Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 21

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 .........................................................12
STEP Standard 5 - Implementation of Instructional Unit .......................................16
STEP Standard 6 - Analysis of Student Learning....................................................18
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........20

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 21

 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).

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 21

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).

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 21

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Phonics, Vocabulary

Unit Title: Short and Long Vowel Review

National or State Academic Content Standards

RF.2.3 Decoding words Commented [YM1]: Amanda,
My concern is that the standard for this reads: Distinguish
long and short vowels when reading regularly spelled
Learning Goal one-syllable words.
The students will be able to recognize short and long vowel sounds.
And your assessment does not have them working with
Measurable Objectives printed text, only pictures. I see you have said they will read
short and long vowels, but there are no words on your
The students will be assessed on short and long vowels. The student will sit one on one and read assessment. Please clarify
and point out the short and long vowel sounds.
Commented [YM2]: Be sure you have an objective for
each day of your unit. Are you working on one pair of
long/short vowel sound each day? Ensure you objectives are
written in ABCD format. For example: Students will classify
words with long or short a using picture cards with at least
80% accuracy.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 21

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 21

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 21
 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%) 2

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 21

 Proficient
(80%-89%) 10

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 8

Pre-Assessment Analysis: Whole Class

When talking with my CT we were talking about the students who are below grade level and what we
could do to change anything to help those students who need a little more help she said there is nothing
that we can change about the standard because it is the standard. The only thing that we can do it make
sure that the students are just getting more one on one time during the centers that way we can show
them. I think something that I could do as a teacher to help those students is maybe give them something
different that they could work on. Something that is at their level.
I think that knowing the information about those kids who are below grade level during planning and
giving instruction it is important because this is going to help deliver the lesson in a different way than
what you might have originally given the lesson. When teaching a group of students who is lower than it
is important to make sure and not deliver the lesson to fast, along with explain the lesson better. When
you have students, who are lower than do not necessarily know what you might teaching so you might
have to go over something that was taught to them in the previous grade level.

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.

In this situation we are going to use the same pre and post assessment. The pre-assessment was
given on Friday and then through the week we work on the lessons of vowels and then next
Friday we will be assessing the students on short and long vowels.

Amanda,

Thank you for your submission. Your assessment plan is clear and
shows evidence of using the standard to determine the criteria for
your assessment however I have noted a concern in alignment with
the standard. You have included a preassessment that shows how
you will utilize student current performance levels to plan your unit.
Please let me know if you have questions.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 21

Yusra

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 21

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 21
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 Long A Vowel Long E Vowel Long O Vowel Long I Vowel Assessment
Activity
Standards and Students will need Students will need Students will need The students will The students will
Objectives to know what the to know what the to know what the need to know what need to show that
What do students long a sound says, long e sound says long o sound says the long i sound they can determine
need to know and and students will be and students will be and students will be says and students the difference in
be able to do for able to say words able to say words able to say words will be able to say long vowel sounds
each day of the with the long a with the long e with the long o words with the long and short vowel
unit? sound. sound. sound. I sound. sounds.
Academic I will emphasize the I will emphasize the I will emphasize the I will emphasize the Reminding the
Language and long a sound and long e sound and long o sound and long i sound and the students of the long
Vocabulary the words that it is the words that it is the words that it is words that it is used vowel sounds that
What academic used in. used in. used in. in. we have been
language will you working.
emphasize and
teach each day
during this unit?
Summary of The students will be The students will be The students will be The students will be The test folder
Instruction and asked to get their asked to get their asked to get their asked to get their person will pass
Activities for the book boxes, and book boxes, and book boxes, and book boxes, and out test folders.
Lesson come and sit down come and sit down come and sit down come and sit down I will then pass out
How will the and get out their and get out their and get out their and get out their the assessment.
instruction and phonics/vocabulary phonics/vocabulary phonics/vocabulary phonics/vocabulary The students will
activities flow? journal and turn to journal and turn to journal and turn to journal and turn to then begin the
Consider how the the next available the next available the next available the next available assessment once
students will page. page. page. page. the students have
efficiently transition completed the

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 21

 from one to the Once the students Once the students Once the students Once the students assessment they are
next. have their journals have their journals have their journals have their journals asked to turn it in
out. We will then out. We will then out. We will then out. We will then and sit back down
draw a picture of a draw a picture of a draw a picture of a draw a picture of a and read a book.
LAKE. TREE. BOAT. SKY.
I will then draw I will then draw I will then draw I will then draw
sticks that have the sticks that have the sticks that have the sticks that have the
students name on students name on students name on students name on
them and they will them and they will them and they will them and they will
need to give me a need to give me a need to give me a need to give me a
word with the long word with the long word with the long word with the long i
a sound. e sound. o sound. sound.
Then the students Then the students Then the students Then the students
will be asked to put will be asked to put will be asked to put will be asked to put
their journals away. their journals away. their journals away. their journals away.
I will then have the I will then have the
students paired up students paired up
by drawing sticks. by drawing sticks.
The students will The students will
then find a seat then find a seat
around the room around the room
and the students and the students
will get 15 minutes will get 15 minutes
to work on roll and to work on roll and
read worksheet. write worksheet.
Differentiation Student A,B and C Students A,B, and Student A,B and C Students A,B, and Students A, B, and
What are the will get double the C will get double to will get double the C will get double to C will get double
adaptations or time to complete the time to work in time to complete the time to work in the assessment
modifications to the their journal. their journal but their Journal their journal but time. If SPED
instruction/activities will have the same will have the same teacher is in the
as determined by amount of time to amount of time to classroom she will
the student factors work on the game. work on the game. work with the
students to

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 21

 or individual complete the
learning needs? assessment.
Required Phonics/Vocabulary Phonics/Vocabulary Phonics/Vocabulary Phonics/Vocabulary Assessment
Materials, Journal, pencil. Journal, pencil and Journal pencil. Journal, pencil, roll worksheet and
Handouts, Text, roll and read work and write worksheet pencil.
Slides, and sheet and a dice and dice
Technology
Instructional and To gain the students To gain the students To gain the students To gain the students The students will
Engagement attention I will say attention I will say attention I will say attention I will say need to stay quiet
Strategies 1-2-3-eyes on me, 1-2-3-eyes on me, 1-2-3-eyes on me, 1-2-3-eyes on me, so the other
What strategies are and the students and the students and the students and the students students can have
you going to use will come back will come back will come back will come back time to finish the
with your students with 1-2 eyes on with 1-2 eyes on with 1-2 eyes on with 1-2 eyes on assessment. The
to keep them you. During the you. During the you. During the you. During the students should
engaged throughout lesson it is lesson it is lesson it is lesson it is have something to
the unit of study? important to make important to make important to make important to make work on or a book
sure that the sure that the sure that the sure that the to read until
students get a students get a students get a students get a everyone has
chance to talk and chance to talk and chance to talk and chance to talk and completed the
give their words. give their words. give their words. give their words. assessment.
Have Fun. Have Fun. Have Fun. Have Fun.
Formative Sticks will be Sticks will be Sticks will be Sticks will be I will be looking to
Assessments drawn that have drawn that have drawn that have drawn that have see if the students
How are you going students name on students name on students name on students name on are able to identify
to measure the them to give me them to give me them to give me them to give me the difference
learning of your words with the long words with the long words with the long words with the long between long
students throughout a sound they will e sound they will o sound they will i sound they will vowels and short
the lesson? then have to write then have to write then have to write then have to write vowels.
those words in their those words in their those words in their those words in their
journal. I will be journal. I will be journal. I will be journal. I will be
looking to see if the looking to see if the looking to see if the looking to see if the
students are able to students are able to students are able to students are able to

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 21

 give a word with give a word with give a word with give a word with
the correct sound. the correct sound. the correct sound. the correct sound.
Summative, Post- The students will review what it is they have learned the week before. We will then add more long vowel
Assessment words into our journals. Having the students give different words than what we had written in our journals
What post- before. This will show if the students understand what they had learned the week before.
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 21

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/DEYHpqzDW0M

Summary of Unit Implementation:

When doing lessons I have learned that they don’t always go as planned. In all reality lessons do
not always go as plane, one of the lessons that I was going to record, I started thinking well this might
now be the best way to teach this lesson so I decided that I would change the lesson a little bit and teach it
a different way.
I have always believed that every students learns differently so every year you have to change
certain things that have worked in the past. One thing I have been working on to help get students
engaged is starting the lesson off by asking the whole class a question, expecting everyone to answer,
then I start to pull sticks this way everyone has a chance to answer a question, once it is time for review I
will allow students to raise their hands and that way they can answer the question also. I will then ask the
students to elaborate by telling them to use the word in a sentence, having the students answer these
questions is going to help keep the students engaged.

Summary of Student Learning:

The students really took to the lesson well they were able to understand and show their
understanding of the lesson on the assessment. Before I started the lesson, I asked the students if they
could give me the sounds a long and short vowel and then had them give me a couple words with those
vowels in the word. The students were able to do that with both long and short vowels.
One of my lower students really enjoyed these lessons, he was excited when he realized that he
knew what I was talking about with the long and short vowels, when he realized that he was able to
answer the questions and answer them correctly it was nice to see him be excited that he got the
answer right. He was always one of the first ones to raise his had when I was asking the students for
their words.
We have a few students who make me rethink my teaching all the time, they are students who
just think that they do not need to work when I have asked them to work, they just do what they want
to. They are below grade level severely they are at kinder level. It is strange to me and I am still trying to
figure out what will work for them when they are that far behind. This is something that I am still trying
to figure out what would be best for them.

Reflection of Video Recording:

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 21

 When watching the video, I realized I do not like to watch myself. But When watching myself I
thought I did pretty good I was able to get all the kids engaged and answering questions about the
lesson. When I called on students they were eager to answer. I feel like the students learned from the
lesson the students were able to answer my questions later on in the day when I ask them about the
lesson from earlier in the day.

When I watched my video, I started to think that there are things that I was doing good and
things that I could change for future lessons. When I was giving the lesson and asking the kids to give me
the words with the vowel in them I would then repeat the word in a sentence. Instead of me using the
word in a sentence I would have the students use the word in a sentence. That way they are getting the
use of the word in different situations. When students are having a hard time coming up with a word or
a sentence instead of me calling on someone else to help them with the word, I will let the student ask a
friend for help. If our interactive board was working instead of me writing the words the students would
write the words, this giving them practice writing and spelling.

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 21

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 4

Proficient
(80%-89%) 10 8

Partially
Proficient
0 4
(70%-79%)

Minimally
Proficient
8 4
(69% and below)

Post-Test Analysis: Whole Class

After looking at the data, I noticed that the lesson was some what successful because there was
progress with 6 of my students have moved from, minimally proficient to partially proficient, and
I had 2 students move from proficient to highly proficient. 2 of the 6 students that moved up were
those students who receive accomadations and need the extra help. This is telling me that they are
really trying to grasp the lessons and what is being taught.

When looking at the data from the assessment and seeing the results of those students who I
thought might have not grasped the lesson, were the ones who grasped the lesson. Some of the
students who I thought would have done better, who I thought were paying attention, did good
just not as well as I thought they would do. After looking at the assessment and the way that the
students did on it, I believe that the next assessment that I give to the students will be a bit more
challenging, especially for those students who need more challenging work.

Post-Assessment Analysis: Subgroup Selection

This subgroup that I have picked is made up of 3 girls and 2 boys, 2 which are lower then rest but
not by much. The students can work well together and are a handful amount of kids who are
engaged in the lessons, and are always participating during the lessons.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 21

 Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 4 5

Partially
Proficient
1 0
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup

When looking at the data from the small group these are the students who took well to the
lesson but did not take well to the assessment. This group of students participates during
lessons and who are engaged during the lesson, I was looking at what the students did
during the week of lesson and how they did on the assessment, they were working well on
the lessons, they did good on the assessment but I was expecting them to do better.

Working with the subgroup I noticed that one of the students was having a hard time when
working on the lesson, the student would give me a short vowel instead of a long vowel when I
would ask. All it took was me reminding her what the short and long vowels sound like she was
able to give me the word that had the correct sound. When it came to assessing the subgroup and
looking at how they did, the one student who was having a hard time during the lesson, was the
one student who moved from partially proficient to proficient. The rest stayed where they were.
When looking at the way I taught the lesson, I just need to give the students more opportunity to
come out and give examples of the words and add more words to their journals that way they
have the opportunity to go back and look at the words if there are ever questions.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 4

Proficient
(80%-89%) 5 8

Partially
Proficient 0 4
(70%-79%)

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 21

 Minimally
Proficient
8 4
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The subgroup that I did was built up of girls and boys, different race, and different learning styles.
When looking at the subgroup and the remainder of the class I got what I was expecting for most
of the group to stay where they were, but I was really impressed that my one lower student from
the group moved up. This is showing me that what I have taught her really helped and she was
really working toward doing well on the assessment. The rest of the class did as expected, with a
select few who did surprise me with how they because during the lesson I did not think that they
were engaged in the lesson but they were and they did good on the assessment.

When looking at how the students did during the lesson and assessment my next steps for
instruction is going to be to allow the students to get more engaged with giving me their ideas and
their examples. I am also going to find something that is going to be more challenging for those
students who have already mastered the skill.

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. To step back and breathe. I will just do some observations of veteran
teachers, to see how they are able to step
back and breathe. Not rushing through
lessons and getting frustrated when the
students do not show understanding.

2. Getting better at Lesson Planning, I will do online research, PD to find different

coming up with fun activities. and fun activities to get the students up and
moving. To help keep them engaged.

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 21

 3. Classroom management Online research and PD observing veteran
teachers. It all depends on the day,
sometimes the kids are focused and engaged
and other days I have a hard time.

© 2018. Grand Canyon University. All Rights Reserved. Page 21 of 21