ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: CAITLIN FREDRICKS Teacher ID: 1565925
29Q109-Jean Nuzzi Intermediate
School Year: 2017-2018 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 minute minimum)

Date of Observation: 02/13/2018 Time/Period: 12:55pm period 7

Component Ratings

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

Ms. Fredricks displays extensive knowledge of the important concepts in using
proportions and equations to solve percentage problems.

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

Most of the learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. During my
observation the lesson opens up with a warm up of categorizing mathematical
terms in two categories of increase original amount and decrease original amount.
In your direct instruction you modeled to strategies for students to use to solve
percentage problems. The student activity consisted of the students given
different price list for items to find the total cost, sale price, commission, or finding
percentage saved.

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

Classroom interactions between Ms. Fredricks and her students are highly
respectful. Students participate without fear. This is evident by many students
participating in answering the class warm up.

2d: Managing student behavior 4- Highly Effective

Ms. Fredricks consistently engages with her students as they work with their
partners.

3b: Using questioning and discussion techniques 3- Effective

Questions are asked throughout the lesson to assess students understanding.

Last Revised: 03/01/18 10:05:55 AM By dmarsh5

1. How do we define mark up?

2. What does x represent? "amount of money shoes cost"

3. Explain the process of solving your proportion? "divide both side by 15"

4.What are we looking for in this problem? "commission percent"

5. How does the discount impact your purchase price? "total cost will be less"

3c: Engaging students in learning 4- Highly Effective

All students are engaged in well-designed learning tasks that require thinking by
students. The students use the proportion or percent equation to solve percents
word problems. Most students used the proportion strategy, while a few students
use other strategies to solve sales tax, commission, and percent problems.

3d: Using assessment in instruction 3- Effective

Questions and assessments are regularly used to diagnose evidence of learning.
Ms. Fredricks circulates the classroom asking students to show and explain the
process they used to solve the problem. In addition, feedback is provided from
Ms. Fredrick as it relates to how students are setting up their proportion correctly.

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

Ms. Fredricks classroom has consistent evidence of the BUCKS strategy
throughout her classroom and during her lesson.

Last Revised: 03/01/18 10:05:55 AM By dmarsh5

Teacher ID 1565925 Teacher Name CAITLIN FREDRICKS

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 2/13/18 we met to discuss the informal observation performed on 2/13/18

LEQ: How can we use proportions and equations to help us solve percentage problems?

Commendations:

1. Students were actively engaged on task.

2. Modeled sample examples for the students to refer to.
3. Students were challenged to show their work.

Recommendations:

1. Have students share other strategies they used to the class.

2. Allow for students to provided feedback on other students work.
3. Asking more of a variety of questions from 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): MARSH, DARREN

Evaluator's signature: Date

Last Revised: 03/01/18 10:05:55 AM By dmarsh5