GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART I

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community and school environment and the makeup of the classroom, 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. You are expected to teach the
unit you are preparing by the end of week 8.

Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.

Complete STEP Standard, 1 Part I that includes:

A. Geographic Location
B. District Demographics
C. School Demographics

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. 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. Submit a completed copy to the appropriate LoudCloud submission space for grading.

©2018. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Gloretta
Last Name:
Johnson 20626306
Email Address: Phone: (217)706-0533 State:
blessed969798@gmail.com ND- North Dakota
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS

A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State Cooperating School
ND- North Dakota Selected, Specify: City: Williston

Population of City: School Classification: If “Other” Classification

27,520 Public Selected, Specify:
Facility Setting: Stability of Community: Perception of the Level
Rural State of Growth of Community Support: High

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
Being in a rural environment versus being in an urban environment effects the teaching and demographics within the school system. One great thing about rural communities is
the perception of the level of community support. "Rural schools and communities have a number of strengths that outsiders typically overlook, including a very strong sense of
community and lots of opportunity for teachers and other educators looking to make a difference" (McCardle, 2019, p. 1). Educators must actively work to give students
location-relevant opportunities in the classroom that allows them to expand their abilities.

It is important to acknowledge student demographic information when planning, delivering, and assessing units in our rural classrooms. As the city of Williston is in a state of
growth, new students are constantly moving into the area. Teachers must be flexible when implementing units that allow for differentiation to meet the needs of the current
students in their room along with new students they are seeing on an average of a monthly basis.

McArdle, E/ (2019, May). The middle of somewhere. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/ed/19/05/middle-somewhere

©2018. Grand Canyon University. All Rights Reserved.

 B. DISTRICT DEMOGRAPHICS
District Name: Williams County School District 8 District Grades Served:
K-8

Number of Schools in Number of Students Percentage of Students in

District: 3 Enrolled in District: 762 the District Receiving Free 26%
or Reduced-Price Lunch:
 Describe the district demographic data, including statistical data relating to the population and particular groups within it, for your cooperating school
district.
White - 678 - 89%
Black - 22 - 3%
Native - 8 - 1%
Asian - 8 - 1%
Two Races - 38 - 5%
Hispanic - 8 - 1%,

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
In order to implement well planned units that meet the needs of all students, you first need to know your students, their demographics, and learning styles. While Williams
County School District 8 is primarily white, their are other students within the classroom that must be taken into consideration. A great way to meet the needs of each student
when planning instruction, delivery of instruction, and implementation of assessments is to differentiate. One way we can do that is by incorporating centers into your routine
for diverse learners. "When you break students into smaller groups, you can more accurately tailor the assignment your students' need" (Exceptional Thinkers, 2021, p. 1). A
second implementation of differentiation is to let students differentiate their own instruction; offer choices when possible. Our goal as teachers is to coach students in the right
direction by challenging them, providing support, and encouraging them to move further in their learning (Exceptional Thinkers, 2021). We can accomplish this by offering our
students choices in the activity then complete that will meet the standard they are learning.

Exceptional Thinkers. (2021, March 1). How to differentiate instruction for diverse learners. Exceptional Thinkers. Retrieved from
https://teachingexceptionalthinkers.com/2019/02/13/how-to-differentiate-instruction-for-diverse-learners/

©2018. Grand Canyon University. All Rights Reserved.

 C. SCHOOL DEMOGRAPHICS
Cooperating School Missouri Ridge School Cooperating School Title One (I):
3-8 No
Name: Grades Served:
Number of Students Percentage of Students in Academic Achievement Proficient
Enrolled in School: 404 the School Receiving Free 31% Ranking/Label of the
or Reduced-Price Lunch: School:
 Discuss the possible effect these characteristics could have on the planning, delivery, and assessment of your unit.
 Cite the references used for this information.
Missouri Ridge has an academic achievement ranking of proficient and a lower percentage of students who are receiving free or reduced-price lunch. While students are
proficient based on state standards, this does not mean that students are proficient when they are beginning each unit. It is important to begin each unit with a pre-assessment,
checking for students prior knowledge of information they will be taught. Once we have completed that pre-assessment, teachers must tailor their instruction to best meet the
needs of their students based on the results of the pre-assessment. When planning and implementing any units, differentiation must be the first thing we consider when we are
planning, delivering, and assessing our units.

AGREEMENT AND SIGNATURE

I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate Date:

E-Signature: Gloretta Lynnette Johnson
Gloretta Lynnette Johnson (May 8, 2021 19:49 CDT)
May 8, 2021

©2018. Grand Canyon University. All Rights Reserved.