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Teacher Name: CAITLIN FREDRICKS Teacher ID: 1565925
29Q109-Jean Nuzzi Intermediate
School Year: 2017-2018 School Name/DBN: School


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: 12/04/2017 Time/Period: 12:50 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 the
discipline and how one-step/two-step equations relate to the inverse operation of
multiplication and division.

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

The learning activities are aligned with the instructional outcomes and follow an
organized progression suitable to groups of students. The learning activities have
reasonable time allocations, with some differentiation for different groups of
students. During my observation the lesson opened up with a warm up from the
Go Math textbooks. The the direction instruction you reviewed the difference of
one-step and two step equations. The student activity was for the students to write
and solve the equation for the geometric shape.

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

Classroom interactions between Ms. Fredricks and her students are highly
respectful. This is evident by the Ms. Fredricks praising her students conceptional
understanding as they performed the warm up.

2d: Managing student behavior 4- Highly Effective

Student behavior is entirely appropriate. Ms. Fredricks circulated the classroom to
ensure that the students were on task.

3b: Using questioning and discussion techniques 3- Effective

Throughout the lesson probing questions were asked to assess students
understanding of the process of writing and solving equations.

Last Revised: 12/19/17 11:20:07 AM By dmarsh5

1. What do we need to have in order to have an algebraic expression? Sabrina,"A

2. Can we combine like terms?

3. What makes an expression and an equation different?

4. How do we isolate the variable? "subtract 3 from both sides"

5. How do we remove a constant term? "add 5.5 to both sides

6. How do we solve equations? "By balancing both sides"

3c: Engaging students in learning 4- Highly Effective

All students are engaged in challenging content through well-designed learning
tasks and activities that require complex thinking by students. As I circulated the
classroom the students were writing equation for the distance between the three
walls. In addition students had to decide which unit if measure to convert in as it
relates to inches and feet. Most of the students converted into inches.

3d: Using assessment in instruction 3- Effective

Questions and assessments are regularly used to diagnose evidence of learning.
Students were assessed by their explanation of knowing which operation to use in
solving an equation. Ms. Fredricks provided feedback on the purpose of using the
inverse operation to balance equations as they isolate the variable.

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

Ms. Fredrick continues to implement technology in her instruction to engage her
students in the lesson.

Last Revised: 12/19/17 11:20:07 AM By dmarsh5

Teacher ID 1565925 Teacher Name CAITLIN FREDRICKS


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 12/19/17 an email was sent to provide feedback on the informal observation performed on 12/4/17

LEQ: How do we write algebraic expression?

Ms. Fredricks as I walked into your classroom the students were working on the warm up from the Go Math
books. After the warm up you did a short review of one and two-step equations on the smartboard. During
your direct instruction you wanted the students to understand the process of using the inverse operation to
solve equations. In your presentation you displayed key points using the inverse operation to balance
equations, reminding students what they perform on side they should perform on the other side.

Commendations: Your students were actively engage in the student activity. You provided a rigorous task for
your students in writing expressions and equations using geometric shapes. During your direct instruction
you asked probing questions to gauge students prior knowledge of the process of solving two-step equations
and understanding the difference in using the inverse operation to isolate the variable.

Recommendations: Ms. Fredricks as you provide instruction in your direct instruction I need to see more
students come to the board to show their work and explain the process. Midway throught he students activity
have some of the students share their reasoning for converting from feet to inches. I believe this part of the
activity is essential to students learning which init of measure may be the better option to convert into.

Last Revised: 12/19/17 11:20:07 AM By dmarsh5

Teacher ID 1565925 Teacher Name CAITLIN FREDRICKS

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: 12/19/17 11:20:07 AM By dmarsh5