MD Formal 2017

ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT

Teacher Name: MICHAEL DELNEGRO Teacher ID: 1524472
75M079-P.S. M079 - Horan
School Year: 2016-2017 School Name/DBN: 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: 05/16/2017 Time/Period: 9:36am-10:22am
Component Ratings
1a (obs): Demonstrating knowledge of content and pedagogy 4- Highly Effective

Your planning incorporated New York State Standards for Physical Education,
CCLS ELA Learning Standards, Emotional Literacy and CDOS standards. You
referenced NYSAA Science AGLI 92133 which describes the purpose and/or use
of the senses. These elements evidence cross curricular planning, as well as,
identifying important concepts of the discipline. IEP transition strands,
interpersonal skills targets, and differentiation, all evidence your awareness of
possible student misconceptions and how to address them. PBIS,
Methods/Procedures and vocabulary are all delineated in your unit plan. You
planned for various materials such as different size balls, station markers, tape for
targets, cones, visual instructional cues, and detailed procedures help support
student understanding. Objectives were measurable and specific geared towards
affective and psychomotor domain.
1e (obs): Designing coherent instruction 3- Effective

The structure of your lesson flowed in a way the students could learn. Activities
provided students the opportunity to recall information as well as scaffold new
information. This was evidenced when you asked the class to recall what was
taught last week. Jebner responded "Hitting and swing". You reviewed procedures
for hitting and swinging, which students recalled, then you went to introduce the
new components and before you had a chance to introduce Chasity stated
"Catching and throwing". The lesson was well structured and kept a good pacing
throughout.
Next steps: You have to design activities that permit student choice. You have a
great forum where students can be provided with choice of activity to foster more
independence and provide students a sense of ownership in the decision making
Last Revised: 06/01/17 10:15:57 AM By cvalentin

process. They will hold themselves more accountable if they decide how they can
demonstrate the desired learning outcomes.
2a: Creating an environment of respect and rapport 4- Highly Effective

You have a great rapport with the students. They are very enthusiastic when they
greet you and enjoy engaging in conversation with you. Your overall demeanor is
always positive and encouraging. This is evidenced by the smiles on their faces
and the high fives, pats on the back you provide for reassurance and a job well
done.
2d: Managing student behavior 4- Highly Effective

Overall, student behavior during this observation was not an issue. Students were
so enthusiastic and engaged that they didn't focus on anything else. You rewarded
students
with
gotcha
bucks
for
their
performance.
Next steps: Speak to the matrix. Incorporate the terms such as accountable,
exhibiting safety etc. into your lesson. These terms are specific characteristics
students can speak to and act on in a post secondary setting therefore, if we are
all working together to make it a common language we have more changes of
teaching these characteristics to our students.
3b: Using questioning and discussion techniques 3- Effective

At this time of year it was evident that the students were aware of the routines and
warm ups to the point where they could do them independently. When doing laps
you asked "How many did we do?" to which Chasity answered "2" you followed up
with "How many do we have left?" to which she responded "3". After the pacer
runs you asked what was next and Bryan responded "push up time". You
consistently posed questions to motivate students to think and recall information.
For example, you asked "When we catch like this (you demonstrated)what fingers
go together?" to which Jebner responded "thumbs". All students actively
participate
in
questioning
and
you
call
upon
those
who
do
not
volunteer.
Next steps: You have to design questions that increase the rigor. Questions based
on not only techniques as to how students do something or what are they doing
but also why are they doing it. Preplan a set of tiered questions to be included in
your planning. You can use these questions as a framework to increase the rigor
and encourage students to initiate a higher order of thinking. This leads to students
making connections and engaging in discussion to further learning.
3c: Engaging students in learning 4- Highly Effective

I observed you doing a physical education lesson on May 16, 2017 with class 106
(8:1:1). Instruction began with the warm ups where students did laps, pacer runs,
pushups, and sit ups. After warm up students checked into the mood meter and
shared out. Students proceeded to a semi circle around the board where you
reminded them of the unit of study (baseball) and you had them recalling what they
had already learned and scaffolded instruction introducing the new concepts of the
unit. You taught students the "ring-ring/telephone" technique to help them to
remember how to throw a ball. Students then proceeded to the court to practice
what they had learned some of them exclaiming "ring ring...hello" and throwing the
ball to hit the target. I enjoyed seeing you increasing the level of intensity in the
exercise where the students threw the ball in the air and had to see how many
times they could clap before catching it. It was great to see them push the
envelope for themselves then "showing off" their skills. The activities you planned
were aligned to your desired learning outcomes. The lesson was well structured.

Students were given opportunities to "share out" "demonstrate" new concepts
learned and through the use of the peer to peer activities they were given the
opportunity
to
support
each
other
in
learning.
Next steps: Incorporate the use of student leaders to assist in facilitating the
lesson. For example, just like you had Chasity model the jumping jacks, select
students to lead all activities. Someone to lead the laps, someone to lead the sit
ups etc. Allow students the opportunity to become facilitators of their own learning
and support them in doing so.
3d: Using assessment in instruction 4- Highly Effective

Throughout the instructional period you collected qualitative and quantitative data.
You constantly rotated the room asking assessment questions and observing
students. Paraprofessionals collected data and students were given the
opportunity to self assess their performance. My favorite part of the lesson was
when students worked in teams. They took turns, one throwing the ball in the
middle of the intended target while their partner collected data on data sheets held
on clipboards on how many times they hit the target.
4e (obs): Growing and developing professionally 4- Highly Effective

This year you formed part of the Advance Academy Team as a contributor to the
work we did this school year for example, the writing rubrics. You assisted in
facilitating PBIS and safety PD on the professional half days. You are currently
working with the team that will be facilitating PD on the Chancellor's professional
development
day.
Next steps: Continue to build upon the work you have started to move our
community forward. It has been a pleasure working with you this school year and
seeing you become a more active participant in the work we do here at Horan.
Thank you.

Teacher ID 1524472 Teacher Name MICHAEL DELNEGRO
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):
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): VALENTIN, CINDY
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: 05/16/2017 Time/Period: 9:36am-10:22am

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

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

Last Revised: 06/01/17 10:15:57 AM By cvalentin

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

2d: Managing student behavior 4- Highly Effective

3b: Using questioning and discussion techniques 3- Effective

3c: Engaging students in learning 4- Highly Effective

Last Revised: 06/01/17 10:15:57 AM By cvalentin

3d: Using assessment in instruction 4- Highly Effective

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

Last Revised: 06/01/17 10:15:57 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):

Teacher's signature: Date

Evaluator's name (print): VALENTIN, CINDY

Evaluator's signature: Date

Last Revised: 06/01/17 10:15:57 AM By cvalentin

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