Student Teaching Evaluation of Performance (STEP)

Template

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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 .......................................11
STEP Standard 6 - Analysis of Student Learning....................................................12
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........14

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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: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide
instruction for and that will be assessed.

Learning Goal
Provide the overall learning goal for this unit. What do you want students to know and be able to
do at the end of the unit?

Measurable Objectives
List the measurable objectives for this unit. Make sure the objectives are measureable and only
include the objectives you plan to assess and you have evidence the students have met or not met
the objectives.

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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.
Copy and paste, or insert a picture of the pre-assessment.
Look at each pair. Write the one that is a complete sentence.

Don saw a pig. Saw a pig

He pets a dog. Pets he dog a

The pig The pig is big.

She feeds the hen. The feeds she hen

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

Highly Proficient (90%-100%) 9

Proficient
(80%-89%) 5

Partially Proficient
(70%-79%) 2

Minimally Proficient
(69% and below) 3

Pre-Assessment Analysis: Whole Class

During the week students will be given extra instruction on making a complete sentence and the
correct parts of the sentence. Student work on sentence writing every morning during their daily
fix-it. In their journal, students fix 3 sentence for punctuation, usage of capital letters, correct
spelling and grammar errors. During whole group daily, the students are given oral language
instruction with a power point as a visual reference.

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 The data from the pre assessment will be used to modify the daily whole group and the daily small group
lesson. The goal is for every student to meet the proficient mark during this unit. Next week the students
will be given a unit test which encompasses all the areas of language and sentence structure that has been
taught so far.

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.
Copy and paste, or insert a picture of the post-assessment.
Label the sentence declarative (D), interrogative (I), or exclamatory (E). Write the correct
punctuation mark.

My dog is sick _____________________

Ox will help the man _______________
What is in the tree _________________
Can dogs bark _____________________
The bird fell out of its nest ___________
I see a lion ________________________

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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 Honey Bees Honey Bees Honey bee Honey bee Honey bee
Activity assessment
Standards and Students will be able to compare and contrast. Students Sequence Why do you How can
Objectives How is a honey bee community like a people will identify the life think a insects be
What do students community? nouns in a cycle of a community like a
need to know and sentence. honey bee. needs a community?
be able to do for What do leader in
each day of the you know charge?
unit? about bees?
Academic Workers Honey Long e Wheel Review of
Language and Flower Cold Teeth sheep sweet spelling and
Vocabulary Nectar individuals sleep queen high
What academic frequency
language will you words
emphasize and
teach each day
during this unit?
Summary of Students will watch video about honey bees and Students Students Students Click here to
Instruction and how they work together. will learn will will write enter text.
Activities for the the part of sequence an
Lesson honey bee the life expository
How will the community. cycle of a paragraph.
instruction and First read of honey bee.
activities flow? the story Second
Consider how the Unit 2.1 read Honey
students will Honey Bees Bees
efficiently transition ,Pearson.

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 from one to the
next.
Differentiation Student with IEP is pulled during whole group Student with Student Student N/A with
What are the reading for small group by Special Ed. IEP is pulled with IEP is with IEP is honey
adaptations or during pulled pulled tasting.
modifications to the whole group during during Assessments
instruction/activities reading for whole whole will be
as determined by small group group group modified and
the student factors by Special reading for reading for given by
or individual Ed. small group small group Special Ed
learning needs? by Special by Special teacher
Ed. Ed.
Required https://www.youtube.com/watch?v=z9zZ48jJZyk Pearson text Pearson Pearson text Honey
Materials, book text book book Spoons
Handouts, Text,
Slides, and
Technology
Instructional and Whole group and small group activities . Whole Whole Whole Assessment
Engagement group and group and group and day
Strategies small group small small group
What strategies are activities. group activities.
you going to use activities.
with your students
to keep them
engaged throughout
the unit of study?
Formative Oral feedback Worksheet Worksheet Worksheet Final
Assessments assessment
How are you going
to measure the
learning of your
students throughout
the lesson?

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 Summative, Post- Students will take a spelling test, formal assessment on the Pearson site, and a language test covering nouns
Assessment in sentences.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

Click here to enter text.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

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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 1

Proficient
(80%-89%) 4 4

Partially
Proficient
6 6
(70%-79%)

Minimally
Proficient
8 8
(69% and below)

Post-Test Analysis: Whole Class

My interpretation of the students data is that the students did not learn the skill.

I have also talked to my mentor teacher wh tells me that the students do better on a paper test
instead of using the Pearson site as a testing site. It seems that the whole school is testing at the
same time every Friday morning. In fact with her class the internet was so bad that she decided to
go run paper tests. I think that this combined with other factor, this is the first week the students
have taken the test with out it being read to them, s is the reason for the lower grades.

Post-Assessment Analysis: Subgroup Selection

I will be using the lower group or green group in reading analysis. This group is a group that
even struggles with the phonemic fluency and is having trouble reading the words of the story.

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

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

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 Proficient
(80%-89%) 0 0

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
7 7
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 1

Proficient
(80%-89%) 4 4

Partially
Proficient
6 6
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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 Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.

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 development, research on the Internet,
observation of a veteran teacher, etc.)
1. To make sure that all students are Click here to enter text.
engaged. Professional development, research content.

2. To make sure that all students receive Talk to Special Ed. Teacher about strategies
the same instruction or modified for a modified instruction.
instruction.

3. Behavior issues Professional Development and research

strategies.

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