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....................................................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: Math with regrouping

Unit Title: Two-digit addition and subtraction with regrouping

National or State Academic Content Standards:

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the
properties of operations. (Explanations may be supported by drawings or objects.)

Learning Goal: I can solve addition or subtraction problems using the vertical method and
place value chart.

Measurable Objectives:
 By the end of the lesson students will be able to accurately solve the addition and
subtraction problems at 85% accuracy in 4 out of 5 opportunities.
 The students will solve addition problems using the place value chart at 80%
accuracy in 3 out of 5 opportunities.
 Students will be able to solve the problems using the vertical method with or
without regrouping in 75% of the time in 4 out of 5 opportunities.

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

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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.
I can add and subtract using the vertical method and place value chart. We will begin with a we
do problem then move to a you do problem. The students will be placed in a breakout room with
some of their peers and they will each explain their answer and how they solved it. The teacher
will move from breakout room to breakout room to check for understanding.

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%) 5

Proficient
(80%-89%) 12

Partially Proficient
(70%-79%) 10

Minimally Proficient
(69% and below) 5

Pre-Assessment Analysis: Whole Class

32 students total

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 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.

Exit tickets

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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: 2nd

Unit/Subject: Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning NBT.5 NBT.5 NBT.5 NBT.5 NBT.5
Standards (subtraction) (subtraction) (subtraction) (subtraction) (Addition and
NBT.5 Subtraction)
Fluently add and Fluently add and Fluently add and Fluently add and Fluently add and
subtract within 100 using subtract within 100 subtract within 100 subtract within 100 subtract within 100 Fluently add and
strategies based on using strategies using strategies using strategies using strategies subtract within 100
place value, properties based on place based on place based on place based on place using strategies
of operations, and/or the value, properties of value, properties of value, properties of value, properties of based on place
relationship between operations, and/or operations, and/or operations, and/or operations, and/or value, properties of
addition and subtraction. the relationship the relationship the relationship the relationship operations, and/or
between addition between addition between addition between addition the relationship
and subtraction. and subtraction. and subtraction. and subtraction. between addition
and subtraction.

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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 student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
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I can subtract using the I can subtract using the I can subtract using the I can subtract using the I can add and subtract
vertical method and vertical method and vertical method and vertical method and using the vertical
place value chart. place value chart. place value chart. place value chart. method and place
value chart.
I can fluently I can fluently I can fluently I can fluently I can fluently add
subtract within 100. subtract within 100. subtract within 100. subtract within 100. and subtract within
100.
White board White board White board White board White board
Marker Marker Marker Marker Marker
Computer Computer Computer Computer Computer
Level one- How can Level one- How can Level one- How can Level one- How can Level one- How can
we solve the we solve the we solve the we solve the we solve the
problem problem problem problem problem
Level 2- Did we use Level 2- Did we use Level 2- Did we use Level 2- Did we use Level 2- Did we use
the correct formula the correct formula the correct formula the correct formula the correct formula
to solve the problem to solve the problem to solve the problem to solve the problem to solve the problem
Level 3- Did we Level 3- Did we Level 3- Did we Level 3- Did we Level 3- Did we
show our work for show our work for show our work for show our work for show our work for
the problem the problem the problem the problem the problem
Level 4- Check for Level 4- Check for Level 4- Check for Level 4- Check for Level 4- Check for
correct correct correct correct correct
answer/review steps answer/review steps answer/review steps answer/review steps answer/review steps
I do the problems I do the problems I do the problems I do the problems I do the problems
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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.
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?
Multiple Means of
Engagement
Differentiation
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We do them together We do them together We do them together We do them together We do them together
You do them alone You do them alone You do them alone You do them alone You do them alone
Presentation of Content
In math there are In math there are In math there are In math there are In math there are
minimal ways to minimal ways to minimal ways to minimal ways to minimal ways to
present the topic present the topic present the topic present the topic present the topic
I will be there to help I will be there to help I will be there to help I will be there to help I will be there to help
answer any questions answer any questions answer any questions answer any questions answer any questions
The student with the The student with the The student with the The student with the The student with the
IEP will only have to IEP will only have to IEP will only have to IEP will only have to IEP will only have to
complete one you do complete one you do complete one you do complete one you do complete one you do
problem and one exit problem and one exit problem and one exit problem and one exit problem and one exit
ticket problem. ticket problem. ticket problem. ticket problem. ticket problem.
Application of Content
Students will practice Students will practice Students will practice Students will practice Students will practice
by reviewing several by reviewing several by reviewing several by reviewing several by reviewing several
problems a day. problems a day. problems a day. problems a day. problems a day.
Teacher will ask the Teacher will ask the Teacher will ask the Teacher will ask the Teacher will ask the
students questions on students questions on students questions on students questions on students questions on
the steps, to check for the steps, to check for the steps, to check for the steps, to check for the steps, to check for
understanding. understanding. understanding. understanding. understanding.
There will be breakout There will be breakout There will be breakout There will be breakout There will be breakout
rooms available for rooms available for rooms available for rooms available for rooms available for
those who are those who are those who are those who are those who are
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Explain how materials will be struggling or those that struggling or those that struggling or those that struggling or those that struggling or those that
differentiated for each of the get done early. The get done early. The get done early. The get done early. The get done early. The
following groups: teacher will put these teacher will put these teacher will put these teacher will put these teacher will put these
 English Language students in small students in small students in small students in small students in small
Learners (ELL) groups to help with groups to help with groups to help with groups to help with groups to help with
 Students with special math problems. math problems math problems math problems math problems
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Assessment of Content
Multiple Means of The students will take The students will take The students will take The students will take Math test day!!!
Expression a math test at the end a math test at the end a math test at the end a math test at the end
Formative and summative of the week. of the week. of the week. of the week.
assessments used to monitor
student progress and modify
instruction.
Multiple Means of The students will be The students will be The students will be The students will be
Expression The students will be assessed according to assessed according to assessed according to assessed according to
Differentiation assessed according to the number of the number of the number of the number of
Explain how materials will be the number of problems they get problems they get problems they get problems they get
differentiated for each of the problems they get correct on exit tickets, correct on exit tickets, correct on exit tickets, correct on exit tickets,
following groups: correct on exit tickets, quizzes and you do quizzes and you do quizzes and you do quizzes and you do
 English Language quizzes and you do questions. questions. questions. questions.
Learners (ELL) questions.
 Students with special
needs
 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 The students will go The students will go The students will go The students will go The students will go
extension activities or on freckle and work on on freckle and work on on freckle and work on on freckle and work on on freckle and work on
homework tasks as fact practice. fact practice. fact practice. fact practice. fact practice.

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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://youtu.be/HmSGTJgjD6s

Summary of Unit Implementation: Math unit addition with regrouping using place value
chart. The students worked on completing math addition problems using the vertical
method and place value chart.

Summary of Student Learning: The students were learning how to add two-three-digit
problems using their place value chart.

Reflection of Video Recording: After watching the video I realized that my lesson was too
long to include so I had to edit some of the video such as the exit ticket problems and
questions from the students. It was a really good experience and it seems to get easier the
more I am teaching.

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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 0 11
(90%-100%)
Proficient
6 6
(80%-89%)
Partially
Proficient 15 8
(70%-79%)
Minimally
Proficient 11 6
(69% and below)
Post-Test Analysis: Whole Class
Based on the evidence, I found that the students learned best when we did the I do, we do, and
you do technique. When they saw me model how the problems were solved, they seem to
understand the concepts more. I also found that when we completed the we do more students
were willing to ask questions seeing that others may have had the wrong answer. It made them
more comfortable with one another. The you do help to show me which students understood, and
which students may need more we do’s as a group.

Based on the post-test scores I found that my instruction was clear and easy to navigate. I believe
that if we model for students what we are going to teach them, they seem to understand the
concepts more. It also helped working as a group on a few of the problems. They had the
opportunity to see what their peers we are doing and how they solved the problems. It helped
putting them in breakout rooms and they took turns explaining how they received the answer they
did. The groups lasted about five minutes. Once the groups were over, we then reviewed the
problem as a whole and find out who received what answer. It all flowed very well, and the
lesson only lasted about 45 minutes, so it was short and simple. The lesson was done on white
boards and the exit ticket was under assignments in google classroom.

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 Post-Assessment Analysis: Subgroup Selection
The subgroup that I decided to focus on was ELL. This is a smaller group that sometimes tends to
get overlooked. The students in this group are very smart they just have a difficult time
understanding the lessons because of the language barrier.

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
(80%-89%)
Partially
Proficient 5
(70%-79%)
Minimally
Proficient 5
(69% and below)
Post-Assessment Analysis: Subgroup

The students in this group seemed to make progress it was just at a slower pace. I worked with
them in a small group setting and gave them more individualized attention. This helped them
understand the concepts and lots of modeling was included.
Based on the ELL group that I have chosen my instruction seemed to be pretty self-explanatory. I
modeled explained and walked them thru the steps. I of course did the I do, we do, and you do.
Most of the students picked it up pretty quickly, however my ELL group seemed to struggle more
with the concepts that I was teaching. It was then that I decided to create breakout room and I
walked them thru each step, and I went deeper into the modeling process. I also asked them
questions and gave them the opportunity to ask questions. One thing that I may have done
differently is I would have maybe simplified the instructions more and allowed more peer review
time. I have found that sometimes students feel more comfortable asking questions to their friend
rather than a teacher. I would put them in breakout rooms together so they can review the
answers.

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 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0
(90%-100%)
Proficient
6 14
(80%-89%)
Partially
Proficient 15 10
(70%-79%)
Minimally
Proficient 6 2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The effectiveness of my instruction I believe was overall well. Majority of the students seem to
make progress and growth. The smallest progress is always a plus that means that we are moving
forward even if the growth was not significant.

The next step is to now show them how to add two-digit number with regrouping without having
to do the place value chart. I want them to be able to add and regroup by just counting and they
can check if their answer is correct by using the place value chart. I want them to not rely on a
place value chart to solve problems.

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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. Review lesson objectives to provide clear
and accurate lesson to the students.
development, research on the Internet,
observation of a veteran teacher, etc.)
I plan to reach this goal by giving myself
more time to study go over lesson objectives
before I decide to implement them.

2. Give more wait time for children can I plan to not rush students to respond, to be
respond. patient and allow more wait time.

3. Implement lesson plan with clear I plan to make lessons clear enough for the
directions. children to understand and maybe include
them in reviewing standard.

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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 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?
My goal is to become better at classroom
management. I believe this is a goal that all
teachers should have. Teachers will receive
new students and each child has different
personalities and behaviors. This is an area
that requires growth and years of training. I
expect to become better at classroom
management by asking questions, taking in
feedback from peers and professional
development trainings. If I do all of these
things, I believe I will become better at
managing my classroom.
I expect to accomplish this goal hopefully by
the end of this new year; however, this goal
leaves room to grow and learn things after
and hopefully continue learning till the end of
my teaching career.
The steps I will take is I have signed up for
trainings on behavior management in my
district the first training begins January 26,
2021. I will continue these till January and I
plan to continue signing up for any other
trainings the district will offer.
The resources that are available are
professional development trainings in the
district, webinars outside of the district and
asking questions to those that have been
teaching a long time.

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