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 .........................................................11
STEP Standard 5 - Implementation of Instructional Unit .......................................15
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: Science

Unit Title: Traits

National or State Academic Content Standards

3.LS3.1 “Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of
these traits exists in a group of similar organisms” (NGSS, n.d.).

Learning Goal
The students will apply their knowledge of the unit and analyze data to provide an evidence statement to support claims given to the
students about inherited and acquired traits.

Measurable Objectives
Students will understand that animals have traits inherited from their parents. They will understand that sometimes these traits vary
from one individual to another. Students will understand that the environment can influence traits. Students will also understand that
some variations that may give an individual organism an advantage for survival or reproducing. Students will identify and interpret
traits that are found in plants and animals and Make a claim that traits are inherited from parents that is supported by evidence through
the creation of a diagram.

Reference

NGSS. (n.d.). Next Generation Science Standards. 3-LS3-1 Heredity: Inheritance and Variation of Traits. Retrieved February 2, 2019 from
https://www.nextgenscience.org/pe/3-ls3-1-heredity-inheritance-and-variation-traits

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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.

Inherited or Acquired?
Name _________________

Directions: Determine if the trait is inherited or acquired. Write either the word inherited, or the
word acquired on the line.

1. Wesley plays the piano. _____________________

2. Jose has brown hair. ________________________

3. Tori speaks a second language. ________________

4. Harry has a scar on his forehead. ______________

5. The plant has yellow flowers. _________________

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 6. The rabbit digs a burrow. ____________________

7. Trevor can ride a unicycle. ___________________

8. The tree’s branches are trimmed. _____________

9. Brett’s blood type is B positive. _______________

10. The bird builds a nest. ______________________

11. Lisa can stand on her hands. _________________

12. The tiger has big teeth. _____________________

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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

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 7

Minimally Proficient
(69% and below) 1

Pre-Assessment Analysis: Whole Class

Since I do not have any students who meet the standard, I will not change any anything with the
standards, or objectives.
Based on the assessment I believe that my planning will have to based on students who lack back ground
knowledge on the topic. Who need in depth vocabulary, visual aids, and some hands-on activities in order
to be proficient with meeting the learning goal and state standard. I do not think that I will have to adjust
my assessment because it is based on the learning standard and as I teach students should be able to be
successful with the assessment at the end of the unit. My delivery will need to include exit tickets to
check for daily learning to make sure each student is growing and learning the standard as I scaffold it for
them. That way if there are any areas that need to be re-visited or gone over differently it can be before
the assessment.

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 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.

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 Name Scoring criteria will be Students
Claims who exceed will have a score of
91% to 100%. Those that meet the

and Evidence standard will have score of 80% to

90%, Approaching the standard
will score 70% to 79%, and those
Directions: Think about the slide show. Look at each of these claims. that score below a 70% will not
Provide an evidence statement to support each claim. meet the standard.

Claim #1: Inherited traits are coded in DNA and can be passed
on from biological parent to offspring.
What evidence (or example) do you have to support this claim?

Claim #2 Acquired traits cannot be passed on to the next

generation through DNA.
What evidence (or an example) do you have to support this
claim?

Claim #3 Inherited traits within a species sometimes have

variations.
What evidence (or an example) do you have to support this
claim?

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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 We engage in traits We explore traits We explain traits We extend our We evaluate our
Activity traits knowledge traits knowledge
Standards and Standard: Standard: 3.LS3.1 Standard: 3.LS3.1 Standard: 3.LS3.1 Standard: 3.LS3.1
Objectives 3.LS3.1“Analyze and “Analyze and interpret “Analyze and interpret “Analyze and interpret “Analyze and interpret
What do students interpret data to data to provide data to provide data to provide data to provide
provide evidence that evidence that plants evidence that plants evidence that plants evidence that plants
need to know and
plants and animals have and animals have traits and animals have traits and animals have traits and animals have traits
be able to do for traits inherited from inherited from parents inherited from parents inherited from parents inherited from parents
each day of the parents and that and that variation of and that variation of and that variation of and that variation of
unit? variation of these traits these traits exists in a these traits exists in a these traits exists in a these traits exists in a
exists in a group of group of similar group of similar group of similar group of similar
similar organisms” organisms” (NGSS, n.d.). organisms” (NGSS, n.d.). organisms” (NGSS, n.d.). organisms” (NGSS, n.d.).
(NGSS, n.d.).

Objective: They will Objective: Students will Objective: Students will Objective: Students will
Objective: Students will understand that understand that the also understand that identify and interpret
understand that animals sometimes these traits environment can some variations that traits that are found in
have traits inherited vary from one individual influence traits. may give an individual plants and animals and
from their parents. to another. organism an advantage Make a claim that traits
for survival or are inherited from
reproducing. parents that is
supported by evidence
through the creation of
a diagram.

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 Academic Traits
Language and Inherited
Vocabulary Acquired
What academic
language will you
emphasize and
teach each day
during this unit?
Summary of I do: Introduce the “I can
statement”. I will ask the
Instruction and students to roll their tongues.
Activities for the I will take a quick inventory of
who is able to do this and who
Lesson is not. I will explain to the
How will the students that some of us are
instruction and able to do this because this
trait has been passed down
activities flow? from biological parents
Consider how the through the genes. Show the
students a presentation on
students will inherited and acquired traits.
efficiently transition We do: Repeat the “I can
statement. Try to roll our
from one to the tongues. Watch the
next. presentation on inherited and
acquired traits using active
listening skills. You do: Work
individually answering
questions from the
presentation, such as, “What
is a trait?, Can you name 3
physical traits?, Can you name
3 behavioral traits?, What are
inherited traits?, What are
acquired traits?, How might
the variation of color of the
grasshopper on the las slide
provide and advantage
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Traits
Inherited
Acquired
behavioral
I do: Re-Introduce the “I can
statement”. I will ask the
students to recall what traits
are and the different types.
Students will explore traits
through a personal trait’s
activity. Model how to fold
and place the pocket into the
INB. Explain the directions to
completing the “I have many
traits” assignment We do:
Repeat the “I can statement.
Use accountable talk when
discussing the knowledge, we
have on traits. Mimic the
teacher as she displays the
proper way to place the items
into the INB. You do: Actively
listen to the directions on how
to complete the “I Have Many
Traits” activity. Work
individually on the activity,
“My physical traits are…..,
Acquired or Inherited traits…..,
My behavioral traits are…..
Acquired or inherited.?
Traits
Inherited
Acquired
Behavioral
Migrate
Hibernate
I do: Re-Introduce the “I can
statement”. I will ask the
students to recall what traits
are and the different types.
Students will explore traits
through a moth story. We do:
Repeat the “I can statement.
Use accountable talk when
discussing the knowledge, we
have on traits. With a partner
we will read “A Moth Story”.
You do: Work individually
answering questions from the
“Moth Story”, “Why did the
trait of the darker moth
benefit it during the Industrial
Revolution? What evidence
does the author provide that
supports the idea the lighter
color trait had an advantage
when the soot was cleaned
up? What evidence is
provided to support the claim
that insects that blend into
their surroundings have some
protection against predators?
How was this trait influenced
by the environment?
Page 12 of 20
Traits
Inherited
Acquired
Behavioral
Migrate
Hibernate
I do: Re-Introduce the “I can
statement”. I will ask the
students to recall what traits
are and the different types.
Using partners, I will give the
directions to the “Inherited or
Acquired” activity where
students will determine if a
specific trait in inherited or
acquired. We do: Repeat the
“I can statement. Use
accountable talk when
discussing the knowledge, we
have on traits. Work with my
partner on determining
certain traits and determining
if the trait is inherited or
acquired. In small groups, play
an interactive smartboard
game on traits and then work
on creating a replica of myself
using my traits knowledge and
STEM supplies. You do:
Actively listen to the
directions on how to complete
the “Inherited or Acquired”
activity. Be an active
participant in the partner
activity using accountable talk
to solve the traits activity.
Actively participate within the
small group games/STEM
activities following classroom
rules, using accountable talk,
and a growth mindset.
Traits
Inherited
Acquired
Behavioral
Migrate
Hibernate
I do: Re-Introduce the “I can
statement”. I will ask the
students to recall what traits
are and the different types. I
will introduce the assessment
by giving the directions to the
students. Having them think
of the slide show on day 1.
Each student will be given a
worksheet that has three
claims about traits on it.
Students must use their notes
from the slideshow and use
their knowledge about traits
to provide an evidence
statement that will support
each claim. A class example
will be given so that there is
no confusion on what is
expected of them. We do:
Repeat the “I can statement.
Use accountable talk when
discussing the knowledge, we
have on traits. Ask questions
to gain clarification, if needed.
You do: Actively listen to the
directions on how to complete
the assessment. Using notes
and knowledge to provide an
evidence statement to
support each claim given by
using complete sentences and
examples or pictures with
labels.
 Differentiation Help struggling readers by For students who struggle Students will be paired Students will be grouped Students who struggle in
reading the questions as well with cutting I will have their homogeneous and lower level heterogeneously writing complete thoughts will
What are the as prompting students when INB pieces previously cut out students will have multichoice be asked to list examples or
adaptations or the information is important for them. Students will work questions instead of written draw pictures and use labels
and where they need to write next to students who can help comprehension ones. to answer the claims on the
modifications to the it on their slide show notes guide other struggling assessment.
instruction/activities worksheet students keeping them on
as determined by task completing the same
pages as I am. I will also guide
the student factors by walking the room making
or individual sure everyone is on task
following along.
learning needs?
Required Power point Interactive notebooks Vocabulary Words Vocabulary Words Vocabulary Words
Smartboard Interactive notebook pages A Moth Story Inherited/Acquired traits Pencils
Materials, Slide show notes Glue Pencils activity sheets and sort Crayons
Handouts, Text, worksheet Scissors Clipboards cards. Claims and Evidence
Slides, and Pencils Pencils Slide Show Notes STEM supplies (toothpicks, Worksheet
Technology Vocabulary words Vocabulary words playdoh, Legos, pipe
cleaners, magnetic pieces,
rubber bands).
Instructional and Students will take notes Interactive notebook Partner reading and Partner work, small Using notes to provide
Engagement during the Power point activity that requires partner comprehension group activity, and evidence statements to
Strategies presentation. They will students to mimic the questions. STEM design. support claims, using
also be involved in teacher. As well as examples and pictures
What strategies are
classroom classroom with labels.
you going to use conversations using conversations using
with your students accountable talk. accountable talk.
to keep them
engaged throughout
the unit of study?
Formative Observation I will monitor the Observation, I will monitor the Observation, I will monitor the Observation, I will monitor the Observation, I will monitor the
student’s understanding and student’s and help struggling student’s and help struggling student’s and help struggling student’s and help struggling
Assessments how they are taking notes. readers, in order for them to readers, in order for them to readers, in order for them to readers, in order for them to
How are you going understand what is being understand what is being understand what is being understand what is being
asked of them. Read the asked of them. Read the asked of them. Read the asked of them. Read the
to measure the answers to the questions to answers to the questions to answers to the questions to answers to the questions to
learning of your determine if we can move on determine if we can move on determine if we can move on determine if we can move on
students throughout to the next part of the unit or to the next part of the unit or to the next part of the unit or to the next part of the unit or
need to revisit what we have need to revisit what we have need to revisit what we have need to revisit what we have
the lesson? learned up to this point. learned up to this point. learned up to this point. learned up to this point.

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 Summative, Post- Claims and evidence assessment test. Scoring criteria will be Students who exceed will have a score of 91% to 100%.
Assessment Those that meet the standard will have score of 80% to 90%, Approaching the standard will score 70% to 79%, and those
What post- that score below a 70% will not meet the standard.
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: https://youtu.be/icctPD7c8vY

Summary of Unit Implementation:

On day one the lesson went just as planned. The activity was to assess background knowledge and I was
able to engage the students learning through a power point that built on to their background knowledge
and created a dynamic class conversation and questions. On day two the activity was an INB activity that
allowed students to explore personal traits. Students stayed engaged through cutting, gluing, answering
questions and participating in conversations. Day two went as planned and was a successful lesson. On
day three students stayed engaged through a partner activity where each took turns to read a story on
moths during the Industrial Revolution. Then they answered comprehension questions that required
accountable talk with one another as they discussed the questions and came up with an answer together.
On day four students took their background knowledge and new knowledge of traits and worked in small
groups to identify inherited and acquired traits through scenarios given to them. Then after they
participated in conversations using accountable talk, they worked on an interactive smartboard game.
Once this was finished, I introduced the mini-me physical trait project and students gathered some
supplies they felt they would need to accomplish this task. On the final day of the trait’s unit students
finished the mini-me physical traits project and displayed them for their peers to see. I then introduced the
assessment, answered questions, and gave the students an example to view prior to distributing the
assessment. Students stayed engaged through the project completion, whole class conversation and
reading their assessment using notes and deciding how they wanted to answer each scenario. They had to
choose to write a full evidence statement, give examples, or draw and label pictures. This kept each
student engaged and confident because they got to choose how to answer each scenario. This too went as
planned and was an overall successful unit.

Summary of Student Learning:

Each day I assessed the students learning anonymously that was focusing on their academic skills,
development, students learning skills, and their reactions to the activity. This allowed me to determine if
students were meeting the objectives, and if I needed to make any adjustments to the next days lesson. I
did not make any adjustments and students learning throughout the week was successful as they grew in
knowledge throughout that week, I was able to see the growth during each activity. On the final
assessment given to the 8 students in the class, I had 3 students score at the exceeded level, 4 at the met
standard, and 1 at the approaching level and this one student is the student with an IEP and has a learning
disability. He will not need a re-teach day on this topic because he was successful and did not score a
70% or below which would have required the re-teach day.

Reflection of Video Recording:

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I felt that all the students were engaged. The one very camera-shy student kept turning away from me
because she could see the camera moving towards her direction. This is just something we all need to
get used to. Otherwise it was a successful activity to use formative assessment on and no changes
needed to be made.

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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
5
(90%-100%) 0

Proficient
(80%-89%) 0 2

Partially
Proficient
7 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 student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

As I analysis the whole class post-test data I feel that my students showed growth in learning
about traits and those students who did not have an attendance issue exceled in their grades from
the pre-test to post-test. As the unit went on, I evaluated the students learning in multiple of ways.
I did evaluations as the students work on different activities. I used exit tickets to evaluate daily
learning. I also measured student learning through class participation and notes 2 of my students
who struggled with attendance and had to make some of the work up outside of class time. My
learning-disabled student also did better than I thought, and this is due to his participation in the
class activities, asking questions, and using a differentiated assessment that met his IEP
requirements.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
I feel that will huge growth in scores my instruction was very effect. This effectiveness was due
to small group activities, visual aids, and hands on learning. Students were able to learn about
traits by doing and not just reading some text. They also defined the vocabulary words using
student friendly definitions that made the terms easier to remember. Small group activities

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 engaged students through conversations, and I heard lot of vocabulary words being used as well
as accountable talk to accomplish activities instead of just one student giving the group the
answers. Students always seemed very interested in this topic and asked lots of questions. I was
able to easily assess the students learning visually and determine what gaps needed to be covered
the next day before beginning the unit and we also reviewed all the previous lesson prior to the
next new one. This was also a great way to get students re-thinking about the topic and focused
on the lesson being presented.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).
The subgroup I selected are girls. The reason this was selected is because none of the girls missed
a lesson due to attendance issues. Neither has a IEP and are close to the same grade level learning
compared to the boys in the class.
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 3

Proficient
(80%-89%) 0 0

Partially
Proficient
3 0
(70%-79%)

Minimally
Proficient
0 0
(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.
Since all the girls in my class went from partially proficient to highly proficient it is felt that this is
due to not having an attendance issue. Asking questions, and always participating in class
discussions, vocabulary definition creation, and being leaders in the small group activities. I came to
this conclusion based on the pre-assessment scores vs. the post-assessment scores.
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

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 students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
All students in this sub-group were able to become highly proficient within the objectives and
excelled from what their prior knowledge was compared to what they gained throughout the lesson.
These students were able to grow their knowledge based on each lesson’s observations. They were
engaged in the learning, will to take charge of small group activities and asked each other questions
and through discussions were able to accomplish activities successfully. They easily understood that
plants and animals would get traits from their parents and were able to make these connections to
themselves and how they look compared to their parents. Then as we investigated further they were
able to connect their selves with their siblings and even though they had the same parents they
looked a little different and were easily able to identify why, as well as how the environment effects
traits and they related this to them selves as well by comparing changes that have happened to them
because of a fall, broken bone, accident, etc. The engagement and being able to make the
connections prior to me introducing them is what set these students apart from the others in growth.
As well as being present for each lesson.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 2

Proficient
(80%-89%) 0 2

Partially
Proficient
4 1
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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.
I feel that my instruction was effective in this subgroup as well, even though most of them did not grow as
much as they others. I feel that this lack of growth is one based on attendance issues and were not able to
get the full instruction taught to them in the same way as the other students who were present got. Another
factor is the student with the IEP. I followed his IEP requirement and he did show growth. As I wish the
growth was more it was still growth and knowing the depth of his learning disability this seemed to be a
mile stone for him. Other areas of struggle were due to attendance issues. However, there were two
students in this subgroup that did just as well as the 1st subgroup and this can be contributed to attendance,
engagement, participation, and discussion involvement.

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 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.

Based on my analysis of student learning my next step for instruction is to move onto the next
unit within the science curriculum. However, I will cross reference subject materials learned in
the past to keep material fresh in students’ minds. My objective would that students will use
evidence to construct an explanation for how the variations in characteristics among individuals
of the same species may provide advantages in surviving, finding mates, and reproducing.

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. allotting for time to complete each
activity within the science timeframe.
development, research on the Internet,
observation of a veteran teacher, etc.)
Attend a workshop, Professional
development, observe veteran teachers
schedule, and practice.

2. Curriculum mapping Research, Professional development, PLCs

3.choosing life experiences and Research, Observe a veteran teacher, PLCs,

illustrations that appropriately align to the Professional development
lesson and get the students “hooked”

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