Student Teaching Evaluation of Performance (STEP)

Template
Kimberly Gribble

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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 ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........18

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

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

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

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

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

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

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

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STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: History of the United States from 1773-1793

Unit Title: Historical Events that Influenced the United States Government
1773-Boston Tea Party
1776-End of Royal Government
Declaration of Independence
1787-US Constitution
1789-George Washington Becomes the First President
1793-Cotton Gin Revives Slavery in the Southern States

National or State Academic Content Standards

4.H3.1 Economic, political, and religious ideas and institutions have influenced history and
continue to impact the modern world.

Students will examine how economic, political, and religious ideas and institutions have
influenced Americans individual rights, freedoms, and responsibilities.

5.H4.1 Patterns of social and political interactions have shaped people, places, and events
throughout history and continue to shape the modern world.

Students will use primary and secondary sources to describe how diverse groups influenced and
shaped the multicultural society of the United States within the historical time frame.

6.H4.1 Patterns of social and political interactions have shaped people, places, and events
throughout history and continue to shape the modern world.

Students will describe how different group identities such as racial, ethnic, class, gender,
regional, and immigrant/migrant status emerged and contributed to societal and regional
development, characteristics, and interactions over time.

Learning Goal
Students will demonstrate knowledge of how social and political interactions have shaped
people, places, and historical events and continue to shape the modern world.

Measurable Objectives
Students will identify key historical events that occurred between 1773-1793.

Reference
Arizona Department of Education. (2019). Standards: Social Studies. Retrieved from
www.azed.gov/standards-practices/k-12/

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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.
Name _____________________________________
Anticipatory Set for Revolutionary War
Directions: Read the statements below and decide if you think they are true
or false. After learning about the Revolutionary War come back to check and
correct your answers.
The Revolutionary War Start of Unit End of Unit

America was always a free country.

The British government wanted the colonies to

follow their rules and pay taxes.

The colonists thought it was unfair to be taxed

without any say in government.

The French and Indian War was between the

French and the Indians.

The American colonists started to get taxed at

high rates to pay off the expenses from the
French and Indian war.
The American colonists took a stand against
Britain by throwing 342 chests of British tea into
the Boston Harbor.
The Olive Branch Petition claimed that the
colonies wanted to negotiate the new laws and
taxes.
King George III refused to sign the petition for
peaceful negotiations.

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 Paul Revere warned the colonists that the British
were coming.

When General George Washington surrendered

in Yorktown, it ended the Revolutionary War.

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

Number of Students

Exceeds #

Meets 1

Approaches 3

Falls Far Below 9

Pre-Assessment Analysis: Whole Class

I will not make changes to the standards or methods of delivery based on the results of the pre-
assessment.
Based on the data of t Based on the data of the pre-assessment I could incorporate more instruction
related to the French and Indian War and the Olive Branch Petition. None of the students answered the
questions related to those events correctly.

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.

Name _____________________________________
Anticipatory Set for Revolutionary War
Directions: Read the statements below and decide if you think they are true or
false. After learning about the Revolutionary War come back to check and
correct your answers.

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 The Revolutionary War Start of Unit End of Unit

America was always a free country.

The British government wanted the colonies to

follow their rules and pay taxes.

The colonists thought it was unfair to be taxed

without any say in government.

The French and Indian War was between the

French and the Indians.

The American colonists started to get taxed at

high rates to pay off the expenses from the
French and Indian war.
The American colonists took a stand against
Britain by throwing 342 chests of British tea into
the Boston Harbor.
The Olive Branch Petition claimed that the
colonies wanted to negotiate the new laws and
taxes.
King George III refused to sign the petition for
peaceful negotiations.

Paul Revere warned the colonists that the British

were coming.

When General George Washington surrendered

in Yorktown, it ended the Revolutionary War.

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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 1773 Boston 1776 End of Royal 1787 U.S. 1789 George 1793 The Cotton
Activity Tea Party Government Constitution Washington Gin and Slavery in
Declaration of becomes the First the Southern States
Independence President
Standards and 4.H2.1 Cycles of 4.C2.1 Citizens have 4.C1.1 Civic 4.H3.1 Economic, 4.H1.1 The
Objectives conflict and individual rights, virtues and political, and development of
What do students cooperation have rules, and democratic religious ideas and civilizations,
need to know and shaped relations responsibilities, principles are key institutions have societies, cultures,
be able to do for among people, components of the influenced history and innovations
Students will identify
each day of the places, and American political and continue to have influenced
the main purposes of
unit? environments. the Declaration of system. shape the modern history and
Independence, world. continue to impact
Students will Students will the modern world.
identify how the identify the U.S. Students will
Boston Tea Party Constitution as a identify how Students will
affects our lives set of rules used to George identify the
today. govern our country. Washington relationship
became the first between the Cotton
President of the Gin and the need
United States for slaves
Academic Boston Tea Party Declaration of Constitution George Washington Cotton Gin
Language and Patriots Independence Rules Valley Forge Slavery
Vocabulary Loyalists Abolish Liberty Revolution Profitable
What academic Taxation Endowed Founding Fathers Surrendered Crop
language will you Colonies Establish Amendment Elected Eli Whitney
emphasize and Declaration

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 teach each day
during this unit?
Summary of Students will be Students will be A volunteer will Teacher will ask Students will watch
Instruction and asked what they shown the video say the Preamble of “Who was George the video How the
Activities for the know about taxes. Why We Celebrate the Constitution. Washington?” Cotton Gin
Lesson the Fourth of July: Students will Changed America.
How will the Students will Declaration of We will recite the answer. www.youtube.com
instruction and participate in a Independence for Preamble as a
activities flow? taxation activity Kids. class. Teacher will give Teacher will ask
Consider how the where roles are www.youtube.com each student a comprehension
students will assigned randomly. Students will use booklet to color, questions related to
efficiently transition Students will each computers/ipads to cut, and staple. As the video. Students
from one to the Students will be be given a copy of do a constitution students finish their will earn gold tags
next. given a count of 10 The Declaration of lesson/review on booklets they will for participation.
to put everything Independence: Quizlet.com be encouraged to
away and be ready Who, What, Where, read them. Students will
to listen. When, and Why. Students will tell a discuss what they
partner what they Students will write think it would have
As a class we will Students will share learned about the one thing they been like to be a
discuss the the answers to the Constitution. learned on a slave.
vocabulary words worksheet and the Students will share collaborative, class,
and the events of the supporting details the response of chart paper.
Boston Tea Party. that they highlighted. their partner to
demonstrate Students will earn a
Students will earn
Class will read the gold tags for sharing. informational gold tag when
Boston Tea Party listening. they’ve written
what they learned.

Differentiation This lesson does not Several students The Preamble will A couple If students
What are the require much will need help be projected on the students will demonstrate
adaptations or adaptation. Students reading and Smartboard and the need to dictate trouble recalling

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 modifications to the who are known for highlighting the teacher will point their sentence to information from
instruction/activities becoming easily details that support to each word as the a the video, the
as determined by frustrated will be the questions. class says the paraprofessional teacher will play it
the student factors partnered with Preamble together. and the one more time
or individual paraprofessionals to paraprofessional before continuing
learning needs? help them work Students who read will write it. with the questions.
through their at higher levels will
assigned role during be partnered with Some students
the activity. students who read will need to have
at lower levels for their sentence
the Quizlet activity written on a dry
on the erase board
computers/ipads. before writing on
the chart paper.

Some students
will need adult
assistance
reading the
questions and
answer choices.

Required Wrapped candies The Declaration of Copy of the Booklet pages for How the Cotton
Materials, Taxation role cards Independence: Preamble each student Gin Changed
Handouts, Text, Boston Tea Party Summary and Computers/ipads Chart paper America video.
Slides, and worksheet Analysis video and Word strips with Individual dry
Technology online quiz. Preamble written erase boards,
on them markers, and
erasers
Quiz
Instructional and Ask questions to Students will earn 5 Teacher will lead Teacher will show Teacher will ask
Engagement build on prior classroom bucks if class while completed booklet questions to build
Strategies knowledge. paraprofessionals

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 What strategies are everyone is on task help individual to model for on prior
you going to use Students will and tries their best. students keep up. students, knowledge.
with your students participate in the
to keep them taxation activity a Students will be Teacher will walk
engaged throughout couple times to try encouraged to around the room
the unit of study? various roles. sound out the during the lesson to
words they want to keep students
write. engaged and
wondering what
comes next.
Formative Students will Students will tell Students will take Students will Students will
Assessments describe what taxes the teacher or a turns reciting the complete a describe the cotton
How are you going are. paraprofessional at Preamble, one at a multiple- choice gin in their own
to measure the least one reason time, to an adult in quiz. words one at a
learning of your why the the room while time.
students throughout Declaration of small groups work
the lesson? Independence was together to
written. assemble word
strips into the
Preamble.
Summative, Post- The post-assessment will be the same as the Pre-assessment.
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: I couldn’t get my video to link properly.

Summary of Unit Implementation: This unit has focused on the events that lead to the American
Revolution. Today’s lesson focused on the Stamp Act, Tea Act, and taxes.

Summary of Student Learning: Students were given ten gold coins each at the beginning of the lesson.
A power point presentation was discussed and students’ prior knowledge was evident as the information
from previous lessons within the unit were reviewed. A couple of students had a hard time understanding
that the Tea Act was a tax that was added to the price of imported tea. They said that the Tea Act was
when the tea was dumped into the water. Time was spent addressing and clarifying the differences
between the Tea Act and the Boston Tea Party.

Reflection of Video Recording:

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Normally, most of the students make comments and attempt to answer questions. While the lesson was
being videoed, the students seemed nervous and hesitant to make comments. They required lots of
prompting and reassurance. The taxation activity was a success. The students enjoyed it so much that
we repeated it three times with students fulfilling new roles each time. Only one student had to be
reminded to be a good sport. The lesson and activity were engaging, and the students were on task
except for their hesitance to participate by answering questions while being videoed. Once the camera
was turned off the students returned to their normal level of participation. Students were encouraged
to try to answer questions and their peers were often asked to provide help to each other.

The first student, who got to be king, felt bad when he had 50% of the taxes that were collected
which resulted in him getting 16 pieces of candy and some of the colonists only got 3 pieces of candy. He
wanted to give some of his candy to the students who didn’t get much. The fact that the King of England
would have been selfish and wouldn’t have shared with the colonists he’d just taxed made the student
king choose to keep his candy. Even though it wasn’t caught on the video it provided a good discussion.

One student returned from her inclusion class after the activity had begun. The class was patient and
waited while she got her coins and paid taxes on the first two items she’d missed. Overall the lesson and
activity were a success and the students learned why the Colonists were unhappy with the taxes that
were placed on tea.

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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%) 0 8

Proficient
(80%-89%) 1 4

Partially
Proficient
3 #
(70%-79%)

Minimally
Proficient
9 #
(69% and below)

Post-Test Analysis: Whole Class

One of the students moved during the unit. There were 13 students who took the pre-assessment
and 12 who took the post-assessment. The students benefitted from the use of technology and
hands-on activities in addition to small group and whole class instruction.

The students’ favorite part of the unit was the lesson on the Tea Act. They have a basic
understanding of taxes and the purpose of paying taxes. Our school is having a book fair this
week and students have brought money everyday to spend at the book fair. They have been
overheard talking about how much a book, they want to buy, costs and another student always
says, “don’t forget about tax.” Students have benefitted from the real-world application.

Post-Assessment Analysis: Subgroup Selection

There are 5 girls in the class. Three are 6th graders and two are 5th graders. Three of them have
specific learning disabilities, one is autistic, and one has mild intellectual impairment. Their
learning styles and preferences are varied. Their success is reflective of the differentiation that
was used throughout the unit.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

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 Exceeds 0 3

Meets 0 2

Approaches # #

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup

The students in the subgroup all achieved highly-proficient or proficient on the post-
assessment. Utilizing small group instruction, whole-class read-alouds, videos, and hands-on
activities kept the students engaged and on task.

After every unit the class was asked questions to check for understanding. The students had
opportunities to earn gold tags toward a fun Friday reward. The girls with autism and MI paid
better attention to the lessons after they realized their potential of earning gold tags.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds # #

Meets # #

Approaches # #

Falls Far Below # #

Post-Assessment Analysis: Subgroup and Remainder of Class

The results of the post-assessment indicate that the unit lessons were of interest to all the
students. The lessons were differentiated appropriately for all student’s needs. Some students
worked with peer partners, paraprofessionals, or the teacher. Some students dictated their

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 responses to paraprofessionals before writing their responses. Some students worked with a group
of their peers and contributed ideas for group projects.

Based on the outcome of the post-assessment, the students are ready to learn about the Civil War.
Students will compare and contrast similarities and differences between the Revolutionary and
Civil Wars.

STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)

Make the Quizlet Quiz before beginning the I will become more familiar with Quizlet by
unit. talking to another teacher who uses Quizlet
regularly.

Plan the amount of time each lesson will take I will spend more time figuring out how long
more efficiently. each lesson will take and how much time will
be available for student comments.

I will spend more time figuring out how long

Stay more organized. each lesson will take and how much time will
be available for student comments.

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