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Student Teaching Evaluation of Performance (STEP)
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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 .........................................................21
STEP Standard 5 - Implementation of Instructional Unit .......................................28
STEP Standard 6 - Analysis of Student Learning....................................................30
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........32

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).

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).

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Animals and Nature
Unit Title: How Do Animals Survive?
National or State Academic Content Standards

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Learning Goal
I can use key details from the text to support how characters respond to events that take place.
Measurable Objectives
Identify an event in the text by stating who it happened to.
Identify an event in the text by stating where it happened.
Identify an event in the text by stating when it happened.
Identify an event in the text by stating why it happened.
Describe how characters respond to events in the text with a minimum of two details.
References
English Language Arts Standards » Reading: Literature » Grade 2. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/RL/2/

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.

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%) 5

Proficient
(80%-89%) 8
Partially Proficient
(70%-79%) 2
Minimally Proficient
(69% and below) 5
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?
The data that I collected from the assessments is where I predicted it to be at with the students in the
classroom. There are multiple students who are already proficient in content standards CCSS.ELA-
LITERACY.RL.2.3, CCSS.ELA-LITERACY.RL.2.7, AND CCSS.ELA-LITERACY.RL.2.1. There are
also many students who are at a proficient level of understanding of the content standards. The data also
provides supporting evidence that these students could ultimately be at a highly proficient level after the
assessment. Those who are not at a proficient level yet, are the students I suspected to not be, and after
looking over their assessment answers and looking at the planning I have done for the lesson, I do not
believe that any standards, goals, or objectives should be changed.
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning,
delivery, and assessment of your unit.
Based on the data above, I do not believe that the effect it could have on planning, delivery, and
assessment of the unit will be significantly large. I plan to keep the planning portion of my lesson the
same. During the delivery of the lesson however, I am going to try to be active in including those students
who assessed below the proficient level in our whole group discussions of reading and filling out our
interactive notebooks. I plan on doing this by asking those students questions about what we have read or
are going over at the time of the discussion. If they are unable to answer or simply do not want to
participate, I will ask them if they would like to “phone a friend” to help them answer the question or give
their opinion. I am hoping that doing this will encourage the student to want to participate more in class
discussions and if that does not work I am hoping that this tool will lure them in to see how their peers are
answer the question that is being asked.

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.

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 Building Character, Setting, Cold Dog, Hot Fox Assessment Day! NA
Activity Background: How Plot of A Visit to
do Animals the Desert
Survive?
Standards and CCSS.ELA- CCSS.ELA- CCSS.ELA- All standards will NA
Objectives LITERACY.SL.2.1.A LITERACY.SL.2.2 LITERACY.RL.2.7
be assessed that
CCSS.ELA-
CCSS.ELA- CCSS.ELA-
What do students LITERACY.RI.2.2 were gone over
LITERACY.SL.2.3 LITERACY.RL.2.3 CCSS.ELA-
need to know and CCSS.ELA- CCSS.ELA- LITERACY.RI.2.4
throughout the
be able to do for LITERACY.L.2.5 LITERACY.RL.2.5 CCSS.ELA- week’s unit.
each day of the CCSS.ELA- LITERACY.RI.2.5
(English Language, CCSS.ELA-
unit? LITERACY.L.2.5.A n.d.) LITERACY.RI.2.6
CCSS.ELA- CCSS.ELA-
LITERACY.RI.2.4 LITERACY.RI.2.7
CCSS.ELA-
LITERACY.RF.2.4
CCSS.ELA- (English Language,
LITERACY.RF.2.4.A n.d.)
(English Language,
n.d.)
Academic Vocabulary: Vocabulary: Vocabulary: Vocabulary: NA
Language and climate, eager, climate, eager, climate, adapt, climate, eager,
Vocabulary freedom, fresh, freedom, fresh, adaptation freedom, fresh,
What academic sense, shadows, and sense, shadows, and sense, shadows, and
language will you silent. silent. Academic silent
emphasize and Academic language: diagram,
teach each day Academic Language: prediction
during this unit? Language: adapt, character, setting,
climate, plot

Summary of Students will gather Students will gather Students will gather Students will come NA
Instruction and in whole group at in whole group at in whole group at to the carpet for a
Activities for the the carpet. Teacher the carpet. Teacher the carpet. Teacher short, interactive
Lesson will introduce the will restate will ask for read aloud before
How will the weekly essential essential question volunteer to restate the assessment.
instruction and question: How do for the week. the essential This read aloud will
activities flow? animals survive? Students will question for the consist of a new
Consider how the Teacher will then review vocabulary week. As a whole- climate and new
students will introduce the word words learned from group teacher will animals that will
efficiently transition adapt: then give day one. read Cold Dog, Hot not have been
from one to the explanation of Teacher will Fox to the class. discussed yet.
next. adapt. A picture of introduce concept of First page of book:
meerkats will be the day: character, discuss the diagram Students will take
displayed on the setting, and plot. of the husky. Ask their assessment on
board for students Teacher will give students what the the online source
explanation of
to view while a diagram tells us. that is provided by
different elements
discussion is held that stories can have. Page two of book: the curriculum that
about them. Students will go back read the first is supported.
Teacher will point to their desks with paragraph and then
out the reading interactive have students make This will take most
characteristics that notebook. Teacher predictions on what of the reading time,
help meerkats will lead class in a the story will be the test will be
survive in a hot, dry whole group setting about. After reading given all together.
climate. Teacher complete a chart of the entire page ask
will explain the what happened in the students what they Teacher will read
word climate after beginning, middle, can learn by the stories aloud
and end of the story.
short discussion is looking at the and the questions
This should include
held about the how Tim felt at those photograph on that that go along with
meerkats. times of the story as page. Mention the them. This was
After meerkat well. After caption that is suggested from my
discussion is completing the chart located next to the cooperating teacher
complete students students will move to picture of the fox; to allow for
will watch a short another page in their ask students what students who are
notebooks to create a

video about summary of the plot that caption can tell not on level and
different animals of the story. To do us. may need
and how they have this they will be After whole group- assistance in
adapted to the answer the question: discussion students reading the stories
climate around “How does Tim feel will go back to their and the questions
about learning about
them. seats with their correctly. They will
desert animals?”
After video interactive pick from the
vocabulary words notebooks. answers provided
will be discussed In the interactive what they believe to
with picture aids. notebook the be the best answer.
When new words teacher will help
are gone over the students fill out
teacher will probe a chart about the
students onto what two different
they believe each climates, the
vocabulary word animals that live
means. there, how they
After vocabulary adapt to the
talk students will be environment, and
introduced to the how that adaptation
close reading story helps them survive.
for the week: A
Visit to the Desert.
Teacher will
explain that this
story will tell them
how desert animals
survive in the hot,
dry climate.
Page one of story:
reread first
paragraph and ask
volunteer to tell

what this section is
about. Follow with
the author states the
problem of the
story right away so
readers can look for
a solution to the
problem as we read.
Page two of story:
after reading it
point out to
students that
Grandma tells Tim
things about dessert
animals. Model
how to cite
evidence to answer
the question. Ask
volunteer(s) what
two things Tim
learns about desert
animals.
Page three of story:
ask students: How
does Tim feel about
the desert? How
can you tell?
Finish the rest of
story and ask
students to go back
in the text to find
evidence to find
ways that the desert

tortoise survives in
the heat. Use
sentence starters: A
tortoise looks for
shade…
To get away from
the heat, a
tortoise…
If time allows
students will
answer two
questions in their
interactive
notebooks. Two
questions will be
how do animals
survive and how do
meerkats survive in
a hot, dry climate.
Differentiation While looking and While completing Interactive Test will be taken NA
What are the discussing the chart for beginning, notebook will be together as a class
adaptations or meerkat photo, the middle, and end ask done together and and stories,
modifications to the teacher will use students what completed on the questions, and
instruction/activities pointer to locate the happens at each hover cam so answer choices will
as determined by meerkats, the part of the story and students are able to be read aloud for
the student factors burrow, and their how Tim felt at see the words that clarification.
or individual fur. While pointing those points. are being written Students can be
learning needs? at the different Chart will be down on them. assisted during the
areas of the picture written on the Story will also be writing portion with
teacher will say: board for students on the board during being given the
“these are to copy after reading and option of writing it
meerkats”, “they answers have been questions, so out instead of
live in a burrow students have the typing it. That will

under the ground”, given and revised visualization of the be given to the
and “they have thin for clarity. story. teacher to grade in
fur”. Explain that place of the digital
their burrow and version.
thin fur helps them
adapt to the hot
climate.
At the end of the
story help children
to understand the
concept that
animals adapt to the
hot desert climate
by explaining the
climate of the
desert. Then
explain that in
order to survive
desert animals have
to find different
ways to stay cool.
Explain that finding
ways to stay cool is
how these animals
adapt to the
environment.
Required Provided Provided Provided Students will have NA
Materials, curriculum book for curriculum book for curriculum book for electronic
Handouts, Text, teacher. Students teachers. teachers. Interactive assessments
Slides, and do not need Interactive notebooks will have through McGraw
Technology handouts. notebooks will have handouts in them Hill Application.
handouts in them for students to use.
for students to use.

Instructional and Visualization Visualization Visualization To keep students NA
Engagement Technology in the Technology in the Technology in the engaged throughout
Strategies Classroom Classroom Classroom the assessment I
What strategies are Group discussions Group Discussions Group Discussions will ask if they
you going to use Group work to Group work to need more time to
with your students complete chart and compete chart and answer their
to keep them summary. summary. question.
engaged throughout
the unit of study?
Formative Asking questions Asking questions Asking questions This is the NA
Assessments throughout various throughout various throughout various summative
How are you going discussions. discussions. discussions. assessment
to measure the
learning of your
students throughout
the lesson?
Summative, Post- Post-Assessment will consist of an online modified version of 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.
References
English Language Arts Standards. (n.d.). Retrieved September 28, 2019, from http://www.corestandards.org/ELA-Literacy/.

STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link: Will be turned in on separate file.
Summary of Unit Implementation:

My weeklong unit took place during a four-day week and with how the district curriculum works
for reading is that each unit has a specific number of weeks that need to be followed to stay on
track. However, a story that I had originally planned on reading was taken out of the lesson plan
and replaced with another that related more to the essential question for the week. Day one of the
lesson plan was an introductory lesson. During this lesson everything that I had originally
planned worked out the way that I had planned it to. After a short discussion of the essential
question and vocabulary words, students learned about meerkats and how they survive in the dry,
hot desert climate. Then a story was read to them about a child taking a trip to the desert to see
his grandma, throughout the story I prompted students with questions to go over key details that
happened during each segment. At the end of the story students returned to their seats and
together we filled out a page in their interactive notebooks about how animals survive and how
meerkats survive in their climate.
Day two of the lesson ended up being only twenty-five minutes instead of the usual forty because
of it being library day. This lesson revolved around the plot of the story we had read from the
previous day. We did a quick recap on what happened throughout the story, and then we
discussed about what the plot of a story is and what the plot of this story would be. After the
discussion students returned to their seats to fill out a beginning, middle, end page about the
story to help them better understand the plot of the story.
Day three of the lesson was the day that I ended up switching the story from what I had
originally planned in order to help students better understand how climates are different and that
animals need to adapt in order to survive in any climate. We read a short, informative text on
Siberian Huskies and Fennec Foxes, we discussed how the diagrams and pictures that were
provided help us to visualize what the text we are reading is telling us. After this story the
students returned to their seats to fill out a chart out about the two animals we had learned about.
This chart included place/continent, climate, animal, adaptation, and how it helps.
Day four of the lesson we ended up having extra time before we needed to take the reading
assessment for the week, so I decided to have students listen to an interactive read-aloud that was
about a second grade class taking a field trip to a swamp. Before the read-aloud took place, I had
students think about what our question for the week was and quickly go over our vocabulary
words for the week. During the interactive read-aloud I prompted students about what was taking
place in the story and how that related to our essential question of the week of how animals
survive. After interactive read-aloud was complete I had students take a short break before
beginning our assessment for the week.
Summary of Student Learning:

During our discussions throughout the week I felt that most students in the class had a pretty good
understanding of the topic of the week that helped them to understand how animals survive. I was
concerned that having a short week would greatly decrease the ability for students to be able to obtain
such important information, I believe that overall they have a very good understanding of the objective.
When Friday came around and I realized that we would have extra time during our reading time I
determined that there were a handful of students that could benefit from another story that described a
climate that we did not cover throughout the week. In the end I felt that it was more of a time filler than a
mini lesson that those students needed to help further their understanding of the topic.
Reflection of Video Recording:

After watching my video recording of my lesson, I believe there are many aspects that I could
improve on as an educator. Something that I noticed in my recording, and during the week, is
that the same students are answering the questions that I am asking the class. After talking to my
cooperating teacher about this, she explained that I should try making small changes to the
wording of my questions as well as the time to ask them. We have students who are extremely
below grade level and those students are often the ones who it is harder for them to stay focused
during instructional time. Because of that when teaching reading this upcoming week, I am going
to make questions ahead of time that are varying levels in hopes to get those other students
involved.

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%) 5 0
Proficient
(80%-89%) 8 1
Partially
Proficient
2 3
(70%-79%)
Minimally
Proficient
5 13
(69% and below)
Post-Test Analysis: Whole Class
The post-test data allowed for me to see how students complete tests on computers and on their
own. I do not believe that this post-test gave me the best ability to fully comprehend how well the
students understood the week’s topics. However, there were a few students who were missing the
day that we completed the assessment, so I believe there could have been a few more who were in
the proficient area. Overall, considering that more than 75% of the class is between a kindergarten
and first grade reading level I believe that this was a good representation of their knowledge and
understanding of the topic.
The week that I presented this lesson plan was a short week, so that had a great impact on their
ability to learn and grow with the information. When given five days students typically have a
little more knowledge on their side when it comes time to take the assessment. Unfortunately,
with the school’s curriculum with reading you must go week by week and can not spend extra
time on weeks with shorter days because it will then throw all data collection and premade
curriculum dates off.
Something that stood out to me the most more than anything is knowing how to adapt questions
to student’s comprehension levels. There are many students in the classroom that I know would
enjoy participating in discussions if peers in the classroom encouraged them when they stumbled
on words or forgot what they were going to contribute to the discussion. Since this lesson plan I
have begun to reword questions in hopes to get more participation from all students in the
classroom.
Post-Assessment Analysis: Subgroup Selection

After looking further into the questions that were missed in the assessment, I have decided to take
a group of four students for a subgroup to look further into on how I can help them learn and
comprehend further topics in reading. These four students all came from the thirteen who scored
minimally proficient on the assessment. Many of the thirteen who scored minimally proficient
either did not stay focused during the test or have shown that digital tests do not seem to be the
best tactic for assessing their learned knowledge.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0
Proficient
(80%-89%) 0 0
Partially
Proficient
0 0
(70%-79%)
Minimally
Proficient
5 4
(69% and below)
Post-Assessment Analysis: Subgroup
Based upon the analysis of the four students who I have chosen, they all seem to be struggling
with comprehending short stories and/or understanding what questions are asking them on
assessments. I did not focus on the area of the assessment that revolved around prefixes and
endings because I did not see that as an area that needed to be assessed. We are currently
implementing another reading group time that is based all on word work and word knowledge.
Looking back on my effectiveness of my instruction, I believe that there are many areas that I
could advance myself in, especially when it comes to keeping all students of the class engaged
and active in discussions. This lesson, I believe went well based on the students who did focus on
the lesson instead of socializing with those around them. Before now my cooperating teacher
explained that she did not think that we needed to have assigned seats for our carpet time, but
after this lesson I believe I will bring it up to her and see how she feels about it. I plan on doing
this because I think if I were to separate those who consistently socialize throughout the lesson, I
may have a better ability to help them focus on the lesson. In the future, on top of possible seating
arrangements, I have decided to create more hands-on learning with the lessons as well as work
on rewording questions in hopes that students will better be able to answer them and partake in
discussions.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient
(90%-100%) 5 0
Proficient
(80%-89%) 8 1
Partially
Proficient
2 3
(70%-79%)
Minimally
Proficient
5 9
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Looking at the remainder of the class compared to the subgroup that I have created, they seemed
to have a better understanding on the information that was assessed. Using information from the
assessment as well as answers and participating in discussions during the lesson, I concluded that
the remainder of the class had a much better understanding of what the questions were asking on
the assessment. The remainder of the class consisted of students typically who were more likely
to participate in class discussions and help to answer questions while working in their interactive
notebooks as a whole group.
The next steps that I have decided to go with after this lesson is to create more lower-level
adaptable wording in questions, spend more time discussing in-depth what is taking place in
stories, as well as printing assessments out for those who seemed to not do as well with a digital
form of the assessment.
STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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

1. Keeping class engaged during lesson. To reach my short-term goal I plan to
observe veteran teachers teaching in all
content areas. While observing, for this
particular goal, I will watch as they engage
the class during lessons and how they go
about keeping the engagement going. I plan
to observe this as well as how different
teachers handle the students who are acting
out or being disruptive during the lesson.
2. Implementing real-life situations that Throughout most parts of the unit I taught
connect to the lesson. there were many times that students had
examples from their own lives that they
wanted to include. This became an issue with
keeping the class focused on the story or
question that was being read or asked. To
remedy this situation I plan to conduct more
internet research on real-life stories and
questions that could be used during
particular lessons and content areas.
3. Strengthening time management Typically, towards the end of the week I can
skills. get the lessons taught within the time period
that is set aside for reading. However, the
beginning of the week it can be harder to
complete. I plan on working toward
achieving this goal by watching veteran
teachers and even attending professional
development.

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Student Teaching Evaluation of Performance (STEP)

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Student Teaching Evaluation of Performance (STEP) Template ..............................1

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

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Unit Topic: Animals and Nature

Unit Title: How Do Animals Survive?

National or State Academic Content Standards

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Highly Proficient (90%-100%) 5

Pre-Assessment Analysis: Whole Class

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Day 1 Day 2 Day 3 Day 4 Day 5

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Video Recording Link: Will be turned in on separate file.

Summary of Unit Implementation:

Summary of Student Learning:

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Reflection of Video Recording:

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Post-Test Analysis: Whole Class

Post-Assessment Analysis: Subgroup Selection

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Number of Students Number of Students

Post-Assessment Analysis: Subgroup

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Post-Assessment Analysis: Subgroup and Remainder of Class

STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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