Student Teaching Evaluation of Performance (STEP)

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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 ...........................................................8
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 ............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: Building

Unit Title: The Three Little Pigs

National or State Academic Content Standards: CCSS.ELA.RL.K2 With Prompting and

support, retell familiar stories, including key details. (k12.wa.us)

Learning Goal: Students will be able to retell key events of a story

Measurable Objectives: 1. Given an orally read story read three times, students will verbally
retell some events or information from a familiar story or other text improving story
comprehension skills.

2. Students will add drawings or other visual displays to descriptions as desired to provide
additional detail.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

Pre-assessment for this lesson is doing a story comprehension on the book we read the week before. After
reading the story, the students split up into small groups and are asked to “write” the story. The students
know this means draw. The teacher at the small group table has a checklist of the key details from the
story, the students are then asked to explain what they wrote (drew) and the teacher checks off the details
that are listed on the assessment checklist.

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© 2020. Grand Canyon University. All Rights Reserved. Page 5 of 19
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.

Pre-assessment for this lesson is doing a story comprehension on the book we read the week before. After
reading the story, the students split up into small groups and are asked to “write” the story. The students
know this means draw. The teacher at the small group table has a checklist of the key details from the
story, the students are then asked to explain what they wrote (drew) and the teacher checks off the details
that are listed on the assessment checklist.

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%)

Proficient
(80%-89%) 5

Partially Proficient
(70%-79%) 10

Minimally Proficient
(69% and below) 3

Pre-Assessment Analysis: Whole Class

After seeing the result from the pre-assessment and assessing the students I knew this was a harder book
to assess from. The story had animals in it and motions the animals did. The students were to recall what

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 animals were in the story and what the motions were. The students did very well remembering the
animals but they had a harder time remembering the number of animals or the motions they did. I do
know that some of the students experienced testing anxiety when it came to the teacher checking off
items as they explained their story.

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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
After reading the Three Little Pigs three times, students will be asked to write (draw) the story of
the Three Little Pigs. Students are split up into their already assigned small group tables. The
teachers at each table have a checklist of the key details from the story. The teacher then goes to
one student to ask them to explain the story. Students get 3 prompts (tell me what happened),
before they may be done with the assessment if they are not remembering.

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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: Pre-Kindergarten

Unit/Subject: Story comprehension/retell

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus of
the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
Confirm Confirm Confirm Confirm With Prompting and
understanding of a text understanding of a text understanding of a text understanding of a text support, retell
read aloud by asking read aloud by asking read aloud by asking read aloud by asking familiar stories,
and answering and answering and answering and answering
including key
questions about key questions about key questions about key questions about key details. (k12.wa.us)
details and requesting details and requesting details and requesting details and requesting
clarification if clarification if clarification if clarification if
something is not something is not something is not something is not
understood. understood. understood. understood.
(k12.wa.us) (k12.wa.us) (k12.wa.us) (k12.wa.us)
Students will listen Students will listen Students will listen Students will listen Given an orally read
actively to a story read actively to a story read actively to a story read actively to a story read story read three
aloud and prompted to aloud and prompted to aloud and prompted to aloud and prompted to times, students will
ask questions for ask questions for ask questions for ask questions for
verbally retell some
understanding. understanding. understanding. understanding. events or
information from a
familiar story or

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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 student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
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other text improving
story comprehension
skills.
Students will add
drawings or other
visual displays to
descriptions as
desired to provide
additional detail.
Huff, puff, chimney, Huff, puff, chimney, Huff, puff, chimney, Huff, puff, chimney, Huff, puff, chimney,
straw, brick, sticks. straw, brick, sticks. straw, brick, sticks. straw, brick, sticks. straw, brick, sticks.
Three Little Pigs book, Three Little Pigs book, Three Little Pigs book, Three Little Pigs book, Colored pencils, paper,
story props, sticks, story props, sticks, story props, sticks, story props, sticks, Three Little Pigs
straw, and 1 brick. straw, and 1 brick. straw, and 1 brick. straw, and 1 brick. assessment checklist.
Can students recall Can students recall Can students recall Can students recall Are students
what the material of what the material of what the material of what the material of understanding the
the houses were built the houses were built the houses were built the houses were built difference in materials
out of? out of? out of? out of? used to build the pigs
houses?
Can students recall the Can students recall the Can students recall the Can students recall the
pigs moving to the pigs moving to the pigs moving to the pigs moving to the Are students following
next house? next house? next house? next house? long with the story
(doing the motions,
Can students show Can students show Can students show Can students show saying the verbiage
understanding of why understanding of why understanding of why understanding of why such as “little pigs,
the wolf was able to the wolf was able to the wolf was able to the wolf was able to little pigs, let me in”).
blow down the houses blow down the houses blow down the houses blow down the houses
built with straw and built with straw and built with straw and built with straw and
sticks? sticks? sticks? sticks?
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Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
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Can students
understand the
difference in materials
of certain structures to
be able to tell if
something is heavy or
light?
Most student have Before reading the Before reading the Before reading the Students help tell the
heard a version of this story, students are story, students are story, students are story through circle
story already which asked what they asked what they asked what they time.
tunes into their prior remember from the remember from the remember from the
knowledge of the day before. day before. day before.
story. Students are told
to remember the story
that I have read to
them. Searching for
the materials around
the classroom can
extend knowledge
from the story to see if
they think the item
would be heavy or not.
Presentation of Content
Story props are used Story props are used Story props are used Story props are used Smaller story props
with the story retell for with the story retell for with the story retell for with the story retell for are presented to the
those students who are those students who are those students who are those students who are students so they can
not verbal, they can not verbal, they can not verbal, they can not verbal, they can retell the story this
use the story props to use the story props to use the story props to use the story props to way if they can’t
retell the story this retell the story this retell the story this retell the story this verbally tell me what
way or there are way or there are way or there are way or there are happened, they can
motions I do with the motions I do with the motions I do with the motions I do with the move the story props
story for the students story for the students story for the students story for the students with how it happened
who choose to do the who choose to do the who choose to do the who choose to do the throughout the story.
motions of the story as motions of the story as motions of the story as motions of the story as
well or a combination well or a combination well or a combination well or a combination
of both. of both. of both. of both.
Page 10 of 19
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- story props and ELL- story props and ELL- story props and ELL- story props and ELL- smaller story
story motions story motions story motions story motions props presented for
their retell use and
Special needs- story Special needs- story Special needs- story Special needs- story they can use the story
props and story props and story props and story props and story motions
motions motions motions motions
Special needs- smaller
Gifted- higher level Gifted- higher level Gifted- higher level Gifted- higher level story props presented
wording used wording used wording used wording used for their retell use or
they can use the actual
Early finishers- Early finishers- Early finishers- Early finishers- bigger story props if
encouraged to go to encouraged to go to encouraged to go to encouraged to go to they wish to retell the
circle and read a story. circle and read a story. circle and read a story. circle and read a story. story.
Gifted- Encouraged to
retell the story from
the book
Early finishers-
encouraged to go to
circle and read a story.
Application of Content
Throughout the day Throughout the day Throughout the day Throughout the day Before the story is
teacher and teacher and teacher and teacher and read teacher and
paraeducators ask paraeducators ask paraeducators ask paraeducators ask paraeducators ask
students “do you students “do you students “do you students “do you students during lunch
remember what remember what remember what remember what if they remember what
happened in our happened in our happened in our happened in our happened in the story.
story”. Or follow up story”. Or follow up story”. Or follow up story”. Or follow up Giving them the
questions, what do you questions, what do you questions, what do you questions, what do you opportunity to practice
think would happen if think would happen if think would happen if think would happen if their story retell.
all the houses were all the houses were all the houses were all the houses were
made of brick, straw, made of brick, straw, made of brick, straw, made of brick, straw,
sticks etc. sticks etc. sticks etc. sticks etc.
Page 11 of 19
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)
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During discussions During discussions During discussions During discussions During lunch time I
listed above there are listed above there are listed above there are listed above there are would do the hand
no story props used no story props used no story props used no story props used motions and say and
but I do the hand but I do the hand but I do the hand but I do the hand then the wolf said (do
motions for students motions for students motions for students motions for students the hand motion) and
with ELL needs or with ELL needs or with ELL needs or with ELL needs or students would say
special needs can special needs can special needs can special needs can what the wolf did.
physically see what we physically see what we physically see what we physically see what we
are talking about- are talking about- are talking about- are talking about-
making the connection making the connection making the connection making the connection
to the story. to the story. to the story. to the story.
Assessment of Content
This assessment is This assessment is This assessment is This assessment is This assessment is
compared to their compared to their compared to their compared to their compared to their
previous story retell previous story retell previous story retell previous story retell previous story retell
that was done in the that was done in the that was done in the that was done in the that was done in the
fall, and in the spring, fall, and in the spring, fall, and in the spring, fall, and in the spring, fall, and in the spring,
there will be another there will be another there will be another there will be another there will be another
story retell which will story retell which will story retell which will story retell which will story retell which will
compare all three compare all three compare all three compare all three compare all three
scores to monitor scores to monitor scores to monitor scores to monitor scores to monitor
progress. No progress. No progress. No progress. No progress. No
summative summative summative summative summative
assessments are done assessments are done assessments are done assessments are done assessments are done
at this grade. at this grade. at this grade. at this grade. at this grade.
The same materials The same materials The same materials The same materials The same materials
used during this used during this used during this used during this used during this
assessment and lesson assessment and lesson assessment and lesson assessment and lesson assessment and lesson
are also used for the are also used for the are also used for the are also used for the are also used for the
assessments in the fall assessments in the fall assessments in the fall assessments in the fall assessments in the fall
and same types of and same types of and same types of and same types of and same types of
materials will be used materials will be used materials will be used materials will be used materials will be used
for the assessment in for the assessment in for the assessment in for the assessment in for the assessment in
Page 12 of 19
  Students with special the spring (story props, the spring (story props, the spring (story props, the spring (story props, the spring (story props,
needs and hand motions.) and hand motions.) and hand motions.) and hand motions.) and hand motions.)
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Extension Activity and/or Homework
Identify and describe any Students do not have Students do not have Students do not have Students do not have Students do not have
extension activities or homework in this homework in this homework in this homework in this homework in this
homework tasks as grade level. No grade level. No grade level. No grade level. No grade level. No
appropriate. Explain how the materials went home materials went home materials went home materials went home materials went home
extension activity or
on The Three Little on The Three Little on The Three Little on The Three Little on The Three Little
homework assignment
supports the learning Pigs. Pigs. Pigs. Pigs. Pigs.
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/jv2K9BzBocs

Summary of Unit Implementation: I decided to video the assessment where the students where told to
“write” (draw) the story of the Three Little Pigs, after they wrote the story, they told me what happened,
some of the students needed to use the story props. I had one student in my group who was non-verbal (an
ELL student) his understand is higher than his language and he has delayed language skills but he took
the props and moved them along to the story which he set up himself. I was not able to video him doing
this, due to the video being too long and a student in the background was throwing chairs which another
teacher was dealing with. The students were use to the being told to write the story based off the pre-
assessment so this was something they were already comfortable with.

Summary of Student Learning: There is a higher level student in this group and I and my cooperating
teacher feel she experienced some test anxiety with seeing me check off the items on the list because she
only told me a few aspects to the story and said she forgot but I know she knows the material. She told me
the story before we read it and she does tend to be shy so it’s hard to get her to speak in front of people or
if it’s just one on one. She didn’t want to use the story props but I know she knows the material. The rest
of the students did well with the assessment and were able to tell me the majority of the material in the
story.

Reflection of Video Recording: During the video recording there was a student who was throwing items
within the classroom and choosing to ripe items off the walls, so I saw myself looking up a few times
which that was what I was looking at. I feel if I had a clipboard to put the assessment on, it might of gone
better for the students with the test anxiety, it is a little hard to hear what I’m saying as well with the other
paraeducators doing the same assessment at their own table groups but other than that I think it went
really well.

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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
(90%-100%)
Proficient
5 6
(80%-89%)
Partially Proficient
10 8
(70%-79%)
Minimally
Proficient 3 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.
With the post-test I think more students understood the story versus the pre-test because the story
chosen for the pre-test I felt was harder for students to remember all the animals and the motions
they did where the post-test is more of their understand of the story events of The Three Little
Pigs. There was 1 student who was absent during the assessment day and another student who
was choosing to make poor decisions so I did not have his data yet, he will need to finish the story
on Monday. Students on the last day were saying the phases with me so I could tell they
understood the story.
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.
I feel the lesson was effective, students were participating within the story more towards the end
They would knock on the floor when I said the wolf came to the door and knocked, and they were
also doing the hand motions with me and saying the phrases within the story.
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 I choose was student academic factors. This particular class has half students
containing IEP’s and an age range of students 3-5. These factors can affect instruction and my
assessment results. Some 3 year olds are not developmentally ready for some of these standards.
So I noticed that the younger 3 year olds had a harder time retelling the story. The students who
were 5 and preparing for kindergarten had no problem at all completing this assessment.

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
(90%-100%)
Proficient
3 3
(80%-89%)
Partially Proficient
1 1
(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.
For the subgroup, I did it from my own small group table which consisted of 6 students. Three of them
were on IEP’s, 2 of the students from the group were girls and 4 were boys. Two were 3 and 4 of them
were preparing for kindergarten. One of the three-year olds failed the assessment, she kept saying umm
and I don’t know or I don’t remember. The other student who was three is on an IEP for language delay
and he is also ELL, he can completely understand and retold the story to me using the story props and did
the motions of the story I showed the class during circle time. One of the other students who was on an
IEP did not do well with the test at all, I believe a lot of it had to do with anxiety because she is very smart
and is moving on to kindergarten. She would retell the story to me during lunch time when we talked
about it but when it came to the actual assessment and me writing items down she was very nervous.
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.

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 I feel the lesson was effective but from instructor feedback and from my own teaching strategies I
wouldn’t test students with a clip board in front of me. I haven’t really figured out how I will do
this, I have heard other teachers say they would use voice recording so they can listen to the
student and then go back and listen to the recording to complete the assessment checklist. I think
that could be something very helpful and help with the testing anxiety. Next time I do the lesson I
want to be more clear with the story. I noticed none of the students mentioned what the houses
were built out of (straw, sticks and bricks). I think I could of included the students more in the
reading when mentioning the materials. I did pass around actual materials of straw, sticks, and 1
brick but I only did that once and didn’t spend that much time discussing how this would affect
the wolfs ability to blow down the house so next time I teach this lesson I want to make sure I
spend time discussing this and helping them understand the differences.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient
(90%-100%)
Proficient
5 6
(80%-89%)
Partially Proficient
10 8
(70%-79%)
Minimally
Proficient 3 2
(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.
Based on the data I feel the lesson was effective. I didn’t assess the rest of the students the paraeducators
in the classroom did but one thing all of them had in common was none of them described the materials
that the houses were made out of. So they didn’t say one pig built his house out of straw, sticks and brick.
They mentioned the brick house but never said that the pigs built the houses out of these materials. From
discussing the assessment with the paraeducators there wasn’t any other students who had anxiety but the
3 year olds did worse than those of the students preparing for kindergarten which makes sense.
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.
I believe the next step of this instruction would be to have students retell other stories or events that
happened in class. So remembering what happened in class the day before. There are students in this age

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 group that don’t remember day to day activities. My next objective would be “Students will recall events
from previous stories and lessons”. Doing this we can build and develop new lessons. Which and help
connect prior knowledge to develop a good understanding of the next lesson.

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. Helping students recall more
information from a story
development, research on the Internet,
observation of a veteran teacher, etc.)
I would like to observe a veteran teacher and
do more research on my part to see how I
can relay the information better, so the
students are understanding.

2. Engage students in story This would require more research vis the
internet

3. Extending lesson Research and professional development

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: Improve classroom skills
Rationale: Why did you choose this goal? How I choose this goal because I always think that
do you expect it to improve the outcomes of your I can improve. I want to make sure my
future students? lessons are aligning with the standards and I
want them to be interactive and fun. I can
improve the outcome of my future students by
practicing what I want to say during a lesson
or practice reading a story and think of
stopping points for possible discussion topics.

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 End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
By the end of my student teaching (9 weeks)
I will continue to do more research during my
student teaching time and try to incorporate
these new techniques. Example: During my
kindergarten student teaching experience I
plan to do more research ahead of time for my
lessons in order to engage the students within
the lesson.
GCU have the PLN for me to do more
research. I have also found great teaching
websites with resources and information to
help new teachers. I plan to do extensive
research through these websites in order to
reach my goal.
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