QUINN TURNER

ELM-490

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 .......................................16
STEP Standard 6 - Analysis of Student Learning....................................................17
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........20

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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: Telling and Writing Time

Unit Title: Telling and Writing Time

National or State Academic Content Standards:

3.MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.

Learning Goal

Students will be able to accurately tell time by using the short hand and the long hand on the
clock. They will be learning to to add and subtract minutes and hours from a specific time. By
the end of the unit they will be able to discuss the way a clock works by explaining how to use
the long and short hands. They will know how many minutes are in an hour and how many hours
are in a day. At the end of the unit they will be able to identify time on a clock and know how
much time passes from one time to another.

Measurable Objectives
Day 1: Students will be able to understand the connection between the time on a digital clock and the
time on a clock-face clock. Students will be able to tell time to the minute on a analog clock.
Day 2: Students will be able to add and subtract 60 minutes or less.
Day 3: Students will be able to add and subtract using both hours and minutes.
Day 4: Students will be able to use their knowledge of digital and analog clocks to complete
word problems.
Day 5: Students will be able to create and design a timetable of a birthday party by calculating
how much time each activity will take for a two-hour birthday party.

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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.
For the week prior to this unit lesson, the students will have one problem in their bell work each
day that asks them to tell the time. It is a simple clock that points to a time, only to the hour.
They will have one problem in each day of bell work, equaling to 5 problems to show their
knowledge of telling time.

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%) 0

Minimally Proficient
(69% and below) 22

Pre-Assessment Analysis: Whole Class

Understanding the data of my students, I can see that the objectives and standards and measurable.
I may need to focus the full five days on only one standard just because the students seem to
already have a hard time, but we will see as we go.
Looking at this data, I can see that close to none of the students know how to tell time. This means
that I am going to need to focus on the initial standard and take time to key in on the first few days
and make sure that the students understand which hand tells us which part of the time. It is a big
misconception already, even though I haven’t taught it. So, creating my lessons needs to be focused
on those small steps of telling time before moving on to elapsed time and word problems.

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 the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
I have not yet created the post assessment. My teacher believes that we need to do a specific I-
ready test for their time-telling abilities, so we are figuring that out and this will be to be
determined.

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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 Telling Time Telling Time Day 2 Hours or minutes? Telling Time In Time for a Birthday
Activity Words Party!
Standards and 3.MD.A.1. Tell and 3.MD.A.1. Tell and 3.MD.A.1. Tell and 3.MD.A.1. Tell and 3.MD.A.1. Tell and
Objectives write time to the write time to the write time to the write time to the write time to the
What do students nearest minute and nearest minute and nearest minute and nearest minute and nearest minute and
need to know and measure time measure time measure time measure time measure time
be able to do for intervals in intervals in intervals in intervals in intervals in
each day of the minutes. Solve minutes. Solve minutes. Solve minutes. Solve minutes. Solve
unit? word problems word problems word problems word problems word problems
involving addition involving addition involving addition involving addition involving addition
and subtraction of and subtraction of and subtraction of and subtraction of and subtraction of
time intervals in time intervals in time intervals in time intervals in time intervals in
minutes, e.g., by minutes, e.g., by minutes, e.g., by minutes, e.g., by minutes, e.g., by
representing the representing the representing the representing the representing the
problem on a problem on a problem on a problem on a problem on a
number line number line number line number line number line
diagram. diagram. diagram. diagram. diagram.

Objective: Objective: Objective: Objective: Objective:

Students will be Students will be Students will be Students will be Students will be
able to understand able to add and able to add and able to use their able to create and
the connection subtract 60 minutes subtract using both knowledge of design a timetable
between the time on a or less. hours and minutes. digital and analog of a birthday party
digital clock and the clocks to complete by calculating how
time on a clock-face word problems. much time each
clock. Students will activity will take
be able to tell time to
for a two-hour
the minute on an

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 analog clock. birthday party.
Academic -Short hand -Short hand -Short hand -Quarter of (to) -Schedule
Language and -Long hand -Long hand -Long hand -Quarter Past (to) -Timetable
Vocabulary -Clockwise -Clockwise -AM -Half past
What academic -Counterclockwise -Counterclockwise -PM
language will you -Noon -Noon
emphasize and -Midnight -Midnight
teach each day -AM
during this unit? -PM

Summary of Students will begin Students will begin Students will begin Students will begin Students will begin
Instruction and doing a quick math doing a quick math doing a quick math doing a quick math doing a quick math
Activities for the bell work for about bell work for about bell work for about bell work for about bell work for about
Lesson 5 minutes to start 5 minutes to start 5 minutes to start 5 minutes to start 5 minutes to start
How will the the lesson. This will the lesson. This will the lesson. This will the lesson. This will the lesson. This will
instruction and be 4 or so problems be 4 or so problems be 4 or so problems be 4 or so problems be 4 or so problems
activities flow? that go over things that go over things that go over things that go over things that go over things
Consider how the that they have not that they have not that they have not that they have not that they have not
students will yet learned but will yet learned but will yet learned but will yet learned but will yet learned but will
efficiently transition be learning that be learning that be learning that be learning that be learning that
from one to the day. We will day. We will day. We will day. We will day. We will
next. quickly go over the quickly go over the quickly go over the quickly go over the quickly go over the
bell work on the bell work on the bell work on the bell work on the bell work on the
carpet together. carpet together. carpet together. carpet together. carpet together.

Students will be Students will then Students will have Students will each Students will create
given a paper clock complete the 10 minutes to get a piece of paper a scheduled
and a construction “Color My Space” complete page 217 with a time on it birthday party for
paper that is cut activity with their from their red I- and a small piece of their next birthday.
into a large circle. partner. They will ready book. These tape (don’t let them It will be a three
They will create a color the space pages need to be peek at their hour birthday party
model of the clock designated for each completed paper!). They will and they need to
that lifts up at each hour. Then they throughout the year tape the paper to have at least four

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 hour. They will cut will label the clock. and this page their head so that things planned for
out their clock and They will add assesses their they cannot see it. the party (i.e.
glue down the very different colors up ability to add and
The students will eating, swimming,
center of the clock. with their partner to subtract time. have 10 minutes to jump house, etc.).
Students will then practice adding play the game They will create
complete their exit time. Students will “headbands”. They their schedule on a
ticket. They will complete the two will SIHUPU until construction paper
have five minutes Next, the students green pages in their they find someone of their choice and
to answer 4 will come to the white I-ready book. who can describe will decorate it as if
questions relating carpet for 15 They will use the their time without it is an invitation.
to tomorrows minutes of “Sage & Scribe” saying any of the They must use
objective. modeling in their method. Each numbers in the exact times.
white I-ready partner at the tables time. Once they
Students will listen books. They will is even or odd. For figure out their After students
to the “Tick Tock bring their books to odd problems, the time, they will finish their planned
Rock” song on the the floor and follow odd student will switch with the birthday party, they
carpet. They will along with the stand at their seat person who will
have their teacher. Students and describe the described it so that
whiteboards and will be chosen by steps to their even they have a new Students will
markers and for popsicle sticks to partner of how to time. With their complete their
each line of the come and do solve the problem. new time, they will Lesson 20 I-ready
song (ex: 10 past problems in front of The even student create their own assessment. It is a
1), we will write the the class. As they will be writing and addition problem. 9-problem quiz that
time down on our follow along I will solving it in their They will make a will test their ability
whiteboards as a be making an book. word problem, to complete each of
class. anchor chart to which means they the weekly
hang up to help For the last 20 can make a story objectives.
The students will them for the rest of minutes of the about their time and
complete their exit the week. lesson, students will either add or
ticket for the day. use their computers subtract time to it
This should take no At their seats, to complete their I- based on their short
more than 5-7 students will be ready minutes story. I will model
minutes. (They will given a number online. This week this with my

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 be given an “exit line. The number will focus on number on the
ticket packet” at the line will already be telling, adding and smart board. The
beginning of the labeled by the hour. subtracting time. students will write
lesson and will We will practice their word problem
complete it by the jumping from hour on a premade lined
end of the lesson). to hour and begin piece of paper.
adding different They will need to
amounts. include AM and
PM
After the students
have competed Students will then
their number line, get matched with a
they will use their random student by
clock and their picking a number
number line to from the stick cup
solve some addition (each student has a
and subtraction number). They will
problems with their swap word
team. I will have 6 problems and solve
problems (but put them before turning
one at time on the them in. Make sure
board) and the that both the solvers
students will work and the makers
with their team to name’s are on the
solve each problem paper.
in their notebooks.
They will be asked 4-minute debrief
to show their work with table groups
on a number line.
Students will
The students will complete their exit
complete their exit ticket for the day.
ticket for the day. This should take 5-

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 This should take no 7 minutes.
more than 5-7
minutes.
Differentiation -Students will have -Moving from the -There are three -Lower students or Based on student
What are the an option of carpet to their seats students who do not students who have levels, number 1 at
adaptations or working on the helps the antsy have a partner. struggled with each table will have
modifications to the carpet along with students get moving They will work telling time in this to create a schedule
instruction/activities the teacher or at between activities alone rather than unit will be given that does not have
as determined by their desk alone and doesn’t force sage & scribe. simple numbers for any zeros in it (ex:
the student factors -Students who are them to sit in one -Students who fall the headbands 2:00-2:17, 2:17-
or individual done quickly (there place for an entire behind will game (ex: 1:00, 2:43, etc. Not 2:00-
learning needs? are always 5 or 6), hour continue working 9:30, 7:00 etc.). 2:20, 2:20-2:30,
will create a time -Using different on their red book or etc.), number 2’s
on their clock and manipulatives like white book pages will have to make a
have their partner number lines and before moving on schedule to the 5
guess. They will the clock that they to the computer. minute marks,
write down the time made helps students These pages will number 3’s will
in their notebooks see it two different give me a better create a schedule
and check their ways idea of student that ends in a zero
answers with their -Allowing higher understanding. (counting by 10’s in
table at the end of students who finish some way_, and
the activity early to work at a number 4’s will
-There are 7 station creating create a schedule
students who take a their own anchor that has 30 minute
very long time to chart that will help activities only.
get tasks done. I others with time
will have their
clocks precut so
that they can begin
labeling
Required -Bell work packet -Bell work packet -Bell work packet -Bell work packet -Bell work packet
Materials, -Construction paper -Construction -Construction - Construction -Construction paper
Handouts, Text, (precut out into clocks previously clocks previously clocks previously -The Lesson 20

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Slides, and large circles) made made made I-Ready assessment
Technology -Paper clocks -Labeled number -Computers -Tape (6 problem
-Class set of line -I-ready white -Cut out “times”, assessment from
scissors -Notebooks books and red each time will be the school-wide
-Glue -I-ready white books different program that we
-Markers books -Exit ticket packet -Printed line paper use)
-Class set of -Exit ticket packet -Exit ticket packet
whiteboards and
markers
-Exit ticket packet
Instructional and -Students will be -Using popsicle -Sage & scribe -Interacting with all -Planning a
Engagement encouraged to sticks to choose allows all students class mates and not birthday party is
Strategies choose a time on students on the to be down work just table partners relevant to third
What strategies are their clock and I carpet and figuring out -Getting matched graders so this
you going to use will choose -Working alone, problems and randomly helps engages their
with your students popsicle sticks for with the teacher, allows them to use students interact interests
to keep them students to share in and with a partner communication with more than just -Taking the
engaged throughout front of the class. during this lesson skills to show their their couple friends summative
the unit of study? They will put it on -On carpet and at understanding. that they usually assessment is not a
the doc cam, and desks gets them -Working on carpet talk with greatly engaging
the students will moving and at their tables -Students will have activity but it needs
write the time of gets the kids 4 minutes after the to be done for the I-
the student’s clock moving around activity to debrief Ready data.
on their whiteboard throughout the with their team. -Working with
and hold it up (The lesson They will talk about table partners for
kids LOVE when what was hard and the party planning
they can present what was fun (to
something on the get energy out
doc cam, so this because I find that
will engage them) they just want to
-Short activities talk after activities
keep the students like this)
engaged. When

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 they do something
for too long the
behavior problems
start coming out, so
5 minute exit
tickets and bell
work keeps them
moving quickly and
efficiently
-Working alone,
with their partner,
and as a team in
this lesson
Formative -The exit ticket will -By simply -I will use the -I will check the Because this is the
Assessments show me whether checking the scores from the red exit tickets. If assessment day, I
How are you going or not the students coloring of the page and the white students are not will be able to
to measure the can tell time, the clock activity, I will pages to assess able to understand check
learning of your basic need to move be able to see if where the students time within word understanding by
students throughout on to tomorrows students know how are. This will tell problems, I will using the two
the lesson? lesson. to read a clock. me whether or not spend one more day assessments. If they
-I will check they can move onto drilling it in before do poor on the
notebooks from word problems assessment day. assessments we will
partner work to see tomorrow spend the following
if students are -I will also be able day checking our
adding and to check the answers and fixing
subtracting time student’s scores our mistakes.
correctly. I will also from their I-ready
check the exit minutes.
tickets.

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Summative, Post- This will be done on the final day 5. Notes are above.
Assessment
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: My video is not able to download. I have been working on it all week and
trying to get the videos to move from my phone to my computer but it is such a big file (even though
its only 8 min). I will get it to you as soon as you can.

Summary of Unit Implementation:

The unit went well but I did make some changes. It ended up being a four-day lesson instead of a three,
so I had to mesh day two and day three. I ended up taking out the I-ready math book in all and doing the
day one activity instead of day three. Creating the clocks on day one was a great idea and the students
were to excited to get them out for the next days of the lesson. They were able to use them hands on and I
was able to challenge them and they learned pretty much everything from using their personal clocks!

Summary of Student Learning:

The students soared. They were excited each day to learn something new about time. I assessed them
everyday and they grew each day and I was able to catch all of the misconceptions and fix them as soon
as possible. They did a lot better with activities that kept score and were competitive, which I did two
days out of the four day lesson. They did very well on their exit tickets and showed me when I could
move on.

Reflection of Video Recording:

I had a practicum student record me on two different days because I didn’t have enough storage on the
first day. Both days I was able to use the clocks that we made on the first day. They enjoyed it and were
very engaged. In the first part of the video you can see me going over a misconception from the first
day. I went over it as a whole class and the students were able to identify their mistake. The next part of
the video is the students playing the class game with their table group. I held up a time on my
whiteboard and they had to move the long and short hand to the right spot. Each student at the table
got a turn and the rest of the table members supported their teammate. The final day that I recorded
was of the birthday party activity that I had the students plan. They were very engaged for this.

After watching myself and being able to SEE how I teach, I can see some strengths and weaknesses. I
think one of my strengths is walking around the classroom and making sure that activities involve
different grouping so that the students are not board. I seem to make sure all students are working and
focused, my eyes move around a lot and so does my body around the room. A weakness that I can see
from the video is making sure that I know exactly what directions I am giving. I often had a weird order
of directions or forgot to mention something and had to go back. I need to possibly make an exact outline
of what directions I need to give to the students before doing an activity.

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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%) 2 18

Proficient
(80%-89%) 3 7

Partially
Proficient
0 2
(70%-79%)

Minimally
Proficient
23 2
(69% and below)

Post-Test Analysis: Whole Class

Based on the data received at the end of my unit, I can tell that the students definitely grew and
learned how to tell time. Although I do not feel that they are completely ready to do elapsed time
and move forward, they all know the basics of telling time, which they didn’t before. Definitely
growth all around.

One of the biggest misconceptions and gaps that I was able to fill in is differentiating the
short hand and the long hand. Looking at the pre assessment data, I was able to see that
majority of the students mixed up the hour and the minute, and now looking at the post
assessment data, I can see that only two of them have that misconception. Another thing
that I was able to teach and set in stone is how the short hand moves slowly towards the
next hour as the minutes move around the clock. They mixed this up at first and only
pointed it towards the time they thought it was (if it was 1:45, they would point the hour
hand at the 1). By the end of the unit, they realized when to move the hour hand a little bit
farther.

Post-Assessment Analysis: Subgroup Selection

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Looking at my lowest kiddos that have behavioral issues and are often out of the class
missing important instructional time. Every single one of them was here for the 5 days of
the unit and they all were able to understand how to tell time and truly learn the steps. I
was able to teach that subgroup and make sure that they were succeeding even with their
behavior problems. I had to make sure that they were called on and engaged more than the
other students so that their behavior stayed under control.
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 6

Proficient
(80%-89%) 0 0

Partially
Proficient
0 1
(70%-79%)

Minimally
Proficient
7 0
(69% and below)

Post-Assessment Analysis: Subgroup

The lowest students were actually some of the best test scores on the post assessment. There
are 7 kids that really struggle with low-test scores and specifically in math are the ones that
don’t always grasp on to things. My mentor teacher and I talked about pulling a small
group for this unit if needed, and we ended up not having to do that. Because of the
engaging activities, I truly feel like they paid very close attention and were so engaged in the
math games that I chose. This is not always the case and they are often the students that are
disengaged and not listening.

Looking at the data, I can see that almost every single kid can tell time. If I had a group that was
behind, I would definitely have majority of the kiddos grab computers and work on I-ready and
specifically do “time” tasks, and I would pull the other kids to the carpet for small group
instruction. I would focus in on the hour and minute.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

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Highly Proficient
(90%-100%) 2 12

Proficient
(80%-89%) 3 7

Partially
Proficient
0 1
(70%-79%)

Minimally
Proficient
16 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

I believe that the instruction was great for all of the students. All students were able to succeed
and I could tell that all students were engaged. This shows me that I chose a lot of engaging
activities and that students really do need to be hands on. I also did activities that involved their
partners, table groups, whole class, and individual work, so they never got tired of working alone
or with their partner.

Based on this unit and 5 day lesson, I would move forward and make an objective on elapsed time
and use the assessments that I did for this unit to see where the students are at for adding and
taking time away.

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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. I want to become better at recognizing
which activities will work better
individually and which will do better
in groups.
development, research on the Internet,
observation of a veteran teacher, etc.)
I believe this will come more with
experience and by observing how the
students work. I have focused on doing more
group work rather than less, and taking it out
if needed. I think the best way to grow my
skills is to ask my mentor teacher more
questions and keep experimenting.

2. I want to be able to effortlessly refer I often forget to bring up the prior

to previous lessons and charts that I knowledge, so I will improve this by writing
have made. it in my lesson plans and planning where I
will add in the prior knowledge.

3. My last goal is to become better at
differentiating for the higher kiddos. I
have two to three students who finish
everything efficiently and much
earlier than others.
My first plan is to find a project that these
students can work on for a consecutive
amount of days. I want to see how this will
work with the dynamic of the class and see if
it is distracting for others. It will have an
academic objective and will relate to the
third grade science or social studies
standards.

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