ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: MICHAEL DELNEGRO Teacher ID: 1524472
75M079-P.S. M079 - Horan
School Year: 2018-2019 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: 04/10/2019 Time/Period: 9:36-10:21 AM

Component Ratings

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

In planning and practice, you displayed extensive knowledge of the important
concepts in your discipline and how they relate to one another, and to other
disciplines. This lesson was part of your hockey unit, and your planning aligned to
NYS Standards for Physical Education, SEL, CDOS, and CCLS for ELA. Your
instruction also reinforced student understanding of science content related to
force and motion. Within this lesson, students had opportunities to engage in
physical activity and learn more about the sport of hockey, which was aligned to
the NYS Physical Education Standards. Students also had opportunities to
engage in collaborate work with their peers by using positive communication and
social skills in their small group activities, which aligned to your CDOS, SEL, and
ELA speaking and listening standards. Students had opportunities to use domain
specific vocabulary related to hockey, including stick handling, passing, shooting,
and blade, which aligned with your ELA standards for literacy. You effectively
incorporated concepts from physical education and other content areas to support
integrated student instruction. You demonstrated an accurate understanding of
prerequisite relationships through the structure of your lesson. You modeled each
activity for students and provided practice time prior to students engaging in their
activities independently. You utilized a wide range of pedagogical approaches
with your students. Learning was integrated by bringing together content and skills
from multiple disciplines, and students had opportunities to engage in collaborative
work and peer assessment. Students took on the role of both participant and data
collector within their small groups, and were able to engage in peer teaching by
observing their peers and asking them questions about their performance to
support growth.

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

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The learning activities observed followed a coherent sequence, were aligned with
instructional goals, and were designed to engage students in high-level cognitive
activity. You had two posted objectives for this lesson, which you reviewed with
your students both at the start and at the end of the lesson. Your objectives were
as follows: (1) students will be able to shoot the puck into the goal 3 out of 5 times,
and (2) students will be able to pass the puck five times consecutively to a
teammate. These objectives supported your teaching point, "What skills do we
need in order to play hockey?". In this lesson, you had three activity stations set
up, which supported your instructional objectives. One station was for students to
pass the puck through a set of cones with a partner, and the other two stations
were for shooting activities (one was shooting from a stationary position, and the
other after demonstrating stick handling skills by maneuvering through cones).
These activities were fully aligned with your instructional objectives. The activities
followed a coherent sequence. You began with warm-ups, followed by an
introduction in which you reviewed vocabulary, behavioral expectations, and
activated prior knowledge about hockey. You then introduced each of the three
stations to your students by first modeling the expectations, and then asking two
students to model for their peers. Students were then placed into small groups,
where each group member was assigned a role, and they rotated stations
completing each activity before coming back together for a whole group
review/reflection. Instruction was differentiated appropriately. Accommodations
were made in terms how students participated in the activity and the level of
support provided. For example, Gabriel and Johnder were struggling with the
passing activity, so you made the cones wider for them to have more success with
passing the puck through the cones. Jason was very successful with this activity,
so you adapted by moving Jason's starting position further back from the cones.
Johnder had a difficult time with the stick handling, so you provided hands-on
support to show him how to properly hold the stick. Instructional groups were
varied. Student choice was evident throughout. Students were able to choose
their role within their groups, and students were able to choose a question to ask
their peer while they were assessing them. Students were also given an
opportunity to choose an activity to try one more time while the other students
were reviewing their PBIS points at the end.

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

The interactions that I observed in your classroom were highly respectful,
reflecting genuine warmth, caring, and sensitivity to your students as individuals.
Throughout each aspect of the lesson, you modeled for students what you wanted
them to do, and you modeled appropriate and respectful behavior. During the laps
and the stretching activity, you participated with your students, and modeled for
them. You offered verbal praise and encouragement throughout the lesson. You
cheered your students on, telling them "Great shot!", and "Nice job!". The students
took cues from you and cheered on their classmates as they participated in the
activities. Troy cheered for Johnder when he practiced his stick handling, and
Gabriel cheered for Jason while he was shooting. You created an environment for
all students to be respectful and collaborative with one another, and you used
"teachable moments" to talk about good sportsmanship. At one point, Jason was
taking data for Gabriel who was shooting. Gabriel missed one of his shots and got
upset, because he wanted to make 5/5 shots. Jason marked down an "X", and
Gabriel asked him to change it to a check. You used this opportunity to talk about
good sportsmanship, and explained to Gabriel that everyone misses shots
sometimes, using you and Mr. Chris as examples. Later, when Johnder missed a
shot, you prompted Gabriel to take note of the fact that Johnder wasn't upset just
because he missed, and he could try again. You provided additional support to

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students who needed it. You adjusted the activities to support student success,
such as making the cones wider for Gabriel and Johnder during the passing
activity, and offering hands-on support to Johnder during the stick handling activity.
You demonstrated an interest in your students by asking them how they were
feeling at the end of the lesson, and whether or not they had fun. All students said
they had fun. It was evident that all students felt comfortable and valued, because
all students participated without hesitation, and all students were given equal
opportunities to participate in each role.

2d: Managing student behavior 4- Highly Effective

Student behavior was entirely appropriate throughout the lesson. It is evident that
you have systems and structures in place to monitor student behavior, and to
support students with monitoring their own behavior. You began the lesson with a
review of the TEAM matrix expectations related to this lesson. When you were
reviewing the parts of the hockey stick, you asked, "The blade stays where?", and
Gabriel said "on the floor". You asked him why, and he said, "to hit the puck". You
then asked what would happen if you had the blade swinging in the air, and
Gabriel said it would be like baseball. You agreed, but asked then what would
happen if it was in the air and it hit someone. Gabriel said, "You can get hurt".
You then referenced the TEAM matrix which you had posted on the wall, and
asked which part of the TEAM matrix we needed to practice when we were talking
about keeping the blade on the ground. The students were able to identify "exhibit
safety". You reinforced the idea of safety throughout the lesson, reminding
students to keep a safe distance from teammates as they were shooting, and
reminding students to keep their eyes up and pay attention. You also reviewed the
concept of being trustworthy. You explained to students that you would show
them what to do at each station, but that they would then have to go and to it alone
with their group. You asked, "To do it alone, I need you to be what?", and
referenced the TEAM matrix. The students were able to identify "trustworthy".
You revisited this with Gabriel when he asked Jason to change his score on his
data sheet. You took that opportunity to speak with him about good
sportsmanship, and when you were reviewing his points you asked, "Do you think
you should earn your points for trustworthy for this period?". Gabriel said he
should, and you had a conversation with him about what happened and he said
that he understood and that he wouldn't do it again. This was a respectful way to
address Gabriel by having a conversation with him. Students had an opportunity
to monitor their own behavior by reviewing their PBIS points with you on ReThink
at the end of the lesson.

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

Throughout the lesson, you used a variety of questions and prompts to support
student thinking and understanding of the activities, and engage students in high-
level thinking and discussion. You began the lesson with an introduction in which
you asked high-level questions to help students understand what they would be
doing in the activities. After telling students that they would be working on passing
and shooting, you asked, "How are passing and shooting the same?". Gabriel
said, "We are passing to others". You built on this answer by asking if he had to
move the puck to pass to others, and he said yes. You then clarified by saying,
"So what you're saying is that we are moving the puck when we pass and when we
shoot". You also asked "why" questions about hockey safety to help students
understand what they needed to do to be safe. For example, you asked, "Why do
we have to keep the blade on the floor?". You also asked a series of low-level
"WH" or yes/no questions throughout the activities, which helped students to
further understand what they were doing. When you were reviewing the peer to

Last Revised: 04/15/19 7:39:05 AM By MLefaivre

peer assessment sheets that students would be using during the activities, you
had Jason take a shot, which he missed. You then asked Gabriel, "So if he
missed, what would you put down for shot number 1?". Gabriel correctly
answered that he would put a mark in the "no column". When explaining the
passing activity, students were having a hard time successfully passing back and
forth during the practice round. You asked, "What should we do before we hit the
puck?", and they responded that they are supposed to stop it first and then hit it.
As students were taking data on their peers, you circulated the room and asked
questions like, "How many do they have?", and "How many are left?". You also
created opportunities for students to ask each other questions. The assessment
sheets their students were using for their partners had a list of possible questions
that they could ask if their partner was having a hard time. You reviewed this with
them when you were reviewing each station, and explained that if your partner was
struggling, they could help by asking questions. When Gabriel missed a shot
during the shooting activity, Jason asked him, "What could you do differently to
improve your performance?". Gabriel responded that he could wear his lucky
shoes to do better next time. Troy asked Osiris the same question. Osiris wasn't
sure, so you provided scaffolding by asking, "Would you change anything or were
you happy with your performance?". Osiris said he was happy and he wouldn't
change anything. At the end of the lesson, you reviewed each lesson objective
with the students and asked them if they had met the objectives. You said that the
objective was for them to make 3/5 shots, and you asked each student to share
whether they were able to do that, based on the data they had collected. You did
the same thing for the passing objective. At the end, you asked students
questions regarding their PBIS points. All voices were heard in the discussion,
and all students participated.

3c: Engaging students in learning 4- Highly Effective

During the lesson, all students were intellectually and physically engaged in well-
designed learning activities that required complex thinking. During your
introduction, you asked higher-order thinking questions to promote student thinking
about the topic of hockey, and to activate prior knowledge. You then engaged in
direct instruction in which you first modeled the activity for each of your three
stations, and then asked a pair of students to demonstrate for their peers during a
practice round. The three activity stations were: shooting, passing, and stick
handling. After the practice round, students were put in small groups and went to
their stations independently. At each station, one student was participating in the
activity, while the other student took data and asked questions. The students had
to complete 5 trials at each station before switching with their partner. The student
taking data had to record whether the student made or missed the shot, or how
many passes were completed between partners. If their small group partner was
having a hard time, the students had a list of questions that they could ask to get
their partner to think about how to improve their performance. In their small
groups, students were able to engage in physical activity and apply the skills they'd
learned related to hockey, as well as high-level cognitive activity when they were
taking data. Students were asked to explain their thinking when they were asked
how they could improve their performance, or what they might do differently next
time. In addition, you asked students to explain their thinking when they were
taking data by asking how many shots their partner had made, and what
percentage they had. You provided suitable scaffolding and instruction was
differentiated. You made modifications to different activities, including creating a
shorter/longer distance for passing and shooting, or creating a wider path for the
puck for the passing activity. Students served as resources for one another by
taking data for their peers and informing them how many shots they had made, as

Last Revised: 04/15/19 7:39:05 AM By MLefaivre

well as by asking them questions and engaging in conversation about their
performance. The lesson had a clearly defined structure. Once the students had
completed their small group activities at the stations, you came back together in a
whole group to review the objectives and determine whether students had met
their objectives. You provided time for students to reflect on their learning by
reviewing the objectives and reviewing PBIS points for individual students.
Students demonstrated engagement throughout the lesson by participating
independently and demonstrating that they understood the expectations of each
activity.

3d: Using assessment in instruction 4- Highly Effective

Assessment was fully integrated into instruction, and was a part of the design of
your activities. At the beginning of the lesson, you had Gabriel and Troy read each
of the objectives that were posted on the board, and you discussed them as a
group. In their small group activities, students were assigned to take data for their
partners. Students were given a data sheet on which they had to record the 5
trials at each station and whether the student made the shot or completed the
pass. As part of their data collection, students were also tasked with asking their
partners questions if they were having a difficult time. Each student had an
opportunity to collect data for their partner, and each student was assessed by one
of their peers. Jason and Gabriel engaged in a conversation about Jason's
assessment of Gabriel's performance. Gabriel missed one of his shots, and we
asked Jason to give him a check mark anyway, which demonstrated that he
understood how he was being assessed and who was assessing him. You used
questions throughout the lesson to diagnose evidence of student learning.
Students received a variety of forms of feedback, both from their peers during the
small group activities, and from you throughout instruction. You gave, specific,
actionable, and hands-on feedback to improve student performance. When was
participating in the stick-handling activity, in which students had to dribble the puck
through cones and then shoot it into the net, Johnder was having a difficult time
moving the puck. You showed him how to move hold the stick with two hands,
and how to stop the puck before shooting it. You asked him to try again with these
new skills, and he was able to make his shot. When Troy and Osiris were passing,
you gave them the feedback to stop the puck before passing it back, and they
were able to implement the feedback and pass the puck back and forth. You
reminded students to keep their eye on the puck. Students were able to self-
assess at the end, when you reviewed the objectives as a group and asked each
student whether they met the lesson objectives. Students also used ReThink to
enter their PBIS points for the period.

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

Throughout the year, you have been open to feedback regarding your pedagogy,
and the structure in the gym. You have engaged in professional conversations
with your colleagues in the gym and your supervisors regarding the structure of the
gym, and you have implemented the feedback which has supported your practice.
You have attended PD's at the District that are relevant to your pedagogy, as well
as PD's offered to you in-house. You engage in professional conversation about
your practice with your colleagues as part of the science team meetings, and you
are an active member of the PBIS team where you support with planning and
facilitating school-wide events. You also support with other school-wide activities
including coaching our school's basketball team, and supporting with bussing.

Last Revised: 04/15/19 7:39:05 AM By MLefaivre

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):

On 4/10/19, I observed you teaching a lesson on hockey to an 8:1:1 class. Based on my observations, and
in
consideration
of
your
IPC
goals,
the
following
next
steps
are
recommended:

1e:
Your
IPC
goal
in
this
component
was
to
consider
how
students
are
being
grouped
to
make
instruction

more meaningful and focus on the flow of the gym to ensure a well-structured lesson. It is evident that you
have made progress towards the achievement of this goal. In this lesson, students participated in their
activity in small groups, where they had the opportunity to assess one another and engage with their peers.
This maximized engagement by giving every student a job, since there were three stations, and two groups
(due to student absences). Next steps in this area are to incorporate opportunities for student choice,
specifically
in
terms
of
grouping.

The
following
resource
provides
additional
information
on
student
choice:

https://www.edutopia.org/article/putting-students-charge-their-learning

3d: Your IPC goal in this domain was to fully integrate assessment into instruction by refining assessment
tools including rubrics and self-assessments, and to incorporate Rethink into all lessons as a data collection
tool. In this lesson, assessment was fully integrated into instruction. Students engaged in both self and peer-
assessment. Next steps in this area are to pace yourself to ensure that there is enough time at the end of the
lesson for meaningful reflection. You did not quite get to every student to enter their PBIS points into
ReThink, and you told the rest of the students that you would enter their points for them. Ensure that you are
building in time for this to occur in each lesson.

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): LEFAIVRE, MICHELLE

Evaluator's signature: Date

Last Revised: 04/15/19 7:39:05 AM By MLefaivre