ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2015-2016 School Name/DBN: 75Q721-John F. Kennedy Jr. 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 observation was: (check one)

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

Date of Observation: 10/19/2015 Time/Period: 2

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 2- Developing

Instructional
strategies
in
LP:
non-existent
as
procedures
section
was
blank.

Clear explanations of content: evident through out mini lesson in addition students
were provided with a checklist, modeling, guided practice and immediate
feedback.

1e (obs): Designing coherent instruction 1- Ineffective

All
signs,
student
names,
pre-made
for
lesson.

LP available on desk. Missing procedure, Q and D, HW, and Assessment.

Uundated lesson plan. CCLS does not match lesson content. Differentiation
section stated "student grouping" -none evident.

2a: Creating an environment of respect and rapport 3- Effective

Connections
with
individual
students:

-Teacher used humor of 2 occasions (door and sign Q) to illustrate concepts that
students were having difficulty with.

2d: Managing student behavior 2- Developing

Joshua, that has to go away...student does not put book away. Repeat 2x..student
puts
it
away.

Takes
it
out
again
and
starts
drawing
at
9:10am.

Joshua, shows poster, move your desk back..no ..come on Josh..puts book down,
moves
desk
and
resumes
doodling...

Josh..do you know how to get a yoga mat? No! Well you have to watch..Josh
resumes doodling

Last Revised: 10/19/15 9:42:59 AM By mdalrymple

3b: Using questioning and discussion techniques 2- Developing
If I put your name here..what are you going to do? Point to your job ...Teacher
uses hand over hand to help student point. Repeats same job Q with Steve,
Josue
,
Mafuz,
Fariya,
Afchana...

Joshua, with the do not disturb do we open the door. Points to yes..teacher makes
joke..student
points
to
no.
Repeats
Q
for
4
students.
Verbal
answers/symbol.

Are
we
ready
to
go
Mafuz?
No

What
am
I
missing?
Points
to
yoga
mats

No student to student interaction noted

3c: Engaging students in learning 3- Effective

Each student practiced GRTL prep jobs: reading assignment posted, going to the
door to hang sign, moving desks to create space

3d: Using assessment in instruction 2- Developing

-Immediate
feedback:

Joshua can you see the sign on the inside? Demos being able to see the sign
when
it
is
posted
on
outside.
Josh
redoes
hanging
task
correctly.

Standards
high-quality
work
clear:

-Teacher
explained
process
followed
by
guided
practice

Elicits
evidence
of
student
understanding:

-Through
question
and
evaluation
of
performance
task
(see
prev
comments)

No assessment noted on lesson plan therefore criteria unknown.

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

Last Revised: 10/19/15 9:42:59 AM By mdalrymple

Teacher ID 1517022 Teacher Name PETER RICE

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 4- Highly Effective

Mr. Rice has attended Danielson Lunch and Learns on his own time. He also
participates in PLN's. He is also president for the council of special education. Mr.
Rice is also open to sharing materials with other new teachers.

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

Noted:

1. Suitable materials that were appropriate for the students' levels. Respectful interactions. Immediate and
actionable
feedback
given.

Recommendations:

1.
Behavior
management:
use
the
point
system
in
conjunction
with
verbal
redirection.

2. Lesson planning: Your lesson plan was incomplete. Please write a clear and complete lesson plan for all
future class sessions. Especially important: differentiation, assessment, procedures.

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): DALRYMPLE, MAJORIE

Evaluator's signature: Date

Last Revised: 10/19/15 9:42:59 AM By mdalrymple

 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2015-2016 School Name/DBN: 75Q721-John F. Kennedy Jr. 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 observation was: (check one)

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

Date of Observation: 01/05/2016 Time/Period: 6th period

Component Ratings

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

Clear
explanations:
Supports
for
different
learning
styles
provided

Feedback: Teacher was able to scaffold feedback to elicit self-correction.

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

Dated
lesson
plan
presented
to
administrator
upon
entry.

Challenging materials: Smartboard activity designed with access points based on

learning styles. Visual supports such as pictures and color coding were used to
foster
student
understanding.

Grouping: Whole class

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

Classroom interactions: Warmth evident in teacher greetings to students.No
disrespectful behavior noted among students.

2d: Managing student behavior 3- Effective

No
behavior
issues
noted.
Preventative
strategies
used
by
teacher
team:

1. Proximity control - teacher moved around the room and constantly checked on
each
student

2. Verbal redirection and modeling - teacher modeled how to push in a chair

before moving to take part in the activity.

3b: Using questioning and discussion techniques 3- Effective

Teacher
fostered
student
to
student
communication:

eg:
"Shahwa,
does
Eric
agree
with
you?"

Teacher used color coding to provide students with a way to peer assess.

Last Revised: 02/25/16 12:46:33 PM By mdalrymple

3c: Engaging students in learning 3- Effective
Materials and resources: Appropriate in that they were aligned to student's IEP
goals and learning profiles.

3d: Using assessment in instruction 2- Developing

Assessments
used:

1.
Verbal
questioning

Self/peer assessment absent with the exception of students commenting on each

other's answers.

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

Last Revised: 02/25/16 12:46:33 PM By mdalrymple

Teacher ID 1517022 Teacher Name PETER RICE

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 3- Effective

Mr. Rice attends optional "lunch and learn" sessions and has take part in a round
of inter-visitation with his colleagues. Mr. Rice is the president of the New York
State Council for Exceptional Children.

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

Glow:

1.
The
respect
and
rapport
between
yourself
and
your
students
was
very
evident
in
your
interactions.

Grow:

1. Assess your students growth using multiple measures. Consider developing data systems so that you can
identify performance trends.

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): DALRYMPLE, MAJORIE

Evaluator's signature: Date

Last Revised: 02/25/16 12:46:33 PM By mdalrymple

 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2015-2016 School Name/DBN: 75Q721-John F. Kennedy Jr. 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 observation was: (check one)

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

Date of Observation: 03/23/2016 Time/Period: 6th period

Component Ratings

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

Pedagogy: Reader's theatre strategy used to help students relate to the text.
Immediate feedback provided via SB activity. Clear explanations given.

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

Detailed lesson plan presented to admin upon entry. 721Q recommended format
used.
All
components
present.

Noted: Reader's theatre roles assigned based on student needs. IEP goals
addressed by lesson clearly delineated in lesson plan.

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

Rapport evident in teacher/student interactions. Students willing to engage and
take risks in class.

2d: Managing student behavior 3- Effective

No behavior issues observed.

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

Used
SB
to
provide
Q
Visuals.

Who owns uncle's boat? Aldo would you like to check your answer? Aldo goes to
SB
and
choses
his
answer.
SB
checks
the
answer
and
Aldo
got
it
right.

What
were
the
Rosen's
protecting?
Ashley
checks
her
answer.

How was anne marie feeling? Manny checks answer. Translation provided by
para.

Who was waiting for her mother to visit? Sebastian chooses wrong answer. "So
now we need help. You are going to ask for help."Rice gives sebastian the correct
symbol. He chooses shawa. Shawa gives him her answer. He checks it, it is
wrong.
By
process
of
elimination,
they
figure
out
the
answer.

Last Revised: 03/23/16 1:26:08 PM By mdalrymple

Repeats
process
with
Aldo
and
Ashley.

Reader's
theater:

Teacher hands out character's to students.Pui and Sean demo acting out the
book. SB script directs him to turn out the lights because it was dark outside in the
book. Next slide "she saw her mother lying" Acting instructions directed the Ms. J
characters to lay on the mat. Aldo waves his picture of Ms. J and goes and lays on
the
mat.

How
does
ms
J
feel?

Sean and pui continue to read the text and the acting instructions.

3c: Engaging students in learning 3- Effective

Students show signs of intellectual engagement such as attending, volunteering to
come to the board and attempting to complete the assigned task.

3d: Using assessment in instruction 4- Highly Effective

Assessments
used:

1. Verbal questioning supported by SB visuals and embedded check your answer.

Enabled
students
to
assess
themselves.

2.
Performance
task:
Reader's
theatre.

3.
Exit
slip

4.
Student
self
assessment
-
academic
behavior
checklist

Checks for understanding embedded in readers theatre in the form of quick

questions. Peer and self assessment embedded in form of self check on board
and ask for help symbols. Feedback is immediate (SB).

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

Last Revised: 03/23/16 1:26:08 PM By mdalrymple

Teacher ID 1517022 Teacher Name PETER RICE

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):

Glow:

1. Your use of the Reader's Theatre strategy was a highly effective way to engage your students with the
text.

Grow:

1. You have 3 computers for student use. How can you use them as an instructional tool? Perhaps exploring
station teaching would be a useful next step for you.

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): DALRYMPLE, MAJORIE

Evaluator's signature: Date

Last Revised: 03/23/16 1:26:08 PM By mdalrymple

 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2015-2016 School Name/DBN: 75Q721-John F. Kennedy Jr. 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 observation was: (check one)

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

Date of Observation: 05/05/2016 Time/Period: 6th period

Component Ratings

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

Pedagogical
strategies:
Station
teaching

Content:
Science
-
the
Butterfly
Life
Cycle

Clear explanations - through video, stations, and cycle game.

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

Unit/lesson plan presented to administrator upon entry. Noted: teacher is exploring
desktop integration through station teaching.

2a: Creating an environment of respect and rapport 3- Effective

Respectful interactions noted throughout lesson

2d: Managing student behavior 3- Effective

No behavior issues observed.

3b: Using questioning and discussion techniques N/A

3c: Engaging students in learning 3- Effective

2
groups
at
2
stations:

1:
Computer
station
-
watching
butterfly
video

2. Discrete trials - Q&A identifying butterfly caterpillar and putting cycle in

sequence

Materials and pacing appropriate.

3d: Using assessment in instruction 3- Effective

Assessments
used:

Last Revised: 05/06/16 8:55:53 AM By mdalrymple

1:
Discrete
trials
-
Data
recorded
by
station
lead.

2: Sequencing game

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

Last Revised: 05/06/16 8:55:53 AM By mdalrymple

Teacher ID 1517022 Teacher Name PETER RICE

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 4- Highly Effective

Mr. Rice has volunteered to lead a workshop explaining Reader's Theater to his
colleagues on our next PD Day.

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

Glow:

1. Your use of discrete trials to teach the butterfly life cycle and accompanying vocabulary was an effective
practice.

Grow:

1. Invest in some headphones and have the students watch the video independently. This will eliminate the
distracting noise for the rest of the class and allow all users to interact with the station independently.

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): DALRYMPLE, MAJORIE

Evaluator's signature: Date

Last Revised: 05/06/16 8:55:53 AM By mdalrymple