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 ....................................................7
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................16
STEP Standard 6 - Analysis of Student Learning....................................................18
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: Strength Training

Unit Title: Personal Fitness Program

National or State Academic Content Standards

Goal Setting: Implement strategies to achieve a personal health goal. H6.W7. HS

Training Principles and Knowledge: Apply training principles and knowledge (progression,
specificity, overload, reversibility, diminishing return) to a self-selected activity. PE2.4.HS2
Health Related Fitness: Use types of muscular strength and muscular endurance exercises
(isometric, concentric, and eccentric). PE3.5.HS1b
Use types of flexibility exercises (static and dynamic). PE3.5.HS1c
Training Principles: Explain training principles (overload, specificity, progression,
reversibility, diminishing return, rest, and recovery) and how they relate to fitness planning.
PE3.6.HS1
Individual Plan: Design and implement a personal fitness and nutrition plan (assessment scores,
goals for improvement, plan of activities for improvement, log of activities to reach goals,
timeline for improvement). PE3.8.HS1

Learning Goal

Students shall be able to develop a comprehensive fitness program for themselves as well as
others. Students will also be able to describe how to create said plan and what four physical
fitness components the personal fitness program is working on.

Measurable Objectives

Students will complete a pre- and post-test for the four physical fitness components they chose to
incorporate in the physical fitness program they create for themselves. These four tests will
corelate with the four S.M.A.R.T goals they created for the four physical fitness components
chosen. These assessments will allow me to check for their understanding of how to create a
physical fitness plan for themselves in order to meet specific goals that they created.

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© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 21
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.
Students will complete a presentation including the four components of fitness they chose to
work on, their personal fitness goals for those four components, the pre- and post-tests they will
complete to measure their fitness program, and the 10-day fitness program they are creating.
This assessment will be graded by a rubric which the students should follow to gain maximum
points on this assessment. Points will be given based upon the slides created and the criteria met.

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 14

Meets 14

Approaches 5

Falls Far 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?
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.

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.
Students will complete a two-part post-assessment. In this assessment students will first write
down each day what they completed in their workout. This will allow them to track how accurate
their 10-day plan was and if they are able to follow it. The second piece to this assessment, is

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 completing a short review on their 10-day workout and assessing why they could or could not
complete certain pieces to their 10-day workout plan.

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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 Individual Fitness Muscle and Individual Fitness Strength Training Individual Fitness
Activity Plan Pre-Test Skeletal Worksheet Plan Analysis Plan
Standards and Training Training Training Training Training
Objectives Principles and Principles and Principles and Principles and Principles and
What do students Knowledge: Apply Knowledge: Apply Knowledge: Apply Knowledge: Apply Knowledge: Apply
need to know and training principles training principles training principles training principles training principles
be able to do for and knowledge and knowledge and knowledge and knowledge and knowledge
each day of the (progression, (progression, (progression, (progression, (progression,
unit? specificity, specificity, specificity, specificity, specificity,
overload, overload, overload, overload, overload,
reversibility, reversibility, reversibility, reversibility, reversibility,
diminishing return) diminishing return) diminishing return) diminishing return) diminishing return)
to a self-selected to a self-selected to a self-selected to a self-selected to a self-selected
activity. PE2.4.HS2 activity. PE2.4.HS2 activity. PE2.4.HS2 activity. PE2.4.HS2 activity. PE2.4.HS2
Health Related Health Related Health Related Health Related Health Related
Fitness: Use types Fitness: Use types Fitness: Use types Fitness: Use types Fitness: Use types
of muscular of muscular of muscular of muscular of muscular
strength and strength and strength and strength and strength and
muscular endurance muscular endurance muscular endurance muscular endurance muscular endurance
exercises exercises exercises exercises exercises
(isometric, (isometric, (isometric, (isometric, (isometric,
concentric, and concentric, and concentric, and concentric, and concentric, and
eccentric). eccentric). eccentric). eccentric). eccentric).
PE3.5.HS1b PE3.5.HS1b PE3.5.HS1b PE3.5.HS1b PE3.5.HS1b
Use types of Use types of Use types of Use types of Use types of
flexibility exercises flexibility exercises flexibility exercises flexibility exercises flexibility exercises
(static and (static and (static and (static and (static and

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 dynamic). dynamic). dynamic). dynamic). dynamic).
PE3.5.HS1c PE3.5.HS1c PE3.5.HS1c PE3.5.HS1c PE3.5.HS1c
Training Training Training Training Training
Principles: Explain Principles: Explain Principles: Explain Principles: Explain Principles: Explain
training principles training principles training principles training principles training principles
(overload, (overload, (overload, (overload, (overload,
specificity, specificity, specificity, specificity, specificity,
progression, progression, progression, progression, progression,
reversibility, reversibility, reversibility, reversibility, reversibility,
diminishing return, diminishing return, diminishing return, diminishing return, diminishing return,
rest, and recovery) rest, and recovery) rest, and recovery) rest, and recovery) rest, and recovery)
and how they relate and how they relate and how they relate and how they relate and how they relate
to fitness planning. to fitness planning. to fitness planning. to fitness planning. to fitness planning.
PE3.6.HS1 PE3.6.HS1 PE3.6.HS1 PE3.6.HS1 PE3.6.HS1
Individual Plan: Individual Plan: Individual Plan: Individual Plan: Individual Plan:
Design and Design and Design and Design and Design and
implement a implement a implement a implement a implement a
personal fitness and personal fitness and personal fitness and personal fitness and personal fitness and
nutrition plan nutrition plan nutrition plan nutrition plan nutrition plan
(assessment scores, (assessment scores, (assessment scores, (assessment scores, (assessment scores,
goals for goals for goals for goals for goals for
improvement, plan improvement, plan improvement, plan improvement, plan improvement, plan
of activities for of activities for of activities for of activities for of activities for
improvement, log improvement, log improvement, log improvement, log improvement, log
of activities to of activities to of activities to of activities to of activities to
reach goals, reach goals, reach goals, reach goals, reach goals,
timeline for timeline for timeline for timeline for timeline for
improvement). improvement). improvement). improvement). improvement).
PE3.8.HS1 PE3.8.HS1 PE3.8.HS1 PE3.8.HS1 PE3.8.HS1

Academic Muscular: Muscular: Muscular: Muscular: Muscular:

Language and Trapezius, Deltoid, Trapezius, Deltoid, Trapezius, Deltoid, Trapezius, Deltoid, Trapezius, Deltoid,
Vocabulary Pectoralis Major, Pectoralis Major, Pectoralis Major, Pectoralis Major, Pectoralis Major,

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 What academic Biceps, Triceps, Biceps, Triceps, Biceps, Triceps, Biceps, Triceps, Biceps, Triceps,
language will you Latissimus Dorsi, Latissimus Dorsi, Latissimus Dorsi, Latissimus Dorsi, Latissimus Dorsi,
emphasize and Oblique, Gluteus Oblique, Gluteus Oblique, Gluteus Oblique, Gluteus Oblique, Gluteus
teach each day Muscles, Sartorius, Muscles, Sartorius, Muscles, Sartorius, Muscles, Sartorius, Muscles, Sartorius,
during this unit? Gastrocnemius. Gastrocnemius. Gastrocnemius. Gastrocnemius. Gastrocnemius.
Skeletal: Skull, Skeletal: Skull, Skeletal: Skull, Skeletal: Skull, Skeletal: Skull,
Clavicle, Scapula, Clavicle, Scapula, Clavicle, Scapula, Clavicle, Scapula, Clavicle, Scapula,
Sternum, Humerus, Sternum, Humerus, Sternum, Humerus, Sternum, Humerus, Sternum, Humerus,
Spinal Column, Spinal Column, Spinal Column, Spinal Column, Spinal Column,
Radius, Ulna, Radius, Ulna, Radius, Ulna, Radius, Ulna, Radius, Ulna,
Pelvic Girdle, Pelvic Girdle, Pelvic Girdle, Pelvic Girdle, Pelvic Girdle,
Carpals, Carpals, Carpals, Carpals, Carpals,
Metacarpals, Metacarpals, Metacarpals, Metacarpals, Metacarpals,
Phalanges, Femur, Phalanges, Femur, Phalanges, Femur, Phalanges, Femur, Phalanges, Femur,
Patella, Fibula, Patella, Fibula, Patella, Fibula, Patella, Fibula, Patella, Fibula,
Tibia, Tarsals, Tibia, Tarsals, Tibia, Tarsals, Tibia, Tarsals, Tibia, Tarsals,
Metatarsals. Metatarsals. Metatarsals. Metatarsals. Metatarsals.
Cardiovascular Cardiovascular Cardiovascular Cardiovascular Cardiovascular
Endurance, Endurance, Endurance, Endurance, Endurance,
Muscular Strength, Muscular Strength, Muscular Strength, Muscular Strength, Muscular Strength,
Muscular Muscular Muscular Muscular Muscular
Endurance, Endurance, Endurance, Endurance, Endurance,
Flexibility, Body Flexibility, Body Flexibility, Body Flexibility, Body Flexibility, Body
Composition. Composition. Composition. Composition. Composition.
Summary of Students will begin Students will meet Students will meet Students will meet Students will meet
Instruction and the period in the in the classroom in the Auxiliary in the classroom in the Auxiliary
Activities for the Auxiliary gym and record their gym where we will where they will gym where we will
Lesson where we will four pre-test complete a double check their complete a
How will the complete a numbers and data dynamic/static record of the dynamic/static
instruction and dynamic/static as part of their movement warm- movements, movement warm-
activities flow? movement warm- individualized 10- up. Once we number of sets, and up. Once we
Consider how the up. Once the warm- day fitness complete the warm- number of reps they complete the warm-
students will up has been program. Once up as a group, completed for each up as a group,

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 efficiently transition completed, students each student has students will be component the day students will be
from one to the will begin their first completed released to begin prior. I will then released to begin
next. component pre-test. recording their working out using walk through using working out using
Once each student data, I will their individual a doc-camera, the their individual
has completed their introduce a fitness plan that strength training fitness plan that
first component Muscular and they created in the analysis page they they created in the
pre-test each Skeletal worksheet pre-assessment. will complete in pre-assessment.
student will move they will complete Students will be their FITT-folio Students will be
to their second with the health working in and on a packets. Once I working in and on a
component pre-test. books. I will walk wide variety of have completed wide variety of
They will continue through each sheet spaces and explaining how I spaces and
this process until with them using the movements, want the strength movements,
they have doc-camera and the however focusing training analysis however focusing
completed each of health book. I will on the four filled out and how on the four
their four pre-tests. demonstrate how I components they to gain full credit, components they
want each choose to focus on students will choose to focus on
worksheet each day. proceed with each day.
completed and completing the
explain what the worksheet.
worksheets should
look like to earn
full credit.
Differentiation Differentiation will Students with Differentiation will Students with Differentiation will
What are the be made dependent vision, hearing, or be made dependent vision, hearing, or be made dependent
adaptations or upon the movement any other cognitive upon the movement any other cognitive upon the movement
modifications to the the student is impairment are the student is impairment are the student is
instruction/activities completing. If the given preferential completing. If the given preferential completing. If the
as determined by student is seating to give the student is seating to give the student is
the student factors attempting push- student a seat that attempting push- student a seat that attempting push-
or individual ups and cannot promotes the most ups and cannot promotes the most ups and cannot
learning needs? complete one, we engagement. complete one, we engagement. complete one, we
will modify and Students with will modify and Students with will modify and
complete knee attention complete knee attention complete knee

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 push-ups. Some disabilities are push-ups. Some disabilities are push-ups. Some
students will use allowed to listen to students will use allowed to listen to students will use
machines to music or use machines to music or use machines to
complete muscular headphones to limit complete muscular headphones to limit complete muscular
strength/endurance noise and strength/endurance noise and strength/endurance
movement rather classroom movement rather classroom movement rather
than using free distractions. IEP than using free distractions. IEP than using free
weights. Bikes and students are weights. Bikes and students are weights. Bikes and
Ellipticals are made allowed to Ellipticals are made allowed to Ellipticals are made
available if students complete as much available if students complete as much available if students
are unable to run of the assignment are unable to run of the assignment are unable to run
for their as possible and be for their as possible and be for their
cardiovascular graded on what was cardiovascular graded on what was cardiovascular
portion. finished not the portion. finished not the portion.
Accommodations entire assignment, Accommodations entire assignment, Accommodations
will also be made as long as effort will also be made as long as effort will also be made
for students who was being made. for students who was being made. for students who
have suffered an have suffered an have suffered an
injury such as; rest, injury such as; rest, injury such as; rest,
ice, using a lighter ice, using a lighter ice, using a lighter
weight, or a weight, or a weight, or a
different movement different movement different movement
that does not that does not that does not
aggravate the aggravate the aggravate the
injury. injury. injury.
Required Spinning Bikes, 10-Day Personal Spinning Bikes, 10-Day Personal Spinning Bikes,
Materials, Recumbent Bikes Fitness Plan Packet, Recumbent Bikes Fitness Plan Packet, Recumbent Bikes
Handouts, Text, w/ Screens, Muscular and w/ Screens, FITT-folio Packet, w/ Screens,
Slides, and Ellipticals, Skeletal worksheet, Ellipticals, Doc-Camera, Ellipticals,
Technology Dumbbells, Doc-Camera, Dumbbells, Projector, Dumbbells,
Barbells, Projector, Barbells, Smartboard. Barbells,
Resistance Bands, Smartboard. Resistance Bands, Resistance Bands,
Squat Machine, Squat Machine, Squat Machine,

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 Pull Up Bars, Dip Pull Up Bars, Dip Pull Up Bars, Dip
Machine, Leg Curl Machine, Leg Curl Machine, Leg Curl
Machine, Seated Machine, Seated Machine, Seated
Shoulder Press Shoulder Press Shoulder Press
Machine, Ab Machine, Ab Machine, Ab
Crunch Machine, Crunch Machine, Crunch Machine,
Ab Crunch/Back Ab Crunch/Back Ab Crunch/Back
Extension Machine, Extension Machine, Extension Machine,
Leg Extension Leg Extension Leg Extension
Machine, Lat Machine, Lat Machine, Lat
Pulldown Machine, Pulldown Machine, Pulldown Machine,
Chest Press Chest Press Chest Press
Machine, Bosu Machine, Bosu Machine, Bosu
Balls, Stability Balls, Stability Balls, Stability
Balls, Medicine Balls, Medicine Balls, Medicine
Balls, Kettlebells, Balls, Kettlebells, Balls, Kettlebells,
Fitness Room, Fitness Room, Fitness Room,
Gyms, Wrestling Gyms, Wrestling Gyms, Wrestling
Room, Track. Room, Track. Room, Track.
Instructional and Individual Class discussion Individual Class discussion Individual
Engagement creativity will be will be used to keep creativity will be will be used to keep creativity will be
Strategies the strategy I use students engaged the strategy I use students engaged the strategy I use
What strategies are here. Students were within the topic we here. Students were within the topic we here. Students were
you going to use able to create their are working on. able to create their are working on. able to create their
with your students individual workout These discussions individual workout These discussions individual workout
to keep them plans and therefore will also carry into plans and therefore will also carry into plans and therefore
engaged throughout are going to small table are going to small table are going to
the unit of study? completing discussions. completing discussions. completing
workouts that they workouts that they workouts that they
are interested in and are interested in and are interested in and
want to complete. want to complete. want to complete.
Formative While students are The class While students are The class While students are
Assessments working out, I will discussion working out, I will discussion working out, I will

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 How are you going be asking them throughout the be asking them throughout the be asking them
to measure the questions such as; period will serve as questions such as; period will serve as questions such as;
learning of your “What component the formative “What component the formative “What component
students throughout of physical fitness assessment for this of physical fitness assessment for this of physical fitness
the lesson? are you working day. Holding a are you working day. Holding a are you working
on?” and “What class discussion on?” and “What class discussion on?” and “What
muscle are you allows me to watch, muscle are you allows me to watch, muscle are you
currently working hear, and find out currently working hear, and find out currently working
on?” to check their if, and which on?” to check their if, and which on?” to check their
understanding of students are understanding of students are understanding of
the human comprehending the the human comprehending the the human
muscular system topic of the day and muscular system topic of the day and muscular system
and physical fitness the unit as a whole. and physical fitness the unit as a whole. and physical fitness
components. components. components.
Summative, Post- The summative post-assessment for this unit will be a post-test of the four components the students pre-tested
Assessment on at the beginning of the unit. On top of these post-tests, the students will complete a personal review
What post- of their personalized fitness plan. In this review, students will look at what went right, went what
assessment will wrong, what they would change, and what they would keep the same. The final thing they will do as
measure the part of the review is look at what considerations they would have to take in order to complete this
learning progress? type of plan again 10 years from now.
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://www.youtube.com/watch?v=Zae_bgXo6JU

Summary of Unit Implementation:

In this video I had two lesson activities planned, reviewing the process of which our students were
supposed to record their individual fitness plans each day we are in the gym and completing the
strength training analysis worksheet.
The first activity went as planned. The students were given their packets in which they record the
movements they complete to analyze their recordings as I reviewed the correct ways to record in the
different sections. Students were told to listen to my instruction and fix mistakes and add any omitted
pieces to their workout.
The second activity also went as planned. Students first listened to instruction of how to complete the
strength training analysis page. As we walked through each question, I asked students what the
definition of some key terms were. This was a way to check students understanding of the unit. Students
then completed the worksheets individually. When finished with the worksheet, students were to show
me their completed work in order to achieve some free time at the end of the period. Free time in the
auxiliary gym at the end of some class periods is a point of student engagement because it becomes a
reward for most students.

Summary of Student Learning:

I believe that overall my perception of the student learning for this lesson, was well received and well
carried out. However, this does not mean that each student flew through this assignment with ease. My
observations of looking over my students’ work was mostly pleased. Most the students demonstrated
that they had the knowledge to analyze how our strength program worked on the principles we
discussed at the beginning of the unit. Most students were able to describe how they used such
principles as, overload, isolation, and range of movement in a well thought out manner.

One student who made me rethink my plans was a student who did not participate in our strength
training program. The reason this made me rethink my plans was because I did not have a backup plan
ready for this student. Therefore, I had to come up with an activity on the spot, so they did not just sit
there the whole period or have free time in the auxiliary gym the entire period. I decided to modify the
activity for this student by taking one of the questions from the analysis page and having them write me
a short response on how they could complete the strength training program 10 years from now.

Reflection of Video Recording:

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I feel confident in the way I taught this lesson. I believe that how I explained each activity to be
completed for this lesson was concise and explicit and therefore students knew what was expected from
them. On top of explaining the lesson in an explicit manner, I believe that I spoke clearly and loudly
enough for each student to hear what I was saying. Two critiques I would give myself right away would
be to circulate the room better, so that I can keep an eye on each student learning and make sure they
are paying attention. The second thing I need to work on is taking pauses between thoughts rather than
saying the word “um”. Another critique I would like to work on is writing on the whiteboard in a bigger
font. I noticed when I wrote on the white board, it was hard to see in the back of the room.

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 21

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%) 14 14

Proficient
(80%-89%) 14 8

Partially
Proficient
5 8
(70%-79%)

Minimally
Proficient
5 5
(69% and below)

Post-Test Analysis: Whole Class

I think the student learning in this class stayed relatively the same from pre-test to post-test. We
lost roughly three students to departures or class changes but for the students that are still
attending this class the numbers did not change. However, overall I believe the students learned
the content as the grades in the post-test are much higher than that of the pre-test.

I believe that my instruction choices were beneficial and effective throughout the unit. I think the
marriage of classroom and hands-on learning for my students allowed them to truly learn what the
unit was trying to get them to comprehend. During the hands-on portion of the learning, I would
consistently ask students which strength training principle we were working on or what muscle
was being exercised during the movements. At the beginning of the unit students could not tell
me the correct answer or would tell me the arm muscles. At the end of the unit, students were able
to correctly identify muscles and what principle they were utilizing throughout their workouts. In
the classroom portion, using worksheets of the skeletal and muscular systems aided students in
their ability to demonstrate their knowledge of the muscles they were using as the unit wore on.
Post-Assessment Analysis: Subgroup Selection

I have chosen to look at the subgroup of gender. I would like to explore whether females or males
learn more in a physical education setting.

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 9 5

Meets 5 4

Approaches 2 4

Falls Far Below 1 4

Post-Assessment Analysis: Subgroup

I think what I noticed was in this subgroup there is a strong group of students who succeed when
completing an assessment that allows for some creativity. However, when completing an
assessment that is more of a traditional multiple choice and short answer they had some troubles
succeeding. The overall grades are still showed me that learning occurred from the students.

I think for the majority of this subgroup the instruction was effective and gave them opportunities
to learn the content. However, there was a handful that obviously struggled and needed extra
assistance or time to gather the information needed to succeed. In future teaching I would plan
more formative types of assessment throughout the unit to better recognize these students’ needs
in order to aid them towards success. These types of assessments or activities would allow me to
take a step back and reassess, readjust, or reteach any piece of the unit or lessons that these
students may be confused on.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 13 9

Meets 4 4

Approaches 2 4

Falls Far Below 0 1

Post-Assessment Analysis: Subgroup and Remainder of Class

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 When looking at student learning and asking whether or not my teaching strategies were effective
or not, there is always the secondary question of, do you look at the successful students or the
students that struggled? In this unit, on both the pre- and post-assessments I had a high percentage
of students who were in the meets or exceeds categories. I believe that my instruction was
effective in teaching the students the principles and knowledge they needed to succeed. I also
believe that in every lesson and unit there will be a few students who end up in the “falls far
below” category. I do my best and accommodate at my best to help those students out of that
category as often as possible.
In the big picture, the next steps would be adding the next building blocks to living a healthy
lifestyle. This would mean moving forward in learning about how to incorporate nutrition into a
healthy lifestyle. The learning objective for this piece would be for students to be able to properly
read nutrition labels of food and to create a personal diet plan to correlate with their personal
fitness plan.

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 find one or two more ways
to differentiate my lessons to better
meet the needs of my students.
development, research on the Internet,
observation of a veteran teacher, etc.)
I want to be better prepared for the unknown
and have ways to accommodate for these
unknowns. Therefore, I will use research
from the internet and observation and
communication with a veteran teacher to
reach this goal. Technology has become a
major piece to an educators teaching and
students learning. When looking for new
ideas to differentiate instruction, there is no
need to reinvent the wheel. Plenty of
teachers around the nation and globe have
put out resources on the internet for other
teachers to practice and experiment with.
Along those lines, there are plenty of veteran
teachers in the building I currently serve.
Asking them questions about certain
situations I have encountered and how they
would handle them is a fantastic resource.

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 2. Using technology at minimum as a
resource to complete assignments.
3. Giving students one or two articles a
week about health and how it affects
to the world around them.
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Technology has become a major resource not
only for educators but for students alike. I
believe that as an educator need to implement
more technology past using a doc-cam and
smart board in my instruction. I think
researching on the internet how to use certain
useful apps such as, Kahoot! or Google
Classroom, in the classroom can be
productive ways to implement technology in
my lessons.
Giving students real world applications,
gives them a chance to see the big picture
outside of their high school, town, and
region. I would use the internet to research
articles about health crazes, health concerns,
and other health related articles. By using
these articles students can learn more about
what is happening around them. They can
also learn how it may affect their personal
health or the health of their loved ones.
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