ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2016-2017 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: 10/25/2016 Time/Period: Period 7

Component Ratings

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

Content:
SS
-
Selecting
healthy
foods

Pedagogy:
Workshop
model,
station
teaching

Noted: Computer station utilized by students.

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

Detailed lesson plan handed to administrator upon entry. Learning activities
(selecting/researching
healthy
foods)
Matched
objective
(selecting
healthy
foods)

All
activities
were
in
the
students'
ZPD
as
outlined
on
teacher's
grouping
rationale.

Groups
organized
by
SANDI
level

Time allocations not noted on lesson plan

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

Evidence of rapport: Students eager to participate in their activities.

2d: Managing student behavior 3- Effective

Josh rolled on floor. Teacher redirected.

3b: Using questioning and discussion techniques 3- Effective

Q's:

Which one should you eat? This has 11% fat , has 2%. Which would you eat?
Points
to
veggie
chips.
Josh!
11%?
Josh
laughs
and
point
to
cereal.

Rice polls the group. That's why we read the labels, so we can make better food
choices.

What is an apple? Carrot? Did you compare all? What's next?

Last Revised: 10/25/16 1:26:19 PM By mdalrymple

3c: Engaging students in learning 3- Effective
Individualized
tasks
used
to
engage
students
in
their
ZPD.

Pacing, grouping and materials appropriate to lesson content. Grouping chart

provided which stated the breakdown between level 1, 2, and 3 students (SANDI
completion levels)

3d: Using assessment in instruction 4- Highly Effective

Assessments
used:

1.
Level
1,
2
and
3
performance
tasks.
Level
3
had
to
research
foods
on
computer.

2.
Prompt
levels
tracked
using
scoring
rubric.

3. Data tracking website

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

Last Revised: 10/25/16 1:26:19 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 4- Highly Effective

Mr. Rice is a member of the school data team and will be giving a data workshop
on Nov 8. In addition, Mr. Rice has designed his own class website for data
tracking purposes and is working on scaling it out to the whole school.

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

Glow:

1.
Your
willingness
to
scale
your
website
and
facilitate
workshops
for
your
colleagues
is
highly
effective.

2.
Your
use
of
student
data
to
drive
instruction
is
highly
effective.

Grow:

1. Add time allocations to your lesson plan.

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: 10/25/16 1:26:19 PM By mdalrymple

 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2016-2017 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: 01/25/2017 Time/Period: Entered at 10:38am

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy N/A

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

Dated lesson plan shared with administrator upon entry. All recommended lesson
components
present.

Thoughtful grouping: Detailed instructional grouping chart included in lesson plan.

Homogeneous
by
SANDI
skill
area.

Learning activities (library scenes and word sharing) matched instructional

outcome (sequencing events from the text).

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

Friendly and respectful interactions noted between students and instructional team
throughout lesson.

2d: Managing student behavior 3- Effective

No
behavior
issues
observed.
Preventative
strategies
used:

1.
timer

2.
Proximity
control

3.
Verbal
redirection
-
"it's
not
time
to
play"
Para
to
Josue

4. Praise - That's right, thats what we do in a library! (High five)

3b: Using questioning and discussion techniques 3- Effective

Communication/Questioning:

Afchana did she find the word? Yes so she has +1. We are going to find the word
internet. So look at Afchana and say find internet. "internet!" T: Can you find and
circle internet. Circles wrong word. Shawa did she find internet "Yes!" T: No, lets
try
again,
circle.

Timer goes off. Lets pause and see how the groups are doing. Group 1, How are

Last Revised: 02/14/17 12:30:47 PM By mdalrymple

you
doing?

Para
helps
Josue
add
points.
"say
4".

Repeats
with
all
groups.

Ashley, would you like to do the right thing or the wrong thing? points to right. OK if
you hear noise you do this (shows be quiet sign). Josue models. Is that right or
wrong afchana? teacher points to answer cards.

3c: Engaging students in learning 3- Effective

Signs
of
engagement:

10:38
to
10:46
-
All
students
attended
to
word
finding
activity.

10:49 - Acting out library scenes. Ashley and Josue volunteer to act. Fakunda and
Afchana both volunteered to read.

3d: Using assessment in instruction 4- Highly Effective

Standards of high quality work: Teacher explained task and peer grading criteria
for
the
word
sharing
activity

Self/Peer assessment: 3 pairs of students graded each other using rubric.

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

Last Revised: 02/14/17 12:30:47 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 4- Highly Effective

Mr. Rice's work as a member of the IEP Data Team has resulted in a complete
revamp of our data collection and analysis system. Due to his efforts, our data
system is now completely electronic. Furthermore, Mr. Rice is independently
facilitating an IEP website pilot with a group of teachers and related service
providers.

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

Glow:

1.
Your
facilitation
of
peer
to
peer
assessment
was
highly
effective.

2. Your work as a member of the IEP data team has resulted in more effective student assessment
throughout
the
school.

Grow:

1. Continue to develop your highly effective assessment methodologies. Your pilot program (IEP websites) is
particularly exciting.

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: 02/14/17 12:30:47 PM By mdalrymple

 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: PETER RICE Teacher ID: 1517022
School Year: 2016-2017 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: 04/04/2017 Time/Period: 6th period - entered at 12:11

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy N/A

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

Detailed lesson plan and resource packet presented to administrator upon entry.
11
pages
in
total.

Differentiated by process - differing levels of support for sentence writing. Lesson

plan also included the goal that each student was expected to address during the
lesson.

Learning target( writing a complete sentence) matched activities (sentence writing)

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

Ekamul "YAY!" upon getting a correct answer at the board. Gives teacher a high
five.

2d: Managing student behavior 3- Effective

No
behavior
issues
observed.
Preventative
strategies:

1. Verbal redirection - Ekamul how do we earn points?

3b: Using questioning and discussion techniques 3- Effective

Who
is
this
sentence
about
Aldo?

Where
is
the
past?
Steve
show
me
past
...fp
to
help
Steve
point
behind
him.

Where
is
the
future?
Steve
fp
to
point
to
the
front.

When did it happen? Circle your answer, write your answer.. Who would like to
check their answer...who thinks the got the correct answer..Angel raises hand and
goes
up
to
the
smartboard.
Gets
the
correct
answer
with
a
physical
prompt.

What
is
the
last
question
we
should
ask
ourselves
demi?
"where"

Where
did
it
happen?
circle
your
answer.

Last Revised: 04/24/17 10:26:57 AM By mdalrymple

Can you show me now Aldo?

3c: Engaging students in learning 3- Effective

SB assessment used to engage students in Q&A and self assessment.

3d: Using assessment in instruction 4- Highly Effective

Assessments
used:

1.
SB
test
-
self
assessment

2. Paras and teacher also tracked goal data via teacher developed assessment
website.

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

Mr. Rice presented our IEP data system to the Deputy Superintendent during a
recent school observation.

Last Revised: 04/24/17 10:26:57 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 N/A

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

Glow:

1.
Your
use
of
self-assessment
and
ongoing
IEP
data
assessment
during
your
lesson
was
highly
effective.

Grow:

1. Continue to explore differentiation via station teaching.

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: 04/24/17 10:26:57 AM By mdalrymple