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....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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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: English Language Arts

Unit Title: Identifying Main Idea & Key Details from a Text

National or State Academic Content Standards:

LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key
details; summarize the text (CPALMS, 2019).

Learning Goal: By the end of the unit, students will be able to determine the main idea of a text
and correctly identify the key details that support the main idea. Students will also be able to
accurately summarize the text they have read.

Measurable Objectives: The students will be able to identify the main idea and key ideas or
supporting details in a text. The students will be able to locate the key details that support the
main idea. The students will be able to identify the main idea in the story and use details from
the text to support as evidence. The students will do so by completing an escape the cave
challenge about bats. Students will need to correctly answer questions regarding main idea and
details about the passages they read in order to successfully complete the challenge.

Reference
CPALMS. (2019). Florida: Grade 4 ELA Standards. Retrieved from
https://www.cpalms.org/Public/search/Standard

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 21
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.

What's the MAIN IDEA?

Color each key detail the correct color that matches the main idea.
Cleaning = GREEN
Sea Animals = BLUE
Exercise = YELLOW

sweeping shark seahorse

jumping jacks push-ups mop

squid

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 whale stretch

vacuum sit-ups rinse

jog laundry dishwasher

eel lunges jellyfish

dusting scrub octopus

bicycling
walrus weightlifting

2014 Kalena Baker Teaching Made Practical Updated 2017 All rights
reserved

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 15

Proficient
(80%-89%) 3

Partially Proficient
(70%-79%) 2

Minimally Proficient
(69% and below) 0

Pre-Assessment Analysis: Whole Class

The majority of the students scored a 90% or above on the pre-assessment main idea worksheet. The
students that scored proficient only made two mistakes on the pre-assessment. The two students that
were partially proficient perform low in reading comprehension, so I was not surprised that they did not
score proficient or higher.

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.
file:///C:/Users/Courtney/AppData/Local/Temp/FSATestPreparationorELAPracticeTrappedEscap
etheCave-1.pdf
Answer keys and all materials are in the link provided.

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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: Grade 4

Unit/Subject: English Language Arts/Main Idea & Key Details

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.
LAFS.4.RI.1.2: LAFS.4.RI.1.2: LAFS.4.RI.1.2: LAFS.4.RI.1.2: LAFS.4.RI.1.2:
Determine the main Determine the main Determine the main Determine the main Determine the main
idea of a text and idea of a text and idea of a text and idea of a text and idea of a text and
explain how it is explain how it is explain how it is explain how it is explain how it is
supported by key supported by key supported by key supported by key supported by key
details; summarize details; summarize details; summarize details; summarize details; summarize
the text (CPALMS, the text (CPALMS, the text (CPALMS, the text (CPALMS, the text (CPALMS,
2019). 2019). 2019). 2019). 2019).
LAFS.4.RL.3.7 LAFS.4.RL.3.7
Make connections Make connections
between the text of a between the text of a
story or drama story or drama

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 (CPALMS, 2019). (CPALMS, 2019).
Specific Learning Students will be able Students will be able Students will be able Students will be able Students will be able
Target(s)/Objectives to identify the main to identify the main to identify the main to identify the main to identify the main
Based on state standards, idea in a text or idea and key details idea and supporting idea in a text or idea in a text or
identify what is intended to be
measured in learning.
passage. in a text or passage. details in a passage. passage. Students passage. Students
will be able to make will be able to make
a connection a connection
between texts and between texts and
reading passages. reading passages.
Academic Language Main Idea Main Idea Main Idea Main Idea Main Idea
General academic vocabulary Key Details Key Details Key Details Key Details Key Details
and content-specific
Text Evidence Text Evidence Text Evidence Text Evidence Text Evidence
vocabulary included in the
unit. Supporting Details Context Clues Context Clues Context Clues
Context Clues Background Background Background
Knowledge Knowledge Knowledge
Connection Connection Connection
Point of View Point of View
Unit Resources, Main Idea Main Idea Main Idea Passages “Punkin’ Chunkin” Trapped: Escape the
Materials, Equipment, Worksheet Worksheet Task Cards passage and Cave Challenge
and Technology Pencil “Presidential Pets” Worksheet questions Worksheets
List all resources, materials,
Crayons Pencil Pencil Pencils Task Cards
equipment, and technology to
be used in the unit. Document Camera Red and Blue Laptops
Colored Pencils Pencils
Crayons
Reading Passages
Depth of Knowledge Level 1: What is Level 1: What is the Level 1: Who can Level 1: What is the Level 1: What is the
Lesson Questions main idea? definition of main tell me the definition main idea of the main idea of the
What questions can be posed Level 2: What are idea? of main idea? passage? paragraph?
throughout the lesson to
assess all levels of student
key details? Level 2: What are Level 2: What are Level 2: How did Level 2: What do
understanding? Level 3: How do we going to look for key details? the first competition both authors agree
 Level 1: Recall key details help us in the passage to Level 3: How do begin? Find on?
 Level 2: Skill/Concepts identify the main identify key details? key details help us to evidence to support Level 3: What
 Level 3: Strategic idea? Level 3: After identify main idea? your answer. information can you
Thinking

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 Level 4: Extended
Thinking
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
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Level 4: What is the reading the title, Level 4: Why is it Level 3: Using gather from the
difference between what do you predict important that we context clues, what image in the
the topic and main the main idea of the know the main idea does the word passage?
idea? passage will be? of a passage or text? spectator mean? Level 4: What
Level 4: After Level 4: According context clues can
locating the key to the passage, what you use to help you
details, what is the are the rules of the determine the
main idea? competition? meaning of the word
decline?
Students will be Students will be We will begin by Students’ prior The Escape the Cave
asked to think about asked to recall the reviewing main idea knowledge will be Challenge will
how they use clues previous lesson and and key details. I activated because require the students
in reading to help the definitions of will tell the students they will be required to recall everything
them figure out main idea and key that sometimes there to find the key they have learned
information. How details. Students are more than one details in the reading about main idea, key
they use key details will be introduced to option or answer passage and details, making
or clues to figure out the passage and I when asked what the determine the main connections with a
what they point of will tell them that we main idea of a text idea. They will also text, and will touch
the passage or story are going to read the or passage is, but we need to use this on elements of story
was that they were passage together to are looking for the information to structure. The
reading. I will then look for key details best option. This is answer questions challenge consists of
introduce main idea to help us figure out when those key about the passage. an assortment of
and key details. the main idea of the details in the text They will see that all activities from
passage. really come in the information is reading passages,
handy. provided within the task cards, to color
text, they just need coded hidden
to learn how to pictures.
correctly locate the
information.
Presentation of Content
I will introduce main The content will be The content will be The students will The end of unit
idea and key details presented during presented during meet in small group lesson is presented
to the class. I will small group small group to read the passage as an escape
Page 11 of 21
meet the needs of different
learners.
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)
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provide examples of instruction. The instruction. The and complete the challenge. Students
each and explain groups are assigned groups are assigned comprehension will use laptops for
their significance according to reading according to reading questions. I will one station, task
before introducing and comprehension and comprehension help guide the cards for another,
the worksheet. level, so the level, so all students students to find the reading passages for
questions and are performing at or answers and two stations, and a
All students will be presentation of the around the same determine the best color code picture to
given the same lesson can be level. I will read the response. find the answer. The
worksheet. differentiated based passages on the task students will be
on the needs of the cards aloud to the assigned groups to
group. In all groups, students. I will help work in to complete
the students will take the students look for the challenge. I will
turns reading the the key details in the be available as well
passage aloud. I will passage to determine as the ESE teacher to
assist with helping to the best answer on help the groups and
determine where the the worksheet for students.
key details are each question.
located and how to
determine the main
idea of the passage.
All students will be Materials will not be I have carefully The lesson is The escape
given the same main differentiated. selected the tasks completed during challenge is not
idea worksheet to However, the lesson cards based on the small group and I differentiated.
complete. If is completed during students’ reading will lead the lesson Student groups were
students finish early, small group levels during small and Q&A portion. I chosen with varying
they will be allowed instruction and will group instruction. will help guide the performance levels,
to read quietly at be led by myself This is a group students to find the so the students can
their desks. with support from effort. answers and when help each other
the ESE teacher. writing their complete the
responses in challenge.
complete sentences.
Page 12 of 21

Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
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)
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Application of Content
For the pre- Students will read Students will listen Students will read For the end of unit
assessment, students the “Presidential to the passages on the passage and assessment, students
will be given a Pets” passage the task cards. They highlight and will complete four
worksheet with three together with their will discuss with identify the stations of an escape
main ideas and will small group. They their group members information within challenge that
be required to match will learn to look for what they believe the passage for each requires them to
the key details with key details within the main idea is for question. The answer questions
the appropriate main the text to help them each passage. They students will learn pertaining to main
idea. determine the main will locate the key how to use context idea, key details, and
idea. details to support clues to help them making connections
their answer. determine the between reading
meaning of words passages. The
within the text when students will work
the definition is not with their team
provided. members to
complete the
challenge.
The worksheet will No differentiation. No differentiation. No differentiation. No differentiation
not be differentiated The lesson is The lesson is Completed in small for the escape
for students. There completed in small completed in small group with myself. challenge. Students
are no ELLs in this group with me. group with me. I will work with their
class. I will model will help guide the group members to
how to complete a students and help complete the
few examples using clarify any challenge.
the document information as
camera before needed.
having the students
complete the main
idea worksheet.
Students that finish
early may read at
their desk quietly. I
Page 13 of 21

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
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
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will be available, as
well as the ESE
teacher, to provide
additional support as
needed.
Assessment of Content
Students will Students will Students are given a Students will be For the escape
complete the main complete the worksheet with required to complete challenge, students
idea worksheet by worksheet. I will multiple choice the reading will submit the
correctly coloring collect and review answers for each comprehension worksheets with
the key details that the worksheet to see passage. I will questions that go their responses when
support each main that the students collect the along with the the challenge is
idea. The results correctly identified worksheets and passage. I will completed. I will be
will help me to the main idea and review their review their able to review their
determine if the key details. responses. responses when responses with the
students have a basic completed. escape challenge
understanding of the answer key to see
introduction of main how the students
idea and key details. performed overall.
The Main Idea The “Presidential There are no ELL I will lead the lesson The students will
identifying Pets” reading students in the and guide the work together to
worksheet will not passage will not be classroom. I will students to model complete the escape
need to be differentiated. The lead the lesson and how to find the challenge. They will
differentiated. It lesson will be offer guidance and information within assist each other, but
requires the students completed in small assistance as needed. the passage. I will be available as
to color the options group, assigned well as the ESE
that correctly match based on the teacher for
with the provided student’s reading additional support.
topic. I will model level. The
how to complete a worksheets will be
few examples. completed together.
Page 14 of 21
 Extension Activity and/or Homework
Identify and describe any None None None None None
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
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://mygcuedu6961-

my.sharepoint.com/personal/clemosrodr_my_gcu_edu/_layouts/15/onedrive.aspx?id=%2Fpersonal
%2Fclemosrodr%5Fmy%5Fgcu%5Fedu%2FDocuments%2FIMG%5F4182%2EMP4&parent=
%2Fpersonal%2Fclemosrodr%5Fmy%5Fgcu%5Fedu
%2FDocuments&originalPath=aHR0cHM6Ly9teWdjdWVkdTY5NjEtbXkuc2hhcmVwb2ludC5jb
20vOnY6L2cvcGVyc29uYWwvY2xlbW9zcm9kcl9teV9nY3VfZWR1L0VkS21fX0ZpNmk1TXVsUl
NycGVLTFJJQndlNEk0WWV6TUZXTEJWakJJd19temc_cnRpbWU9QVcyQVZndDUyRWc

Summary of Unit Implementation: The lesson focused on main idea and key details. I used task
cards and a worksheet when implementing the lesson. Each task card contained a short passage
for the students to listen to and determine the main idea of the passage. The worksheet was
multiple choice and contained answer options for each task card. The students were required to
select the best option as their answer for each of the passages.

Summary of Student Learning: The students learned to look for key details and information
within the passages to help them determine what the passage was about, or the main idea. This
task card lesson and the accompanying worksheet with the options, helped the students to have a
better understanding of how to determine what the main idea was for each passage. This would
help them later when reading passages or texts individually.

Reflection of Video Recording: Overall, I believe that the lesson was a success. There were a
couple of students that struggled with grasping the information at first, but later picked up on
how to locate key details and how to best determine the main idea of the passages. When
looking back, I think that the worksheet with the multiple-choice options for each task card
helped the students in determining how to decide the best choice for the main idea of each
passage. In previous lessons, some of the lower performing students struggled with finding this
information, but with the options already provided, I think it did help them get a better
understanding of what to look for when trying to determine main idea.

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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 15 10
(90%-100%)
Proficient
3 8
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 0 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.
Based on my analysis of the whole class post-test data, I would say that most of the students are
proficient or highly proficient on the subject matter. I walked around and listened to the different
groups while they completed the escape challenge, and most of the discussions were spot on.
Issues seemed to arise when students were required to make connections between two reading
passages. The students had some difficulty deciding which multiple-choice option was best.
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.
One thing that my cooperating teacher, the ESE teacher, and I all said we learned from this lesson
was that this class does not work well together in groups of four or more students. Students could
not problem solve amongst their group and some members tried to break off and work
individually or pair up with someone. I did spend quite a bit of time trying to play mediator and
resolve issues within certain groups. We do think that that may have something to do with the
overall scores for the group challenge. Those groups that did work well together, scored highly
proficient or proficient. Upon further discussion, my cooperating teacher and I have decided that

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 from now on, we will group the students in no more than groups of three or just have them work
in pairs for these types of lessons.
Post-Assessment Analysis: Subgroup Selection
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 female subgroup scored higher than most of the males during the final assessment. I am not
sure if teamwork had something to do with it or not, but the girls worked well together and had
great discussions about the material presented in the different stations. There was one group of
girls that struggled with a member of their group, but they were still able to score proficient.
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 5
(90%-100%)
Proficient
6
(80%-89%)
Partially Proficient
(70%-79%)
Minimally
Proficient
(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.
Overall, I think that the students enjoyed the escape challenge as their final assessment. The
students had to think critically, discuss and brainstorm with their group members, and work
together to complete the challenge. Most of the class scored proficient or highly proficient. This
final assessment was different than the pencil and paper assessments that the students are used to,
and they seemed to really enjoy the varied options with the stations.
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.
This type of assessment was a learning experience for everyone. My cooperating teacher said she
had never implemented an escape challenge, so this was all new to her too. We learned that this

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 class does not work well in larger groups and would benefit best from smaller groups or partner
work in the future. The two students that scored minimally proficient, are already receiving ESE
support and struggle in other academic areas as well. I think that they would have benefited from
working full-time with the ESE or myself during this challenge and not with a group of five
students.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 15 (5 females) 5
(90%-100%)
Proficient
3 (6 females) 2
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 0 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.
Overall, most of the students scored as I had hoped on the assessment. My cooperating teacher
and I do a lot of whole group and then small group instruction in the different subject areas, to
have a better understanding of how students are performing. When meeting with the students
during small group, most seemed to catch on quickly and had a rather good understanding of the
lessons. Those that did not perform as well are receiving support from the ESE teacher as well as
meet with speech a couple of times a week.
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.
Based on my analysis of student learning, the next steps for instruction are to continue doing
spiral review of main idea and key details within a reading passage or text. We are now moving
on to author’s perspective and soon theme, so understanding main idea and key details will be
beneficial in lessons to come. An objective to build upon the content taught in this unit of
instruction would be for students to be able to identify the main idea, key details, and story
elements of a text.

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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
1. Work on my classroom presence
development, research on the Internet,
observation of a veteran teacher, etc.)
I need to focus presenting myself as an
authoritative figure to the students. I am not
going to give the students 3, 4, 5 chances to
quiet down and give me their attention. I
need to model my CT’s behavior and let the
students know there are consequences to
their actions.

2. Work on my professional I will see if there are more staff meetings,

development MTSS meetings, committee meetings I can
attend while completing my student
teaching. I will also reach out to members of
these committees and areas of support to ask
questions and find out as much information
as possible.

3. Observe veteran teachers I plan on observing several teachers my last

week of student teaching. I have already
chosen teachers in different grade levels and
with varying levels of experience, teaching
styles, etc. compared to my cooperating
teacher.

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:
Rationale: Why did you choose this goal? How Long-term goal: Master’s Degree in School

© 2020. Grand Canyon University. All Rights Reserved. Page 20 of 21

 do you expect it to improve the outcomes of your
future students?
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.
Counseling
I chose this goal because I want to broaden
my horizons in education and offer support,
guidance, and counseling to students in need.
I hope to accomplish this goal within the next
four years.
First, I will become an elementary education
teacher and have my own classroom. I hope
to enroll in classes a year or two after gaining
some experience in my own classroom.
My counselor at GCU is available to assist me
in accomplishing this goal. All the
individuals I have met and connections I have
made so far during my student teaching are
also resources available to me.
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