher Name: JACQUELINE THOMAS
75K721-P.S. K721 - Brooklyn Occupational
School Year: 2015-2016 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)

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

Date of Observation: 03/21/2016 Time/Period: 9:52 A.M.

Component/Rationale for Score

1a (obs): Demonstrating knowledge of content and pedagogy 4- Highly Effective

During the observed ELA period with Class ZO5 during 3rd period, the teacher
displayed extensive knowledge of the important concepts in the emergency
situations and how to ensure that students are able to show their understanding of
the emergency situations and how to express such understanding using their
devices or learning tools (pictures, iPads, sentence strips, etc.) The teacher
demonstrated understanding of prerequisite relationships among topics and
concepts and understood the link to necessary cognitive structures that ensure
student understanding. Students were assigned into 3 learning groups of
differentiated tasks such as choosing from a picture, expressing details using
pictures when asked a WH question, and compare details of concepts with
decreased prompting. The teachers plans and practice reflected familiarity with a
wide range of effective pedagogical approaches in the discipline and the ability to
anticipate student current cognitive level and challenged them to practice more
independence. Paraprofessionals were given leadership roles for instruction in
small groups as guided by the teacher' well-designed activities and materials used
for the lesson. Consider using real pictures of emergency situations to connect
with the symbols used in the lesson and for students to also sort or classify them.

1e (obs): Designing coherent instruction 4- Highly Effective

The sequence of learning activities followed a coherent sequence (with allotted
time for each activitiy and was made flexible for the students), is aligned to
instructional goals in the IEP (chunked into 3 learninggroups), and is designed to
engage students in high-level cognitive activity and use their communication
devices. These are appropriately differentiated for individual learners. Instructional
groups are varied appropriately (Visual grouping guide, Key words visuals

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differentiation,T-Chart for sorting ideas, Using Sentence Strips to convey
understanding, Group discussion using PMC devices) with some opportunity for
student choice. Students were given responsibility to help distribute scissors,
pictures, other materials for learning, and also for cleaning up after.

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

Classroom interactions with ZO5 (between the teacher and students and among
students) are highly respectful, reflecting genuine warmth, caring, and sensitivity to
students as individuals. Students exhibited respect for the teacher, the
paraprofessionals and also contributed to high levels of civility among all
members of the class. The teacher consistently designed opportunities for
students to listen, take turns, and help out each other The net result is an
environment where all students feel valued and are comfortable taking intellectual
risks. Zahraa respectfully evaluated Jahvon that he did not participate because he
was sleeping. Students were able to break into their groups, communicate with
each other, and correct each other without feeling ridiculed or fear of asking for
help.

2d: Managing student behavior 4- Highly Effective

Student behavior is entirely appropriate. Students took an active role in monitoring
their own behavior and/or that of other students against standards of conduct as
designed by the teacher's questions that pushed students to evaluate their
classmates' responses and developing instructional activities that affirmed
students' correct behavior (helping, correcting someone's answer, active
participation in managing the classroom materials). The teachers response to
student misbehavior is sensitive to individual student needs and respects students
dignity as students were consistently asked to use their device respectfully before
acknowledging their answer to a questions asked.

3b: Using questioning and discussion techniques 4- Highly Effective

Paraprofessionals were given the leadership roles to provide opportunities for the
students to ask each other questions or to have a discussion using the pictures
and sentence strips as supports for the students. Students were able to give their
answer by either pointing to the picture (Aaliyah,Rosanna, Amari, Hamad), stating
if the situation calls for 911 or First Aid (Starrisha, Shaton, Zahraa), and to correct
their classmates whether they agree to the given answer. The teacher used a
variety or series of questions or prompts through the paraprofessionals in order to
challenge students cognitively and expression of their understanding between
situations that call for First Aid or calling 911. Consider implementing a whole
group share out during the period even if it is just to ask one students from each
group to share and to answer questions from other groups.

3c: Engaging students in learning 4- Highly Effective

The teacher provided suitable scaffolding and challenged students to explain their
thinking and practice independent thinking by consistently expecting students to
use their device or pictures to express their understanding of the topic on First Aid
or 911.

3d: Using assessment in instruction 4- Highly Effective

The teacher made the standards of high-quality work clear to students of this
12:1:4 program and it was consistently implemented by the paraprofessionals in
their assigned learning group. The teacher elicits evidence of student
understanding with the details that looked into their IEP goals for communication,
reading for informational text (WH questions, compare/contrast, choosing pictures

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to express idea/understanding), as well as their behavior goals. Consider
designing a student-friendly assessment worksheet that students will be able to
independently assess at their cognitive level.

4e (obs): Growing and developing professionally N/A

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Teacher ID 1455990 Teacher Name JACQUELINE THOMAS

ASSESSMENT OF PREPARATION AND PROFESSIONALISM:

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 teachers preparation and professionalism. Each form must contain teacher-specific evidence
for each of the components observed.

Component/Rationale for Score

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):

During the Post-conference meeting on April 15, 2016 you stated that your strong teaching practices is
in the Domain of Planning and Preparation specifically in the component of Creating an Environment of
Respect and Rapport because you stated that students of this 12:1:4 program encouraged each other and no
one is making fun of each other as they were challenged to do more in the classroom.

You also stated that your area of growth is in the Domain of Instruction specifically in the component of using
on-going assessment in the classroom because you stated that you want to be able to capture evidence of
students' skills and the students being able to do it more at their level.

You have identified that you will do the following concrete actions to improve your teaching practices
A. Discuss and ask classroom team for input about assessment as everyone should be part of the planning
of the kinds of assessment that should be implemented in the classroom.
B. Design student-centered assessments.

As a support from your supervising AP, you stated that having a consistent extra male paraprofessional to
help in changing a big student in your class will be beneficial. You also stated that you are thinking about
developing the bridge class as part of the academic track and to help develop stronger work-study
opportunities for the students of our 12:1:4 program.

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): DE GUZMAN, ERIC

Evaluator's signature: Date

Last Revised: 04/18/16 2:16:22 PM By Edeguzman2