Student Teaching Evaluation of Performance (STEP)

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. 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 Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Reading Comprehension

Unit Title: Reading informational text

National or State Academic Content Standards:

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
3.RI.2 Determine the main idea of a text; recount and paraphrase the key details and explain how
they support the main idea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.

Learning Goal: Students will be able to demonstrate the knowledge and ability to use listening,
and reading skills to understand informational text.

Measurable Objectives: Student will be able to reading an informational text and answer
question, or give a 50 word retail about the text.
Measurable Objectives: Students will be able to read an informational text and answer questions
regarding key details/main idea of the text, or give a 50 word retell/summary about the text.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Class Discussion – Students will be asked depth of knowledge question, Have you ever heard of
the word inferencing, What does making a inference mean? How would a picture help you
understand what the text is about? Show the students a book cover and see what inference they
can make from the cover ( on what the book is about).

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

Number of Students

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 4

Pre-Assessment Analysis: Whole Class

Students were unable to identify what inferencing is and how to use inferencing when asked to make
predictions about a picture.

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 Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’
knowledge of the topic after implementing the unit lessons. The post-assessment can be the same
as the pre-assessment, a modified version, or something comparable that measures the same
concepts. Include the scoring criteria used to determine whether students are Highly Proficient,
Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal
and measurable objectives.
Teacher observation: The students where ask to write their own inference about what the last two
sentences of the poem are referring to.
And stretched its long neck out to see,
And chewed, and grinned quite amiably.
Steam Shovel by Charles Malam

The assessment is scored on if they understand and can make an inference on the end of the
poem. The student still struggled with what inference means. All four students were partially
proficient.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 3rd grade

Unit/Subject: English Language Arts – Reading Comprehension

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being
presented.
3.RI.1 3.RL.7 3.RL.7 3.RL.7 3.RI.1
Ask and answer Explain how specific Explain how specific Explain how Ask and answer
questions to aspects of a text’s aspects of a text’s specific aspects of a questions to
demonstrate illustrations contribute illustrations contribute text’s illustrations demonstrate
understanding of a to what is conveyed to what is conveyed contribute to what is understanding of a
text, referring by the words in a by the words in a conveyed by the text, referring
explicitly to the text story (e.g., create story (e.g., create words in a story explicitly to the text
as the basis for the mood, emphasize mood, emphasize (e.g., create mood, as the basis for the
answers. aspects of a character aspects of a character emphasize aspects answers.
or setting). or setting). of a character or
setting). 3.RL.7
3.RL.4 3.RL.4 Explain how

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Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Determine the Determine the 3.RL.4 specific aspects of a
meaning of words and meaning of words and Determine the text’s illustrations
phrases as they are phrases as they are meaning of words contribute to what is
used in a text, used in a text, and phrases as they conveyed by the
distinguishing literal distinguishing literal are used in a text, words in a story
from nonliteral from nonliteral distinguishing (e.g., create mood,
language. language. literal from emphasize aspects
nonliteral language. of a character or
setting).
Students will be able Students will be able Students will make Students will be Students will be able
to make inferences to make inferences inference about able to make to make inferences
from actions or about a story using characters in a text. inferences from from fiction and
movements using their knowledge and poems using the non-fiction texts
their background evidence from the They will be able to words from the text using their
knowledge. To help pictures in a book. determine the to understand what background
the understand the meaning of a word the author means in knowledge and
actions being made. they do not know their writing. evidence from the
using clues within the text.
text, or by navigating
to the glossary by the
end of class. 

Academic Language Inferences Picture walk Inferences Predictions Commercial

General academic Predictions Predictions Predictions Beyond Inferences
vocabulary and content- Background knowledge Legend Play Dripping
specific vocabulary included Hiccup Glee club Cropped
in the unit. Mistakes Snorted
Audience White steam
Ruin Amiably
Character traits Heavy equipment
Helmet
Mortise

Unit Resources,  Index cards  Legend of the  A Play by  Steam Shovel Commercials

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Materials, Equipment, with actions Indian Eloise by Charles Worksheets
and Technology words/phrases paintbrush by Greenfield Malam Pencil
List all resources, materials, DePaola  Pencil  The Tortoise
equipment, and technology  Hiccup by by Dougals
 Worksheet
to be used in the unit. Mercer Mayer Florian
 Tablet/compute
 Worksheet r  Poem
 Pencil  T-chart worksheet
 Tablet/compute  Construction
r paper
 Crayons
 Colored
pencils
 Markers
Depth of Knowledge - What does it mean to - What is a picture book - Can you recall what What might you - How would you
Lesson Questions make predictions. walk? inference is? include on a list of describe inference in
What questions can be - When would you use - How would you use - How is inference and inferences? the first commercial?
posed throughout the lesson inferencing or illustration to help make prediction alike or - What did you notice - How would you
to assess all levels of student predictions. inferences? different? about the poem? apply inferencing in
understanding? - What conclusion can - Why is using a picture - Can you predict the - What evidence can reading
 Level 1: Recall be made about book walk used? outcome of the play? you find to support comprehension?
 Level 2: Skill/Concepts inferencing? - How did the pictures - What evidence shows your thoughts? - What have you
 Level 3: Strategic
- How is using help you to make why she did not want to - How would you use learned about
Thinking
inferencing when inferences about the be in the play? inferencing when inferencing and
 Level 4: Extended
guessing what the book? reading the poem? predictions?
Thinking
person is doing, the
same as inferring what
is happening in a book?
Anticipatory Set As a class the students Class will review what Students will turn to To activate prior As a class students
How will students’ prior will discuss what is inferencing is and daily their neighbor and talk knowledge, teacher will review what
knowledge be activated as inferring? What is a vocabulary. about how you would will ask the students making inferences is.
well as gain student interest prediction infer about a character to recall a situation
in the upcoming content? Each Student will be in a story. when they had to Teacher will show
given the book Hiccup make a prediction or different video on
by Mercer Mayer and Given a list of inference about make inference or
asked to tell what is personality traits the something. prediction.
happening in the book class will discuss what

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Multiple Means of
Representation
Describe how content will
be presented in various
ways to meet the needs of
different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
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only using the pictures. different personality
traits are and how to
make inferences about
them.
Presentation of Content
The students will be Each student will be As a group teacher will The teacher will read Vocabulary review
split into 2 groups. given the PDF version read each paragraph and the poem Steam
of the book Legend of then discuss the Shovel by Charles Review of making
Each student will take a the Indian paintbrush by paragraph with the Malam to the class. inferences.
turn drawing an index DePaola to review as a students.
card form a basket. class. The class will discuss Students will watch
Teacher will us a t-chart the poem together. commercials with
The student will Students will be given a to record inferences Students will read a inference in them.
silently act out the word tablet with the book from the students and second poem.
or phrase on the card. Hiccup by Mercer quotes from the poem. The students will be
Mayer to review. Class will use a list to Filling students will given a short story
discuss personality fill out a worksheet with questions to
Students will watch a traits. about the poem answer.
video with narration making inferences
from the book Legend Students will use a T- and prediction about
of the Indian paintbrush chart to record their the poem.
by Tomie DePaola. own prediction for the
final paragraph. The students will
create a picture
depicting what they
think the poem is
about.
Students will work All the students will be Material will be read Material will be read Material will be read
together as teams to given a table or aloud for all students. aloud for all students. aloud for all students.
guess or make computer to look at the
predictions. book Hiccups. Teacher will us a t-chart Student may work Student may work
to record inferences with a peer to fill out with a peers, teacher,
The book Legend of the given by the students. the worksheet. or aid to fill out the
Indian Paintbrush is worksheet.
pictures and only needs Students will be able to
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 special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
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to reviewed. work with teacher, peer,
or aid to fill out the T-
Students may use chart.
speech to text to write
their response to the
picture walk.
Application of Content
Students will be split Each student will be Teacher will read the Student will explore Students will watch
into 2 groups. given the book Legend last paragraph. the poem Steam commercial that show
of the Indian paintbrush Shovel by Charles inferencing in them.
Student will silently act by Tomie DePaola. Students will make their Malam as a class.
out words on index own t-chart to infer The class will discuss
card. Students will look what personality strait The teacher will read each commercial.
through the book and the character is the poem out loud and
Class with try to record their own story demonstrating. discuss what the
guess/inference what about what is happening poem means.
the student is acting in the book.
out.
If a student has a hard The students can write, Poem is read out loud Teacher will read Class discussion
time reading the action use speech to text on the for students. poem aloud.
on the card, teacher will tablet or discuss their Student can work
help read the card to thoughts with the The story is can be read with a peer to discuss
them. teacher. to the students using the poem.
text to speech on the
tablet as well.
Students will be able to
work with teacher, peer,
or aid to fill out the T-
chart.
Assessment of Content
Class will discuss what The students will work Students will be asked The students will be Students will be given
it means to make in a group discussing to come up with 5 given the poem The a worksheet with a
inferences. what they thought personality traits about Tortoise by Dougals short story.
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assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional
resources/support)
Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how
the extension activity or
homework assignment
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happened in the book themselves and explain Florian.
for five minutes. After what they are or what Students will read the The students will
the 5 min are up the they mean. poem and make answer
students will discuss inferences about the comprehension
with the teacher what poem. questions about the
they learned from their Each student will be short story.
group about the book. given a worksheet to
fill out about the
Students will watch the poem.
reading of The legend The students will
of the Indian Paintbrush draw a picture of
and then discuss as a what they think the
class the differences poem is about.
between their story and
the book.
Students will discuss in Students will be Students can dictate The poem can read to Students will work
small groups and with discussing in small examples to the teacher. the student or they with teacher or aid to
the teacher what groups and then as a Students may use can use text to speech complete the
inferences is. class their inference speech to text to write to have it read to worksheets.
about the book. their answers. them.
Student can work Students can have the
with peer, teacher or short story read to
aid to complete the them.
poem worksheet.
Extension Activity and/or Homework
Students will choose Students will watch and Students will watch and Students will watch Students inference
two Pixar short film to return worksheet on return worksheet on and return worksheet worksheet is due.
watch at home and fill Friday. Friday. on Friday.
out the inferencing
worksheet.
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supports the learning Students will watch and
targets/objectives. As return worksheet on
required by your instructor, Friday.
attach any copies of
homework at the end of this
Pixar shorts
template.
For the Birds
Presto
The Blue Umbrella
Geri’s Game
Lifted

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STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/y5RY0c2YJjM

Summary of Unit Implementation:

During the lesson I reviewed what inferencing is, why and when we would use inferencing.
After reviewing we started reading a new poem called Dinosaurs, I read the poem out loud
and as a class we discussed the meaning of the words or sentences within the poem and
making inferences about what the poem truly about.

Summary of Student Learning:

All four students struggled with understanding what inference is. When we read the poem
together, the students had several great ideas on what the poem was about, but they did not
understand or could not explain what the poem was referring to. All four students also
struggled with writing down what they were thinking and making their own inferences.

Reflection of Video Recording:

The lesson is a hard lesson to teach understanding what inferencing is a hard concept for
many student. But overall I think the lesson went well, the students were engaged and
eager to give answers and had several great ideas on what the poem was about. It took
more explaining for the students to get a better understanding of what it means to make
inferences and predations about what an author is writing about or referring to. When
students answer question like to give them praise and encourage them to express their
thoughts. It doesn’t fully show this on the video. After showing the video to my mentor she
gave me some great feedback, She said when the students give their answers restate their
answers for the whole class and elaborate or ask them an additional question based on
their responses. Instead of saying the date I should write it on the board for provide a
model. She also said to provide more visual aids when using a work sheet for the students
to look at, maybe give them multisensory visual aids. She also stated that she did realize
this is only a part of a lesson I was giving but to keep it in mind when I am teaching in the
future.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 4
(70%-79%)
Minimally
Proficient 4
(69% and below)
Post-Test Analysis: Whole Class
 When I started the first lesson the students understanding of the topic was minimal, all of
the students had been exposed to the topic, but even with this exposer several of the
students did not understand what topic. After the five lessons where given the students had
a better understanding, but still struggled with the concept of inference while they are
reading a story, magazine, or poem. The students where better at inferences when they
looked at picture or picture books than when we read a poem together. The beginning
lessons used pictures and pictures books the students were better able to pick out what the
picture meant than the poem Steam Shovel by Charles Malam. During the poem the only
visual aid was the poem, this made it harder for the students to understand what the poem
was talking about.

After given all five lesson it was evident that the student did better and understood more when I
used visual aids to help them understand what inferencing is. When we played the charades
games game in the first lesson the students could see that when a person is acting out an action
or phrase and the other are trying to use inferencing (guessing/predicting) what that person is
trying to tells us. This concept really clicked for all the students. However when I read the poems

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 to the students and asked question as we broke down the poem together, They really didn’t
understand, what they author was trying to say or was refereeing to. When I read the poems, I
really should have used more visual aids for the students. I believe this would have boosted their
understand of the concept better and would have led to a better overall understanding of
inferencing.
Post-Assessment Analysis: Subgroup Selection
The students that I chose all have IEP’s and their reading comprehension is low and something
they struggle with. This group needs extra help in a small group 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
Highly Proficient
(90%-100%)
Proficient
(80%-89%)
Partially
Proficient 4
(70%-79%)
Minimally
Proficient 4
(69% and below)
Post-Assessment Analysis: Subgroup

All four students have IEP’s and struggle with reading comprehension. When I choose this group
it was because of these factors and I knew they would benefit for these lessons. The students all
demonstrated a minimal understand of the concept, but at the end the students may not have been
able to understand how to make or understand inferencing. But they all knew what inferencing
was by the end of the 5 lessons.

After teaching the 5 lesson the students were able to look at picture books and inferences about
that they say and were fairly accurate when make their inferences about the books. The lesson
was ended up being effective because it gave the students a better understanding of the concept
and helped build a stronger foundation to continue teaching inferencing to students. At this time
none of the students from group where able to master the concept, But now that the foundation is
there, I will continue to teach the students inference in mini lesson, when we are working on
reading skills. I will make sure to use visual aids to help the student with gaining a better

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 understanding of inferencing.
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 4
(70%-79%)
Minimally
Proficient 4
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The 4 student that this lesson was given to was the whole class that was taught. The data is the
same and not different due to the size of the group and the level the group as a whole is on. The
students all started on the same level of proficiency and ended on the same level together. They
all did gain a better understand but were not able to master the concept being taught.
Based on the analysis and the fact that the students in the group were able to master the concept I
will continue to develop the comprehension skill with the students, I will continue teaching this
concept to the students as ELA lessons and mini lesson in small groups. The objective students
will increase their ability to make inferences and draw a conclusion based on implied
information from texts.

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.)

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 1. Time Management (presenting a lesson) To reach my goal I would observe a veteran
teacher and talk to my mentor about
strategies or processes that have helped them
with time management for lessons.

2. Integrating more technology into each To reach my goal I would also observe a
lesson. veteran teacher to see how they integrate
technology into their different lesson plans.

3. Use more whole brain teaching in my To achieve this goal I will participate in
lessons, for better student engagement professional development, and whole brain
and comprehension. teaching seminars.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Continuing education on special designed instruction- Emphasis on
middles school.
Rationale: Why did you choose this goal? I am always looking for creative, fun and
How do you expect it to improve the engaging ways to teach the students, but
outcomes of your future students? having a better understanding of different
specially designed instructions for each
subject would help the overall outcomes for
the students I am teaching. The emphasis on
middle school comes from the students
unwanted desire for strategy help, when
students are younger is easier to teach
strategies, than when they get in middle
school. The strategies could be a little young
for middle school students this makes them
less willing to try.
End Date: By when do you expect to I don’t think and end date can be placed on a
accomplish this goal? goal like this. With continuing education,
seminars, and professional development I can
gain a lot of knowledge, that will help me
with teaching the students. But I think this
would be an ongoing long term goal. I could
see me achieving part of the goal within the
first year.

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 Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to
assist you in accomplishing your goal?
I would research material or online
information first, then I will look and signup
for different seminars, and professional
development.
Internet, Arizona department of Education,
My mentor, school principal and co-workers.

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