Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal 4
STEP Standard 3 - Assessment and Data Literacy 5
STEP Standard 4 - Unit and Lesson Planning 7
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
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
● Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document. When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address.
● An initial email will be sent to you to confirm your email address.
● A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. 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 Measurable
Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Students will know number names and count sequentially.

Unit Title: Lets learn how to count and compare!

National or State Academic Content Standards: K.CC.3 Write number from zero to
20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of
no objects).

Learning Goal:
The students in this class are working on number sense and math vocabulary to assist them in
learning foundational math skills that will help them be successful in the future as they progress
through math throughout school. The goal is that students will become fluent in number names
(ones, tens) and count sequentially.

Measurable Objectives:
Given specialized instruction in number names and counting sequentially, the teacher will
formatively assess students through questioning and observation and determine if students have
master the skills taught with 90% accuracy or higher. On day 5 of the unit, students will
complete an assessment on the weeks unit and receive a score of 5 out of 7.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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© 2020. Grand Canyon University. All Rights Reserved. Page 5 of 20
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

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%) 2

Proficient
(80%-89%) 3

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 1

Pre-Assessment Analysis: Whole Class

The group can count from 1-20 sequentially. The students did not know what a sequence was to begin
the week, the students had an idea of what comparing was.

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

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 scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving
learning outcomes in your specific disciplines. Each activity should align to instructional goals
and demonstrate your understanding of the pre-assessment data results, contextual factors,
student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to
state content standards. Be sure to include technology integration and demonstrate how you will
differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching in the STEP process.

Grade Level:
Unit/Subject:

Day 1 Day 2 Day 3 Day 4

National/State Learning K. CC. 3 Write K. CC. 3 Write K. CC. 3 Write
Standards K. CC. 3 Write number from 0-20. number from 0-20. number from 0-20.
List specific grade-level number from 0-20. Represent a number of Represent a number of Represent a number
standards that are the focus of Represent a number of objects with a written objects with a written objects with a writte
the lesson being presented. objects with a written numeral 0-20 (with 0 numeral 0-20 (with 0 numeral 0-20 (with
numeral 0-20 (with 0 representing a count of representing a count of representing a count
representing a count of no objects). no objects). no objects).
no objects).
Specific Learning
Target(s)/Objectives Students will continue Students count Students continue to Students count to 10
Based on state standards, to count sequentially sequentially and count sequentially and Students use the
identify what is intended to be and learn the numerals understand the learn that numerals vocabulary terms m
measured in learning. can be used to concepts of more and can be used to and equal to compar
compare. equality while gaining represent and compare sets.
experience with a set size.
missing addend
problems.
Academic Language Numeral Numeral Numeral Numeral
General academic vocabulary Next Sequentially Sequentially Sequentially
and content-specific Compare Equal Equal Equal
vocabulary included in the Sequentially More More More
unit. More Less Less Less
Less Pretend set set

Unit Resources, Number Worlds Level Number Worlds Level Number Worlds Level
Materials, Equipment, C curriculum C curriculum. C curriculum. Pencils
and Technology Vocabulary cards Counters Counters Counters
List all resources, materials, Assessment record Activity sheet with 3
equipment, and technology to (formative) White board White board columns labeled for
be used in the unit. Assessment record Assessment record each teacher’s class

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Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
● Level 1: Recall
● Level 2: Skill/Concepts
● Level 3: Strategic
Thinking
● Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
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Activity sheets for Student white boards Student white boards White board
each student and expo markers and expo markers
Chrome books Student workbooks Student workbooks
White board Pencils Pencils
Pencils Chrome books Chrome books
Student workbooks Vocabulary cards with Vocabulary cards with
(Number Worlds). visuals visuals
Counters
Zoo pictures
Number cards
Can you recall what a Can you recall what What is more 99 or
numeral is? more means? 87? Can you recall what
Which set of objects How many pieces of How many pieces of compare means?
have the least amount? “food” would you food would you have What class had the
If I removed 3 items have if everyone had to give to the monkey most students? How
from the objects that an equal amount of for it to have the same did you know?
had the most and food? amount of food as the What would happen
added them to the How many more lion? How did you we added 7 to Mr. V
objects that had the pieces of food would know this? number of students i
least which set of you need to have 13 What would happen if his class? Would he
objects would have the pieces total? How did you added 1 ten to the have more than Mrs
most? How did you you get that answer? amount of food the Gs class or less?
figure that out? You have 6 yellow monkey has? Would it Create a number
Using the paper pieces of food and 7 be equal to the zebra’s sentence using each
objects given to you green pieces of food, amount? class number of
create a create sets of create a number Create a number students and solve th
numerals on your own sentence using these sentence using the equation.
and compare them. numerals. amount of food the 2
animals with the least
amount of food have.
Is it equal to the
amount of food the
animal with the most
amount of food has?
The teacher will write The lesson will begin The lesson will begin The students will
an I can statement on with an I can with an I can review vocabulary
the white board; the statement; the teacher statement, read to from the previous
students will read this will read the I can students and then read lessons. We will be
together after the statement, and the chorally. The students working on a projec
teacher reads it to students will chorally will review the about our school and
them. Students will be repeat it. The students vocabulary from the use math vocabulary
presented with will review vocabulary previous days to in our book.
vocabulary cards to taught the day before activate prior We will practice
activate their prior and be introduced to knowledge. Students counting to 30 to
knowledge. The the new vocabulary. will be given new activate prior
teacher will relate the The teacher will vocabulary and visuals knowledge before w
vocabulary to a similar connect the new math to connect to prior begin the activity. W
situation to activate vocabulary to knowledge. Students will then count our
their knowledge something familiar to will play the pointing class number of
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Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
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(compare the word the students to make and winking activity students and practice
compare by having connections. The as the did on day one. grouping it by ones
students compare students will all be The students love this and then tens.
weather patterns in the given 10 counters; the activity and look
summer to winter). teacher will pass a forward to playing it in
Students will then play bucket around and the this group. Today the
a game called point students will add their teacher will practice
and wink to activate counters and count out counting backwards
prior knowledge for loud as they add them sequentially in this
counting sequentially. to the bucket. The activity.
The teacher will start student will pass the
by counting and when bucket to the next
the teacher points to a person and they will
student they will pick add their counters
up where the teacher beginning where the
stopped, when the previous student left
teacher winks the off. The teacher will
student will stop remove counters and
counting and the ask students how
teacher will point to many totals after
another student and removal. This activity
they will continue allows students to
where the previous warm up and practice
student left off. counting sequentially
to activate their prior
knowledge on skills
they’ve been
practicing.
Presentation of Content
The vocabulary cards The vocabulary words Vocabulary is read, For this activity we
are a visual are a visual modeled, and given to going around the
representation of the representation for students as a visual. school and counting
words. The students students. The students Students play a game how many students
play a game to engage play a game with their together to warm up. in each class and
all learners and meet peers to become Students play a hands- comparing that to ou
the needs of all engaged in the lesson. on interactive game class to create a boo
learners. The teacher There are hands on together to learn the about our school.
uses an example for activities to keep lesson objective and Students will work
the vocabulary so that students engaged. review objectives from together to count the
students of different Students are given previous days. number of students i
needs can understand manipulatives to count Students are engaged classes and record
the vocabulary. and practice. Students when playing a hands- their finding and tell
work independently by on game with peers. them to the teacher.
completing a Manipulatives help Students will be giv
workbook page or students who are counters to use to
completing a game on visual and hands on compare the classes
the computer. learners. Students can and determine which
complete the classes have more, l
assessment portion via
Page 10 of 20
 student workbook students, and are
completion, oral equal.
explanation, using a
Chromebook game, or
showing the teacher
using the
manipulatives.
Multiple Means of
Representation There are no ELL or There are no ELL There are no ELL Students work with
Differentiation gifted learners in this students or gifted students or gifted peers and are given
group. This is a group students. The entire students. The entire manipulatives and
activity and there will group is a small group group is a small group white boards to help
be no early finishers of students with of students with compare class sizes
This entire group is special needs. The special needs. The the school. Students
made up of students students are given lesson is differentiated will be assessed at th
with special needs. visuals, hands on in representation end and can choose
The teacher uses activities, technology, through group learning do it on paper or usi
vocabulary examples. and peer collaboration and games, hands on a computer.
Modeling, and writes to differentiate the activities, technology,
an I can statement on lesson for all learners. options for
the board for students independent practice,
to understand the and engaging games
objective, this is read that are student
to students and said centered.
together. The students
play a game together
to stay engaged and
work together and
assist each other when
needed and learn from
their peers.
Application of Content
Multiple Means of Students will play a
Engagement game called count and Students will play a Students will play a Students will begin
How will students explore, compare. All the game where they are game called feed the this project by
practice, and apply the students will count and given counters and animals. There are 4 recording how many
content? compare objects on a pretend, they are food. zoo animals and four students are in our
sheet and write the Students are given bags of counters of class on their activit
numeral of each object unequal amounts of different colors with sheets. I have arrang
set. Students are food. Students count different amounts. The with the other teache
encouraged to use the their “food.” Students person who is feeding to take the students
word numeral. are asked questions the animals forgot to and count how many
Students will compare such as “How many write down the students are in the
the object amounts and pieces of food would amounts on the bags of other classes. We w
determine which sets each of you have to food and who they are come back to the cla
have the most and add or take away to for. The animals must and record these
which have the least. make sure every receive the correct numbers on the boar
The teacher will ask person has an equal amounts of food. The I will write the
questions such as “If amount of food?” How tiger gets the most teachers names dow
you take 3 of the hats many more pieces of food, the zebras get and students will co

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Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
● English Language
Learners (ELL)
● Students with special
needs
● Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
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away how many food would you need less than the tigers, the and put this down on
objects would you to be equal with the cheetahs get less than their activity sheet
have? If you added 4 person that is sitting the zebras, and the with the number of
hats back, how many next to you? Students monkeys get the least students. After we
objects would you will be given numbers amount of food. record the numbers,
have?” To practice and and ask how many Students will be we will compare wh
apply the objective of more pieces of food paired, and each pair class has the most
counting sequentially will need to be added will get a bag of color- amount of students,
and applying content. or taken away to their coded counters. Each which has the least,
amount of food so that bag has different and if any are equal.
students understand quantities. The We will take these
the objective of students will be asked numbers and add the
equality. The students to count their counters to try to guess how
are practicing their together in their pair. many students are in
mental math skills The teacher will show our school by adding
doing this activity. The students numeral cards and counting by tens
students in this group (ranging from 1-80,
need more number random). The students
sense foundations to will match the number
be successful in math. of counters to the
numeral card and then
determine what set
goes to which animal.
Are any of the
amounts equal? How
do we know they are
not? Students will
arrange the sets from
least to greatest.
Which bag has the
most and the least?
How did they know?
Students play a game Students are given Students are asked a This activity is a gro
with their peers. manipulatives to count variety of questions to project that allows
Students can display with. Students are discuss and reflect. students to practice
knowledge of content interacting and Students work together skills learned and
on paper or verbally. learning from their in pairs to talk through apply them in a real-
peers. Students may their thinking and life scenario. Studen
use white boards if learn from their peers. can use counters to
needed when asked The game is hands on help them compare
how to make the with visuals and class sizes and
quantities equal. manipulatives to meet determine which has
all students varying the most, least, and
needs. Students with which one is equal.
less content
knowledge will be
given smaller amounts
to count and match to
the set.
Page 12 of 20

Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
● English Language
Learners (ELL)
● Students with special
needs
● Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
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Assessment of Content
Students are Students are
formatively assessed formatively assessed Students are Students will be
during the warmup during the warmup formatively assessed formatively assessed
and engagement part and engagement during the activities. by the teacher when
of the lesson. Students portions of the lesson. The teacher takes counting and workin
are assessed using They play games, notes on student together to compare
summative assessment discuss, and use mastery through the school’s classroo
by completing reflection. informal formative sizes. After the activ
workbook pages and The students are assessment. The students can create
explain their thought summative assessed students are assessed their own problems
process to the teacher. using a worksheet and at the end through based on the
Students play a game an interactive game on workbook page information, play an
on the Chromebook the chrome book. mastery or mastery of interactive computer
for independent chosen summative game, or complete t
practice and for the assessment activity. corresponding page
teacher to determine if their workbooks.
they have met the
objective or what areas
and concepts need to
be retaught.
Students are
Students can answer Students can answer formatively assessed Students can express
on paper in their orally instead of filling through questioning their assessments
workbooks or orally. out their workbook. and reflection during through verbally or
Students are given an Students have a choice the warmup and non-verbally throug
option to complete the of either completing activity. Students can use of manipulatives
assessment on a the assessment on the answer verbally or or writing it down.
Chromebook. Chromebook. Students non-verbally by Students are
can use virtual sharing their answer formatively assessed
manipulatives on the using the through questioning
Chromebook to manipulatives. and reflection during
differentiate mastery Students are given the warmup and
of the objective. options for the activity. Students ca
summative assessment answer verbally or
by sharing their non-verbally by
mastery using sharing their answer
manipulatives, online using the
set former tools, an manipulatives.
assessment via paper Students are given
or Chromebook. options for the
Students can play an summative assessme
interactive game to by sharing their
show mastery. mastery using
manipulatives, onlin
set former tools, an
assessment via pape
or Chromebook.
Students can play an
Page 13 of 20

Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
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interactive game to
show mastery.
Extension Activity and/or Homework
To extend this activity To extend the activity For an extension, For an extension,
the teacher will ask students will be given students will put their students will record
students find objects m and ms in unequal own amounts of the amount of peopl
around the room and amounts. Students counters in bags and in their family and
count them and then must work together to have a peer count the compare that to the
describe which group give their m and ms counters and match amount of family
has the most and least. away to peers to them to the numeral members in their
This activity aligns ensure that each set. This reinforces the classmate families. W
with the learning person has an equal objective that a set will add this to the
objectives as students amount of m and ms. matches a numeral. book about our scho
are practicing This reinforces the and classroom.
comparing numbers learning objective of
and counting more and equality.
sequentially.
Page 14 of 20
STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

Summary of Unit Implementation:

I began the unit with an introduction to sequencing, comparing and numerals. Throughout the unit
I added new math vocabulary and had the students apply this vocabulary throughout the lessons
through hands on activities and learning. This group of students does well with hands on activities.
On day 4 we did a fun project the aligned with the objectives and gave the students a chance to
interact with general education classes during their math. I finished the unit with a review using
different station and a summative unit assessment.

Summary of Student Learning:

Throughout the unit students became more fluent in their counting and ability to compare
numbers. By the end of the week students were using the target math vocabulary during our
discussions. All the students passed the unit assessment and showed growth from the pre
assessment. Informally assessing the students during the games gave me an opportunity to reflect
on the lessons and what went well and what needed to be adjusted.

Reflection of Video Recording:

I was nervous to watch my recording. At the beginning of the recording a student who was working
in another group was concerned about something on my smartboard screen and interrupted the
recording slightly. My para helped the student with his concern, and I tried to continue my lesson
and recording without stopping. This was the first lesson in this unit. Some of the students were
giggling at the beginning, this was due to them being nervous about being recorded. I felt the
students were engaged, they stayed on task throughout the recording. While watching the video I
noticed the respect that my students and I have for each other, there is very good rapport between
my students and me. That is what made me most proud when watching the video.

STEP Standard 6 - Analysis of Student Learning

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After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 2 4
(90%-100%)
Proficient
3 1
(80%-89%)
Partially Proficient
1 1
(70%-79%)
Minimally
Proficient 1 0
(69% and below)

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion. Students showed mastery of the unit objective. When I started the unit, students
did not know what a numeral was, or a sequence was. As the unit progressed students would use
this vocabulary when we would have discussions in the lesson and reflect on the lesson. One
example is that when describing a number, the student used the word “numeral” instead of the
word “number”. The data I collected from lesson one to lesson five showed growth for all
students. All the students passed the summative assessment at the end of the lesson proving that
they had mastered the objective.

When analyzing the effectiveness of my instruction I believe my instruction was effective. The
hands-on activities ensured students were engaged in the lessons daily. The students were having
fun and enjoyed the games and didn’t even realize they were learning, they just thought they were
having fun. This was a great approach in teaching the content to the students as the lessons were
student centered rather than student centered. I was so proud of the student when they began
using the math vocabulary in the lessons as the week progressed, and the students knew what the
vocabulary words meant and how to apply the vocabulary correctly. Most of the group was
highly proficient at the end of the unit, which shows mastery of the targeted objectives. Students
are ready to move onto the next unit.

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 Post-Assessment Analysis: Subgroup Selection
I am choosing the subgroup of students that are on IEPs. All students in this group are on IEPs as
it is a specialized classroom.

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 2 4
(90%-100%)
Proficient
3 1
(80%-89%)
Partially Proficient
1 1
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
Post-Assessment Analysis: Subgroup

The students in this subgroup reached mastery of the unit objectives. This can be determined
using academic vocabulary as the lessons progressed. Students used the words when having
discussions in the lesson. For example, a student said, “I know that this amount is less than this
amount because I compared the numerals.” Throughout my formative assessments I saw
students applying the skills I had taught them in my lessons to determine their conclusions. The
students were proficient when I gathered and analyzed my data and growth was shown from my
observations from day 1 to day 5. Students were proficient when grading their summative
assessment of the unit.

This subgroup showed mastery in the unit displaying that my delivery of the lessons was effective.
Students worked together throughout the week to problem solve. Students showed mastery in all
domains of my assessment sheet, warm-up, engage, student workbooks, and student assessment.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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 Pre-Test Post-Test

Highly Proficient
(90%-100%)
Proficient
(80%-89%)
Partially Proficient
(70%-79%)
Minimally
Proficient
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

This is a very small group and there was no remainder of the class. The subgroup is the class.

Next steps to instruction will include taking the skills learned in this unit and applying them to
match patterns and quantities. Students will continue to explore the counting sequence and gain
experience matching patterns and quantities.

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. Give clear instructions and directives
before starting a group activity or
independent work.
development, research on the Internet,
observation of a veteran teacher, etc.)
To reach my short-term goal I will observe
veteran teachers and learn from them either in
their classroom or through watching videos
online.

2. Open each lesson effectively to ensure To reach this goal I will research effective
my students are engaged from the strategies for opening lessons and observe
beginning. successful lesson openers either at an in class

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 observation or through recorded lessons
online.

3. Ensure that I am adequately prepared To reach this goal I will research effective
to deliver the lesson thoroughly and planning strategies and dedicate more time to
effectively. studying the material and preparing for the
lesson ahead of time.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: My long term goal is to continuously seek information to develop my
practice and enhance my knowledge through reflection and learning.
Rationale: Why did you choose this goal? How I chose this goal because to be a superb
do you expect it to improve the outcomes of your educator you must be a lifelong learner in
future students? your practice. An educator who is committed
to growth and learning for themselves will
provide students with effective teaching, a
safe learning environment, and a great
classroom culture.
End Date: By when do you expect to accomplish This is a long term goal that I will have
this goal? throughout my career. I expect to accomplish
this yearly. I will reflect on my year and focus
on a new area of improvement that I feel I
need to prioritize based on my reflection
Action Timeline: What steps will you take to To complete this goal I will attend all
complete this goal, and by when will you take professional development that I am able to. I
them? Example: will collaborate with my colleagues who have
1/31/18: Join AACTE much experience and learn from them through
questions, discussion, and observation. I will
research evidence based strategies and
implement these strategies into my classroom.
I will begin now with this goal and use this
unexpected time off to begin my research and
bring this to my classroom when school starts
again.
Resources: What resources are available to assist There are many resources available through
you in accomplishing your goal? my school district. There are many resources
that my colleagues will share with me. There
are many resources available via the internet

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 that can help me accomplish my goal. I feel
one of the greatest resources that will assist
me in my goal is learning from experienced
teachers.

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