Student Teaching Evaluation of Performance (STEP)

Template

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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 Digital Classroom.

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 Digital Classroom.

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 Digital
Classroom.

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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: Saving and System of equations.

Unit Title: Saving and systems of equations.

National or State Academic Content Standards:

Personal Finance standards:
Spending
 1a: Identify their short-term and long-term financial goals.
 4a: List different ways retailers advertise the prices of their product.
Saving
 9a: Explain how external influences (e.g., peers, family, or social media) can impact personal savings decisions.
 Select a preferred location for a savings account based on comparison of interest rates and fees at different types of
financial institutions.
 6a: Explain how traditional IRAs (individual retirement accounts), Roth IRAs, and education savings accounts provide
incentives for people to save.
 6b: Compare the tax advantages of traditional and Roth IRAs
 6c: Compare the tax advantages of different types of education savings accounts.
Mathematic standards:

Learning Goal:
 Students will explore reasons for saving, including unexpected costs, managing
variable income and making large purchases.
 Students will be able interpret real-world data presented in different types of charts
and graphs.


Measurable Objectives:

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  Students will be able to identify common saving goals.
 Students will be able to describe the benefits of an emergency fund.
 Students will be able to graph systems of linear equations in slope-intercept from
 Students will be able to identify solutions so systems of linear equations graphically.

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.
The Pre-Assessment for the topic will be done through a quiz’s activity on Manipulating
Equations. The students will take the online quizzes before we begin the lesson. The
quizzez has 4 questions. Students will submit their work in paper but answers are recorded
electronically. The grade criteria will be graded on a normal grade scale as well a look into
their math work to see their thinking process

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%)

3

Proficient
3
(80%-89%)
Partially Proficient
2
(70%-79%)
Minimally Proficient
12
(69% and below)

Pre-Assessment Analysis: Whole Class

Students struggled on the questions where the numbers were replaced with letters instead. As well as in
their work I can see a gap in understanding that 2 variable next to eachother means they are being
multiplied and it has to be divided to separate the variables. Students who were highly proficient were the

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 students who typically perform very well in class. I was shocked to see how many struggled but do not
believe their understanding is far off. With a few steps and examples of the topics I expect their
understanding to improve

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.
In a similar manner the students took an online quiz after the lesson an independent
practice have been down.

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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: 11&12TH

Unit/Subject: Financial Algebra

Day 1 Day 2 Day 3 Day 4 Day 5

National/State National Standards for A1.F-IF>B.4: For a HSA-SSE. B. 3 National Standards for CCSS.HSA.REI.A.1:
Learning Personal Financial function that models a - Choose and Personal Financial
Education Education Explain each step in
Standards Spending relationship between produce an Saving solving a simple
List specific grade-  1a: Identify their two quantities, interpret equivalent form of an  9b: Explain how equation as following
short-term and key features if graphs expression to reveal external influences
level standards that from the equality of
are the focus of the long-term financial and tables in terms of and explain (e.g. peers, family, or
goals social media) can numbers asserted at the
lesson being the quantities and properties of the
presented.
Saving
sketch graphs showing quantity represented
impact personal previous step, starting
 9a: Explain how savings decisions from the assumption that
external influences key features given a by the expression
(e.g. peers, family, verbal description the original equation has
CCSS.HSF.BF.A.1:Write a solution. Construct a
or social media) can
CCSS.HSF.BF.A.1: Write a function that
impact personal viable argument to
savings decisions a function that describes a
justify a solution method
describes a relationship between
relationship between HSA-REI.B.3. Solve
two quantities . linear equations and
two quantities . inequalities in one

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 variable, including
equations with coefficients
represented by letters
Specific Learning SWBAT: Identify the SWBAT: Solve systems SWBAT: manipulate SWBAT: Identify SWBAT: Solve systems of
Target(s)/Objective benefits and of equations using equations Saving strategies that equations using the
s Based on state importance of Graphing will help save money elimination method
standards, identify Saving.
what is intended to be
measured in learning.
Academic  Saving goals  Intersection  Variable  Pay yourself  Elimination
Language General first. method
academic vocabulary   Parallel  Inverse
and content-specific  50/30/20  LCM
 Standard form
vocabulary included in Budget Rule
 Variable
the unit.
Unit Resources, Chromebooks Chromebooks Chromebooks Chromebooks Chromebooks
Materials,
Guided notes packet Guided notes packet Guided notes packet Guided notes packet Guided notes packet
Equipment, and
Technology Pencils Pencils Pencils Pencils Pencils
List all resources,
materials, equipment,
and technology to be
used in the unit.
Depth of Level 1: How is the Level 1: What is the y- Level 1: What variable Level: Why might it be Level 1: What variable is
Knowledge Lesson graph labeled. intercept of the are we solving for? encouraged to save not isolated?
Questions equation? money
Level 2: Can you Level 2: What operation Level 2: How do I make
What questions can be think of another Level2: What is the would be our next step? Level2: What is the sure the equations are in
posed throughout the scenario? slope of the equations? 50/30/20 Rule. Standard form?
lesson to assess all Level 3: Can you find a
levels of student Level 3: How did Level 3: What does the step where we can Level 3: Which is your Level 3: If I can not cancel
understanding? you find that answer. solution represent in the easily make mistakes favorite strategy and out any variable right
question? why? away what must I look
 Level 1: Recall
for?
 Level 2:
Skill/Concepts

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 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set Into Question: Have Intro Questions: Can 2 Q’s on solving for x. Set a saving goal for the Who’s not a fan of
How will students’
you ever had to save two problems have the month of October. graphing? What is we can
Why do we solve for x?
prior knowledge be money to buy same solution? What solve 2 equations treating
What are you going to
activated as well as something you really does that mean? them as a regular +/-
do to be able to buy that
gain student interest in wanted? problem
something
the upcoming content?
Presentation of Content
Multiple Means of Article: Reading Graphs Google meet Video: On pay yourself Doc-cam
Representation first
Graphs; For visual Numbers On the Whiteboard Google meet
Describe how content learners Graph: 50/30/20 Rule
will be presented in Visuals Guided notes On the whiteboard
various ways to meet Discussion: Auditory
Guided notes
the needs of different learners
learners.

Multiple Means of ELL ELL ELL ELL ELL

Representation
 Paired with a  Has access to  Has access to  Student is  Students have
Differentiation
partner to filled out notes filled out notes paired w a access to filled out
Explain how materials assist them, version in version in buddy to help version in google
will be differentiated google google guide them. classroom.
for each of the IEP Students’
classroom. classroom.
following groups: IEP  Check on them
 Modifies
IEP IEP during guided and
 English question  Paras are in
independent
Language requirements  Student have  Students have classroom and
Learners practice.
. access to filled access to filled work with the
(ELL) out guided out guide notes student. IEP
 Constant
 Students with notes version in in google
checking  Constantly  Filled out version
special needs google classroom does
through check on during of the guide notes
classroom as not have to
 Students with independent independent are available in the
well as google complete all

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 gifted practice meet to see the examples. practice. google classroom.
abilities projector closer.
Gifted abilities    Check on them
Early finishers (those Gifted Abilities during guided and
who finish early and  Allowed to Gifted Abilities Gifted Abilities
independent
may need additional work ahead  Are able to
 Try the  Ask more in- practice.
sources/support) are asked work ahead.
challenging depth questions.
high depth Gifted Abilities
 Try the questions.
questions.  Possibly help
challenging  Try the
Challenging  Possibly help out peers.
questions challenging
questions are peers around or
question.
included. complete a
higher question  Could help peers
for extra credit around
Application of Content
Multiple Means of Video: Emergency Direct instruction(T) Direct instruction (T) Video: On pay yourself Direct Instruction (T)
Engagement Funds - Notetaking (St) - Notetaking (St) - Notetaking (St)
Graph 1: 50/30/20
How will students Graph1: Money Work with a group to Work with a group to Budget rule graph Work with a group to
explore, practice, and varying monthly. answer examples. answer examples. answer examples.
apply the content? Article: 22 proven ways
Graph 2: How -Independent practice at Independent practice to save Independent practice
families survived least 2-4 to check their
understanding.
Multiple Means of ELL ELL ELL ELL ELL
Engagement
 Students are  Depending on  Depending on  Students are  Depending on
Differentiation
able to their their able to their proficiency
Explain how materials reference proficiency proficiency reference their level their
will be differentiated their notes to level their level their notes to answer questions
for each of the answer any questions questions any questions.
following groups:  HP: Complete all
questions.
 HP: Complete  HP: Complete IEP questions.
 English
IEP all questions. all questions.
Language  HP: Complete  LP: Complete the
Learners  HP:  LP: Complete  LP: Complete the given circled questions
(ELL) Complete the the circled the circled questions(Chec
IEP
 Students with given questions questions k during work

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 special needs questions IEP IEP time)  HP: Complete the
 (Check given questions
Students with  HP: Complete  HP: Complete  LP: Complete
gifted during work (Check during
the given the given the circled
abilities time) work time)
questions questions question
Early finishers (those  LP: (Check during (Check during  LP: Complete the
Gifted Students
who finish early and Complete the work time) work time) circled question.
may need additional circled
sources/support)  LP: Complete  LP: Complete
question.
the circled the circled Gifted Students
question. question.
Gifted Students  Higher level Q’s
will be present
 Gifted Students Gifted Students available for Extra
Credit
 Higher level  Higher level
Q’s will be Q’s will be
present present
available for available for
Extra Credit Extra Credi

Assessment of Content
Multiple Means of C4U’s during Cold call students to  Think-pair-  Think-pair-share.
Expression instruction to check answer steps. share.
their standings with  Cold call students
Formative and -Students attempt  Cold call to check for
summative their material
question on their open students to understanding.
assessments used to Whole class and walk around and check for
monitor student discussion check  Try 1 on their own
understanding.
progress and modify and walk around
instruction. -Think-pair-share  Try 1 on their to check.
Exit Ticket: 2 questions own and walk
Exit ticket: 2 questions on
on graphing systems on around to
manipulating equations
linear equations check.
 Exit ticket: 2
questions on
manipulating

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 equations
Multiple Means of ELL ELL ELL ELL ELL
Expression
 Individually  Complete all or  Complete all or  Individually ask  Complete all or
Differentiation
ask them a circled question circled question them a circled question
Explain how materials question in a depending on depending on questions in a depending on their
will be differentiated smaller their their smaller group performance of the
for each of the group to performance of performance of to check for course.
following groups:
check for the course. the course. understanding
IEP students
 English understandin
IEP students IEP students 
Language g  Complete all or
Learners  Complete all or  Complete all or IEP students circled question
(ELL) IEP students
circled question circled question depending on their
 Any
 Students with  Individually depending on depending on performance of the
accommodation
special needs ask them a their their course
s are implanted
questions in performance of performance of
 Students with (For example:  Any
a smaller the course the course
gifted Extra time) accommodations
group to
abilities  Any  Any are implanted (For
check for Gifted students
Early finishers (those accommodation accommodation example: Extra
understandin
who finish early and s are implanted s are implanted  time)
g
may need additional (For example: (For example:
Gifted students
resources/support) Gifted students Extra time) Extra time)
 Possible extra
 Gifted students Gifted students
credit question
 Possible extra  Possible extra opportunities
credit question credit question
 Allowed to work
opportunities opportunities
on something else
 Allowed to  Allowed to while waiting on
work on work on other to finish.
something else something else
while waiting while waiting
on other to on other to
finish. finish.

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 !
Extension Activity and/or Homework
Identify and describe N/A Students compete 4 Students have 4 Pick their favorite Solve 4 questions on
any extension questions on Graphing questions on strategy and why system of linear equations
activities or homework manipulating equations using the elimination
systems of linear
tasks as appropriate. for the asked variable. method
Explain how the equation
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at
the end of this
template.

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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/a6rjvvdqyUc?si=qm-goBVG1ZAKHa0F

Summary of Unit Implementation:

 Out of all the units so far this unit has been transitioning particularly good. With the topic I am
teaching it is a bit tricky because it is half social studies and half math. My mentor and I try to
mix it up a bit to where they remember the math skill throughout even when we are in the social
students’ questions.

Summary of Student Learning:

 Students have been responding fairly well to this Unit. As for my teaching style they seem to
prefer my doccam instead on the whiteboard as it allows them to see better without having to look
over peer’s head. They lack engagement on the part section of the class, and I am currently
exploring ways to get them more excited about math.

Reflection of Video Recording:

 I am still finding what I am most comfortable with using to teach. For example, I would use
the whiteboard in the beginning of the year but became less of a fan as time went by.
Currently I am using my doc Cam where whatever I write on my paper is projected as well
as I open up a google meet for student to login and be able to see from their own screens. I
also tried recording my rowdiest class to see where I can improve. I did not walk around so
much in this video which I am not a fan of. I could of walked more to increase engagement
and accountability on trying the problems. Possibly Cold calling students would raise
engagement as well.

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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
3
Highly Proficient 4
(90%-100%)
Proficient
3 3
(80%-89%)
Partially Proficient
2 4
(70%-79%)
Minimally
Proficient 12 5
(69% and below)
Post-Test Analysis: Whole Class
The data above represent the results of my 4th hour class in their posttest. Many students were
absent during test day do for the posttest there are less students in the data.

I am teaching Financial Algebra where half of it is banking and the other half is the math
components. During instruction for the banking we watch videos, look at articles and diagrams
and math is more direct instruction with guided practice. Looking deeper into the questions my
students struggled in the math section of the assessment when they had to do calculations. I
believe referring back to the topics and have students process the info a bit more could help
improve scores. Especially with the math component of the class breaking it down, processing it
and revisiting it to make sure they are understanding it.

Post-Assessment Analysis: Subgroup Selection

For the post-assessment analysis I chose to do the males in the 4th hour class.

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 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 1 2
(90%-100%)
Proficient
2 2
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 6 4
(69% and below)

Post-Assessment Analysis: Subgroup

There is not a strong correlation between the boy data. The subgroup is spread out throughout
the grading scale with few outliers .

I choose to focus on the male population in my 4th hour. My 4th hour males are typically the ones I
must redirect and wanted to better look at their performance on the test. From the chart they did
fairly well with some outliers of course. The outlier is an ELL students who struggles with
reading word problems and I do have many boys that should be placed in a higher math such as
precalculus. Encouraging and practicing word problems will help them improve their scores but
they must be willing to read and that has proven to be a struggle.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 3 4
(90%-100%)
Proficient
3 3
(80%-89%)
Partially Proficient
2 4
(70%-79%)
Minimally
Proficient 12 5
(69% and below)

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 Post-Assessment Analysis: Subgroup and Remainder of Class

After comparing the two charts I would make changes in my instruction presentation. For
example breaking down the word problems we face during instruction. Highlighting key words
and their meaning in a math content. Adding more pictures or graph can help my ELL students
understand the definition or examples we are discussing. The questions do include extra verbiage
at times and teaching them to narrow down to the key point may help them not over think the
question.
Our nect topic is Budgeting and system of linear inequalities. In this topic I am going to incorporate more
hands on activities and pictures to help engage and help visual learners. In the math section, I will break
the math down and scaffold difficulty levels. As for word problems continue to break them down and get
them in the habit of highlighting and looking for the main idea.

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

development, research on the Internet,
Short-Term Goal
observation of a veteran teacher, etc.)
1. Improve engagement in the classroom. Research on the internet for more
moving/hands-on activity.

2. More diverse learning Speak with veteran teachers on what

platforms they use

3. Be a bit structured with what is Observe and ask fellow teachers what system
collected/ late work they have in place

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:

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 Long-Term Goal: Be more involved in the community.
Rationale: Why did you choose this goal? How
do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
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?
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I choose thins goal because I would like to
build a better relationship with the
community. I believe this will improve the
outcomes of my future students because I
could better inform them about getting
involved and find more resources that they
can find useful.
I have no set date when to accomplish goal
but I would strive it to be by the end of the
year but this is something I can continue to
learn.
I will go to more school led activities. Ask
teachers who are in charge of clubs details
about them. Do personal research on
resources and make a spreadsheet.
FelloW teachers and community members.
Online links and resources .
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