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 ...........................................................7
STEP Standard 5 - Implementation of Instructional Unit .......................................12
STEP Standard 6 - Analysis of Student Learning....................................................13
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........15

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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: Reading, storytelling The Bee Tree

Unit Title: The Stories That Julian Tells

National or State Academic Content Standards Determining central idea or message, theme
development through characters and setting, vocabulary and distinguishing between literal and
nonliteral language, and comparison of points of view (R.L. 3.3)
Learning Goal : Students will have a better understanding feelings are more temporary
emotions that a character has. Students will be able to understand that traits describe the kind of
person someone is and stick with a character for longer than feelings.
Measurable Objectives: Students with help will be able to explain their ubderstanding by
explaining how characters learn lessons through their experience with one another and by writing
their own story based n illustrations.

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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.
Copy and paste, or insert a picture of the pre-assessment.

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%) #

Proficient
(80%-89%) #

Partially Proficient
(70%-79%) #

Minimally Proficient
(69% and below) #

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.
Copy and paste, or insert a picture of the post-assessment.

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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 The Twelve Gods of Prometheus and Demeter and Arachne the Click here to enter
Activity Mount Olympus Pandora Persephone Weaver text.
Standards and Students will Students will Students will Click here to enter
Objectives continue to build on identify the myth compare and text.
their knowledge of tries to explain. contrast two Greek
Ancient Greek Myths. Students
Civilizations. will explain the
I will remind my purpose of a myth
students that and what they are
Ancient Greeks tryi ng to explain.
believed in many
Gods and Goddess
where they all live
in Mount Olympus
Academic Students will ask Students will Students will Click here to enter Click here to enter
Language and and answer demonstrate demonstrate an text. text.
Vocabulary questions with the understanding of understanding of
5 W such the tier 2 word the tier 2
questions as who, amusing vocabulary words
what, where, retrieve. Students
when, why, and will also learn that
how to there are multiple
demonstrate meanings of the
understanding.... word pine
Summary of When the students Students will come I will bring a Click here to enter Click here to enter
Instruction and enter the room I sit on the reading pomegranate seeds text. text.
will introduce them rug. and plants tha t

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 Activities for the to our read aloud. I I will have a grow in the spring
Lesson will have a map and student locate the and summer.
a globe where I can country of Greece. I I will create a
have the students will remind my season chart
locate Greece. I students that they showing the
will remind them will hear about seasons where we
that this is the place myths over the next live. I will ask my
where many myths several days students when
originated. I would remind Persephone would
We will go over them about what live with Demeter..
what we have makes a god or I will introduce
already learn about goddess. the read along. I
fiction and myths I have a poster in will remind the
I will read the read the classroom of students that the
allow and show the the 12 Greek Gods day before we read
images that goes to I will remind the Prometheus and
the story. This students what are Pandora. I will
should only take 10 their names and prompt my students
minutes after the what are they the to recall what they
story is completed, God of. remember about
we will go over I will read the read that story.
comprehension aloud, and ask I will read the
questions takes questions during story.
about 10 minutes. I and after the
will also explain reading.
what a spectators
Differentiation I will have my ESL I will help my ESL Thumbs Click here to enter Click here to enter
What are the students dictate students’ sequences up/Thumps Down. text. text.
adaptations or facts using images in the story I will ask my
modifications to the vocabulary that as well as help students if what I
instruction/activities they know as I them identify key say is a
as determined by record their vocabulary words characteristic of a
the student factors answers. Greek myth put

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 or individual For those students that are related to your thumbs up if
learning needs? who are the images. not a characteristic
transitioning I will For those students of a Greek myth put
have them dictate who are expanding your thumb down
phrases using tthese students will I will ask them if
familiar vocabulary be able to sequence nonfictional stories
words with their images from the about real things
shoulder partner. story with support that really
For my higher for content and happened. Their
students I will have transitioning. For thumbs should be
them write facts those students that down.
using their new are bridging These Do myth try to
vocabulary students will be explain things that
independently. able to sequence happen in nature
the images and thumbs should be
retell the story up
using words such as
first, next and last.
Required Flip book for Greek A wooden box Flip Pomegranate seed, Click here to enter Click here to enter
Materials, Myths, Image cards book for Greek Flip book for Greek text. text.
Handouts, Text, for Greek Myths, Myths, Image Cards Myths, Image Cards
Slides, and Knowledge Journal and Journal and
workbooks, Knowledge Knowledge
Technology
workbook workbook
Map of Greece
Globe

Instructional and I will keep my I will encourage

I will use think pair Click here to enter Click here to enter
Engagement student engaged in share which is a both reading and text. text.
Strategies my read aloud by good way to have writing with
? giving my students the kids develop Interactive
a secret way to their own
answer questions.
Reading
thoughts before Journals.
This is great for
discussing it with Students use

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 my students who partners. I teach prose, lists,
are afraid to second grade, diagrams, etc. to
answer questions. and although, I express their
will also have ideas, questions
partners read a and feelings
section, think about what they
about a question read On one side,
or prompt on during their first
their own and reading, they
then discuss with write questions,
their partner. I’ll one per page.
also have them (You can give
write a response them sentence
in a journal or stems or verbs to
sticky note make their
before sharing questions
with the partner. higher-order.)
I then have On a second
students share reading (often a
their responses partner read,)
with the class for they pass their
a deeper journals around
discussion.” and answer each
others’
questions. I
participate with
my own journal
as well. My
students are
ELLs, and I

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 usually sit by a
few of the lower
ones and
transcribe their
questions, so
others can read
them.
Formative Students will record Students will record Students will write Click here to enter Click here to enter
Assessments key information information about a 2 to 3 sentences text. text.
How are you going about Zeus characters point of about aa character
to measure the view from the from the Greek
learning of your Greek myth. Myth Promeheus
students throughout “Prometheus and and Pandora
the lesson? Pandora
Summative, Post-
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: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

Click here to enter text.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

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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%) # #

Proficient
(80%-89%) # #

Partially
Proficient
# #
(70%-79%)

Minimally
Proficient
# #
(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.

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.

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).

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%) # #

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 Proficient
(80%-89%) # #

Partially
Proficient
# #
(70%-79%)

Minimally
Proficient
# #
(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.

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
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) # #

Proficient
(80%-89%) # #

Partially
Proficient
# #
(70%-79%)

Minimally
Proficient
# #
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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 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.

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.

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. Click here to enter text. Click here to enter text.

2. Click here to enter text. Click here to enter text.

3. Click here to enter text. Click here to enter text.

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