Running head: STEP 1

Student Teaching Evaluation Performance

Elizabeth Finlayson

Grand Canyon University: ELM 590

March 03, 2021

STEP 2

Student Teaching Evaluation of Performance (STEP)

Template

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STEP 3

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 4

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 5

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: Comprehension

Unit Title: Following Directions

National or State Academic Content Standards: CA- ELA R 2.5: Restate facts and details in
the text to clarify and organize. CA- ELA R 2.8: Follow two-step written instructions. CA- ELA
S&L 1.1: Determine the purpose, or purposes, of listening (to obtain information, solve
problems, enjoyment, etc.) CA- ELA S&L 1.4: Give and follow three and four step oral
directions. CA- ELA S&L 1.5: Organize presentations to maintain a clear focus. CA- ELA S&L
1.6: Speak Clearly and at an appropriate pace for the type of communication [ CITATION Bec10
\l 1033 ].

Learning Goal: Students will be able to read, follow, and give multi-step directions.

Measurable Objectives: Students will apply their knowledge to produce a set of multi-step
directions for a chosen activity in the correct order.

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

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STEP 6

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STEP 7

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.

FOLLOWING DIRECTIONS TEST

1. Read everything before doing anything.

2. Put your first name in the upper right-hand corner of this page.

3. Circle the word “name” in sentence 12.

4. Draw five small squares in the upper left-hand corner of this paper.

5. Put an “X” in each square.

6. Put a circle around each square.

7. Put a circle around sentence 7.

8. Put an “X” in the upper right-hand corner of this paper.

9. Put a triangle around the “X” you just made.

10. On the back of this paper, add 733 + 60.

11. Draw a rectangle around the word “circle” in sentence 7.

12. Loudly call out your first name when you get to this point.

13. If you think you have followed directions carefully to this point in the test, call out “I
have”.

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STEP 8

14. On the back of this paper, subtract 9305 - 89.

15. Put a circle around your answer to #14.

16. Count out in a whisper from 1 to 10 backwards.

17. Punch 3 small holes in the top of this paper with your pencil point.

18. If you are the first person to get this far, say, “I am first”.

19. Underline all the even numbers up to 10 on this paper.

20. Say out loud, “I am almost finished”.

21. Now that you have finished reading carefully, do only sentences 1 and 2 and sit
quietly and do your best not to laugh if your classmates didn’t get the joke.

Retrieved from: Educational Media Corporation, “Academic Survival Skills”

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%) 2

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 5

Minimally Proficient
(69% and below) 15

Pre-Assessment Analysis: Whole Class

This assessment was to determine if students could follow the given directions correctly. Only two of the
students read the entire sheet and completed the assessment almost immediately, While observing
students, I noted that five students were curious as to how two of their classmates were finished so
quickly and frantically attempted to figure out how that was possible, as a result they finished shortly
after. After several minutes of allowing the rest of the class to attempt to complete the assessment I
stopped them and we read the directions as a class.

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STEP 9

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 work independently to write out a detailed set of directions, including materials
needed, on index cards. At the end of the unit, students will pass their index cards to their
shoulder partner in the incorrect order, and their partner will put them in the correct order. This
ensures the correct use of academic language in giving directions.

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 STEP 10

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: 2

Unit/Subject: Reading comprehension/ English Language Arts

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning CCSS.ELA- CCSS.ELA- CCSS.ELA- CA- ELA R 2.5: CCSS.ELA-
Standards LITERACY.RL.2.2 LITERACY.SL.2.2 LITERACY.SL.1.2 Restate facts and LITERACY.SL.2.1
List specific grade-level Recount stories, Recount or describe Ask and answer details in the text to Participate in
standards that are the focus including fables and key ideas or details questions about key clarify and organize. collaborative
of the lesson being presented. folktales from diverse from a text read aloud details in a text read CA- ELA R 2.8: conversations with
cultures, and or information aloud or information Follow two-step diverse partners about
determine their central presented orally or presented orally or written instructions. grade 2 topics and texts
message, lesson, or through other media. through other media. CA- ELA S&L 1.1: with peers and adults in
moral. CA- ELA R 2.8: CA- ELA R 2.8: Determine the small and larger groups.
CCSS.ELA- Follow two-step Follow two-step purpose, or purposes, CCSS.ELA-
LITERACY.RL.2.3 written instructions. written instructions. of listening (to obtain LITERACY.W.2.2
Describe how [ CITATION [ CITATION information, solve Write
characters in a story Comnd5 \l 1033 ] Bec10 \l 1033 ] problems, enjoyment, informative/explanatory

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 STEP 11

respond to major etc.) CA- ELA S&L texts in which they

events and challenges. 1.4: Give and follow introduce a topic, use
[ CITATION three and four step facts and definitions to
Comnd5 \l 1033 ] oral directions. CA- develop points, and
ELA S&L 1.5: provide a concluding
Organize statement or section.
presentations to CCSS.ELA-
maintain a clear focus. LITERACY.W.2.5
CA- ELA S&L 1.6: With guidance and
Speak Clearly and at support from adults and
an appropriate pace peers, focus on a topic
for the type of and strengthen writing
communication as needed by revising
[ CITATION and editing.
Bec10 \l 1033 ] [ CITATION
Comnd5 \l 1033 ]
Specific Learning Students will be able Students will be able Students will be able Students will be able Students will be able to
Target(s)/Objectives to recount and retell a to read and follow to follow directions by to follow and give correctly write
Based on state standards, story. multistep directions using their listening multistep directions sequential multistep
identify what is intended to be skills. directions using
measured in learning. academic vocabulary.
Academic Language Who First Directions First First
General academic What Next Next Next
vocabulary and content- Where Then Then Then
specific vocabulary included When Finally Finally Finally
in the unit. Why Directions
Unit Resources, Reading level Class set How to Simon says list Peanut butter White board
Materials, Equipment, appropriate short Make Lemonade Class set Following Jelly Paper
and Technology stories instructions wkst. 1 & Plastic knife Pencils
List all resources, materials, Class set graphic 2 Bread Envelopes
equipment, and technology to organizer Index cards Index cards
be used in the unit. Class set text retell Class set listening
worksheet practice

Depth of Knowledge  Why did you  Should you place  What has been the  Is there something  Why are transition
Lesson Questions choose to add____ the paper plates easiest about the that you know words so important

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 STEP
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
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
© 2021. Grand Canyon University. All Rights Reserved.
12
to your version? together before or game? how to make or do when giving
 What information after stapling  What has been the really well? directions?
about this story do around the edges? most difficult  How could you  Why are the words
you think is  How do you know about the game? explain to another you choose
important? the last step to  What would make person how to important?
 Are there any follow? you more make it?
parts you can successful in the
leave out of your game?
retelling?
I will draw a large star We will review what it I will explain the rules I will have all the I will ask 2 students to
on the white board and means to follow of Simon Says to the materials to make a come to the front of the
write the 5 w’s on directions, I will call class, and play a short peanut butter and jelly class, one student will
each tip of the star, on students to give me round, allowing sandwich. I will ask be giving directions and
and write “main idea” simple one step students to ask students to give me the other will be
in the middle. We will directions. questions about the directions on how to following. The student
choral read the w’s game. make the sandwich. giving directions will
and I will tell students have her back turned to
they will be choosing the white board, and the
a story and asking and student following
answering the 5 w’s directions will draw a
about the story. smiley face on the
board according to the
directions given.
Presentation of Content
I will explain to I will write the steps to We will play another After I have made the Students will take out a
students that when make a tambourine on round of Simon Says sandwich, students blank sheet of paper
they ask or answer a the board. Then ask as a class and then I will retell their and a pencil and follow
question about a story, students to read the will ask questions directions as I write my oral directions of a
it helps them to steps aloud with me, listed above. them out on the board, very simple drawing of
understand what they asking questions about including a list of a house, students will
are reading better. the order of the steps materials needed. not know what they are
Students will choose a along the way. making until the
story and read it aloud drawing is completed.
to a partner.
For ELL and Students will be All students can I will ask struggling Students will work with
struggling students, I provided with a participate in this students direct a partner for support.
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 STEP
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
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
© 2021. Grand Canyon University. All Rights Reserved.
13
will repeat the handout of material game. questions about the
explanation of the 5 presented on the board steps reminding them
w’s and ask them each for reference. of the process we just
a question using one acted out.
of the 5 w’s.
Application of Content
After partners have Students will complete Students will Students will then turn Students will work as a
finished their reading, practice page “how to complete following and talk with a partner group to develop the
I will ask for a make lemonade,” directions worksheet about something they steps of putting a letter
volunteer to model reading the directions where they will follow know how to make or into an envelope. Each
retelling a story while and answering the a series of directions do, to give directions group will write out a
I ask questions about questions that follow asking them to change for. set of steps for this task.
the story. Students will the wording in a given Students will write out
then practice asking sentence. a list of directions for
each other questions. something they know
how to make or do,
sing academic
vocabulary.
Students will be able Students will be Students will be Students will orally
I will provide ELL and to work with a partner provided with a provided with a give directions on how
struggling students different version, level simple activity to give to put a letter into an
with a printed star 2 of worksheet, which the directions for. envelope.
graphic organizer to ask simpler questions.
help them form their
questions.
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 STEP
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with
special needs
 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
© 2021. Grand Canyon University. All Rights Reserved.
14
Assessment of Content
Students will complete Students will read the Completed listening Students will give On a blank piece of
text retell worksheet, directions on how to practice worksheet share their multistep paper, students will
which is a checklist make a tambourine directions with a write out the directions
assessing student’s and list the materials partner. of a chosen familiar
understanding of the needed to make it. task (from a provided
story. Students will then list)
write “clue” words in
order.
Students will be able Students will Students will be able ELL students may Students will be
to retell their story underline key to read listening give directions in provided with sentence
orally. academic vocabulary practice worksheet native language with a frames for additional
on their tambourine aloud and complete partner. support.
directions handout. the steps orally with a
partner.
Extension Activity and/or Homework
Students will be Students may take I will lead students in Students may Students will share
encouraged to share turns acting out the a discussion, volunteer to share their directions with a
their retelling with the steps to making reminding them that their directions with partner.
class. lemonade with a the most important the class.
partner. part of following
directions is knowing
what needs to be done.
Page 14 of 22
 STEP 15

required by your instructor, I will ask students for

attach any copies of examples on when it is
homework at the end of this important to follow
template. directions.

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STEP 16

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/Z_-dOm2IKUk

Summary of Unit Implementation:

To align with California teaching standards, the unit being implemented was on comprehension,
specifically giving and following multistep directions. These lessons were designed with plenty of hands-
on activities to gain student interest and engagement. Strategies used in the unit include: manipulatives,
visual aids, group learning, and think-pair-share.

Summary of Student Learning:

My perception of learning, based on observation and informal assessment, indicated that the overall
understanding of giving and following multistep directions was achieved.

Reflection of Video Recording:

I chose to record and submit this entire lesson because I know that it in fact creates a meaningful learning
experience. I know this because I remember being taught this lesson when I was an elementary student.
Providing students with visual aids and an interactive activity gives students a rich learning experience
that improves retention.

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STEP 17

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
(90%-100%) 2
Proficient
0 5
(80%-89%)
Partially Proficient
5 2
(70%-79%)
Minimally
Proficient 15
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of post-assessment data, my students increased their knowledge in the
subject matter for this unit, following directions. The pre-assessment showed that most students
did not read all of the directions before beginning the assignment, which were their instructions.
After reviewing post-assessment data, I would say most students have mastered the concept of
giving and following directions, while a small percentage of the class is proficient.

Throughout this unit, the most common form of assessment was informal, and mainly in the form
of feedback. At the end of every lesson, I provided a time of discussion, either as a whole class or
peer discussions. While I am circulating the room listening to discussions, students are engaging
in positive and productive social interactions and I am able to gauge how well the content is
understood. Of course, I also analyze student work to determine understanding, this data also
showed that most students have mastered the content, and the rest are proficient.

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).

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STEP 18

I chose the subgroup “gender,” because the school I work in has limited population of ELL and
students with IEP’s. Twelve of the students in this class are female.

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 1 10
(90%-100%)
Proficient
0 2
(80%-89%)
Partially Proficient
2
(70%-79%)
Minimally
Proficient 9
(69% and below)
Post-Assessment Analysis: Subgroup

The pretest was the biggest struggle for this subgroup. Activities were planned to generate student
engagement, and students were able to give and follow multistep directions by the end of the unit.

The effectiveness of student learning was clear in the post-assessment data for this sub-group, a
majority of this group showed highly proficient, while the remaining two students are proficient.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 4
(90%-100%)
Proficient
0 3
(80%-89%)
Partially Proficient
0 2
(70%-79%)
Minimally
Proficient 11
(69% and below)

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STEP 19

Post-Assessment Analysis: Subgroup and Remainder of Class

I am always reminding my male students to follow directions, this is something they have
struggled with since the beginning of the year, so I was looking forward to doing this unit with
them.

This unit proved very useful for my male students, especially for their future studies. I am proud
of how well they performed on the post-assessment data.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Reflect on my teaching to improve my I believe the most practical way to achieve
teaching practice this goal is to find a strategy for reflection
that works for me. For example, I enjoy
journaling, so perhaps I could start reflective
journaling, by recording what has happened
during instruction, including student
observations. I could end each journal entry
by answering a specific question such as
“was this lesson too easy or difficult”

2. Develop stronger positive The best way to establish positive

relationships with student families
relationships with families is to be proactive
in communication, and not wait for them to
contact me. I should communicate with
families often and consistently. To succeed
in accomplishing this goal I will set specific
days of the week or month to communicate
with student families.

3. Collaborate with colleagues and glean I will build positive relationships with

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STEP 20

from their expertise colleagues first, by being trustworthy and

kind. Most importantly, I will show I am
interested in hearing what other teachers
have to say by actively listening and showing
interest in their methods. Eventually, once
relationships are formed, I plan to observe
veteran teachers as they are teaching.

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: Move into school administration, Principal or Assistant Principal
Rationale: Why did you choose this goal? How I chose to move toward a career in school
do you expect it to improve the outcomes of your administration because while I very much
future students? enjoy working directly with students, I also
enjoy making sure things run smoothly,
organization, leading by example, and
working closely with staff members. Setting
this long-term goal will improve the outcomes
of my future students because in order to
secure a position in school administration I
must continue my education even further, to
include a degree in either educational
administration or educational leadership. In
my continued education I am sure to learn and
implement new teaching strategies to better
meet the needs of my students.
End Date: By when do you expect to accomplish I plan to continue teaching in the general
this goal? classroom for at least 10 more years, at that
point I will begin furthering my education,
and hope to become a Principal or Assistant
Principal by 2035.

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STEP 21

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?
June 2033: call GCU to enroll in educational
leadership degree program.
Master of Education in Educational
Leadership (Advanced Program for
Continuing Professional Education)
Advanced Program for Continuing
Professional Education
Offered By:
Grand Canyon University
College of Education

References

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STEP 22

Beck, I., Farr, R., Strickland , D., Flor Alda , A., Hudson , R., McKeown, M., . . . Washington, J. (2010).

California Excursions. Orlando, FL: Harcourt School Publishers.

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