1. This document summarizes an informal observation of Hannah Ticoras' social studies class conducted by Meghan Casey on January 22, 2020 at 12:23 PM. 2. During the observation, Ticoras led a class discussion about definitions of Hispanic, Latinx, and how the US census works in relation to these terms while watching an instructional video. 3. The feedback provided some areas for improvement such as ensuring every lesson focuses on building specific skills for students and giving students more opportunities to make their own meaning from instructional materials.

1. Hannah Ticoras
Staff
Informal Observation
Type
01/22/2020
Date
Meghan Casey
Observer(s)
12:23 PM
Start Time
Nicole Lanzilotto, Principal
Samantha Schmoeger, Assistant Principal
Meghan Casey, Principal
Miguel Negron, Principal
Informal Observation
Informal Observation Ineffective Developing Effective Highly
Effective
1a: Knowledge of Content and Pedagogy 1 2 3 4
Feedback:
The teacher displays solid knowledge of the important concepts in the discipline.
HT: "We're talking about the difference between Hispanic, Latinx, and Latina, and how the US census works (in regards
to these terms)."
HT: "We talked about stereotypes of Hispanic and Latinx and white. When we talked about why there might be an
inflation of white people in the census this idea of white supremacy came up."
1e: Designing Coherent Instruction 1 2 3 4
Feedback:
Most of the learning activities and materials are aligned with the instructional outcomes, however they represent
minimal cognitive challenge, with very little differentiation.
The class is watching a grade-level video that most students are engaged in. HT periodically pauses the video to lead
a whole class discussion. This discussion is primarily focused on leading students to arrive at the correct answers on
the handout they all have. These questions were primarily comprehension questions with limited possibilities for
correct answers, requiring very analysis, synthesis, or deeper meaning making. One question did give students the
choice to either summarize the video or do a connect, extend, challenge protocol (most students chose to do a
summary). There was no evidence of any baseline data being used to tap into students' prior knowledge. It was
unclear from the lesson what specific skills (beyond comprehension) were being taught and assessed.
Next Steps:
K497 The Boerum Hill School for International Studies
284 Baltic Street
Brooklyn, NY 10211
Tel: 718-330-9390

2.  Ensure that every lesson focuses on building specific skills. If whole class, ensure this is a skill that every student
needs to work on. In groups and/or individually, differentiate the specific skills being taught and practiced.
2a: Creating an Environment of Respect and
Rapport
1 2 3 4
Feedback:
Teacher-student interactions are friendly and demonstrate general caring and respect.
HT: "Great (to Billy's answer)."
HT: "Who can help us with the last one?"
HT: "We love always the enthusiasm of Imani's learning (said after Imani called out a new understanding)"
HT: "Great, sounds like a little choir!"
2d: Managing Student Behavior 1 2 3 4
Feedback:
The teacher monitors student behavior against established standards of conduct.
HT: "Voices off in 3, 2, 1."
HT circulates, redirects off task students.
3b: Using Questioning and Discussion Techniques 1 2 3 4
Feedback:
While the teacher may use some low-level questions, she poses questions designed to promote student thinking and
understanding.
HT: "Does anyone disagree?"
Talia: "I do - I think it's both."
HT: "Ok, why?"
HT: "To be Spanish means to be from Spain, same as German, Chilean, all of these are being from a country. What can
we add to (question on definition of) Hispanic now that we know more?"
HT: "If we're looking at these two categorizations we want to think about which one is valued more."
3c: Engaging Students in Learning 1 2 3 4
Feedback:
The learning tasks and activities are mostly aligned with the instructional outcomes, but require only minimal thinking
by students and little opportunity for them to explain or deepen their thinking, allowing most students to be either
passive or compliant.
The class is watching a grade-level video that most students are engaged in. HT periodically pauses the video to lead
a whole class discussion. This discussion is primarily focused on leading students to arrive at the correct answers on
the handout they all have. These questions were primarily comprehension questions with limited possibilities for
correct answers, requiring very analysis, synthesis, or deeper meaning making. One question did give students the
choice to either summarize the video or do a connect, extend, challenge protocol (most students chose to do a
summary). There was no evidence of any baseline data being used to tap into students' prior knowledge. It was
unclear from the lesson what specific skills (beyond comprehension) were being taught and assessed.
During the teacher-led discussion on the answers to the handout most students are quiet, a few students participate, a
few students have whispered, off-task side conversations.

3. Date
Date
Next Steps:
 This video was a good choice of materials. As a next step, instead of focusing primarily on student comprehension of
the video, focus on finding ways that students can make their own meaning of the texts you offer them, ways that
they can analyze the current text and make connections with between it and other texts. Give students more power to
decide how they will digest and analyze the class texts.
3d: Using Assessment in Instruction 1 2 3 4
Feedback:
Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for
the class as a whole. Feedback to students is general.
The only assessment criteria students appear to be aware of is whether they have filled out the worksheet with the
correct answers. There is no evidence that students are aware what specific skills are being assessed (and that they
should focus on).
While leading the class discussion on the answers to the handout, HT checks to see that the class has heard the correct
answer, often repeating the correct answer for the whole class after a student has offered it.
4e: Growing and Developing Professionally 1 2 3 4
Feedback:
Networking: The teacher sees building these relationships as part of their professional growth and as a way to
contribute to the educational profession.
Observations & Response to Feedback: The teacher is open to ideas and develops a plan to implement these ideas in
future lessons.
Continuing Professional Development: The teacher’s motive is to increase their own knowledge base, benefit students,
and benefit the school.
Meghan Casey
Hannah Ticoras