Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ............................. 1

Table of Contents ...................................................................................................... 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .... 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .... 5
STEP Standard 3 - Assessment and Data Literacy ................................................... 6
STEP Standard 4 - Unit and Lesson Planning .......................................................... 9
STEP Standard 5 - Implementation of Instructional Unit ....................................... 15
STEP Standard 6 - Analysis of Student Learning ................................................... 17
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress .......... 20

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

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

Unit Topic: Healthy Relationship

Unit Title: Transition to Adult Life Class: Healthy Relationships

National or State Academic Content Standards

“Standard 5: Individual has the ability to make safe and constructive choices about personal
behavior and social interactions.
Benchmark: Demonstrates a range of communication and 1. 5A: Social skills to interact
effectively with others” Nolan, E., Berg, J., Theodore, K., & Chauvin, R. (2019, January).

Learning Goal
By the end of this unit students will be able to understand and describe what a health and
unhealthy relationship looks like. This relationship can be between friends, peers, family,
boyfriend/ girlfriend, and or teachers. Students will be able to identify areas in which their
relationship can grow. They will also be able to talk about personal aspects that may affect their
relationship weather it be healthy or unhealthy.

Measurable Objectives

On a teacher made chart, students will correctly list a minimum of five different types of
relationships as noted in the class lecture or text with 100% accuracy.

On a Teacher made test, Students will correctly list by name one resource for basic needs from
the Kitsap Mental Health Services resource guide.

Students will draw and label with 100% accuracy three elements of the self-esteem circle given
in class during a lecture or worksheet/text.

Students will identify a minimum of one area of strength that they will demonstrate in their own
peer to peer to peer relationship.

After reading the article regarding healthy and unhealthy relationships, students will compose a
correct short answer response on a teacher made worksheet/ quiz with on example of a healthy
relationship and at least one example of an unhealthy relationship.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Can you name 5 different types of relationship For each type of relationship, you listed tell me
what defines a healthy relationship:

For each type of relationship, you listed tell me Do you have any of these relationships? If so,
what defines an unhealthy relationship: what do they look like?

Scoring Criteria:
4- Students are able answer all the relationship questions. They exceed understanding of the concepts
of the different types of relationships and how they can be healthy or unhealthy.

3- Gives appropriate answers to at least three of the question. The student meets basic understanding
of the different types of relationships and how they can be healthy or unhealthy.

2- The student is approaching basic understanding of the different types of relationships and how they
can be healthy or unhealthy. They can give vague answers to the question but is not able to fully
develop the concept.

1-Student is unable to answer 2 or more of the question. The student falls below grade level in this area
and has not yet mastered the concept.

0-The student shows no understanding of the questions/material.

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 1

Meets 1

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 Approaches 3

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

Based on the data above, I will not be making any changes to my selection of national or state academic
standards. We will be changing some of our learning goals adding that students will be able to talk about
self-esteem and how that may affect relationships. We will also be adding another measurable objective
to clearly define what we are talking about this objective will reading: When given a blank sheet of paper,
students will be able to draw and label the three elements of the self-esteem circle.

After reviewing the data, we can see what we need to spend more time in certain areas, and we
can simply review other areas within this topic. We need to narrow our focus down to best
support the students learning. The topic/ unit we are teaching is quite large and will need to be
scaled down to fit in with the time we have to teach the lesson. To do this we need to focus on
understanding the basic concepts and reviewing the different types of relationships.

The preassessment shows us that our students have been in all types of relationships some of
which are healthy and many that are unhealthy. We need to spend time talking about
relationships and how they can also change over time. Because of the many types of
relationships are students have been in we need to spend some time about the local resource’s
that can support our students in any type of relationship. We will introduce Kitsap Mental Health
Services (KMH) and all they have to offer.

For the assessment aspect, our students struggled to write complete sentences on the pre-
assessment. The students will be able to write a bullet point down for the post-assessment. They
can also assess the information on the google drive classroom that we have set up.

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.
Post Assessment:

What’s the Problem?

For the post assessment students will read/ review two articles one that has characteristics of a
healthy relationship and one that has characteristics of an unhealthy relationship. After reviewing the
articles students will be able to answer the following questions:

What type of relationship is in the article? What characteristics make it a healthy

relationship?

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 What areas can this relationship improve on/ what What was confusing or hard to understand from
resources are available for the people within the the text?
relationship?

What type of relationship is in the article? What characteristics make it a unhealthy

relationship?

What areas can this relationship improve on/ what What was confusing or hard to understand from
resources are available for the people within the the text?
relationship?

4- Students are able answer the questions about the text. They exceed understanding of the
concepts by determining what type of relationship it is and what find characteristics that make it healthy
and unhealthy.

3- Gives appropriate answers to at least three of the question. The student meets basic
understanding of the type of relationships and how they can be healthy or unhealthy.

2- The student is approaching basic understanding of the type of relationships and how they can
be healthy or unhealthy. They can give vague answers to the question but is not able to fully
develop the concept.

1-Student is unable to answer 2 or more of the question. The student falls below basic
understanding of the topic.

0-The student shows no understanding of the questions/material.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Healthy- Healthy- Unhealthy Healthy- Unhealthy Healthy- Unhealthy Healthy-
Activity Unhealthy Relationships: Self Relationships: Relationships: Unhealthy
Relationships: Esteem- Healthy Defining Unhealthy Communicating Relationships:
Types of Relationships Relationships: Effectively/ Community
relationships Warning Signs of Resolving Conflict Resources/
Abuse Stepping In
Standards and On a teacher made Students will draw After reading the Students will On a Teacher
Objectives chart, students and label with 100% article regarding identify a minimum made test,
What do students will correctly list a accuracy three healthy and unhealthy of one area of Students
need to know and minimum of five elements of the self- relationships, strength that they will correctly list
be able to do for different types of esteem circle given students will will demonstrate in by name one
each day of the relationships as in class during a compose a correct their own peer to resource for basic
unit? noted in the class lecture or short answer response peer to peer needs from the
lecture or text worksheet/text. on a teacher made relationship. Kitsap Mental
with 100% worksheet/ quiz with Health Services
accuracy. on example of a resource guide.
healthy relationship
and at least one
example of an
unhealthy
relationship.

Academic Relationships Self Esteem Unhealthy Communicating Community

Language and Healthy consent Relationships Resolving Resources
Vocabulary Unhealthy healthy Abuse Conflict
Spectrum relationships Consent Relationship

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 What academic Abusive physical
language will you emotional/verbal
emphasize and sexual
teach each day financial
during this unit? digital
Summary of I will first ask the We will review what We will review what We will review what Today we will
Instruction and students if they we talked about the we talked about the we talked about the talk about
Activities for the can define the class period before. class period before. class period before. community
Lesson word relationship. resources we
How will the We will then talk I will ask the Today the students Today we will focus have for the
instruction and about the different students to define will learn about the on how we students who may
activities flow? types of the word self-esteem different types of communicate with find themselves
Consider how the relationships are. by writing the word abuse and what they our peers and how in a relationship
students will We will take time on a sticky note and may look like. We they communicate that is not
efficiently to examine placing it under the will make a list on with their partners. healthy. Today
transition from one different types of word. We will think the board and what it We will talk about we will show the
to the next. relationships- List place the self-esteem could like in these what communication students how to
will be put on the circle on the board areas: physical is and how it should support friends
board as the and pass out the emotional/verbal look in a healthy that may also be
students tell us the handout. sexual relationship. in a relationship
different types. Once we are done financial that is unhealthy.
We will then and with the activity and digital Once we have
out the chart we will Once we have finished this we will We will introduce
Relationships transition to talking defined a listed what talk about what and show the
Exist on a about healthy abuse looks like in conflict looks like students Kitsap
Spectrum and go relationships and these areas, we will and ways that we Mental Health
over each of the what they look like talk about areas in can resolve conflict Services and how
three areas. in the five different which are strengths that we have. We they can support
types of for us in our will review the students.
relationships we relationships scenario in our We will also pull
talked about the day packet. up other
before. resources we
have

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 Once we have
finished talking
about the
resources, we will
review another
scenario and ask
the students what
they would do.
Differentiation Students will be Students that need Students who are not Students that Students that
What are the given handouts as assistance with comfortable talking struggle to write will struggle to write
adaptations or needed; they will writing will be about this will be able be given a Chrome will be given a
modifications to also be able to partnered with other to write down their Book to use to type Chrome Book to
the step out of the students. thoughts and options their resources, we use to type their
instruction/activitie room if they need We will go around about this topic. can also help the resources, we can
s as determined by a break. the room and Students will be students write as also help the
the student factors support students as given handouts as needed. students write as
or individual needed. needed; they will also needed.
learning needs? Students will be be able to step out of Students can review
given handouts as the room if they need any of the Students can
needed; they will a break. information within review any of the
also be able to step the packet. information
out of the room if within the packet.
they need a break.
Required We will make We will make copies We will be using the We will be using the We will be using
Materials, copies of the of the self-esteem smart board, white smart board, white the smart board,
Handouts, Text, handout circle so the students board and referring to board and referring to white board and
Slides, and Relationships can have a copy. the handouts. the handouts. referring to the
Technology Exist on a https://courses.lumenl https://www.loveisresp https://www.loveisres handouts.
earning.com/atdcourse ect.org/healthy- pect.org/healthy- https://www.loveisr
Spectrum. We will
review-speechcomm- relationships/ relationships/ espect.org/healthy-
also put it in the relationships/
smart board. 1/chapter/self-esteem/
http://www.loveisre (Share love is
spect.org/wp- Everything will be
available inside the respect.org)
content/uploads/201

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 6/08/highschool- google classroom, so
educators- they have access to
toolkit.pdf any and all materials.

Instructional and The class is Before we start this Before we start this Before we start this Before we start
Engagement interactive. The lesson, we will talk lesson, we will talk lesson, we will talk this lesson, we
Strategies students will take with the entire class with the entire class with the entire class will talk with the
What strategies are turns reading and remind them and remind them that and remind them entire class and
you going to use about the that this can be an this can be an that this can be an remind them that
with your students Spectrum. The uncomfortable topic uncomfortable topic uncomfortable topic this can be an
to keep them students will also and we all come and we all come with and we all come uncomfortable
engaged go up to the board with different different experiences. with different topic and we all
throughout the unit and add different experiences. We will We will talk about experiences. We will come with
of study? types of talk about respecting respecting each other talk about respecting different
relationships. each other and and creating a safe each other and experiences. We
creating a safe space space where we can creating a safe space will talk about
Before we start where we can talk talk openly about where we can talk respecting each
this lesson, we openly about these these topics. openly about these other and creating
will talk with the topics. topics. a safe space
entire class and To keep the students where we can talk
remind them that The students will engaged we will be The students will be openly about
this can be an have time to work doing small group given scenarios that these topics.
uncomfortable and discuss the topic work along with they need to read
topic and we all in small groups as interactive activities and talk about in a The students will
come with well as writing on the board. The small group. be given
different information and students will get a scenarios that
experiences. We sticking it to the chance to use the they need to read
will talk about board. whiteboard/starboard. and talk about in
respecting each a small group.
other and creating
a safe space where Students will also
we can talk openly research and
about these topics. share another

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 resource they
find.
Formative The students will At the end of class, At the end of class, At the end of class On an exit ticket
Assessments do an “exit ticket” the students will the students will be students will identify student will be
How are you going to leave the draw and label with able to define the a minimum of one able to tell us a
to measure the classroom. On this 100% accuracy three vocabulary words. area of strength that community
learning of your ticket the students elements of the self- they will resource that will
students will be able to esteem circle. We will also assess demonstrate in their support them.
throughout the define the their learning during own peer to peer to We will also
lesson? vocabulary words: We will also assess class by asking open peer relationship on assess their
Relationships their learning during ended questions and an exit ticket. learning during
Healthy class by asking open the response the class by asking
Unhealthy ended questions and students give to these We will also assess open ended
Abusive the response the questions. their learning during questions and the
The students will students give to class by asking open response the
also will correctly these questions. ended questions and students give to
list a minimum of the response the these questions.
five different students give to
types of these questions.
relationships
Summative, Post- What’s the Problem?
Assessment
What post- For the post assessment students will read/ review two articles one that has characteristics of a healthy
assessment will relationship and one that has characteristics of an unhealthy relationship. After reviewing the articles students will be
measure the able to answer the following questions:
learning progress?
Note: This can be What type of relationship is in the article? What characteristics make it a healthy
the same as the relationship?
pre-assessment or a
modified version What areas can this relationship improve on/ What was confusing or hard to understand
of it. what resources are available for the people from the text?
within the relationship?

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 Define abuse in a relationship and explain What resources are accessible to you and
what it looks like? your peers to support you in getting out of a
negative or abusive relationship?

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

Video Recording Link: https://youtu.be/vDULto-m-NU

Summary of Unit Implementation:

For this video I recorded myself and my classroom talking about healthy and unhealthy
relationships. We started out talking about all the different types of relationships we can have
weather they be peer relationships, work relationships, parent-child relationships,
boyfriend/girlfriend relationships, and teacher student relationships. Once we talked about these
we explored and read about the relationship spectrum and what makes a relationship healthy,
unhealthy, and abusive.

Within this unit students will learn about all the forms of relationships, how they can impact our
lives, as well as how to can support those around us in relationships that are unhealthy.

Overall each lesson went very well. We made changes as needed to adjust to the students and
what they were understanding and how they were processing the information we were giving
them. The topic of study can be very hard and there were many times that students would ask for
a “brain break” to step outside and have a 3-minute break to collect their thoughts and or walk
around. I think that the nature of the conversations was more about what students have learned
from history and that was hard for some to process. With all that being said I think it was a great
lesson and the students walked away with the resources and tools they need to make healthy
choices.

Summary of Student Learning:

The students within this video learned about the 5 different types of relationships, how they can
be healthy, unhealthy, and or abusive. This is how we started out our week and the students
really understood what I was asking and interacted every day of the lesson. When I first
introduced the topic the students were not excited to be learning about relationships because as
most high schools would say “they know it all”, however as the days of the lesson went on we
found topics that we were having to repeat and spending more time on areas in which I didn’t
think need much time.

One of my students asked me why we “carry baggage from our past relationships into new
relationships” and that was not really part of my plan but the entire class spent a day talking

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about “baggage” and how is can change our views on ourselves as well as the view of our
relationships. This was huge to these students and they needed more time to process the baggage
they may not have realized they were carrying around.

Reflection of Video Recording:

After the camera was off my classroom and students were more open to talking about the types
of relationships they were in, in the past and how they may or may not have been healthy. This is
something that I wish I could have taped simply to show that the students really understand the
different types of relationships and how they affect us.

Something that Nora and I talked about after reviewing the video is how I should have asked
how each of the five different types of relationships can be healthy, unhealthy, and or abusive.
This would have allowed the conversation to get deeper within the classroom as well as given
more examples to the students. Something else that Nora wants me to go back and review with
the students is the digit aspect of relationships. This can open the door to some great
conversations with our teens about what information/images we are sharing and what we should
not be.

I noticed that I did a lot of praising when students talked, and I made sure we were all engaged.
This is something positive that Nora and I both saw because I affirmed what the students were
saying and helped them engage in what we were doing.

Overall, I think this is a good first attempt at taping myself and my classroom. I learned a lot
about how we can have the students interact as well and areas in which I would like to go back
and review and get more details and well as giving more details.

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 2

Proficient
(80%-89%) 1 3

Partially
Proficient
3 2
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Test Analysis: Whole Class

When reviewing the post-test data, the students seemed to understand the material more and more
as each day went on. We started each lesson with a simple review of what we learned the day
before. This really allowed the students to get any and all questions answered. Some of students
also came and sat in my office during lunch to ask question are simply ask for relationship advise.
The students knew more about things that I was sure were going to take a while to talk about and
they even got very personal with the different types of relationships that they have and have they
can be healthy and unhealthy as times. We spent more times on topics that I didn’t believe would
need a lot of time. Such as talking about all the different types of relationships and how they
affect our self-esteem.

Based on the whole class post-test overall the effectiveness of my instruction and assessment the
students understood what we were teaching and understood and grasped all the concepts we were
trying to teach. We still have two students who are partially proficient after the instruction and the
assessment. The issue that both students seemed to have was on the post- assessment/ post-test
students had to read an article and discuss what was going on. This article may have been above
grade level for these students and they may need more time to process what they were reading.
On one of our post assessments the student gave clear answers but when was asked about the
article they were honest and said they didn’t not understand the meaning behind it. This is
something I would change about the assessment I would make sure that we read the article aloud
and or had so that it could be read to the students.

Post-Assessment Analysis: Subgroup Selection

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 When reviewing Standard 1 the subgroup population I focused on was the lower income students
within our classroom. Our of the seven students in our class six of them are low income students
who may have witness some type of unhealthy relationship whether it be a family member or
others. These students also are having a higher chance of getting in or being a part of an abusive
relationship in the future according to statistic. We are also looking at students who receive other
services during this lesson.

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

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 1

Meets 1 2

Approaches 2 1

Falls Far Below 1 0

Post-Assessment Analysis: Subgroup

Not all the students within the classroom are considered special needs. This class is offered to the
entire school and that is why our numbers look the way they do. We have seven students in this
classroom and only four of the seven are a part of this subgroup however we are working on
getting at least one more student evaluated. Now two of our students in this class have IEP’s and
the rest are either fall under other services and or not receiving services, but they should be. When
talking about conflict resolution we asked what one way is to receive support when attempting to
resolve conflict. A student raised their hand and said talk to a teacher. At the end of the week the
students in the class ask if they could come and talk to use about an issue they are having. They
also wanted the student who they were having conflict with to come in and talk about it. This
reinforced their understanding how to teachers can support the students.

Analyzing the effectiveness of my instruction and assessment while look at the student learning
was very rewarding because I was able to see areas in which the students really gained a better
understanding of what we were talking about and different types of relationships change who we
are and how we interact with those around us. When we did pre-testing/pre-assessments we see
what one of our students falls below and two of them are approaching understanding. At the end
of the unit the two that were approaching were at meeting and the one that falls below is
approaching. This student is understanding the basic concepts of what relationships look like and
how they can be healthy, unhealthy, and abusive however when given a scenario the student was
unable to tell us where the scenario would fall on the relationship spectrum. To help the student
mast this we will work on reading the scenario to the student as well as giving them a chance to

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 review the three areas on the spectrum before we start the activity. This will help the student gain
a better understanding of what we are talking about and how different types of relationships look.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 1 2

Meets 1 3

Approaches 3 2

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The students in the subgroup did about the same as the remainder of the class. This is because in our
classroom we really work in a large group setting and this allows the students to bounce ideas off each
other as work in smaller or large group. If they have questions everyone gives their input and it allow the
students to see where everyone is at and how they are getting the information. Overall the effectiveness’s
of my instruction was positive, and the students all walked away with new knowledge that we wanted
them to understand. Something that we found was that we need to break some of the information up into
smaller parts for basic concepts to be learned this is something that the remainder of the class supported
the subgroup with.
Based on the analysis of the student learning, the next step for my instruction would be to reteach or find
more hands-on ways for the students to learn the information. We saw that when students were up and
moving and interacting within the lesson they walked away with a better understanding of the information.
I would also break up some of the topics into smaller parts so that when we are talking about “harder”
topics such as abuse we have more time to talk as a group which allows the students more time to process
what we are talking about. The objective would be that students will be able to identify the basic
understanding of the definition of relationships and how they change during our life. This opens the topic
of how we change and those around us may not change in the same ways we do. This also leads into a
discussion about how some relationships may be healthy at one point in our lives and may become
unhealthy.

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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. Classroom Organization I will observe Nora and ways that she keeps
her office clean and organized and ask her to
help me find solutions to getting me more
organized before each class period.

2. Reflection- Before, During, and After
I struggle to find areas that I may have done
with as long as areas that I may need to work
on. I will reach this goal my doing more
research on the internet as well as having
Nora and I reflect at the end of each day.
This will give me a chance to get more
feedback as well as a chance to reflect on
what I have done during the day.

3. Give the students a chance to reflect
on what they learned
Before rushing into the next topic or moving
on I need to do a better job at allowing the
students a chance to really think about what
we were teaching and how it can affect what
is coming next. A great example of this is
when talking about relationships I moved on
quickly after asking them the five main
relationships and the students struggled to
talk about them because they were unable to
process the information we just talked about.
To do this I will slow down and take longer
pauses or give “mental breaks” where the
students are able to sit and think about what
we are talking about. This also gives me a
chance to think about what I want to say as
well as gives me a minute to reflect on what
we just talked about.

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 References:

Nolan, E., Berg, J., Theodore, K., & Chauvin, R. (2019, January). Washington Social Emotional Learning

Standards. Retrieved October 6, 2019, from

https://app.leg.wa.gov/ReportsToTheLegislature/Home/GetPDF?fileName=Appendix%20O%20

Washington%20SEL%20Standards%20Annotated%20Bibliography%20WA%20Standards%20a

nd%20Benchmarks_f85b7676-1ff3-466d-be8d-6e2c18873de1.pdf

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