Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal ............................................................................................................4
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....................................................16
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress ............18

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document. When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address.
 An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. 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 Measurable
Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Alphabet Knowledge

Unit Title: Language Arts

National or State Academic Content Standards:

Learning Area 1: English Language Arts
With guidance and support, recognize that words are made up of letters and their sounds.
a. Recognize that letters have names and sounds.
Utah School Readiness Standards Age Three to Five. Utah Early Childhood Core
Standards. Component C: Foundational Reading Skills. P. 26. Retrieved from
https://urpd.usu.edu/ou-files/uploads/Utahs_School_Readiness_Standards.pdf

Learning Goal: Know the names of ten letters: A, M, L, F, P, R, S, E, N, T

Measurable Objectives:
Children will be able to recognize and name the ten letters after the five lessons implemented.
If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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© 2020. Grand Canyon University. All Rights Reserved. Page 5 of 20
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

Aa Mm Ll

Ff Pp Rr

Ss Ee Nn

Tt Ll Ff

Ask the student to point to the letter and say the name of the letter.
90 – 100% Accuracy is Highly Proficient
80 – 89% Accuracy is Proficient
70 – 79% Accuracy is Partially Proficient
69%- and below is Minimally Proficient

Students Name:
Letter name Make an X if the student did not know the letter name
Aa
Mm
Ll

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 Ff
Pp
Rr
Ss
Ee
Nn
Tt

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.

15 Students Number of Students

Highly Proficient (90%-100%) 2

Proficient
(80%-89%) 4

Partially Proficient
(70%-79%) 7

Minimally Proficient
(69% and below) 2

Pre-Assessment Analysis: Whole Class

Two students are in the highly proficient category, but they did not get 100%. The majority of the
students are partially proficient showing that they still need help and guidance with some of the letters.

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

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 scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
Post assessment is the same as the pre-assessment.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the
STEP process.

Grade Level: Prekindergarten

Unit/Subject: alphabet knowledge

Day 1 Day 2 Day 3 Day 4 Day 5

National/State National or State Academic
Learning Standards Content Standards:
List specific grade-level Learning Area 1: English
standards that are the Language Arts
focus of the lesson being
With guidance and support,
presented.
recognize that words are
made up of letters and their
sounds. a. Recognize that
letters have names and
sounds.
Utah School Readiness
Standards Age Three to
Five. Utah Early Childhood
Core Standards.
Component C:
Foundational Reading
Skills. P. 26. Retrieved from
https://urpd.usu.edu/ou-
National or State
Academic Content
Standards:
Learning Area 1: English
Language Arts
With guidance and
support, recognize that
words are made up of
letters and their sounds. a.
Recognize that letters have
names and sounds.
Utah School Readiness
Standards Age Three to
Five. Utah Early
Childhood Core Standards.
Component C:
Foundational Reading
National or State Academic
Content Standards:
Learning Area 1: English
Language Arts
With guidance and support,
recognize that words are
made up of letters and their
sounds. a. Recognize that
letters have names and
sounds.
Utah School Readiness
Standards Age Three to
Five. Utah Early Childhood
Core Standards. Component
C: Foundational Reading
Skills. P. 26. Retrieved from
https://urpd.usu.edu/ou-
files/uploads/Utahs_School_
Readiness_Standards.pdf
National or State National or State
Academic Content Academic Content
Standards: Standards:
Learning Area 1: Learning Area 1: English
English Language Language Arts
Arts
With guidance and
With guidance and support, recognize that
support, recognize words are made up of
that words are made letters and their sounds.
up of letters and their a. Recognize that letters
sounds. a. Recognize have names and sounds.
that letters have
Utah School Readiness
names and sounds.
Standards Age Three to
Utah School Five. Utah Early
Readiness Standards Childhood Core
Age Three to Five. Standards. Component
Utah Early C: Foundational Reading
Childhood Core Skills. P. 26. Retrieved
Standards. from
Component C: https://urpd.usu.edu/ou-

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Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Academic Language
General academic
vocabulary and content-
specific vocabulary
included in the unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources,
materials, equipment, and
technology to be used in
the unit.
Depth of Knowledge
Lesson Questions
What questions can be
posed throughout the
lesson to assess all levels of Can you see upper or
student understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
© 2020. Grand Canyon University. All Rights Reserved.
files/uploads/Utahs_School_
Readiness_Standards.pdf
Recognizing and know
the letter names M and
N.
Highlight
Create a book simple
sentences that have
words starting with “M”
and “N”.
Crayons
Is there a word that
starts with M or N?
What word started with
that letter?
lower case letters?
Skills. P. 26. Retrieved Foundational files/uploads/Utahs_Scho
from Reading Skills. P. 26. ol_Readiness_Standards.
Retrieved from pdf
https://urpd.usu.edu/ou- https://urpd.usu.edu/
files/uploads/Utahs_Schoo ou-
l_Readiness_Standards.pdf files/uploads/Utahs_S
chool_Readiness_Sta
ndards.pdf
Recognize and know the Recognize and know the Recognize and Recognize and know
letter names F and L. letter names P and E. know the letters R the letters T and A.
and S.
Sorting Balancing Paste Graph
Most Cloud Tally
Same Rain Most
Snow Least
Laminated letters and Masking tape to make Paper cut out of Small clipboards.
pictures. tape the letters on the cloud. Paper with T line, one
Coloring pages for F and floor. Cut outs of rain side has the letter T
L. Scratch art paper. drops and snow the other letter A.
Crayons Stick to write on scratch with different Pencil or Marker.
art paper. letters.
What is the picture of? What letter is this? What comes down How many T’s did
What letter does it start What words start with from a cloud? you find?
with? these letters? What letter starts How many A’s did
Should it go under the What sound does this with snow? you find?
letter L or F? letter say? What letter starts Can you find the
Can you walk and with rain? letters A and T?
balance on the taped Can you find the What does this start
letter? R raindrop? with?
How do we write the Can you find a S
letter? snowball?
Page 10 of 20
Anticipatory Set Using the letter cards I Show the letter cards L Showing letter cards for Show the letter Show the letters that
How will students’ prior will introduce the two and F. Let them look at the P and E. The cards have cards to introduce start with A and T.
knowledge be activated as letters. This letter card letters and pictures. pictures and a short story the letters. Show After I will show how
well as gain student will have the upper and Remind students of that has words that begin what the letter to make tally marks
interest in the upcoming lower case letters and previous activities that with the letters. We will looks like and when they see an A or
content?
pictures of things that taught the letters. discuss the letter and what words begin T.
start with the letter. look at the letters on the the letters?
floor.
Presentation of Content
Multiple Means of First I will show the After introducing the When reading the cards I At the beginning I will show the letter
Representation letter cards M and N. letters through the letter will point out the words of the lesson I will cards to introduce the
Describe how content will We will talk about the cards the students will see that begin with the letter. introduce the letter T and A. I will
be presented in various picture shown, what the pictures that start with We will then see the letters S and R then show them the
ways to meet the needs of letter name is, and the either F or L and the letters on the floor and I through letter paper with the letters
different learners. sound. I will then show letters. I will put the letter will show them how to cards. Then I will on them and show
the book I made about a F and L out, instructing balance and walk on the show the students them how there is a
mouse. I will show students to look at the tape. We will walk on clouds and ask line down the middle.
them how they need to picture that they have, say the letter in the same them to glue it on I will show them to
wait for me to read the the name and decide what way you write the to a paper. We put a mark when they
words and then we will letter it starts with. They letters, touch and pull will talk about see an A or a T when
highlight or color the will then put it under the down, touch and around, how rain and snow we go on a letter hunt
words that start with the correct letter. Giving and touch and push over. falls down from through the classroom
letter. For different students three to four After the students get to clouds. I will the and hallway. We will
learning abilities I will pictures one at a time each practice balancing on the show raindrops then come back to the
be showing pictures of student gets a chance to letters a couple of times and snowballs table and count how
the things that start with put the picture in the we will go back to the with different many each letter has.
M and N in the book correct place. When it is table to practice writing letters on them. We will see which
and they can point to it not their turn they will be the letter on scratch art They will need to one has the most and
when I say the word. asked to answer the paper. find three the least.
Others can show me in questions and see if they raindrops with the
print the letters in know where it should go. letter R on them
uppercase and When all pictures are and two snowballs
lowercase and number sorted I then pass out a with the letter S
the pages. coloring page with the on them. They
letters and pictures of will then glue

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Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each
of the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with
gifted abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
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ELL students can find
the picture of something
that starts with each
letter.
Special needs students
with support find the
letters when looking at
a picture of the same
letter to know what it
looks like.
Students with gifted
abilities will find all the
words that start with the
letters.
Students will look at the
pictures of the things
that start with M and N.
They will then listen to
me read the sentences
and color the words that
start with M and N.
Example: Mary Mouse
has a long nose.
Pictured is a mouse and
nose. They can color the
pictures after and
practice writing the
letters.
things that start with L and
F.
ELL students will tell me
what the pictures are and I
will help them with the
beginning letter and
sound.
Special needs students will
be able to say the picture
name if they need help I
will guide them and help
them find where to sort the
pictures. I will give them a
coloring page with the
same pictures to reinforce
what they learn.
Gifted students will be
able to sort the pictures
and then cut out their own
pictures to create their
own game at home.
Application of Content
Students will sort the
pictures and put them
where the beginning letter
should go. They will be
able to color the letters and
pictures discussing what
they are coloring and the
letter.
them under the
cloud.
ELL students will look ELL students will For ELL students
at the letter and pictures, look at pictures of there will be letters
we will say the letter the letters and and pictures to
name and the pictures. pictures of words connect what the
Special needs students that start with R letter says.
will have help balancing, and S. For special needs
they will be able to Special needs students I will use
practice strokes on the students will look larger print to tape
scratch art. at the letters and letters around the
Gifted students: Will search for the classroom.
practice balancing and letters that look Gifted students will
walking on letter with the same. find uppercase and
the proper stroke steps, Gifted students lower case T’s and
they will write and will look at the A’s.
practice the letter on the different letters
scratch art paper. and find upper and
lowercase letters.
Students will see the Students will look Students will look for
letter in print on the at the letters different types of print
letter cards. The students discuss the letter for the letter A and T.
will see the letter on the and then search There will also be
floor and will be able to for the letters with pictures and upper
balance on it. The other letters mixed and lower case letters.
students will then be in.
able to write the letter or
practice the strokes. This
will show them different
ways the letter is
represented.
Page 12 of 20
Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each
of the following groups:
 English
Language
Learners (ELL)
 Students with
special needs
 Students with
gifted abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to
monitor student progress
and modify instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will
be differentiated for each
of the following groups:
 English
Language
Learners (ELL)
 Students with
special needs
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ELL: Hand the pictures to
ELL: point to the them when they say the
picture when I say the name.
name. Special Needs: Have them
Special Needs: Teacher tell me what the picture is
says the letter name and then guide them to the
shows what it looks like letter.
helps find letter. Gifted: After the activity
Gifted: Read the words discuss which letter has
to students and they can more or the same. Give
find the letter and them coloring page to cut
number the pages. out pictures to create their
own game at home.
Assessment of Content
Students will get to use Students will be able to
crayons to color sort the pictures, they will
pictures and highlight be able to color the letters
words with the and pictures. While they
beginning letters of M are coloring I will ask each
and N. They will be student about the letter and
able to turn the pages what pictures they are
getting familiar with coloring, what letter it
how books flow. starts with.
ELL: Using pictures to
ELL: Using more represent the letters.
pictures Special Needs: give less
Special needs students: pictures to color so that
If needed toys and they are not overwhelmed.
blocks that have the Magnetic letters.
same letter. Gifted: Give both coloring
Gifted: Same materials, pages to cut out and create
they will be able to add the game.
to the activity with
ELL: Using the picture ELL: Use pictures ELL: They will be
cards and showing more to show the able to see the letters
pictures of the letter. different letter and pictures that
Special Needs: Materials representation. correspond with them.
are the same, but they Special needs: Special needs students
will just practice the Will only find and will have more
strokes. see uppercase guidance and will be
Gifted: Extra scratch letters. able to find the larger
paper to continue Gifted: Will look print letters.
writing the letters. for upper and
lower case letters.
Students will see the Students are Students will use tally
letter in print, they will introduced to the marks to look for the
see it and use their letters first and letter A and T used in
bodies to make the then see the letters different ways.
letters, and then write in groups of
the letters on scratch art different letters.
paper.
ELL: Using more ELL: Give ELL: Pictures with
pictures to represent the pictures of the the letters with them.
letters. letters and word Special Needs: Larger
Special Needs: Toys and that begin with the print letters.
blocks with the same letter. Gifted: Upper and
letters. Special Needs: lower case letters
Gifted: Create the letters Students will have printed and taped
using scratch art paper. uppercase letter to throughout the
find. classroom.
Page 13 of 20
  Students with writing the letter and Gifted: Will have
gifted abilities numbering the pages. upper and
Early finishers (those who lowercase letters.
finish early and may need
additional
resources/support)
Extension Activity and/or Homework
Identify and describe any Students will be able to Students can take home They can take a blank The students will Let students take
extension activities or take booklet home and coloring pictures to create scratch art paper home get to take home home their papers and
homework tasks as read with parents. the game and play at home to practice writing. the art project and continue to look for
appropriate. Explain how with parents. show parents the the letters at home or
the extension activity or
letters R and S. other places with their
homework assignment
supports the learning parents.
targets/objectives. As
required by your
instructor, attach any
copies of homework at the
end of this template.

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STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://youtu.be/1z9Sv5OcQFA

Summary of Unit Implementation:

I taught the students the letters R and S. I introduced the letters through the letter cards and then showed
them the cloud that they needed to glue on top of their paper. I then asked them to find three rain drops
that have the letter R on them. They were mixed with different letters. Some students needed help and had
to look at the letter cards as references. After I had the students look for two letter S’s on the snowballs
and glue them under the cloud. I then asked them to repeat the letters they learned, after which they could
color on their paper.

Summary of Student Learning:

Students were able to tell me the letter names of R and S. Some students could tell me the sound as well. I
had some students that told me about clouds and how rain and snow falls from them.

Reflection of Video Recording:

I very uncomfortable in this video. I forgot to do some of the things that I had done with the other
students like writing their names down. I would have them tell me their first letter of their name or how to
spell their name depending on how advanced they were. The video was shorter because my mentor
teacher had to stop recording. I was very grateful of this because I was more comfortable when the
camera was down, I was more focused and added to the lesson. The good things that I saw on the video
was that I was encouraging.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 2 4
(90%-100%)
Proficient
4 6
(80%-89%)
Partially Proficient
7 3
(70%-79%)
Minimally
Proficient 2 2
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
Every student made some progress and did learn something. Most of the students moved to a
higher level of proficiency. Each student made at least some progress. Only 20% of the class are
partially proficient. 40% of the class is now proficient and 27% of the class is highly proficient.
The minimally proficient students at least recognized one new letter, one being the letter and P
and the other the letter E.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
Seven students were partially proficient before the lessons, after only three were partially
proficient. Students were able to name more letters and move up to different proficiency levels.
One student was even able to name all the letters and sounds. The students that were still in the
minimally proficient category did make some progress that I am proud of. They tried their best
and did not just give up.
Post-Assessment Analysis: Subgroup Selection

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 Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
The subgroup factor that I chose is IEP. I chose this group because there is three students that are
on IEP’s. They have either speech, special education, or both to help them with their education.
This can make it difficult to learn new concepts.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 0
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
1 0
(70%-79%)
Minimally
Proficient 2 2
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
One of the students that was partially proficient moved up became proficient. He was able to name most of
the letters without prompting. The other two students on IEP’s struggled a little bit, but did learn a new
letter.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
One of the students that normally refuses to repeat the letters and write or trace them did the letter P. He
was so excited to balance on the tape and use the scratch art paper. I believe that this helped him learn the
letter. This student has ADHD so the activity allowed him to move around and wiggle. Doing the different
activities and not doing the same thing helped the students stay engaged. I will continue to think of new
ideas that get the students moving.
Post-Assessment Data: Remainder of Class

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

Highly Proficient 2 4
(90%-100%)
Proficient
4 5
(80%-89%)
Partially Proficient
6 3
(70%-79%)
Minimally
Proficient 0 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
One student in the subgroup made progress moving to partially proficient to proficient. The other two
students stayed in minimally proficient. The remainder of the class made improvements all moving up in
proficiency levels. My lessons helped the rest of the class learn new letters and improve their knowledge.
Those with IEP’s and more challenges in learning made little progress. This means that I need to re-
evaluate what improvements I can make on my lessons.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
My objective is to repeat some of my instruction and use more movement in my lesson. This helped the
two students learn new letters so if I can get them engaged they are more likely to retain the knowledge.

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. Creating my lesson with more Allowing students to explore and play with
activities. the letters and toys that begin with the letter.

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 2. Putting more letters and letter
activities that are being taught in the
centers.
3. Review the letters of the day during
last circle time.
When creating a center make sure there are
letter activities that are engaging and use
specific letters that will be taught that week.
Repeat what I have taught and ask the
students to look at the letter again. Ask them
to say the letter name to help keep what they
have learned fresh in their minds.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Making sure students understand my instructions for my lessons.
Rationale: Why did you choose this goal? How I chose this goal because I feel that sometimes
do you expect it to improve the outcomes of your I rush stating what to do, I forget explicit
future students? instruction or important information, and I
use big words and forget to explain what they
mean.
As I get better at explaining instruction and
teaching my lessons the students will be able
to understand the curriculum and know how
to complete tasks.
End Date: By when do you expect to accomplish I will hope to accomplish my goal by the end
this goal? of this year.
Action Timeline: What steps will you take to I will start observing more teachers and how
complete this goal, and by when will you take they give instruction.
them? Example:
I will watch and read up on better techniques
1/31/18: Join AACTE for administering instruction.
I will be observing teachers at the end of this
month.
I will be researching more at the beginning
and throughout the month of March.
Resources: What resources are available to assist The schools that I am students teaching will at
you in accomplishing your goal? will have teachers I can observe and learn
from.

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 The site UEN has many resources to help
teachers better themselves in different
aspects.

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