ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Jessica Moschonas Teacher ID: 1585855
School Year: 2019-2020 School Name/DBN: 25Q194-J.H.S. 194 William Carr

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: 11/18/2019 Time/Period: Period 3

Component Ratings

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

What's the difference between tone and mood? Tone is the way the author writes
it,
the
mood
is
what
the
author
makes
you
feel.

Teacher shows map of Alabama, says: "We're going to learn about Alabama and
why
it's
so
important
as
to
why
we
learn
about
it"

The teacher is familiar with the important concepts in the discipline. The teacher
indicates some awareness of prerequisite learning. The teacher’s plans and
practice reflect a limited range of pedagogical approaches to the discipline or to
the students.

1e (obs): Designing coherent instruction 2- Developing

There
is
a
reason
you
are
all
doing
different
questions-you
will
find
out
tomorrow

Please turn to the first page, I'm going to start us off, i'm going to tell you that the
first chapter is a ride. It's going to challenge us, it's ok if you're confused- ask
questions.
Ok,
we're
gonna
break
it
down

Some of the learning activities and materials are aligned with the instructional
outcomes and represent moderate cognitive challenge, but with no differentiation
for different students. Instructional groups partially support the activities, with some
variety. The lesson or unit has a recognizable structure; but the progression of
activities is uneven, with only some reasonable time allocations.

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

If you are done please put your current class inside of the book in my name.
Students
begin
submitting
exams.

Last Revised: 12/09/19 3:54:37 PM By skohnken



Student dropped a pencil, neighboring student picked it up, first student thanked
their
peer
and
continued
working.

Teacher-student interactions are friendly and demonstrate general caring and

respect. Such interactions are appropriate to the ages, cultures, and
developmental levels of the students. Interactions among students are generally
polite and respectful, and students exhibit respect for the teacher. The teacher
responds successfully to disrespectful behavior among students. The net result of
the interactions is polite, respectful, and business- like, though students may be
somewhat cautious about taking intellectual risks.

2d: Managing student behavior 3- Effective

Teacher used timer to monitor student timing on task, students complied with the
timer
request.

Student behavior is generally appropriate. Ms. Moschonas monitors student

behavior against established standards of conduct. Teacher response to student
misbehavior is consistent, proportionate, and respectful to students and is
effective.

3b: Using questioning and discussion techniques 2- Developing

Alright
does
anyone
need
more
time
for
the
do
now-
how
are
we?

What
did
we
learned
about
the
setting
already?

The teacher’s questions lead students through a single path of inquiry, with
answers seemingly determined in advance. Alternatively, the teacher attempts to
ask some questions designed to engage students in thinking, but only a few
students are involved. The teacher attempts to engage all students in the
discussion, to encourage them to respond to one another, and to explain their
thinking, with uneven results.

3c: Engaging students in learning 2- Developing

There
is
a
reason
you
are
all
doing
different
questions-you
will
find
out
tomorrow

The learning tasks and activities are partially aligned with the instructional
outcomes but require only minimal thinking by students and little opportunity for
them to explain their thinking, allowing most students to be passive or merely
compliant. The lesson has a recognizable structure; however, the pacing of the
lesson may not provide students the time needed to be intellectually engaged or
may be so slow that many students have a considerable amount of “downtime.”

3d: Using assessment in instruction 2- Developing

The teacher administered a vocabulary quiz that introduced students to the
vocabulary
in
the
upcoming
class
novel,
To
Kill
a
Mockingbird.

Students were told they were receiving different question sets per table, and that
the
teacher
would
give
them
the
rationale
the
next
day.

Students appear to be only partially aware of the assessment criteria, and the
teacher monitors student learning for the class as a whole. Questions and
assessments are rarely used to diagnose evidence of learning. Feedback to
students is general, and few students assess their own work.

Last Revised: 12/09/19 3:54:37 PM By skohnken

4e (obs): Growing and developing professionally 3- Effective
Ms. Moschonas seeks out opportunities for professional development to enhance
content knowledge and pedagogical skill. Teacher actively engages with
colleagues and supervisors in professional conversation about practice, including
feedback about practice. The teacher participates actively in assisting other
educators and looks for ways to contribute to the profession.

Last Revised: 12/09/19 3:54:37 PM By skohnken

Teacher ID 1585855 Teacher Name Jessica Moschonas

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):

As
per
our
conversation
following
your
lesson,
please
consider
the
following
feedback:

Areas
of
Celebration:

Domain 2; 2a and 2d: Students followed instructions, discussed politely, and completed their tasks as you
requested. Behavior was entirely appropriate, and the sense of respect within the classroom is, as observed,
mutual.

Areas
of
Support:

1e: Designing Coherent Instruction: Please ensure that quiz instructions are clear so that the process of
assessment, especially a quiz, is brief. This ensures more time to pace out the learning objectives.
Furthermore, the objective listed for the lesson was "Students will discover the setting of To Kill a
Mockingbird." I challenge you to think beyond the discovery of the setting by asking yourself, what is
significant
about
the
setting
of
this
novel?
What
new
learning
can
a
student
take
on
as
a
result
of
this
lesson?

3c: Engaging Students in Learning: When reading a text with a group of students who are on or close to
reading level, I suggest having them read the section to themselves, and then have predetermined stopping
points
for
questioning,
highlighting,
and
modeling
thought
as
per
the
learning
objective
for
the
day.

Moving forward, keeping in mind our school's focus of whole child, every child, every day, please implement
the
following
feedback
immediately:

Students might benefit from activities such as reciprocal teaching. Please see attached resource on the
activity, and come to me with questions in order to prepare for the practice. I am confident you will enjoy the
strategy, as it is an evidence based practice with a significant effect size that keeps students engaged.

Last Revised: 12/09/19 3:54:37 PM By skohnken

Teacher ID 1585855 Teacher Name Jessica Moschonas

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): Stephanie Kohnken

Evaluator's signature: Date

Last Revised: 12/09/19 3:54:37 PM By skohnken