Stephennigan

Student Teaching Evaluation of Performance (STEP)
Template
Dana Enochs
© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 29

Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors

A. Geographic Location
South Charleston, Ohio population “1,879. The Median age is 34.2, the number of employees is
824 with a growth of 4.55%. The median property value is $97,800 that has a growth of 1.56%”
(DATA USA, (2015). Rural community, farming community. Middle to low income. Low
crime. Single family homes.
Southeastern Local School District is located in Clark County Ohio. The surrounding counties
are Champaign, Madison, Greene, Miami and Montgomery.
The surrounding school districts are Northeastern, Clark-Shawnee, Springfield City School
district, Springfield-Clark County schools (all which are also located in Clark county), and
Madison-Plains school district (in London county).
B. District Demographics
Southeastern Local School District has two schools, 1 primary Miami View Elementary, Southeastern
Junior and Senior High. This district is smaller than the typical district in Clark county, Ohio. Although,
this is the norm for the standard Ohio public school district.
The district is ranked 329th of 750 Ohio school districts. Since 2016 the ranking has increased fifty spots.
“There are 706 students in the district. The district performed better than 56.1% of other districts in Ohio.
24.8% of students in the district receive free lunches and 3.5% are receiving reduced lunches
“(Holfinger, (2018)”.
C. School Demographics
Miami View Elementary Total Students #405
Student/Teacher ratio 16.8
Miami View is ranked 772nd of 1,653 Ohio elementary schools.
27.7% Students receive free and 3.8% receive reduced lunches.
Southeastern Junior High Total Students #109

0.0% Students receive free and 0.0% receive reduced lunches.
White 94.5%- 2or more races 2.8%- African American 1.8%
Southeastern Senior High Total Students #192

White 95.3%- 2 or more races 2.6%- Asian 1.0%
39.6% Students receive free and reduced lunches.

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
“Total of 405 students (2) .46% other, (2).46% Asian, (3) .68% Black, (1) .23% Hispanic,
(8) 1.83% Multi, (422) 96.35% White” (Holfinger, (2018). Pre-School through 6th grade.
That is 19.65% higher than the county average and 22.65% higher than the state average.
There are fewer students than other districts in the county. This is also much lower than that of
the average number of students enrolled in other Ohio public school districts.
B. Environmental Factors
The classroom is arranged so that the desks are in pods of four to six. The class sizes range from
13, 16, to 18 students of fourth grader English Language Arts. Students have access to
computers, dictionaries, and the library. Roughly three fourth of the parents are involved in the
students’ academics. Three of the IEP students’ parents are extremely involved.
C. Student Academic Factors

Behavior or
Student Subgroup ELL IEP Section Gifted Other Cognitive
504 Services Needs
(Explai
n)
Receiving
No Services
Boys 0 5 1 5 0 1
Girls 0 3 0 2 0 1
Instructional Accommodations N/A Extended When Pullout Text Both students
and Modifications time for tests needed for are on IEPS
and small for academics
(Describe any instructional group work.
pull-out interven
accommodations and modifications done in tion and behaviors.
test read to
regularly used to meet the needs of small done When
them pull-out
for test done behaviors are
students in each subgroup.) group daily
in resource disruptive to
work. with classroom
room by the
resource
gifted they return to
room. teacher. their
intervention
classroom.
In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
There is a total of 47 fourth grade students that are in three different classes. I will be giving my
assessment and teaching each of my lessons different three times, I am sure there are going to be things

that come up that change the way I teach within each class. I plan to write develop the assessments so
that it stays the same with no changes. However, with the development of the lessons you can always
make them so that they can easily be differentiated and modified if needed. Although, I do not at this
point see the characteristics above having an affect on the planning or assessment of my unit. The Gifted
students are pulled-out for intervention daily by a gifted teacher as well as the IEP students. The
Resource teacher joins in classroom to assist the IEP during lessons.
STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal
Unit Topic: Prepositional Phrases
Unit Title: What’s in a Phrase
National or State Academic Content Standards

“CCSS.ELA-Literacy.L4.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking” (CCSS, 2018).
“CCSS.ELA-Literacy.L4.1. E. Form and use prepositional phrases” (CCSS, 2018).
Learning Goal
What a prepositional phrase is and what it is used for. Students will be able to read as well as
write sentences and identify the prepositional phrases within them.
Measurable Objectives
By the end of the unit each student will demonstrate a 20% increase from their baseline score in
the following areas;
 identify prepositional phrases in a written sentence.
 write a sentence using a prepositional phrase correctly.

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.
Name____________________________________ Date ______________________
Read the sentence. Underline the prepositional phrase.
1. Before I go to my friend’s house I need to go into the store
to buy groceries.
2. The chair in the corner is comfortable.
3. I dropped the groceries in the parking lot near my car.
4. I stopped by my friend’s house for a visit.
5. She had a “Welcome” sign along the road right before her
house.
6. When I pulled up to her house my car was covered with
mud.
7. Today I went for a kickboxing lesson.

8. At first it was had to be in a small class.
9. Then I realized I can stand near a friend.
10. Every day I then worked toward my goal.
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 #
Meets #
Approaches 4
Falls Far Below 23

Pre-Assessment Analysis: Whole Class
I could increase the measurable goal to reflect a deeper understanding of the learning content.
Using this data, I am able to see where each students’ knowledge base begins. This gives me a Baseline
for my pre-assessment and post-assessment data. I can study this data to adjust the lessons with the unit
to what the students need to know and what they may also need to review. This data will help me
understand where to begin the 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.
Name____________________________________ Date ______________________

Read the sentence. Underline the prepositional phrase.
11. The plant grew towards the window.
12. They drove over the mountain.
13. Around the bend, they saw a deer.
14. During the game, I ate pizza and a hotdog.
15. The man in the elevator works here.
16. On my desk, you will find a pencil.
17. The leaves on the trees have changed color.
18. The woods outside my house are quiet.
19. The dog sleeps in her den.
20. The paper is due on Monday.

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 What is in a Prepositional Phrase is out? Find the Phrase! Tell me what a
Activity Prepositional Phrase Paper Prepositional Phrase
Phase? Airplanes and is?
Poems
Standards and “CCSS.ELA- “CCSS.ELA- “CCSS.ELA- “CCSS.ELA- “CCSS.ELA-
Objectives Literacy.L4.1 Literacy.L4.1 Literacy.L4.1 Literacy.L4.1 Literacy.L4.1
What do students Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
need to know and command of the command of the command of the command of the command of the
be able to do for conventions of conventions of conventions of conventions of conventions of
each day of the standard English standard English standard English standard English standard English
unit? grammar and usage grammar and usage grammar and usage grammar and usage grammar and usage
when writing or when writing or when writing or when writing or when writing or
speaking. speaking. speaking. speaking. speaking.
CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
Literacy.L4.1. E. Literacy.L4.1. E. Literacy.L4.1. E. Literacy.L4.1. E. Literacy.L4.1. E.
Form and use Form and use Form and use Form and use Form and use
prepositional prepositional prepositional prepositional prepositional
phrases” (CCSS, phrases” (CCSS, phrases” (CCSS, phrases” (CCSS, phrases” (CCSS,
2018). 2018). 2018). 2018). 2018).
Academic *Prepositional *Prepositional *Prepositional *Prepositional *Prepositional
Language and phrases phrases phrases phrases phrases
Vocabulary *Object of the *Object of the *Object of the *Object of the *Object of the
What academic preposition preposition preposition preposition preposition
language will you
emphasize and
teach each day
during this unit?

Summary of I will begin with Students will first Students will write I will assign We will review
Instruction and the pre-assessment. choose between a paragraph using students partner. what we have
Activities for the letting students four colors for their proper grammar. After students write learned throughout
Lesson know that this is paper airplanes. They will use five their paragraphs the week on
How will the not for a grade. We will use the different their partners will prepositional
instruction and Students will not airplanes as a tool prepositional find the phrases.
activities flow? know that this is an to create their phrases then turn it prepositional Then students will
Consider how the assessment. I will prepositional in. phrases in the take a post
students will then begin the phrases, they need paragraph. We are assessment.
efficiently transition lesson by going to watch where going to use a
from one to the over what a they go and write ‘Turn-n-Talk’
next. prepositional on the air planes. method for this
phrase is. I will Once back in the lesson. Students
also have an classroom we will will write a
Anchor chart use that information paragraph using
readily available at to create proper grammar.
this point in the prepositional They will use five
lesson since they phrase poems. different
have taken the pre- prepositional
assessment. phrases then turn it
in.
Differentiation Students on IEPs Students on IEPs Students on IEPs Students on IEPs Students on IEPs
What are the will have extra time will have extra time will have extra time will have extra time will have extra time
adaptations or on the assessment on the assessment on the assessment on the assessment on the assessment
modifications to the and have it read to and have it read to and have it read to and have it read to and have it read to
instruction/activities them as per their them as per their them as per their them as per their them as per their
as determined by IEPs. They will IEPs. They will IEPs. They will IEPs. They will IEPs. They will
the student factors also have added also have added also have added also have added also have added
or individual assistance within assistance within assistance within assistance within assistance within
learning needs? the classroom from the classroom from the classroom from the classroom from the classroom from
the resource the resource the resource the resource the resource
teacher. the gifted teacher. the gifted teacher. the gifted teacher. the gifted teacher. the gifted
students will have students will have students will have students will have students will have

additional work in additional work in additional work in additional work in additional work in
comparison to that comparison to that comparison to that comparison to that comparison to that
of their peers. All of their peers. All of their peers. All of their peers. All of their peers. All
students will take students will take students will take students will take students will take
the same the same the same the same the same
assessment. assessment. assessment. assessment. assessment.
Required Assessment, Colored paper, worksheet, pencil, worksheet, pencil, Assessment,
Materials, worksheet, pencil, paper airplane Elmo, Smartboard, Elmo, Smartboard, worksheet, pencil,
Handouts, Text, and Smartboard directions, markers, and Anchor chart and Anchor chart Elmo, Smartboard
Slides, and outside space, defining defining preposition
Technology whiteboard, poem preposition prepositional
worksheet, and prepositional phrases and
Anchor chart phrases and samples of common
defining samples of common prepositional
preposition prepositional phrases.
prepositional phrases.
phrases and
samples of common
prepositional
phrases.
Instructional and *I will ask the *I will explain to *I will begin the *I will begin the *I will use the
Engagement students to do a the students that we lesson by review lesson by review Elmo to work with
Strategies worksheet for me. I will be making what a what a the students on the
What strategies are will emphasize that paper airplanes. prepositional prepositional phrase worksheet.
you going to use this is not for a *I will pass out phrase is. is. *I will ask a student
with your students grade. instructions and *I will then pass out * I will assign to read the first
to keep them *After the students will pick the worksheet I have partners for the sentence and
engaged throughout assessment I will their color from for students to write ‘Turn-n-Talk’ answer the blank.
the unit of study? begin the lesson by four colors. their paragraphs on. portion of the *Then I will fill it
going over the *Then we take a *The students will lesson. in.
then write a cohesive
worksheet that pen and our *I will then pass out *I will ask another
paragraph using five
describes a airplanes outside to the worksheet I have student to read the
different
fly them. for students to write
prepositional phrases.
their paragraphs on.

prepositional *Students need to *The students then *The students will next sentence and
phrase. key an eye on have to underline the then write a cohesive answer the blank.
*I will read what a where their planes prepositional phrases paragraph using five *I will then fill in
prepositional go so, that they can they have used. different the blank.
phrase is along with write prepositional * Lastly, students prepositional phrases. *I will read the first
will turn in their *Then the students
the examples. phrases about two examples,
papers. will give their
*I will then ask if where they go on paragraphs to their underlining the
there are any the plane. (This will partners. prepositional
questions? take about ten mins.) *Their partners will phrases.
*I will go over the *Then I will write all then find and * The students will
first sentence in the the prepositional underline the do the third
worksheet with the phrases on the prepositional phrases. example doing the
students as a whole whiteboard everyone *Lastly, students will same.
can see. turn in their papers.
group. *Then they will
*Next each student
*The students will will create their own write two sentences
then work on the Prepositional Paper underlining
next two, then we Airplane Poem. prepositional
will go over them * Lastly, students phrases.
as a whole group. will turn in their *Lastly, students will
*Then the students papers. turn in their papers.
will individually
work on the
remaining
sentences.
* Lastly, students
will turn in their
papers.
Formative The worksheet Will be assessed by Students will be Students will be Students will be
Assessments done that student how well students assessed by their assessed by their assessed on the
How are you going turn in at the end of are able to use ability to write a ability to write a review worksheet
to measure the the lesson. prepositional cohesive paragraph cohesive paragraph that is done as whole
learning of your phrases to describe using at least five using at least five class and an
individual exercise
where the airplanes different different

students throughout landed within a prepositional prepositional
the lesson? poem. phrases phrases. Their
partner will also be
assessed on their
ability to correctly
identify
prepositional
phrases.
Summative, Post- The summative assessment will come from the pre-assessment that I give the students at the beginning of the
Assessment lesson prior to starting the lesson on Monday and then from the post-assessment given on Friday after the
What post- weeks lesson and review on Friday.
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, 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.
https://youtu.be/6M7rjZl9Dmk
https://youtu.be/FdsdIrSL7qg
https://youtu.be/jN3Q2Ai8UO4
Summary of Unit Implementation:

What is not on the video is when I explain that I want the students to do a worksheet. The worksheet is
the assessment, I explain that this is not for a grade but for me to see how much they know about
prepositional phrases before I begin the lessons. I go over the directions telling the students they have
eight minutes to finish the worksheet. I had to make it clear that the grade was not going in the grade
book at this time although, later in the week we would be taking grades. I began the unit with a lesson
defining what prepositional phrases. What prepositional phrases begins with and what they end with.
The daily lessons began with a whole group discussion reviewing theses same concepts to link previous
knowledge to the new lesson. Incorporating a hands-on lesson at the beginning of the unit to help expand
and clarify the way students thought about prepositional phrases. Teaching the same lessons three times,
a day allowed me to improve the way that I taught it. providing new information with teacher input as a
whole group with learning always being an active process for all of the students. the students enjoyed the
whole group discussions at the beginning of each lesson. this seemed to be the biggest help in accessing
the student’s prior knowledge and helping students retain that knowledge. Providing daily practice
worksheets. Were provided to reinforce the concept in a hands-on way. They also provided me with a
way to assess students daily learning.
Summary of Student Learning:
By doing a daily review as a whole group I believe that this helped students see how their peers were
able to think about the material. This was a great opportunity for all the students to see a different
perspective. Providing daily practice worksheets were a way to reinforce the concept in a hands-on
way. They also provided students with extra increases engagement. This made the learning relevant to
the students. The students went from knowing basically nothing to knowing everything about
prepositional phrases. Seeing the progression of learning in the students especially in the students on
IEP’s was amazing. Those students were able to comprehend the material with minimal assistance from
myself or the intervention specialist.
Reflection of Video Recording:

As you can see from the video the lessons are short. However, even in that short amount of time the
students were able to comprehend a lot. My part of the lesson was short, it is what the students
accomplished after I was finished that matters. What you do not see in the video is the students writing

and working on the papers. They were given an additional five minutes to finish their papers before
turning them in. From the progression of videos my technique in teaching evolved and was better.

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
Exceeds 0 47
Meets 0 0
Approaches 4 0
Falls Far Below 43 0
Post-Test Analysis: Whole Class
I believe all the students are fluent in the concept of prepositional phrases.

Post-Assessment Analysis: Subgroup Selection

I chose this subgroup of students because it is the only subgroup that can give me enough data to
be comparable to the remainder of the class. Plus, I wanted to judge my teaching ability in the
special education area.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Exceeds 0 8
Meets 0 0
Approaches 0 0
Falls Far Below 8 0
Post-Assessment Analysis: Subgroup
The students were able to comprehend the material beyond my expectations. They understand
what a prepositional phrase is and how to identify one in a sentence.

Even with lessons being taught as a whole group the students with IEP’s were able to understand
the concept of prepositional phrases. I was able to work individually with the students towards
the end of the lesson going over the definition and anchor chart. By giving the students added
support the students on IEP’s were able to comprehend the material. In making this connection
the students were taking their prior knowledge and building upon it, making them successful not
only in reaching the goal I had set for but in exceeding it as well.

Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds 0 39
Meets 0 0
Approaches 4 0
Falls Far Below 35 0
Post-Assessment Analysis: Subgroup and Remainder of Class
When comparing the data from subgroup to the data from the remainder of the class they are
pretty much on equal ground. Both groups started out roughly at the same point. Upon analysis
of the data I discovered that both groups exceeded my goals.

Based on the analysis of the data I would set their goals further for each student. Instead of an
increase of 20% I could make it something like 25%. It may not seem like much, but it is when
you put on paper it is. I would love to use this lesson as an introduction into poetry. Seeing that
poetry is basically a series of lines made up of prepositional phrases.
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. Brush up on my Pedagogy. Improving and expanding my knowledge
base on pedagogy by either learning new
theories or adding a new instructional
technique to my teaching arsenal will be a
major benefit to myself and my students.
To do this I will watch instructional videos at
http://www.cultofpedagogy.com
this will allow me to learn new Instruction
and assessment quickly in my own time.
2. Become more organized. This is all Not only with time management but also
about become more knowledgeable with lessons and projects. I have a need
about technology. to pull all my digital and paper files
together. I have several calendars that
need to be synced.
I will learn how to use Google Calendar
syncing it with my phone. also,
organizing all my files on Google drive
will allow me to be more time efficient.
This is done at
https://gsuite.google.com/learning-
center/products/#!/

3. Aligning Lessons with State Good lesson plans address the needs of all
Standards. students in a class, including those who need
differentiation. I will be consistently
checking back through the standards to make
sure that they verbiage of the standards is
correctly aligning with the lessons.
References
DATA USA, (2015) https://datausa.io/profile/geo/south-charleston-oh/
http://school-districts.startclass.com/l/11358/Southeastern-Local-School-District-in-
Ohio#Overview&s=2rvoFV
Holfinger, C., (2018). Administrative Assistant/EMIS Coordinator, OAEP Data Manager
Certified, Southeastern Local Schools
Common Core State Standards (2018) Retrieved from
http://www.corestandards.org/ELA-Literacy/L/4/

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Student Teaching Evaluation of Performance (STEP)

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 29

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 29

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

Southeastern Junior High Total Students #109

Southeastern Senior High Total Students #192

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 29

Part II: Demographic, Environment, and Academic Factors

C. Student Academic Factors

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 29

STEP Standard 2 - Writing Standards-Based Objectives and the

Unit Topic: Prepositional Phrases

Unit Title: What’s in a Phrase

National or State Academic Content Standards

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 29

Read the sentence. Underline the prepositional phrase.

1. Before I go to my friend’s house I need to go into the store

2. The chair in the corner is comfortable.

3. I dropped the groceries in the parking lot near my car.

4. I stopped by my friend’s house for a visit.

6. When I pulled up to her house my car was covered with

7. Today I went for a kickboxing lesson.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 29

9. Then I realized I can stand near a friend.

10. Every day I then worked toward my goal.

Falls Far Below 23

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 29

11. The plant grew towards the window.

12. They drove over the mountain.

13. Around the bend, they saw a deer.

14. During the game, I ate pizza and a hotdog.

15. The man in the elevator works here.

16. On my desk, you will find a pencil.

17. The leaves on the trees have changed color.

18. The woods outside my house are quiet.

19. The dog sleeps in her den.

20. The paper is due on Monday.

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 29

Day 1 Day 2 Day 3 Day 4 Day 5

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Summary of Unit Implementation:

Reflection of Video Recording:

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© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 29

Falls Far Below 43 0

Post-Test Analysis: Whole Class

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Number of Students Number of Students

Falls Far Below 8 0

Post-Assessment Analysis: Subgroup

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 29

© 2018. Grand Canyon University. All Rights Reserved. Page 23 of 29

Number of Students Number of Students

Falls Far Below 35 0

Post-Assessment Analysis: Subgroup and Remainder of Class

© 2018. Grand Canyon University. All Rights Reserved. Page 26 of 29

STEP Standard 7 – Reflecting on Instruction to Improve Student

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