Student Teaching Evaluation of Performance (STEP)

Template
Kayce McCain

September 25, 2018

ELM 490

Yursa Millenbaugh

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................8
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........18

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 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Geometry

Unit Title: Triangles, Polygons, and Quadrilaterals

National or State Academic Content Standards

3.G.A.1 “Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples quadrilaterals that do not belong to any of these
subcategories.”
3.G.A.2 “Partition shapes into b parts with equal areas. Express the area of each part as a unit
fraction 1/b of the whole. (Grade 3 expectations are limited to fractions with denominators b =
2,3,4,6,8.)”

Learning Goal
I would like students to be able to have a deeper understanding of geometric shapes such as
different types of triangles, parallelograms, polygons, and quadrilaterals.

Measurable Objectives
At the end of the unit students will be able to identify that rhombuses, rectangles and squares are
all examples of quadrilaterals with 75% accuracy on a multiple-choice assessment. Students will
be able to draw at least one example of a shape that is quadrilateral, but not a rhombus, rectangle
or square.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

The pre-assessment was created by my CT and myself to target what we knew would be covered
in the lesson unit. It was created and administered through an online program our school uses
called ATI. The students took the pre-tests on their chrome books. The program populates a
page with each students’ name, score and percentage. The scoring criteria I have used utilized is
broken down as this: Exceeds- student scored a 6 or 7, Meets- student scored a 5, Approaches-
student scored a 4, Falls Far Below- student scored a 3, 2, or 1.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 1

Meets 3

Approaches 6

Falls Far Below 10

Pre-Assessment Analysis: Whole Class

Based on this data I will make no changes to the content standards, learning goals or measurable
objectives.

This data influences how I will plan, deliver and assess my unit in a variety of ways. I will plan my
lessons with the idea that I will not be able to move at a steady pace but must amend the progress based
upon student comprehension. Knowing that the students are starting with almost no background
knowledge I must build upon that, and frequently check that students are understanding each concept. If
students are not understanding a lesson I will need to expand those lessons until most of the class is
understanding the concept. My assessments will change in that I will need to do more frequent checks to
see what the students are struggling with or what they comprehend.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
The post-assessment will be identical to the pre-assessment. The scoring criteria will also be
identical to ensure measurable results.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Types of Angles Quadrilaterals Polygons Parallelograms, Polygon Scavenger
Activity and Measuring Rectangles, Squares Hunt
Triangles and Rhombuses

Standards and Arizona State Math Arizona State Math Arizona State Math Arizona State Math Arizona State Math
Objectives Standards for the Standards for the Standards for the Standards for the Standards for the
3rd grade 3.G.A.1 3rd grade 3.G.A.1 3rd grade 3.G.A.1 3rd grade 3.G.A.1 3rd grade 3.G.A.1

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson students lesson students lesson students lesson students will lesson students will
should be able to should be able to should be able to be able to define a be able to discuss
identify whether an name two attributes name at least 3 of parallelogram as a the properties of a
angle is 90°, less of a quadrilateral. the 4 attributes of a quadrilateral where polygon. Students
than 90°, or more Students should be polygon. Students the opposite sides will be able to
than 90°. Students able to identify a should also be able are equal in length. identify properties
should be able to quadrilateral and a to identify shapes Students will be of a quadrilateral,
draw an obtuse, shape that is not a that are polygons able to identify that trapezoid,
acute and right quadrilateral. and shapes that are a square is a type of parallelogram,
triangle. not polygons. rectangle with four square and
equal sides. rhombus.

Academic 90° angle Quadrilateral Polygon Parallelogram Polygon

Language and Right angle Parallelogram Line Segment Rectangle Quadrilateral
Vocabulary Obtuse Angle Trapezoid Flat Shape Square Trapezoid
Acute Angle Closed Shape Rhombus Parallelogram
Rhombus
Rectangle

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 Square

Summary of  Review types of  Tell the students  Review  Review  Review each
Instruction and angles. about the video Quadrilaterals. Polygons. shape we have
Activities for the  Demonstrate they are about to  Discuss  As a class, learned about,
Lesson how an acute watch Tell them attributes of a make a flow and its
angle fits inside to write down polygon. chart of how all properties.
a right angle, the properties of  Play “Is it a the shapes we  Say “who can
and how a right- a quadrilateral polygon”. have learned so name some
angle fits inside and any  Complete far are related. polygons in our
an obtuse angle. interesting facts polygon  Watch classroom?”.
 Whole class they hear. worksheet. “Polygons”  Students will
does physical  Show  Discuss video. look for and
demonstration “Quadrilateral” worksheet.  Demonstrate point out
of each type of video.  Discuss how to polygons in the
angle with their  Discuss different types measure a classroom.
arms. properties of of polygons. parallelogram  I will tell the
 Have students quadrilaterals.  Complete using the students we are
complete “Less  Have students worksheet. document going to go on a
or More” cut out triangles camera. scavenger hunt
worksheet.  Demonstrate  Have students around the
 Discuss as a that when you work in pairs school to find
group. fit two triangles on the polygons. When
 Have students together you worksheet they find a
draw each type make a measuring polygon from
of angle. quadrilateral. parallelograms. the list they will
 Discuss as a  Have students  Have students need to take a
group. work individually photo of it using
 Discuss how we individually on write a the iPads. I will
classify triangles making different technical demonstrate
by their angle, types of definition for a how to locate a
but also by the quadrilaterals. parallelogram. polygon,
photograph it,

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 length of the  Call up  Discuss and document
sides. individual perpendicular, their polygon.
 Have students students to show attributes of a  We will all go
make each of their rectangle, outside and
their angles on quadrilaterals on square and complete the
their worksheets the document rhombus. activity.
into a triangle camera to the  In pairs, have  Once everyone
and measure class. students has found their
each to see how complete the polygons we
many sides are worksheet will go back
the same length. “Describe into the
 Discuss as a Rectangles”. classroom and
group. each group will
show their
photographs on
the document
camera and
explain their
polygons to the
class.
 We will discuss
what is and is
not each
specific polygon
listed on the
sheet, how a
shape may fit
into many
different
categories, and
how certain
“shapes” are a

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 category, not
just one shape.

Differentiation Students can work The video is very I will ensure that I I will provide graph For the students
self-paced for most visual, talk to each of the paper so students who have mastered
of the activities. For demonstrating students who who complete their the standard I will
example, if they many different struggle with math assignment early provide an
draw one triangle or properties of while they are can practice additional sheet of
three, that is their quadrilaterals and completing their drawing all the paper with items
choice. When different types, this worksheets. I will polygons we have they are not
drawing triangles is beneficial for ask deeper-level discussed so far. allowed to use to
some will chose to students who questions to the Providing paired challenge them to
use rulers, others struggle with oral students who excel and group find more obscure
will choose to do lessons. Utilizing in math such as instructions gives polygons.
them free-hand. I the triangles to “We know (shape) the students
will utilize physical form quadrilaterals K is a polygon, but struggling with
components in the helps students to what else could it math another
lesson delivery. visualize how many be?” Looking for method of being
ways a quadrilateral the answer of: “a taught the material.
can be formed. quadrilateral and a
trapezoid”.

Required Right Angles: Less Quadrilateral video Polygon Describing Enough iPads for
Materials, or More worksheet Identification Parallelograms each group.
Handouts, Text, Worksheet with worksheet worksheet
Slides, and Draw each type of triangles that can be Sheet with
Technology triangle worksheet cut out. Types of Polygons Describing polygons to find.
worksheet Rectangles
Document Camera Document Camera Worksheet Supplemental paper
Document Camera for upper level
Document Camera differentiation.

Polygon video

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 Instructional and I will change I will show a video, I will change I will change I will review the
Engagement delivery methods which sometimes delivery methods delivery methods previous lessons to
Strategies often between engages students often, between often, between ensure students
group discussion, more than a lecture. group discussion, group discussion, remembered what
individual work, I will also individual work, individual work and the properties of
and kinetic encourage them to and utilizing the partners. I will also polygons and
learning. take notes while white board for show a video to different categories
watching the video. visuals. Students engage the students of polygons were.
While making had the option to with the lesson. Students will utilize
quadrilaterals out of take notes during iPads to take photos
triangles I will our discussion. of polygons they
frequently stop for Throughout the find around the
demonstrations and lesson the class will campus. They will
to alter the do thumbs be able to share
directions. up/thumbs down their findings with
for showing their the class.
answers.

Formative I will observe the I will review the I will observe the I will observe the I will observe the
Assessments students’ answers students’ notes they students’ responses students’ answers students during
during discussion, take while watching during discussion, during discussion, their scavenger
walk around and the video, and I will as well as their walk around and hunt for
speak to students walk around the answers during speak to students understanding of
one on one while room seeing the thumbs up/down one on one while shapes. I will assess
they are working, quadrilaterals the participation. I will they were working. understanding
and review their students created. I review their I will review their during each groups’
worksheets after the will also call many worksheets after the worksheets after the presentations of
lesson, all to check students to the front lesson to check lesson, all to check their polygons. I
comprehension. to create a triangle comprehension. comprehension. will ask questions
which the whole to check for
class will discuss. knowledge such as
“You found an

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 octagon, what
categories would an
octagon fall
under?”

Summative, Post- To assess the student’s knowledge after the unit has been taught I will administer the same assessment that
Assessment the students took at the beginning of the unit.

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STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link: http://www.youtube.com/watch?v=dwEINeqhNVw
Summary of Unit Implementation:

Lesson one of the unit began with a discussion on types of angles including 90 degree, acute,

obtuse and right angles. The execution of the lesson did go exactly as planned, however the student

learning did not. The engagement strategy I used was changing my delivery of the information between

group discussion, individual work and kinetic learning. Utilizing the students’ bodies as angles seemed to

really help the students understand different types of angles. Lesson two was about quadrilaterals which

did not go exactly as planned. I did everything I expected I would do; however our class discussion got a

bit off course when I made a statement that I later found to be incorrect. Once I discovered the mistake I

had to go back and reteach part of the lesson. Showing a video and having the students use small triangles

to build quadrilaterals were both helpful engagement strategies.

The third lesson built off the previous two and introduced polygons. This lesson did go as planned,

including the amount of instruction and activities we were able to complete. Engaging the students in the

lesson by asking them to show numbers on their hands or thumbs up/down for comprehension did seem to

keep them involved in the lesson. Lesson four was about parallelograms, rectangles, squares and

rhombuses. This lesson did not go as planned because I was rushed and did not get through everything I

would have liked. I also felt like I gave the students a lot of information at one time, which might have

been hard to process. The engagement strategy of showing a video and then discussing it did work, some

students even opted to take notes during the video. Lesson five was to encapsulate everything the students

had learned about polygons through a polygon scavenger hunt on the campus. This lesson did go as

expected, the students really enjoyed being able to go outside and use the iPads. Students were engaged in

finding the polygons and deciding how many categories that each polygon fit into.

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Summary of Student Learning:

After the first lesson I felt pretty good about the students’ comprehension. I thought the lesson

went well and the answers to questions in class had been mostly correct. Later that evening I was grading

their worksheets and was shocked to see how many students got most of the problems wrong! They had

not done very good on the pre-test, but I figured that was OK because they hadn’t been taught the

information yet. I was surprised to find that after my lesson they were still getting so many problems

wrong. I thought perhaps those students had just not understood the lesson, but the student that caused me

to rethink my lesson was a student who excels academically in every subject. He did not do well on the

worksheet either which made me feel that it must have been the way I delivered the information that was

confusing or unclear, if this student was getting the questions wrong. That evening I pulled out the lesson

again and searched ways to teach it. I then was able to basically reteach the lesson the next day adding in

new ways to describe the subject. Teaching it the second way brought out a lot of “Oh I see!”, “I get it

now” and better performance on the worksheet.

Reflection of Video Recording:

I feel that I did a good job delivering information and guiding the students to what they were

supposed to do for the activity. I was explicit in the process the students were to walk through to begin

and complete the activity. Upon reviewing my video the aspect I wish I had paid more attention to is

responding better to each students’ comments or questions. One student was so excited to take notes and

share them, and I feel that my response to him sharing some notes he recorded didn’t reflect the fact I was

excited he was so proud of his notes. I would like to start being more purposeful in my responses to

students’ excitement as well as their questions. For instance, after a student asks a question and I answer it

I should say something like, “Did that help”? to check for understanding.

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 4

Proficient
(80%-89%) 3 9

Partially
Proficient
6 4
(70%-79%)

Minimally
Proficient
10 2
(69% and below)

Post-Test Analysis: Whole Class

My interpretation of the pre and post test data is that the students reached the learning goals set
forth at the beginning. The first lesson had very little interaction from the students when asked to
answer questions or what they knew about the topic. By the end, the students were raising their
hands multiple times throughout the lesson, even some students who had scored as minimally
proficient.

I believe that my lesson plans and instruction were very effective as the students made great gains
in their post test versus their pretest. For the pre-test only one student was highly proficient,
versus the four in the post test. In the pre-test, ten students scored as minimally proficient,
whereas only two did for the post test. The first day I taught about different types of angles. Later
that night when I reviewed their worksheets I found that they had not understood the lesson. I
modified what I was doing and taught them a different way. That lesson I had multiple students
say, “I get it now!”.

Post-Assessment Analysis: Subgroup Selection

I selected the group of gifted learners in my classroom. I did this because we have no other
cognitive subgroups in the class (no ELLs, IEPs or 504s). I like to track this group as well
because I feel they can often be overlooked in education. There are five Gifted students in my
classroom.

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 Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 1 0

Meets 4 5

Approaches 0 0

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup

I think one student in particular is a bit perplexing. He got 100% on his pre-test, but missed one
question on his post-test. The questions were so similar that it seems odd for him to have not
received a 100% again. The other four gifted students all received the same score post-test as they
did in the pre-test, they all missed one question.

Although the majority of the Gifted students scored the same on the post test as they did on the
pre-test, I feel like they understood the material a lot more. On the pre-test it appears the students
were guessing at the answer they got wrong. On the post-test it seemed as though they had the
right idea, they just got the wrong answer. For the remainder of the class the data indicates that
they all learned a lot of the material throughout the unit. There were far less whom Falls Far
Below, and more who Exceeded or Meets the expectations. Because I know there are a few
students who still don’t firmly grasp all these concepts I will continue to review and build off
them in continuing math lessons.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 4

Meets 0 5

Approaches 5 3

Falls Far Below 10 3

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 Post-Assessment Analysis: Subgroup and Remainder of Class

Surprisingly, my subgroup of Gifted students did not experience as much growth as the remainder
of the class did. Almost all the remainder of the class experienced a bump in their test scores after
the lessons were taught.

The next steps in teaching move toward area and perimeter. Learning about angles and polygons
is the foundation for learning about area and perimeter. In doing so, the teacher would need to review a lot
of this information, and the students would need to build off these lessons.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal
1. Classroom Management; I need to
work on quickly identifying behaviors
that are not acceptable during
instructional time.
development, research on the Internet,
observation of a veteran teacher, etc.)
I think that best way for me to learn how to
quickly identify behaviors that are
unacceptable during my instructional time is
through observing veteran teachers. It is
beneficial for me to observe what my
cooperating teacher does and at what point in
the students’ behavior she calls attention to
it.

2. Time Management; I rarely get to
every component of the lesson that I
had planned.
I think the best way for me to improve my
time management is just to have more
experience with the students. It is hard for
me to guess how much time students will
spend on which activities, and sometimes my
guess is incorrect. The more familiar I am
with the activities and students, the more
accurate I will become at identifying the
correct amount of time they will spend on
activities.

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 3. Learn more activities for large math
concepts that are not worksheets.
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To learn about more activities that are not
worksheets in math I need to do research
online for each topic. It is hard to compile
activities before I know what I am doing
because the resources online are so
numerous. But, once I know what specific
topic It would be beneficial to do additional
research into activities or videos I could
utilize for that lesson.
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