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 ...........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: Reading, storytelling The Bee Tree

Unit Title: The Stories That Julian Tells

National or State Academic Content Standards Determining central idea or message, theme
development through characters and setting, vocabulary and distinguishing between literal and
nonliteral language, and comparison of points of view (R.L. 3.3)
Learning Goal : Students will have a better understanding feelings are more temporary
emotions that a character has. Students will be able to understand that traits describe the kind of
person someone is and stick with a character for longer than feelings.
Measurable Objectives: Students with help will be able to explain their ubderstanding by
explaining how characters learn lessons through their experience with one another and by writing
their own story based n illustrations.

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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.

Find synonyms for the following

words
Quiet
lazy
plan
show
dilemma
moody
Run
true

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%) 1

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 2

Pre-Assessment Analysis: Whole Class

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 Based on the data above, what changes, if any, will you make to your selection of
national or state academic content standards, the learning goal, or measurable objectives?
The students’ results out from the pretest will project the areas that need to be focused and
the areas to emphasize. The results will set the standard the teacher will project out. Assuming
the student's project high proficient will help focus on the class as familiar and competent with
the topic to understand. Proficient will also mean that the class has high knowledge on the
subject.
Partial proficient and minimal proficient will set the standard and the objective of the
teacher in regards to the class so high that the teacher will emphasize on the class to understand
the objectives of learning synonymous words.
Based on the data above, describe in 1-3 paragraphs the effect this data could have
on the planning, delivery, and assessment of your unit.
Assessment of the whole class unit is important because it helps focus on the type of
students the teacher is handling and the extent of their knowledge to teaching and focus
objectives on the region with much emphasis and interest the more proficient the average score
of the class is the less the effort the teacher has. The less proficient the average class score is the
more job the teacher requires has hence the ability to focus on the class performance.

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

Vocabulary test (Match three synonyms)

amazing narrate arouse Distinguished
anger Start choose Demolish
ask Famed picture Sail
dangerous Nettle Initiate
describe interested waft Resolve
begin determine eminent Wail
fall objective fervent Keen
do Raze launch Inflame

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 break Soar plunge Perilous
fly fabulous roar Incredible
enjoy Risky waste Slay
destroy Inquire honest Question
cry Settle unsafe Just
famous Topple close Wreck
end Yell quiz Enact
fair Crash choose Resolve
decide execute effect Finish
eager Stop wonderful Drop

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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 The Twelve Gods of Prometheus and Demeter and Arachne the Theseus and the
Activity Mount Olympus Pandora Persephone Weaver Minotaur
Standards and Students will Students will Students will Students will what Students will retell
Objectives continue to build on identify the myth compare and Anachne the Weaver a myth using
their knowledge of tries to explain. contrast two Greek explains about nature terrporal and casual
Ancient Greek Myths. Students and the lesson that it words
Civilizations. will explain the teaches.. Students will
Srudents will be able
I will remind my purpose of a myth identify key
to explain what type
students that and what they are of animal an information about
Ancient Greeks tryi ng to explain. anachnid is. Greek Myths that
believed in many will be recorded in
Gods and Goddess a graphic organizer
where they all live
in Mount Olympus
Academic Students will ask Students will Students will Students will Studemts will use
Language and and answer demonstrate demonstrate an demonstrate an their new tier 2
Vocabulary questions with the understanding of understanding of understanding of vocabulary words
5 W such the tier 2 word the tier 2 the tier 2 words in a sentence.
questions as who, amusing vocabulary words flattered, and
what, where, retrieve. Students generate related
when, why, and will also learn that words.
how to there are multiple
demonstrate meanings of the
understanding.... word pine
Summary of When the students Students will come I will bring a Pre-teach I will ensure that
Instruction and enter the room I sit on the reading pomegranate seeds vocabulary and the tapestry that we
Activities for the will introduce them rug. and plants tha t activate knowledge made in class is still
as above .Give

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Lesson to our read aloud. I I will have a grow in the spring students a chance to hanging up in our
will have a map and student locate the and summer. discuss answers classroom. I will
a globe where I can country of Greece. I I will create a before feeding back make a chart about
to the class. Monitor
have the students will remind my season chart and play again if the Greek Myths
locate Greece. I students that they showing the necessary.Give Chart on the
will remind them will hear about seasons where we students the whiteboard. I will
that this is the place myths over the next live. I will ask my tapescript on second create a labyrinth
where many myths several days students when listening.In a gap- using our desk and
originated. I would remind Persephone would fill, provide some of chairs I will have
the words needed.
We will go over them about what live with Demeter.. some of my
what we have makes a god or I will introduce students act out
already learn about goddess. the read along. I how to get through
fiction and myths I have a poster in will remind the fight minotaur as
I will read the read the classroom of the students that the they retrace their
allow and show the 12 Greek Gods I day before we read steps.
images that goes to will remind the Prometheus and
the story. This students what are Pandora. I will
should only take 10 their names and prompt my students
minutes after the what are they the to recall what they
story is completed, God of. remember about
we will go over I will read the read that story.
comprehension aloud, and ask I will read the
questions takes questions during story.
about 10 minutes. I and after the
will also explain reading.
what a spectators
Differentiation I will have my ESL I will help my ESL Thumbs up/Thumps I will have my ESL I will ask my
What are the students dictate students’ sequences Down. dictate facts about students that are
adaptations or facts using images in the story I will ask my familiar vocabulary ESL whether a
modifications to the vocabulary that as well as help students if what I to me and I will word that is similar
instruction/activities they know as I them identify key say is a record their answer. to unraveling or the
as determined by record their vocabulary words characteristic of a For my students opposite of
the student factors answers. that are related to Greek myth put that are a little bit unravelling.

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or individual For those students the images. your thumbs up if higher I will have For those students
learning needs? who are For those students not a characteristic students dictate that are expanding I
transitioning I will who are expanding of a Greek myth put phrases using will have these for
have them dictate tthese students will your thumb down familiar vocabulary a word that is t
phrases using be able to sequence I will ask them if to a classmate to be students identify
familiar vocabulary images from the nonfictional stories recorded. I will words that are the
words with their story with support about real things have my higher opposite of
shoulder partner. for content and that really level thinkers write unrolling
For my higher transitioning. For happened. Their facts using familiar For my critical
students I will have those students that thumbs should be vocabulary words thinkers I will
them write facts are bridging These down. challenge students
using their new students will be Do myth try to to make a sentence
vocabulary able to sequence the explain things that For a word that is
independently. images and retell happen in nature the opposite of
the story using thumbs should be unravering.
words such as first, up
next and last.
Required Flip book for Greek A wooden box Flip Pomegranate seed, Flip book for Greek Flip book for Greek
Materials, Myths, Image cards book for Greek Flip book for Greek Myths, Image cards Myths, Image cards
Handouts, Text, for Greek Myths, Myths, Image Cards Myths, Image Cards for Greek Myths, for Greek Myths,
Slides, and Knowledge Journal and Journal and Knowledge Knowledge
workbooks, Knowledge Knowledge workbooks, workbooks,
Technology
workbook workbook
Map of Greece Map of Greece Map of Greece
Globe Globe Globe
Tapestry

Instructional and I will keep my I will encourage

I will use think pair I will review the I will help my
Engagement student engaged in share which is a both reading and terms weaver using students to fill out
Strategies my read aloud by good way to have writing with the following the Greeks Myth
? giving my students the kids develop Interactive questions. Chartt I will
a secret way to their own What did Anachne prompt my students
Reading Journals.
answer questions. weave? with questions such
thoughts before Students use
This is great for What is a Tapestry? as Are there
discussing it with prose, lists,

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 my students who partners. I teach diagrams, etc. to I will inform my mythical creatures
are afraid to second grade, express their students that as a in the myth? What
answer questions. and although, I class we are going to were they called?
ideas, questions make a tapestry that
will also have and feelings Are they any gods
is going to retell the or goddess in
partners read a about what they myth of todays read
todays reading.
section, think read On one side, aloud. I will then
Why or Why not
about a question during their first divide my students
into 5 groups. Each
or prompt on reading, they group is responsible
their own and write questions, for drawing and
then discuss with one per page. describing the events
their partner. I’ll (You can give in the story. What
happened first is
also have them them sentence
group 1. Groups 2-4
write a response stems or verbs to will describe what
in a journal or make their happends in the
sticky note questions middle of the myth/
before sharing higher-order.) The last group will
draw and describe the
with the partner. On a second
ending of the story.
I then have reading (often a I will remind my
students share partner read,) students the 5 key
their responses they pass their events of the story.
with the class for journals around I will read the read
aloud and ask my
a deeper and answer each
students questions
discussion.” others’
questions. I
participate with
my own journal
as well. My
students are
ELLs, and I
usually sit by a

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 few of the lower
ones and
transcribe their
questions, so
others can read
them.
Formative Students will record Students will record Students will write Students will write Students will
Assessments key information information about a 2 to 3 sentences about the lesson sequence story
How are you going about Zeus characters point of about aa character they believe events. Students
to measure the view from the from the Greek Arachne learns in will use temporal
learning of your Greek myth. Myth Promeheus the myth words to describe
students throughout “Prometheus and and Pandora which envents
the lesson? Pandora happened first.
Summative, Post- We will make a class book titles Mount Olympus this is to help them remember what they have learned about
Assessment this domain. I will provide them with drawing paper as well as drawing tools I wi tll have my students
What post- brainstorm important Mount Olympus who the Ancient Greeks believed lived there what might it look like. I
assessment will will have each student draw a picture of what they imagine Mount Olympus wo to write uld look like and I
measure the will ask him or her to write a capatiobn for the picture.
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.

Video Recording Link: :

The unit teaches about ancient Greek civilizations with focus on the Twelve Gods of

Mount Olympus. The execution of the unit followed the established plan. I introduced the

students to the unit using available readings and use maps to identify locations in Greece where

the Gods are believed to have lived during the period. The plan was to make the class as

interactive as possible. I achieved this through asking the students to participate in readings and

identification of locations on the maps and globe. Engaging the students allowed the

achievement of the learning goals since most students tend to learn when they actively engage

with the learning material. In this case, the students read the materials and had to answer various

questions based on the information I provided in class.

Summary of Student Learning:

I expected the class to be interesting to the students due to the stories behind Greek

mythology. Given the various stories concerning Greek kings, the class was interesting. The

students acquired a lot of new information to complete the information they have on the same

topic. My observation revealed that we met most of the learning objectives. However, not all

students acquired all the knowledge from the unit. Some of the students showed some disparities

understanding the new information. To address their needs, I slowed the process and went

through the specifics of the topics. For example, I explained that Mount Olympus is found in

Greece and used to the home of the Gods. Also, I explained who the Gods were and their role to

the people. Going through these specifics allowed these students to align their knowledge with

that of the rest of the class. Revisiting topics helps to consolidate previously learned information.

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 The video revealed some issues that I did not note during the presentation. I portrayed

positive body language that helped in the delivery of the concepts. The participation made the

class lively. However, during illustration on the using maps, I noticed that some of the students

began to be bored. This indicates the loss of concentration and the need for adoption of a new

approach that will maintain the focus of the leaners. Part of the reason is that the most active

members of the class did most of the illustration. Students who tend to be quiet did not get the

chance. To solve this, I will have to do random selections to do illustrations. This will increase

participation in the class.

Also, there is a need to try new methods of delivery to increase participation by all

students as the video indicates minimal participation by a few students. The goal of delivery is to

ensure maximum gain in all the learners from every session. Therefore, the implementation of a

new strategy as well as seeking new ways of increasing participation is essential to the making of

a good delivery. For example, I can randomly select the students in class to answer questions and

help in illustrations.

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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
4 27

Meets
14 25

Approaches
23 13

Falls Far Below

28 6

Post-Test Analysis: Whole Class

Based on my analysis of the post-assessment, I am very pleased with how my students are feeling

when they learn new knowledge about Greek civilization particularly when they understand about

the 12 Greek gods. One example of student’s growth is that I had to make students participate in

reading and identification of locations on the maps and globe. I realized that, by engaging the

whole class allowed achievement of the learning goals. This made me to deduce students

understood the information and were able to apply it in their post-assessments.

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I adopted a learning style that included all students. Particularly, a Just-In-Time learning style

was my favorite because it allowed my pupils to learn new concepts and ideas through teacher

involvement and understanding of the learner’s knowledge on a certain subject. Before training

on the subject, the teaching style helped me come up with some questions and exercises

associated with the topic. As a result, I did a pre-assessment for the entire class, and I identified

the challenges each student is facing with the current topic and later coming up with solutions to

solve those problems.

Post-Assessment Analysis: Subgroup Selection

The subgroup that I am going to focus on for this analysis is the ELL population because they

require a range of accommodations in order for them to set up for success.

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
3 7

Meets
6 10

Approaches
8 8

Falls Far Below

19 6

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Post-Assessment Analysis: Subgroup

According to this pre-assessment, deductions can be concluded that low academic performing

preschoolers have understood the concept of Greek civilizations. My observation revealed that we

met most of the learning objectives. Those who performed poorly in their post-assessments I

addressed their areas of difficulties by going through the specifics of the topic (In Abend, 2018).

Student learning was assessed using the in-video quizzes. This was done through the embedment

of questions and activities in the video lecture. Active learning is enhanced by this interactive

activity. So as to adequately make quizzes and exams, it is essential to build up and comprehend

the learning goals that are being assessed (White & Braddy, 2017).

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Exceeds
3 18

Meets
8 13

Approaches
13 5

Falls Far Below

11 1

Post-Assessment Analysis: Subgroup and Remainder of Class

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English as second language learners are reminded that they had better academic performance

than other groups, with a deep understanding of the 12 Greek gods. For example, by going

through the topic specifics to capture the subgroup allowed my students to align their knowledge

with that of the rest of the class.

Think-pair-share is another teaching strategy that I used in this lesson. The strategy helped me to

monitor pupils as they complete their assignments at hand. The technique exposes learners to

three lesson-processing experiences within one activity. It's additionally simple to screen and

support pupils as they complete each activity. The teacher group students into pairs and groups to

discuss the subject together. Finally, learners discuss their answers with the class and further

discussions ensue. Grouping pupils into literature circles not just urges learners to shape and

illuminate each other's understanding regarding readings however enables sound-related and

participatory students to retain more data (In Abend, 2018). The rule of pairing students should be

grouping non-performing students with performing students to improve their academic

performance.

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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. Becoming a better teacher Before beginning a lesson, I need to
communicate with my students what the
information is for in the first place. If students are
expected to learn a set of skills or content, then it’s
helpful for them to understand why expending
effort toward it is important I need to consider
how I can help to establish a purpose behind the
learning that students will pursue. I will tell
students that what they’re pursuing is useful or
facilitate time for students themselves to connect
learning to their personal aspirations.
Instructional Methods For any particular skill or set of knowledge I
want my students to acquire, there are tried-and-
true methods for helping them acquire these
skills Lecturing while students take notes is one
method of information delivery, but I will use
technology, gamification, collaboration, problem
solving, and other memorable interactions with
content can lead to genuine skill building.

2. Interventions for students who are The effective teacher, that I want to be is
struggling equipped with a range of formal and informal
formative assessments that help determine at
any point how on-pace students are. This
formative feedback can then be leveraged by
me to make appropriate adjustments for
students. In some cases, I r can help students
advocate for their needs; in other cases, the I
can provide a direct intervention to help bring
those students to where their learning needs to
be

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