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 .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................15
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........17

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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: Climate

Unit Title: Characteristics of Climate Zones

National or State Academic Content Standards

Describes characteristics of different clime zones as they relate to latitude, elevation, and
proximity to bodies of water. (Standard: SC.5.E.7.6)

Learning Goal
After this lesson, students will be able to describe the characteristic of different climate zones as
they relate to proximity to bodies of water, elevation, and latitude. Students will also be able to
use the vocabulary words correctly that coincide with this topic.

Measurable Objectives
Students will complete a quiz or classwork to measure their understanding of this material.

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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.
Copy and paste, or insert a picture of the pre-assessment.

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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

Highly Proficient (90%-100%) 2

Proficient
(80%-89%) 14

Partially Proficient
(70%-79%) 24

Minimally Proficient
(69% and below) 7

Pre-Assessment Analysis: Whole Class

I do not think I would make any changes to the state learning goal as it is very spot on with the lessons
and assessments we have planned for this topic.
Based on the above information, we can see that not many students are proficient in clime. With this
information, we know that we will need to spend at least a week on this topic. To assist in students
learning, we will read about climate, do in class research, and activities. We will also have whole class
discussions regarding climate, as well as watch informational videos on this topic to broaden their
understanding.

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.

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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 Introduction to Weather Continued Introduction to Climate Zone Review of Earth Science
Activity Weather Climate Guessing Activity
Standards and Students will be SC.5.E.7.4 Students SC.5.E.7.5 SC.5.E.7.6 Students Students will be able to
Objectives able to recognize will be able to Students will be will be able to recognize how air temperature,
distinguish among able to recognize describe barometric pressure, humidity,
What do students how air wind speed and direction, and
need to know and temperature, the various forms of that some of the characteristics precipitation determine the
be able to do for barometric precipitation (rain, weather-related (temperature and weather in a particular place and
each day of the snow, sleet, and differences, such precipitation) of time.
pressure,
unit? hail), making as temperature different climate SC.5.E.7.3
humidity, wind
connections to the and humidity, are zones as they relate SC.5.E.7.4 Students will be
speed and able to distinguish among the
weather in a found among to latitude,
direction, and various forms of precipitation
particular place and different elevation, and
precipitation (rain, snow, sleet, and hail),
time. environments, proximity to bodies making connections to the
determine the such as swamps, of water. weather in a particular place and
weather in a deserts, and time. SC.5.E.7.5 Students will
particular place mountains. be able to recognize that some
and time. of the weather-related
differences, such as
SC.5.E.7.3 temperature and humidity, are
found among different
environments, such as swamps,
deserts, and
mountains. SC.5.E.7.6 Students
will be able to describe
characteristics (temperature and
precipitation) of different
climate zones as they relate to
latitude, elevation, and
proximity to bodies of water.

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 Academic Barometric, Rain, sleet, hail, Polar, tropical, Proximity to water, Barometric, hygrometer,
Language and hygrometer, wind snow, clouds, temperate, latitude, elevation, wind vane, precipitation,
anemometer, rain, sleet,
Vocabulary vane, temperature. climate zones. clime zones. snow, hail, temperature,
What academic precipitation, polar, tropical, temperate,
language will you anemometer. clime zones, proximity to
emphasize and water, latitude, elevation.
teach each day
during this unit?
Summary of Review the Students will watch Students will read We will read about Students will log onto
Instruction and essential a short video the essential the vocabulary IPads and complete a
Activities for the questions in the showing all four questions and words and review Kahoot review of this
Lesson SLAG, fill out types of vocabulary words their definitions. week’s lessons as a
How will the first page in precipitation. We from their SLAG. Students will be class. This program is a
instruction and SLAG, discuss will read from the They will placed into groups whole class based
activities flow? thoughts with student hand book complete the first of three or four, review that is interactive
Consider how the partner, reading to discuss how and page, which is an given three and records points
students will aloud from the why these different introduction to mystery envelopes earned for correct
efficiently transition book to define types of climates. We will containing clues answers.
from one to the vocabulary. precipitation fall. then look at pertaining to a
next. Finally, they will photos of the certain climate.
quiz their partner three different These clues include
on what type of climes, discuss elevation,
precipitation would the photos, and proximity to water,
fall in a determine what latitude,
temperature of makes up each precipitation
their choosing. clime and why. averages, and
temperature
averages. Students
will review all of
these clues with
their group and
discuss their ideas
and guesses as to

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 which climate is
which.
Differentiation There are no Students who need There are no Students who need Students who need
What are the student factors or to move closer to student factors or extra time will be additional help with the
adaptations or individual see the video will individual given that. IPads can work with a
modifications to the learning needs be able to do so. learning needs Students who need partner if they desire, or
instruction/activities that will need There are no that will need the clues read to have additional time to
as determined by adapting or student factors or adapting or them will have that answer questions.
the student factors modifying for this individual learning modifying for provided.
or individual lesson. Our needs that will this lesson. Our
learning needs? ESOL students need adapting or ESOL students
always have their modifying for this always have their
language lesson. Our ESOL language
dictionaries for students always dictionaries for
their own use have their language their own use
whenever needed. dictionaries for whenever needed.
their own use Students who
whenever needed. need to move
closer to see the
photos will be
able to do so.
Required Student SLAG, Laptop and Climate photos, Student handbook, IPads, Kahoot log in and
Materials, student projector for video, student SLAG mystery envelopes. classroom code
Handouts, Text, handbook, students handbook.
Slides, and sciencesoarus
Technology book.
Instructional and I will be putting Students will watch Students will Students will be Students will be playing
Engagement the textbook a short video on look at climate working as a group along and accumulating
Strategies under “ELMO” precipitation. photos I will to complete this points for their correct
What strategies are for students to project for them activity, keeping answers.
you going to use follow along on onto the board. them held
with your students the screen if accountable.
to keep them

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 engaged throughout needed while we
the unit of study? are reading aloud.
Formative A short An “exit ticket” For homework, Students will I will have a chance to
Assessments discussion as a will be telling me students are complete a short see how many ‘points’
How are you going group will be had what affects researching a city paragraph each student
to measure the to review what precipitation and or state, finding describing why accumulated once the
learning of your we just learned. what are the four the average they believe they activity is over.
students throughout types of temperatures, and have labeled each
the lesson? precipitation. average climate zone
precipitation. correctly. They
They will then will explain how
write a paragraph the clues assisted
describing what them in their
clime zone they findings.
believe it is in
and why.
Summative, Post- A short quiz including all of the material we discussed this week will be taken on Friday.
Assessment
What post-
assessment will
measure the
learning 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
Summary of Unit Implementation:
The first part to this lesson was a short discussion regarding the topics we have discussed,
climate, climate zones, and their factors. This part of the lesson went very well, as I was hoping. The
students had a great discussion with me and their peers, it was a really good way to introduce the
lesson. Next, students were grouped into threes and given the climate activity packets. Students were told
what I expected from them, what they should be doing in this activity, and what they would be graded on.
The students worked very well together and seemed to enjoy the activity while taking away key ideas. I
did need to redirect a couple of students from time to time and keep them on track. The major engagement
strategy I used was simply the groups. My students did a great job or reaching the learning goal I set for
them, and I think the groups helped them!

Summary of Student Learning:

My initial perception of the overall student learning was fairly good. I felt as though students took away
a lot from this activity and reached the learning goal I had set for them. Through simply listening to
student’s conversations between each other and reading their summary paragraphs, it was easy to see
that a majority of the students met or exceeded the learning goal, which was for them to be able to
determine which clime zone was which in the “mystery envelops” and how the clues helped them. One
student did not want to write a paragraph to explain their reasoning, which could have me rethink the
plan, but I think it was needed to allow students to fully expand on their reasoning. I explained this to
that student and they seemed to understand why writing their reasoning was needed for me to see
what they know.

Reflection of Video Recording:

Watching myself teach was a very different experience to say the least Being able to see my
mannerisms, how each student is reacting when I cannot see them at the time during my lesson, as well as
how certain words or tones can affect students or the class as a whole. It was neat to see myself “in
action” to see how I would be learning from myself as a student. After watching my lesson, I asked
myself if I would have enjoyed being taught this lesson if I were a student. I do think I would have
enjoyed this lesson if I was a student because it was a hands on, interactive activity with some writing.
As a student, I did enjoy reading and writing, but I understand not all students enjoy it the same or feel
confident in this area. With that being said, maybe I could tweak this lesson and take away the writing
piece. One thing I would improve upon in my future teaching would be my movement around the room. I
tend to stay in the front of the room when I know I should be circulating around to students throughout
my lesson. I feel as though I did well with including all students in our discussion before the activity
broke off into groups. I try to always call on most if not all students, depending on time, to have a chance
to give their point of view on the topic at hand.

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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 8

Proficient
(80%-89%) 5 30

Partially
Proficient
15 6
(70%-79%)

Minimally
Proficient
16 2
(69% and below)

Post-Test Analysis: Whole Class

I would say the students overall understood the material well. Through the assessment, both
formal and informal, I can easily see which students understand fully and which need a little more
time to look over the material again.

It seems to me that this instruction and assessment was very effective and had a positive impact
on student’s learning. Through the verbal assessment, I was able to speak with students in a
whole group setting, gathering data and information from everyone to see who really is
understanding the lesson and who could use more help. In addition, our class work was another
form of assessment to provide feedback on where students were and what they could use some
extra review on. The formal assessment gave a more “set in stone” average as to where students
were in their understanding.

Post-Assessment Analysis: Subgroup Selection

I am mainly focusing on ESOL students, making sure they have as many recourses as possible to
allow them to succeed. In addition, I am allowing extra time on classwork and reading of the test
to them in the classroom.

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

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient
(90%-100%) 0 3

Proficient
(80%-89%) 1 6

Partially
Proficient
2 2
(70%-79%)

Minimally
Proficient
8 0
(69% and below)

Post-Assessment Analysis: Subgroup

Bases on these numbers, I can see that this group of students still needs a little more assistance on
this lesson. I am working with these students to ensure they are provided as much extra assistance
in and out of the classroom as possible.

I believe my instruction was fairly affective with a positive effect on student learning. However, I
do believe these students needed a different learning method for this lesson, and I could have
provided a hands-on method to assist them more. In the future, I will provide alternative forms of
learning the lesson to ensure all students have the ability to be highly proficient in any lesson and
standard.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 3

Proficient
(80%-89%) 3 24

Partially
Proficient
13 4
(70%-79%)

Minimally
Proficient
8 2
(69% and below)

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 Post-Assessment Analysis: Subgroup and Remainder of Class

I believe my instruction was very effective and had a positive effect on students learning. This group
showed a lot of improvement from the lesson and seemed to do very well in all forms of assessment, both
formal and informal. I saw how students asked me questions when they needed clarification, and worked
well with their partner to use math talk to work out any problems that came up.

I am planning to build upon this lesson through the incorporation of the next lesson. We will be
using what we know from this lesson to build upon and assist us in the next lesson, which is
physical science. I am looking forward to further assisting my students in their lessons and
learning.

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
1. I plan to be more involved in the in
class assignments, rather than just
monitoring the students throughout the down with each group for at least two
lessons.
development, research on the Internet,
observation of a veteran teacher, etc.)
Once I have given the students their task for
that in class assignment, I will be sure to sit
minutes to see how they do, answer and
questions, and possibly assess them quickly
and informally. After speaking with my
cooperating teacher, and doing further
research, I have found that students benefit
from the one-on-one, or two-on-one,
conversation. This time gives students a
chance to ask questions they may not have
felt comfortable answering in a whole group
setting. It also allows me to see how students
work independently or with a partner.

2I would like to create more hands on After further research, I have come to
activities for my students. believe that students need some hands on
activities incorporated into the classroom to

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3. A third short term goal of mine is to
become more involved in teacher
forums or groups.
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supplement their learning. I feel as though by
fifth grade hands on activities are pushed to
the side and we are more focused on sit
down instruction. I have seen how well
students do with activities that allow them to
work in a group and with materials. With this
being said, I would like to provide hands on
activities at least once a week for my
students of all learning groups. Students all
learn in different forms and at different rates
and I would like to meet those needs as much
as possible!
I would really love to become a part of other
teacher forums, websites, groups, or blogs.
With this, I would love to learn from other
veteran teachers, see other’s ideas, and
gather new ideas and keep up to date on the
most recent information and data. This will
also keep me informed on the newest
technology for the classroom, learning
techniques, and behavior tools.
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