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Student Teaching Evaluation of Performance (STEP

)
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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

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors
A. Geographic Location
 Southern California (Low Desert)
 40,956 total people living in La Quinta
 Harry S. Truman Elementary School address: 78-870 Avenue 50, La Quinta, CA 92253
B. District Demographics
 Desert Sands Unified School District
 Suburban
 Free/reduced lunch: 70%
 Grades K-12
 34 schools in the district
 Office address: 47-950 Dune Palms Road, La Quinta, CA 92253
 Open enrollment policy
 28,958 total students
C. School Demographics
 K-5 public school
 548 students total
 Free/reduced lunch: 79%
 Academic ranking: According to Great Schools (2018), “This school is rated above
average in school quality compared to other schools in the state. Students here perform
above average on state tests, are making about average year-over-year academic
improvement, and this school has about average results in how well it’s serving
disadvantaged students”.
 No uniforms
 Teacher to student ratio 26:1
 Average teacher salary: $82,850 (state average: $70,989)
 Disadvantaged students at this school are performing far better than other students in the
state.
 Students at this school are making more academic progress from one grade to the next
compared to students at other schools in the state.

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School and District Information: http://www.greatschools.org

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

Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors
 24 total students
 Kindergarten
 5 and 6 years old
 2 Black, 16 Hispanic, and 5 White

B. Environmental Factors
 Circle desks with 4 students per table
 Tablets
 Projector and Document Camera
 1 kidney table
 Sink with water spout and bathroom located right next to the classroom
 Joining door with another kindergarten teacher
 Classroom pet (spider named Bob)
 Lots of manipulatives and stations
 Lots of access to books
 Things are low and organized for easy access for the students to get
C. Student Academic Factors
Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 13 5 1 0 0 1 0
Girls 11 4 0 0 0 0 0
Instructional Visual aids, pull Strictly N/A N/A Speech N/A
Accommodations and out ELL time for
Modifications (40 min a day), speech
(Describe any instructional simplified
accommodations and directions,
modifications regularly modeling,
used to meet the needs of extended time.
students in each subgroup.)

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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.

When planning, the teacher thinks about what is tricky for them, and front loads them
with information so it’s not surprising. She explains multiple meanings of vocabulary to them.
The students all get assessed the same, but she makes notes and sticks it on their tests. She thinks
about reasons why they might have not understood something, especially if she sees a pattern.

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STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: ELA

Unit Title: Animals that Hatch from Eggs: Nouns and Verbs

National or State Academic Content Standards
CCSS.ELA-LITERACY.L.K.1.B
Use frequently occurring nouns and verbs.

CCSS.ELA-LITERACY.L.K.5.D
Distinguish shades of meaning among verbs describing the same general action (e.g., walk,
march, strut, prance) by acting out the meanings.

CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.

CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.

Learning Goal
SWBAT understand the difference between nouns and verbs through sorting pictures, reading,
drawing, and writing.

Measurable Objectives

Twenty out of twenty-four SWBAT meet/exceed learning expectations through sorting nouns
and verbs on the post assessment.

SWBAT identify nouns and verbs in a story.

SWBAT understand the difference between nouns and verbs through sorting pictures and reading a story.

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SWBAT participate in a guided reading and understand animals that hatch from eggs are oviparous and
animals that birth living offspring are viperous.
SWBAT review the difference between nouns and verbs through sorting pictures. They will also make
their own oviparous animal hatch from an egg.
SWBAT collaborate and use different nouns and verbs while helping write a story about Chicken facts.
SWBAT correctly draw their thumbprint chickens acting out the meaning of the correct verbs.

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.

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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: 24

Exceeds 94-100% 4

Meets 75-93% 12

Approaches 66-74% 1

Falls Far Below 0-65% 7

Pre-Assessment Analysis: Whole Class

Surprisingly, the students did very well on the pre-assessment. I simply and quickly told them what a noun and verb was with no
further explanation. They were able to sort out the pictures when I told them what each word was. It was interesting to hear why
each student though where each picture went. For example, some students would say “Well, you could ride a horse”. I would reply
with “yes ride is a verb, but what is a horse?” and they would stick it on the noun side. I do not feel that I need to change my goal
or objectives because they almost already meet them.
With a little more explanation and practice, students will not only be able to use nouns and verbs properly, but they will be able to
identify the difference between the two. They are thinking critically about the pictures and already are asking clarifying questions
about the words. It is amazing to see how much a kindergarten student knows. I plan to have the students practice using the words
by creating sentences and pictures to match their nouns and verbs. As a center activity, I will allow students to practice categorizing
different nouns and verbs in a pocket chart. I realize that the students are not exceptional readers yet, so I do not expect to give
them words on their own. I will use lots of pictures and guided practice throughout this unit. I will formatively assess them
frequently to see what I need to further instruct.

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.
Same post assessment but with different pictures.

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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 Introducing Nouns Oviparous Animals Egg Surprise Chicken Chat Thumbprint Chicken
Activity and Verbs Book
Standards and CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
Objectives LITERACY.L.K.1.B LITERACY.RI.K.10 LITERACY.L.K.1.B LITERACY.L.K.1.B LITERACY.L.K.5.D
What do students
need to know and be SWBAT understand CCSS.ELA- SWBAT review the CCSS.ELA- CCSS.ELA-
able to do for each the difference LITERACY.RF.K.4 difference between LITERACY.SL.K.1 LITERACY.SL.K.5
day of the unit? between nouns and nouns and verbs
verbs through sorting SWBAT participate through sorting SWBAT collaborate CCSS.ELA-
pictures and reading a in a guided reading pictures. They will and use different LITERACY.W.K.2
story. and understand also make their own nouns and verbs
animals that hatch oviparous animal while helping write a SWBAT correctly
from eggs are hatch from an egg. story about Chicken draw their thumbprint
oviparous and facts. chickens acting out
animals that birth the meaning of the
living offspring are correct verbs. They
viviparous. They will will also be able to
create their own write a sentence on
sentence about their each page including a
two animals and draw (Prep Thumbprints) (Prep Thumbprints) noun and a verb
a picture to match. ending in “ing”.
Academic Language Nouns Oviparous Oviparous Nouns Nouns
and Vocabulary Verbs Viviparous Viviparous Verbs Verbs
What academic Nouns (Chicken Language: Chicken
language will you Verbs comb, embryo, “Ing” ending words
emphasize and teach oviparous, omnivore,
each day during this etc.)
unit?

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Summary of The students have a After their morning After their morning After their morning Since it is “Fun
Instruction and morning routine of routine, the students routine, the students routine, the students Friday”, the students
Activities for the either rainbow will participate in a will sit on the rug and will participate in a do not typically do
Lesson reading or Lexia on guided reading on the I will read them a guided reading on the their three rounds.
How will the their tablets, so once carpet about eggs. I book about things carpet about eggs and After their morning
instruction and the timer goes off, the will show them the that hatch from eggs. a chicken’s life cycle. routine, the students
activities flow? students will put their Oviparous book, I will then explain I will then pull out will dive into their
Consider how the hands on their heads. explain what round one and round my pre-made anchor chicken books before
students will They will listen to the oviparous means two of seat work to chart that has “fill in rotation stations. I
efficiently transition following directions: (animals that hatch the students. I will the blank” spots for will have the students
from one to the next. Put the books or from an egg) and ask Wednesday the students to help come to the carpet, so
tablets and read it to them. I will students to grab the me write a story I can model the
headphones away and pause and ask them a hatching egg about chickens. The activity. I will ask the
head to the carpet. question about each worksheet for their story includes students what verbs
They will head to the page. I will explain table. I will tell the information from the we can use in our
rug and we will sing what viviparous students that round books we have been books that tell us
our phonics song means when we get two (the Noun and reading about all what chickens do. I
together. I will to that page. I will Verb Sort week. It will not be will give an example,
introduce the idea of ask them questions worksheets) will be difficult for them to then call on students
nouns and verbs with about what words in by the purple basket figure out what I to give me examples.
posters. I will then the story are nouns to get when they are should write. I will I will write down the
read a book about and verbs. At the done with round one. call on students that verbs they tell me on
robins to the children, back of the book, it Round three is are five star listening the board and show
pausing on each asks the students to always reading books to fill in the blanks. I them how to turn
page, and asking create their own from their book box, will also throw cubes their thumb print into
them if they see a oviparous and so they know this is at students who are a chicken. After we
noun or verb (there is viviparous animal. I what is next. They paying attention have done about ten
one on each page in will explain this, also know that they because they will be examples, I will send
one simple sentence). model how to draw must get a star on sitting for longer than the students back to
I will call on five-star some animals, and their worksheets usual on the carpet. I their tables where
listeners on each how to write a basic before putting them will also take them they will find their
page. After the story, sentence. For in their mailbox. away if they need books and skinny
the students will example, “A penguin Students who finish constant reminders or markers already at
swivel towards the is oviparous” and “A all three rounds are playing with their tables. I will
board and participate rabbit is viviparous”. before recess can them. (If they get ring the bell to get
in pocket chart noun I will explain round participate in reading five cubes, they get a their attention

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 21
and verb sort. I will two (a noun choices Super You. Ten directed to the screen
model a few pictures worksheet) and tell (games/activities Super You’s equal a where I will show
(with their word) and the students that it related to ELA). prize from the office) them how the story
place them in their will be located by the I will include many goes. The back of the
correct spots. I will purple basket to get nouns and verbs in cover says, “A
ask the children what when they are finish. my story. I will call chicken can…” and
they think, and then I will display my on students to circle the students will
have them place them book on the Elmo these in different write a verb on each
on the chart. I will and ask the Tuesday colors and have them page with their
then explain round students to get the help me highlight thumbprints that we
one and round two of books and the juicy science words. placed two days
seat work to the Wednesday students The story will be before. The students
students. I will ask to get the colored placed by the science will create their
Monday students to pencils. They will center when finished. chickens and write
grab the Noun and begin and have until which ever verb they
Verb Sort recess and probably a want on each page. I
worksheets. I will little time after recess will tell the students
tell the students that to finish their rounds. that if they do their
round two (a sight best handwriting,
word coloring page) they will get a cube
will be by the purple and if they write “A
basket to get when bird can…” on every
they are done with page, they will get a
round one. Round tummy treat. They
three is always will do this until
reading books from recess. If they finish
their book box, so early, they can draw
they know this is chickens to put on the
what is next. They windows to go with
also know that they our “Welcome to
must get a star on Earth Baby Chicks!”
their worksheets sign.
before putting them
in their mailbox.
Students who finish
all three rounds

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before recess can
participate in reading
choices
(games/activities
related to ELA).
Differentiation The ELLs and all The ELLs and all The ELLs and all The ELLs and all The ELLs and all
What are the students will benefit students will benefit students will benefit students will benefit students will benefit
adaptations or from the use of: from the use of: from the use of: from the use of: from the use of:
modifications to the
instruction/activities Worksheets Modeling Modeling Modeling Modeling
as determined by the
student factors or Pictures Worksheets Worksheets Pictures Pictures
individual learning
needs? Visuals Pictures Visuals Read-Aloud Visuals

Read-Aloud Visuals Read-Aloud Examples

Sorting Read-Aloud Sorting

Examples Examples
Required Materials, Laminated Noun and Book: Chickens Book: The Egg Book: Eggs Pre-made thumbprint
Handouts, Text, Verb sort activity books with a cover
Slides, and Premade Oviparous Noun and Verb Sort Premade chicken page
Technology Pocket chart Animals booklets worksheet story on poster paper
with Sample Samples
Book: Robins Surprise Egg Markers
Noun worksheet worksheets with Elmo
Sight Word Samples (Ink Pad to Prep
Worksheet Elmo thumbprint book) Pencils and skinny
Pencils, colored markers
Noun and Verb Sort Pencils and colored pencils, and Elmer’s
worksheet pencils glue

Pencils, glue sticks, (Ink Pad to Prep
and crayons thumbprint book)

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Instructional and Modeling Modeling Modeling Calling on students Modeling
Engagement that are five-star
Strategies Calling on students Calling on students Calling on students listeners Ringing the bell for
What strategies are that are five-star that are five-star that are five-star signals (hands on
you going to use with listeners listeners listeners Ringing the bell for head)
your students to keep signals (hands on
them engaged Ringing the bell for Ringing the bell for Ringing the bell for head) Coloring with skinny
throughout the unit of signals (hands on signals (hands on signals (hands on markers
study? head) head) head) Interactive reading
Tummy treats for
Singing Working music Working music Cubes (rewards for books with complete
following directions) sentences and if they
Working music Interactive reading Interactive reading write “a bird can” on
Circling and the left side of each
Active learning with Drawing, coloring, Drawing, coloring, highlighting page.
the pocket chart cutting, gluing, and cutting, gluing, and
sorting sorting
Interactive reading
Cubes (rewards for Cubes (rewards for
Coloring, cutting, following directions) following directions)
gluing, and sorting
Tummy treats for
Cubes (rewards for books with complete
following directions) sentences
Formative Discussion, Discussion, Discussion, Discussion and Observation and
Assessments worksheets, and worksheet, and worksheet, and observation questioning
How are you going to rotation observations rotation observations rotation observations
measure the learning
of your students
throughout the
lesson?
Summative, Post- The post-assessment will be the same activity as the pre-assessment. This worksheet requires students to sort out the
Assessment difference between nouns and verbs. I will call students over to me one by one to assess them. This way I can make
What post- sure they know what each picture is.
assessment will
measure the learning

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progress? Note: This
can be the same as
the pre-assessment or
a modified version of
it.

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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: One Drive Link - https://mygcuedu6961-
my.sharepoint.com/:f:/g/personal/jbraley_my_gcu_edu/Ety5Nur55vtKrfePvCJeru0B7WSyE5Razr
AyLopjvhEGdw?e=CFU1Z7
Summary of Unit Implementation:

The students came to the rug after their morning routine of twenty minutes of Lexia on their
tablets. We sang the phonics song together as a class. The students sing this, and another version almost
every day. I proceeded to read them a story about animals that hatch from eggs since that is what our
focus is on. It will give them ideas for their round one activity. I explained how to do round one by:
showing them examples of what other students did, by modeling how to cut out the egg, and by showing
them how to paste the window on. Next, I explained round two. This was done rather quickly because
the students had already done this before. I glue two examples on for them and read the words on the
worksheet to them. I then proceeded to ask Wednesday students to grab the hatching egg worksheet for
their table. I will tell the students that round two (the Noun and Verb Sort worksheets) will be by the
purple basket to get when they are done with round one. Round three is always reading books from their
book box, so they know this is what is next. They also know that they must get a star on their worksheets
before putting them in their mailbox. Students who finish all three rounds before recess can participate in
reading choices (games/activities related to ELA). Everything went as planned and I did not have to
throw cubes at students like I normally do because they did well on the carpet. I reminded students to
keep their eyes on me and to save their questions until after I am done talking. I would also tell the
students that I will wait until they are done talking for me to continue. I continued to walk around and
monitor the activities. I helped them if they needed it and drew plenty examples of animals on the board,
so they wouldn’t ask me to draw everything.

Summary of Student Learning:

I believe I set the students up for success with everything I did. I read them a book about animals
that hatch from eggs to get their brains thinking of ideas for their own eggs. I showed them real pictures
of animals that hatch from eggs as well. I drew several examples of animals on the board for them to
model because the day before, I did not give them enough examples. They enjoyed these and were quick
to shout out what they might do. Their eggs turned out great and the students were able to do the verb and
noun sheet with at least 90% accuracy. Most of the students would mix up one word for a noun instead of
a verb and vice versa. I would simply ask them “well, the word is ‘zip’, is ‘zip’ something you do? Can
you ‘zip’ up your jacket?” and they would then say “Ohhh it’s a verb” and then fix it. I pulled three
students to complete that activity with me and my cooperating teacher because they need extra assistance.
If I noticed one word was confusing, I would ring the bell and explain it. If I could re-do the plan, I
would probably read something that had nouns and verbs in the story, so they could have a refresher.

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Reflection of Video Recording:

I was pleasantly surprised by my performance because when I am in front of all the students, it
seems more chaotic in the moment. My cooperating teacher also said that it went well, and she loves how
easy going I am with the students. I tapped on students that I could reach that were blurting and waited
until the class stopped talking so I would not have to talk over them. I usually throw cubes at students
that are showing good listening skills, but they all were doing well while my teacher was recording. The
students that usually blurt or have weak carpet manners are placed in the front row, so I can easily talk to
them or tap on them. I try to use as many silent cues as possible. I would like to improve on my strict-
ness. For example, sending students that receive multiple warnings on the carpet to stop, to their desk. If
I ever need to tell the students something I forgot to tell them on the carpet, I usually will ring the bell and
ask them to show me signals (hands on head). This way everyone is on the same page. I also need to
work on being louder, sometimes I think I speak too softly. As each day goes by, I feel as if I improve
upon my classroom management skills and instruction.

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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

Exceeds 94-100% 4 20

Meets 75-93% 12 3

Approaches 66-
74% 1 1

Falls Far Below
0-65% 7 0

Post-Test Analysis: Whole Class

Although more than half of the class either met or exceeded learning expectations, the eight
students that fell far below or approached learning expectations were able to meet and exceed
them. Only one student went from far below to approaching because he had a 40% on the pretest
and a 67% on the post. So, although he still only tested as high as approaching he still managed to
grow. It was obvious on the first day of my unit that my students could easily identify the
difference between nouns and verbs. It amazed me how smart kindergartners are. During the post-
test I would ask the students what a noun and a verb is. Many of the students were able to tell me
exactly what they were and explain why certain pictures went in specific categories.

Through the use of worksheets, pocket charts, read alouds with key teaching points, and
discussions my unit was effective. My instruction was very group oriented and I tried not to talk
more than my students. I noticed that the students that either met or approached the learning
target on the post-assessment were the students that have a hard time paying attention during
instruction. During the activities I would pull these students aside to help them focus and re-
explain the concepts. The activities that had pictures with the noun or verb written underneath
would confuse the students occasionally. For example, one of the words was ‘zip’ and it had a
picture of a zipper, so most students classified that as a noun instead of a verb. For some students
this activity can be slightly more challenging if their reading skills are not as proficient as others’.

Post-Assessment Analysis: Subgroup Selection

For this subgroup analysis I chose to compare the ELL students against the rest of the class
because I was curious how much they would grow. I would have liked to compare the students
that are low, but they are not on IEP or 504 plans, so I could not use them.

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

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 21
Number of Students Number of Students
Pre-Test Post-Test

Exceeds 94-100% 1 7

Meets 75-93% 4 2

Approaches 66-
74% 1 0

Falls Far Below
0-65% 3 0

Post-Assessment Analysis: Subgroup

The post-test data shows that all ELL students in the class met or exceeded the goals. As the data
above shows, only five out of nine students met or exceeded the goals before the test. The
students still would classify some of the animals as a verb instead of a noun because they would
think if you can ride a horse then it is a verb. The fact that it was a post-test I would not question
their thinking too much however, at the end of the test I would explain to them why it does not
belong there. The ELL students in the class are very proficient. I am unaware of their current
levels and am unsure of why they must leave every day, because they are so smart.

Almost all these students were able to recite to me what a noun and verb was. They would ask me
questions about words they either could not read or did not know. It was amazing to see their progress and
memorization of the concepts. Although some words were tricky, when I would ask them follow up
questions or put their word in a sentence, they would quickly realize that it was in the wrong spot. I would
usually only have to question one or two of their answers, so they did well on their classwork. Like I
explained previously, animals were tricky for the students to understand. In the future, I will go into detail
about animals being nouns and not verbs. We could use them in sentences, so they can visually see what it
is not a verb.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students
Pre-Test Post-Test

Exceeds 94-100% 3 13

Meets 75-93% 8 1

Approaches 66-
74% 0 1

Falls Far Below
0-65% 4 0

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Post-Assessment Analysis: Subgroup and Remainder of Class

Comparing both charts, it seems that the ELLs and the remainder of the class are even. In fact, one of the
non-ELL students remained in the approaching level while no ELL students stayed in that level. That
student, along with a few others, have trouble paying attention in class. I never have to pull aside the ELL
students for extra assistance because they listen to instructions, I usually must pull aside a couple of the
other students because they cannot focus during instruction and have no clue what to do. This helps them
complete their assignments.
I believe my use of a variety of strategies helped the students reach their goal. To build upon this unit, I
would have the students continue to do similar activities with plural nouns. They really enjoyed making a
book of verbs, so I could have the students do this again, but give them more freedom to write their own
complete sentences and not just the words on each page.

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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. Find more classroom management -Read on different classroom management
solutions to try out. strategies. (Wong, Hardin, Scrivener, Morris,
Pinto, etc.)
-Follow blogs
-Research articles
-Talk with fellow teachers and mentors
2. Work on my timing to follow a set -Research
schedule. -Read classroom management books
-Talk with fellow teachers and mentors
-Practice
-Go to grade level conferences
3. Discover more ways to introduce new -Follow blogs
math topics. -Talk with fellow teachers and mentors
-Research and find outside materials
-Talk with a STEM director
-Use multiple strategies

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