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.......................................13
STEP Standard 6 - Analysis of Student Learning...................................................14
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............16

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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: Life Cycles

Unit Title: Butterfly Life Cycle

National or State Academic Content Standards:

MN Science 1.4.3.1.1 Demonstrate an understanding that animals pass through life cycles that
include a beginning, development into adults, reproduction and eventually death. For example:
Use live organisms or pictures to observe the changes that occur during the life cycle of
butterflies, meal worms or frogs.

Learning Goal:
Students will understand the life cycle of a butterfly. Students will learn key vocabulary terms:
egg, caterpillar, chrysalis, and butterfly.

Measurable Objectives:
Students will sequence photo cards and orally describe the life cycle of butterfly.

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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.
Students will be given 5 images and asked to categorize them as living or non-living, they will
also create a list of three things they think living things need to survive.

Highly Proficient: Correctly categorize all of the images and can name three things living
things need to survive.

Proficient: Correctly categorizes four images and can name three things a living thing needs to
survive.

Partially Proficient: Correctly categorizes three images and can name two things a living thing
needs to survive.

Minimally Proficient: Correctly categorizes one or less of the images and can name one or less
things a living thing needs to survive.

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 8
(80%-89%)

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 Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 0

Pre-Assessment Analysis: Whole Class

I was pleasantly surprised by the outcome of the pre-assessment. Every student in the classroom was able
to correctly complete at least one part of the assessment. This shows me the students have a good
foundation of knowledge for this unit and has provided an insight into where to start building on their
knowledge.

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.
Students will be given photo cards of a butterfly’s life cycle and asked to put them in the correct
sequence and orally describe each stage of the life cycle.

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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: First Grade

Unit/Subject: Life Cycles – Science

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 1.4.3.1.1 1.4.3.1.1 1.4.3.1.1 1.4.3.1.1 1.4.3.1.1
Standards Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an
List specific grade-level understanding that understanding that understanding that understanding that understanding that
standards that are the focus
of the lesson being presented.
animals pass through animals pass through animals pass through animals pass through animals pass through
life cycles that life cycles that life cycles that life cycles that life cycles that
include a beginning, include a beginning, include a beginning, include a beginning, include a beginning,
development into development into development into development into development into
adults, reproduction adults, reproduction adults, reproduction adults, reproduction adults, reproduction
and eventually and eventually and eventually and eventually and eventually death.
death. death. death. death.

Specific Learning Students will correctly Students will orally Students will cut and Students will pasta and Students will correctly

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Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
categorize images of describe one fact about paste images of a label dry pasta to sequence photos of a
living and non-living caterpillars or butterfly’s life cycle in illustrate each stage of butterfly’s life cycle
things. butterflies. the correct order. the butterfly’s life and orally describe
cycle. each stage.
Students will create a
list of three things
living things need to
survive.

Academic Language Living Living Life Cycle Life Cycle Life Cycle
General academic vocabulary Non-living Non-Living Egg Egg Egg
and content-specific Caterpillar Caterpillar Caterpillar Caterpillar
vocabulary included in the Chrysalis Chrysalis Chrysalis Chrysalis
unit. Butterfly Butterfly Butterfly Butterfly

Unit Resources, Images of living and Zina, The Wooden The Very Hungry Green paper cut to Images of egg,
Materials, Equipment, non-living things (5) Puppet By: Honor Caterpillar by Eric resemble a leaf. caterpillar, chrysalis,
and Technology Teoudoussia Carle butterfly
List all resources, materials, Paper Pasta:
equipment, and technology to Orzo - egg
The Very Hungry From Caterpillar to
be used in the unit. Writing Utensil Rotini – caterpillar
Caterpillar by Eric Butterfly by Deborah
Heiligman Shell – chrysalis
Zina, The Wooden Carle Bowtie – Butterfly
Puppet By: Honor Butterfly life cycle
Teoudoussia worksheet

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
-What makes you -What is happening? -What comes next in -What is happening? -What comes next?
think this is a living the life cycle?
thing? -What do you see? -What stage of the life -How is the caterpillar
-What makes you -What is the next step? cycle do you think is changing?
think this is a non- next?
living thing? -What is happening?
-What does it need to -What does that look
be living thing? like? -How do you know it’s
-What would happen if in that stage?

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 Thinking
 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
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
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it did not have ___? -What does this make
you think of?
-Why did you choose
that piece?
Students will begin the Review the plot of Teacher will tell Teacher will show Teacher will tell
unit by taking a short Zina, The Wooden students we are going students each type of students today is the
preassessment in Puppet and have to learn about the life pasta and ask them show what they know
which they are asked students review with a cycle of a living thing. what it looks like. day.
to determine the partner what a living Have students guess What do you think we
difference between thing needs what living thing it is, are going to use this
living and nonliving teacher will give clues. for?
things and identify (i.e. It’s small, it’s
some of their basic pretty, it has wings…
needs. etc.)
Presentation of Content
Teacher will begin the Teacher will begin the Teacher will begin the Teacher will play a Review by playing
lesson by reading lesson by reading The lesson by reading video of a butterfly’s video of a butterfly’s
Zina, The Wooden Very Hungry From Caterpillar to life cycle. life cycle again.
Puppet and discussing Caterpillar by Eric Butterfly
what it means to say Carle
something alive.
Show each pre-
assessment images and
ask students how they
categorized each thing
and why they chose
that category.
One student needs to One student needs to One student needs to One student needs to One student needs to
be sitting on a wobbly be sitting on a wobbly be sitting on a wobbly be sitting on a wobbly be sitting on a wobbly
stool so he can move stool so he can move stool so he can move stool so he can move stool so he can move
his body. his body. his body. his body. his body.
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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
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
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One student needs to One student needs to One student needs to One student needs to One student needs to
be sitting next to the be sitting next to the be sitting next to the be sitting next to the be sitting next to the
teacher for redirection teacher for redirection teacher for redirection teacher for redirection teacher for redirection
and focus. and focus. and focus. and focus. and focus.
Application of Content
Students will be asked Students will share Students will discuss Go back through the Give students copies
to recall things listed with a partner what with a partner what video and pause it at of the photo cards,
in the book as needs they observed about was the same and each stage of the have them practice
for living things. the caterpillar different about the two butterfly’s life cycle. putting them in the
throughout the book. books and then share Ask students what is correct sequence.
with the whole group. happening at that
point.
Early finishers: Extra Support: Flip Student on IEP will Extra support: Show Teacher will walk
Students who finish through the pictures in discuss and share with pages of From around and observe
early can begin to sort the book for students the teacher. Caterpillar to students’ progress, ask
pictures of living and to have another chance Butterfly to give prompting questions
non-living things and to observe the Extra Support: The students a second for those who need
creating a list of living caterpillar. two books will be image to observe extra support and
things needs. available for students higher order thinking
to flip through while questions to those who
Extra support: Give discussing with their finish early.
choices of living partner.
things needs (i.e. water
or snow)
Assessment of Content
Students will sort Students will share Students will be given Students will use Students will
pictures of living and one thing they learned a sheet with images of different types of pasta independently
non-living things. about caterpillars or the butterfly’s stages to illustrate the sequence photo cards
butterflies from the of its life cycle. butterfly’s life cycle. of a butterfly’s life
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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)
Identify and describe any
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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Students will create a book. Students will cut and cycle and orally
list of at least three paste the images in the Students will glue describe each stage.
things living things correct order. pieces of pasta on a
needs to survive. leaf and label each
stage.
Early finishers: Early finishers: Early finishers: Early finishers: Early finishers: This
Students who finish Students who finish Students who finish Students who finish assessment will be
early will be able to early will be able to early will be able to early will be able to completed one by one,
move onto choice move onto choice move onto choice move onto choice students will be sent to
time. time. time. time. choice time then called
individually to
Extra support: Because Extra Support: Flip Gifted: Students will Extra support: Show complete the
this is a pre- through the pictures in be asked to label each students pictures of the assessment.
assessment, students the book for students stage. butterfly’s life cycle,
will be given limited to have another chance ask what pasta shape Extra support: Because
support to complete to observe the resembles each stage. this is a summative
the assignment. caterpillar. assessment, students
will not be given extra
Gifted: Students will support.
be asked to label the
living and non-living
pictures.
Extension Activity and/or Homework
Continue thinking N/A All three books from Send home the Teacher will video
about what are living the unit will be placed students’ project, ask record each student’s
and non-living things. in the classroom them to discuss with assessment on the app
When you are outside library for students to their parents what Seesaw so parents and
for recess see what view and discuss happens in each stage students can view it at
you can find that is during choice time. of the butterfly’s life home.
living. cycle.
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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/mM-YXcRzUxA

Summary of Unit Implementation: Completing this unit was very enjoyable for me. I
facilitated the lessons over a week. I did most of the lessons with the entire class but broke some
down into small groups because students were absent so that worked better to catch everyone up
or adjust the lesson to really personalize the students’ learning.

Summary of Student Learning: I was very impressed with how well my students mastered this
unit. Every student was able to correctly sequence the butterfly cards. A few of them labeled the
chrysalis as a cocoon, but everyone was able to complete the assessment with limited prompting.

Reflection of Video Recording: I filmed my lesson in the hallway because the classroom can be
very noisy and distracting. Working in the hallway helped students focus on the book and the
lesson, but also added extra distractions in people walking by or commotion in the hallways. I
had the student take a moment and wave at the camera before the lesson so they could
acknowledge it and after that instructed them to pretend it was not there. That worked very well
to help my students stay focused on the lesson and not be distracted by the camera.

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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 8
(90%-100%)
Proficient
4 6
(80%-89%)
Partially
Proficient 8 2
(70%-79%)
Minimally
Proficient 4 0
(69% and below)
Post-Test Analysis: Whole Class
I was very impressed with my students’ mastery of the unit. When administering the assessment at
the end of the unit almost every student was able to complete it. Students who were highly
proficient were able to verbally describe each stage of the life cycle and while the students who
were proficient could put the stages in the correct order but struggled to verbally describe it, the
two students who were partially proficient were able to accurately sequence three of the four
photo cards.

I adjusted my instruction throughout the unit. At first, I was planning to do all instruction in large
group setting, but with student absences it became more effective to teach some of the lessons in
small groups. I think this really helped my students comprehend the material and master it. The
activities I planned through out the unit allowed students to do hands-on learning which gave
them an additional exposure to the material.

Post-Assessment Analysis: Subgroup Selection

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 The subgroup I choose is my one student who is on an IEP and my three students who have
behavior needs in the classroom.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or

504s, etc.)
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 0 1
(90%-100%)
Proficient
1 2
(80%-89%)
Partially
Proficient 2 1
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
Post-Assessment Analysis: Subgroup

I was very surprised with my post-assessment data. In this subgroup the one student who was
highly proficient was my student who is on an IEP. She was very attentive during all of our
lessons and seemed to really enjoy this unit. When she completed her assessment, she was able to
put the photo cards in order and verbally describe each life cycle stage in detail.
I think doing some of our instruction in small group helped these students really master the unit.
Using books to tie in the material and information gave students different types of instruction and
styles of exposure to the material.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0 7
(90%-100%)
Proficient
3 4
(80%-89%)
6 1
Partially
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 Proficient
(70%-79%)
Minimally
Proficient 3 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The subgroup showed appropriate level of skill and understanding in comparison to the remainder
of the class. My one student from the subgroup fell into partially proficient, but there was also a
second student who ended the unit in that category.

For the next steps I would like to continue working on this material with my two students who
were only partially proficient at end of the assessment. I would like to try using playdough and
have the students build each stage of the life cycle and have them practice describing the stage
while they’re building. I think using the hands-on learning of the playdough will help reinforce
the material.

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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. Behavior Management – Working with
students who have a lot of energy, find
better ways to keep them engaged in the
lessons
development, research on the Internet,
observation of a veteran teacher, etc.)
Professional Development, online classes on
behavior management

2. Practice alternative assessment strategies

(More hands-on activities, less pencil and
paper assessments) Research on the internet, professional
development

3. Integrate more movement Research brain breaks, large motor exercises

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: Integrate technology within the classroom and my instruction.
Rationale: Why did you choose this goal? Throughout my unit I was continually
How do you expect it to improve the thinking of ways I could get students more
outcomes of your future students? engaged in the unit. Integrating technology
would hopefully help students become more
engaged and better master the material.
End Date: By when do you expect to End of the 2020-2021 school year
accomplish this goal?
Action Timeline: What steps will you take to 4/30/21: Create a personal Seesaw account
complete this goal, and by when will you take and create Seesaw activities
them? Example: 4/30/21 – Research websites/apps to use in

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 1/31/18: Join AACTE the classroom
5/31/21 – Integrate websites and apps into
units and lesson plans

Resources: What resources are available to Classroom iPads, Smart Board

assist you in accomplishing your goal?

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