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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
1b: Teacher actively seeks Teacher understands the Teacher indicates the Teacher demonstrates
Demonstrating knowledge of student's active nature of student importance of little or no understanding
knowledge of students levels of development and learning and attains understanding how of how students learn,
their backgrounds, information about levels students learn and the and little knowledge of
cultures, skills, language of development for students' backgrounds, students' backgrounds,
proficiency, interests, and groups of students. The cultures, skills, language cultures, skills, language
special needs from a teacher also purposefully proficiency, interests, proficiency, interest, and
variety of sources. This seeks knowledge from sand special needs, and special needs, and does
information is acquired for several sources of attains this knowledge for not seek such
individual students. students' backgrounds, the class as a whole. understanding.
cultures, skills, language
proficiency, interests, and
special needs, and attains
this knowledge for groups
of students.
1c: All outcomes represent Most outcomes represent Outcomes represent Outcomes represent low
Setting instructional rigorous and important rigorous and important moderately high expectations for students
outcomes learning in the discipline. learning in the discipline. expectations and rigor. and lack of rigor, nor do
The outcomes are clear, All the instructional Some reflect important they all reflect important
written in the form of outcomes are clear, learning in the discipline, learning in the discipline.
student learning, and written in the form of and consist of a Outcomes are stated as
permit viable methods of student learning, and combination of outcomes activities, rather than as
assessment. Outcomes suggest viable methods of and activities. Outcomes student learning.
reflect several different assessment. Outcomes reflect several types of Outcomes reflect only one
types of learning and, reflect several different learning, but teacher has type of learning and only
where appropriate, types of learning and made no attempt at one discipline or strand,
represent opportunities opportunities for coordination or and are suitable for only
for both coordination and coordination. Outcomes integration. Most of the some students.
integration. Outcomes take into account the outcomes are suitable for
take into account the varying needs of groups most of the students in
varying needs of of students. the class based on global
individual students. assessments of student
learning.
1d: Teacher's knowledge of Teacher displays Teacher displays basic Teacher is unaware of
Demonstrating resources for classroom awareness of resources awareness of resources resources for classroom
knowledge of use, for expanding one's available for classroom available for classroom use, for expanding one's
resources own knowledge, and for use, for expanding one's use, for expanding one's own knowledge, or for
students is extensive, own knowledge, and for own knowledge, and for students available
including those available students through the students through the through the school or
through the school or school or district and school, but no knowledge district.
district, in the community, external to the school and of resources available
through professional on the Internet. more broadly.
organizations and
universities, and on the
Internet.
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
1e: Plans represent the Teacher coordinates Some of the learning The series of learning
Designing coherent coordination of in-depth knowledge of content, of activities and materials experiences is poorly
instruction content knowledge, students, and of are suitable to the aligned with the
understanding of different resources, to design a instructional outcomes, instructional outcomes
students' needs and series of learning and represent a moderate and does not represent a
available resources experiences aligned to cognitive challenge, but coherent structure. The
(including technology), instructional outcomes with no differentiation for activities are not designed
resulting in a series of and suitable to groups of different students. to engage students in
learning activities students. The learning Instructional groups active intellectual activity
designed to engage activities have reasonable partially support the and have unrealistic time
students in high-level time allocations; they instructional outcomes, allocations. Instructional
cognitive activity. These represent significant with an effort at providing groups do not support the
are differentiated, as cognitive challenge, with some variety. The lesson instructional outcomes
appropriate, for individual some differentiation for or unit has a recognizable and offer no variety.
learners. Instructional different groups of structure; the progression
groups are varied as students. The lesson or of activities is uneven,
appropriate, with some unit has a clear structure with most time allocations
opportunity for student with appropriate and reasonable.
choice. The lesson's or varied use of instructional
unit's structure is clear groups.
and allows for different
pathways according to
diverse student needs.
1f: Teacher's plan for student Teacher's plan for student Some of the instructional Assessment procedures
Designing student assessment is fully assessment is aligned outcomes are assessed are not congruent with
assessments aligned with the with the instructional through the proposed instructional outcomes;
instructional outcomes, outcomes; assessment approach, but others are the proposed approach
with clear criteria and methodologies may have not. Assessment criteria contains no criteria or
standards that show been adapted for groups and standards have been standards. Teacher has
evidence of student of students. Assessment developed, but they are no plan to incorporate
contribution to their criteria and standards are not clear. Approach to the formative assessment in
development. Assessment clear. Teacher has a well- use of formative the lesson or unit, nor
methodologies have been developed strategy for assessment is any plans to use
adapted for individual using formative rudimentary, including assessment results in
students, as needed. The assessment and has only some of the designing future
approach to using designed particular instructional outcomes. instruction.
formative assessment is approaches to be used. Teacher intends to use
well designed and Teacher intends to use assessment results to
includes student as well assessment results to plan for future instruction
as teacher use of the plan for future instruction for the class as a whole.
assessment information. for groups of students.
Teacher intends to use
assessment results to
plan future instruction for
individual students.
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
2b: The classroom culture is a The classroom culture is a The classroom culture is The classroom culture is
Establishing a culture cognitively vibrant place, cognitively busy place characterized by little characterized by a lack of
for learning characterized by a shared where learning is valued commitment to learning teacher or student
belief in the importance of by all with high by teacher or students. commitment to learning,
learning. The teacher expectations for learning The teacher appears to and/or little or no
conveys high expectations the norm for most be only "going through investment of student
for learning by all students. The teacher the motions," and energy into the task at
students and insists on conveys that with hard students indicate that hand. Hard work is not
hard work; students work students can be they are interested in expected or valued.
assume responsibility for successful; students completion of a task, Medium to low
high quality by initiating understand their role as rather than quality. The expectations for student
improvements, making learners and consistently teacher conveys that achievement are the
revisions, adding detail expend effort to learn. student success is the norm with high
and/or helping peers. Classroom interactions result of natural ability expectations for learning
support learning and hard rather than hard work; reserved for only one or
work. high expectations for two students.
learning are reserved for
those students thought to
have a natural aptitude
for the subject.
2c: Instructional time is There is little loss of Some instructional time is Much instructional time is
Managing classroom maximized due to efficient instructional time due to lost due to only partially lost due to inefficient
procedures classroom routines and effective classroom effective classroom classroom routines and
procedures. Students routines and procedures. routines and procedures. procedures. There is little
contribute to the The teacher's The teacher's or no evidence of the
management of management of management of teacher managing
instructional groups, instructional groups instructional groups, instructional groups,
transitions and/or the and/or the handling of transitions, and/or the transitions, and/or the
handling of materials and materials and supplies are handling of materials and handling of materials and
supplies. Routines are consistently successful. supplies is inconsistent, supplies effectively. There
well understood and may With minimal guidance leading to some is little evidence that
be initiated by students. and prompting, students disruption of learning. students know or follow
follow established With regular guidance established routines.
classroom routines. and prompting, students
follow established
routines.
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
2e: The classroom is safe, The classroom is safe, The classroom is safe, The physical environment
Organizing physical and learning is accessible and learning is accessible and essential learning is is unsafe, or many
space to all students including to all students; teacher accessible to most students don't have
those with special needs. ensures that the physical students. The teacher's access to learning. There
Teacher makes effective arrangement is use of physical resources, is poor alignment
use of physical resources, appropriate to the including computer between the arrangement
including computer learning activities. technology, is moderately of furniture and
technology. The teacher Teacher makes effective effective. Teacher may resources, including
ensures that the physical use of physical resources, attempt to modify the computer technology, and
arrangement is including computer physical arrangement to the lesson activities.
appropriate to the technology. suit learning activities,
learning activities. with partial success.
Students contribute to the
use or adaptation of the
physical environment to
advance learning.
Domain 3: Instruction
Teacher Domain 3 (Formative)
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
3b: Teacher uses a variety or While the teacher may Teacher's questions lead Teacher's questions are of
Using questioning / series of questions or use some low-level students through a single low cognitive challenge,
prompts and prompts to challenge questions, he or she path of inquiry, with single correct responses,
discussion students cognitively, poses questions to answers seemingly and asked in rapid
advance high level students designed to determined in advance. succession. Interaction
thinking and discourse, promote student thinking Alternatively the teacher between teacher and
and promote meta- and understanding. attempts to frame some students is predominantly
cognition. Students Teacher creates a questions designed to recitation style, with the
formulate many genuine discussion among promote student thinking teacher mediating all
questions, initiate topics students, providing and understanding, but questions and answers. A
and make unsolicited adequate time for only a few students are few students dominate
contributions. Students students to respond, and involved. the discussion.
themselves ensure that all stepping aside when
voices are heard in the appropriate. Teacher Teacher attempts to
discussion. successfully engages engage all students in the
most students in the discussion and to
discussion, employing a encourage them to
range of strategies to respond with one
ensure that most students another, with uneven
are heard. results.
3c: Virtually all students are The learning tasks and The learning tasks or The learning tasks and
Engaging students in intellectually engaged in activities are aligned with prompts are partially activities, materials,
learning challenging content, the instructional aligned with the resources, instructional
through well-designed outcomes and are instructional outcomes groups and technology
learning tasks, and designed to challenge but require only minimal are poorly aligned with
suitable scaffolding by the student thinking, resulting thinking by students, the instructional
teacher, and fully aligned in active intellectual allowing most students to outcomes, or require only
with the instructional engagement by most be passive or merely rote responses. The pace
outcomes. In addition, students with important compliant. The pacing of of the lesson is too slow
there is evidence of some and challenging content, the lesson may not or rushed. Few students
student initiation of and with teacher provide students the time are intellectually engaged
inquiry, and student scaffolding to support needed to be intellectually or interested.
contributions to the that engagement. The engaged.
exploration of important pacing of the lesson is
content. The pacing of appropriate, providing
the lesson provides most students the time
students the time needed needed to be intellectually
to intellectually engage engaged.
with and reflect upon
their learning, and to
consolidate their
understanding. Students
may have some choice in
how they complete tasks
and may serve as
resources for one
another.
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
3e: Teacher seizes an Teacher promotes the Teacher attempts to Teacher adheres to the
Demonstrating opportunity to enhance successful learning of all modify the lesson when instruction plan in spite of
flexibility and learning, building on a students, making minor needed and to respond to evidence of poor student
responsiveness spontaneous event or adjustments as needed to student questions and understanding or
student interests or instruction plans and interests, with moderate students' lack of interest.
successfully adjusts and accommodating student success. Teacher accepts Teacher ignores student
differentiates instruction questions, needs and responsibility for student questions; when students
to address individual interests. The teacher success, but has only a experience difficulty, the
student persists in seeking limited repertoire of teacher blames the
misunderstandings. approaches for students strategies to draw upon. students or their home
Teacher persists in who have difficulty environment.
seeking effective learning, drawing on a
approaches for students broad repertoire of
who need help, using an strategies.
extensive repertoire of
instructional strategies
and soliciting additional
resources from the school
or community.
4a: Teacher makes a Teacher makes an Teacher has a generally Teacher does not know
Reflecting on Teaching thoughtful and accurate accurate assessment of a accurate impression of a whether a lesson was
assessment of a lesson's lesson's effectiveness and lesson's effectiveness and effective or achieved its
effectiveness and the the extent to which it the extent to which instructional outcomes, or
extent to which it achieved its instructional instructional outcomes teacher profoundly
achieved its instructional outcomes and can cite were met. Teacher makes misjudges the success of
outcomes, citing many general references to general suggestions about a lesson. Teacher has no
specific examples from support the judgment. how a lesson could be suggestions for how a
the lesson and weighing Teacher makes a few improved. lesson could be
the relative strengths of specific suggestions of improved.
each. Drawing on an what could be tried
extensive repertoire of another time the lesson is
skills, teacher offers taught.
specific alternative
actions, complete with the
probable success of
different courses of
action
4b: Teacher's system for Teacher's system for Teacher's system for Teacher's system for
Maintaining Accurate maintaining information maintaining information maintaining information maintaining information
Records on student completion of on student completion of on student completion of on student completion of
assignments, student assignments, student assignments and student assignments and student
progress in learning, and progress in learning, and progress in learning is progress in learning is
non-instructional records, non-instructional records, rudimentary and only nonexistent or in disarray.
is fully effective. Students is fully effective. partially effective. Teacher's records for non-
contribute information Teacher's records for non- instructional activities are
and participate in instructional activities are in disarray, resulting in
maintaining the records. adequate, but require errors and confusion.
frequent monitoring to
avoid errors.
4c: Teacher's communication Teacher communicates Teacher makes sporadic Teacher communication
Communicating with with families is frequent frequently with families attempts to communicate with families, about the
Families and sensitive to cultural about the instructional with families about the instructional program, or
traditions, with students program and conveys instructional program and about individual students,
contributing to the information about about the progress of is sporadic or culturally
communication. Response individual student individual students but inappropriate. Teacher
to family concerns is progress. Teacher makes does not attempt to makes no attempt to
handled with professional some attempts to engage engage families in the engage families in the
and cultural sensitivity. families in the instructional program. But instructional program.
Teacher's efforts to instructional program; as communications are one-
engage families in the appropriate. Information way and not always
instructional program are to families is conveyed in appropriate to the cultural
frequent and successful. a culturally appropriate norms of those families.
manner.
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
4d: Relationships with Relationships with Teacher maintains cordial Teacher's relationships
Participating in a colleagues are colleagues are relationships with with colleagues are
Professional characterized by mutual characterized by mutual colleagues to fulfill duties negative or self-serving.
Community support and cooperation, support and cooperation; that the school or district Teacher avoids
with the teacher taking teacher actively requires. Teacher participation in a
initiative in assuming participates in a culture of becomes involved in the professional culture of
leadership among the professional inquiry. school's culture of inquiry, resisting
faculty. Teacher takes a Teacher volunteers to professional inquiry when opportunities to become
leadership role in participate in school invited to do so. Teacher involved. Teacher avoids
promoting a culture of events and in school and participates in school becoming involved in
professional inquiry. district projects, making a events and school and school events or school
Teacher volunteers to substantial contribution. district projects when and district projects.
participate in school specifically asked.
events and district
projects, taking a
substantial contribution,
and assuming a
leadership role in at least
one aspect of school or
district life.
4e: Teacher seeks out Teacher seeks out Teacher participates in Teacher engages in no
Growing and opportunities for opportunities for professional activities to a professional development
Developing professional development professional development limited extent when they activities to enhance
Professionally and makes a systematic to enhance content are convenient. Teacher knowledge or skill.
effort to conduct action knowledge and accepts, with some Teacher resists feedback
research. Teacher seeks pedagogical skill. Teacher reluctance, feedback on on teaching performance
out feedback on teaching welcomes feedback from teaching performance from either supervisors or
from both supervisors and colleagues when made by from both supervisors and more experienced
colleagues. Teacher supervisors or when professional colleagues. colleagues. Teacher
initiates important opportunities arise Teacher finds limited makes no effort to share
activities to contribute to through professional ways to contribute to the knowledge with others or
the profession. collaboration. Teacher profession. to assume professional
participates actively in responsibilities.
assisting other
educators.
4f: Teacher can be counted Teacher displays high Teacher is honest in Teacher displays
Showing on to hold the highest standards of honesty, interactions with dishonesty in interactions
Professionalism standards of honesty, integrity, and colleagues, students, and with colleagues, students
integrity, and confidentiality in the public. Teacher's and the public. Teacher is
confidentiality and takes a interactions with attempts to serve not alert to students'
leadership role with colleagues, students, and students are inconsistent, needs and contributes to
colleagues. Teacher is the public. Teacher is and does not knowingly school practices that
highly proactive in serving active in serving students, contribute to some result in some students
students, seeking out working to ensure that all students being ill served being ill served by the
resources when needed. students receive a fair by the school. Teacher's school. Teacher makes
Teacher makes a opportunity to succeed. decisions and decisions and
concerted effort to Teacher maintains an recommendations are recommendations based
challenge negative open mind in team or based on limited though on self-serving interests.
attitudes or practices to departmental decision- genuinely professional Teacher does not comply
ensure that all students, making. Teacher complies considerations. Teacher with school and district
particularly those fully with school and complies minimally with regulations.
traditionally underserved, district regulations. school and district
are honored in the school. regulations, doing just
Teacher takes a enough to get by.
leadership role in team or
departmental decision-
making and helps ensure
that such decisions are
based on the highest
professional standards.
Teacher complies fully
with school and district
regulations, taking a
leadership role with
colleagues.
Comments:
Ms. Fricke is in her third year teaching at Half Hollow Hills CSD. This year, she is teaching Math 7 and Math AIS 7. Her participation in
school/community continues to grow. Most notably, she has been a valuable member of this year's Social and Emotional Learning Ad hoc
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3/16/2019 Teacher Non-Tenured Formative Report - DANIELLE FRICKE
Committee. Ms. Fricke has been the Math Fair Adviser and is Advising Grade 7 Rising Stars.. Additionally, she works with colleagues on West
Hollow's Social Committee. She routinely collaborates with members of the Math Department to align curriculum and plan engaging lessons.
Ms. Fricke continues to grow as a educator by making efforts to create a classroom environment focused on student engagement and discovery.
She utilizes NearPod, FlipGrid, Plickers and Quizlets as ways to engage her students. The use of these technologies provides real time formative
assessment and helps drive her instruction.
Ms. Fricke class is one of mutual respect among teacher and students, she plans detailed lessons and manages classroom time to maximize
learning opportunities. Ms. Fricke will is swift, respectful and direct when the need arises to redirect student behaviors. HHH administration
supports Ms. Fricke's desire to continue to grow in developing student centered lessons and activities that will help engage her students. Ms.
Fricke is effective/highly effective in all components of the District's Performance Appraisal.
Days Absent: 2
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