Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal 4
STEP Standard 3 - Assessment and Data Literacy 5
STEP Standard 4 - Unit and Lesson Planning 7
STEP Standard 5 - Implementation of Instructional Unit 11
STEP Standard 6 - Analysis of Student Learning 12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress 14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

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 Digital Classroom.

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.

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 3. After completing the e-doc portion, submit the PDF you receive into the Digital
Classroom.

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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: Sports

Unit Title: Sports. When Should a Sport Change?

National or State Academic Content Standards:

4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about
the subject.

Learning Goal:
This unit focuses on exposing students to nonfiction texts that show the progression of sports.
Through this unit, students will practice finding evidence to support an author's point or claim, as
well as explain the reasoning in their own words.

Measurable Objectives:
Students will be able to explain what reason and evidence are through a sorting activity.

Students will be able to identify an author’s point when given a piece of evidence and reason
based off the text a “Title IX: A Win for Equality”

Students will be able to analyze the text “Team Hoyt” and provide evidence to support a
question, while interpreting it in their own words.

Students will be able to analyze the text “Finishing Strong” and interpret information presented
to explain similarities from the prior reading “Team Hoyt.”

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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' prior knowledge regarding reasoning and evidence will be pre-assessed through a
simple activity. Students will receive a handout that has reasons in one column on the left, and
and evidence on the right. Students will draw a line to match the corresponding reason to
evidence. This pre-assessment will include 10 matching pairs, which will be worth two points
for each correct answer. Those who are highly proficient, get only one pair incorrect. Students
who are proficient miss up to two incorrect pairs. Partially proficient miss up to three incorrect,
and minimally proficient miss more than three.

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%)

1 student

Proficient
2 students
(80%-89%)
Partially Proficient
5 students
(70%-79%)
Minimally Proficient
10 students
(69% and below)

Pre-Assessment Analysis: Whole Class

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 As a result of the pre-assessment, I was able to conclude that only 17% of my students showed mastery of
using evidence to support reasoning. The goal is to have at least 75% of students reach mastery of this
skill. This will be done by planning instruction to provide students with practice and strategies in order to
equip them to be able to independently find evidence to support reasoning, and explain in their own
words.

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.

The Post-Assessment for this unit regarding students mastery of reasoning and evidence, and
integrating information, as aligned to standards 4.RI.8 and 4.RI.9, was a summative assessment
on their Chromebook. My first intention was to provide students with the same pre-assessment,
but as we went throughout the unit students were demonstrating their knowledge of the skill very
well. Because of that, I decided that the post-assessment would include two passages, and
students would be required to find supporting evidence for an author's point.

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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.

Grade Level: 4th Grade

Unit/Subject: Reason & Evidence/ELA

ISD LESSON PLAN TEMPLATE

DAY 1

Content Standard(s):
4.RI.8 Explain how an author uses reasons and evidence to support particular
points in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or
speak about the subject.

ELP Standards:
Learning
AZ ELP Standard 1: By the end of each language proficiency level, an English
Targets
language learner can construct meaning from oral presentations and literary and
informational text through grade-appropriate listening, reading, and viewing

Content and Language Objectives:

Students will be able to explain what reason and evidence are through a sorting
activity.

Lesson Preparing Presenting Deepening Applying new Reflecting on

Progressio students for new learning and learning and
n learning reinforcing celebrating
learning learning
(Gradual - Open the - We will - Students will - We will do - We will have
Release of lesson by watch a video be given a one example a class
Responsibilit asking explaining bag with slips as a class, discussion to
y) students is reasoning and of paper - After I will talk about our
they believed evidence - Each paper have students matches
me if I said - I will then has a piece of work in - We will
“Recycling is walk through evidence and partners to elaborate on

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 beneficial” students in a highlight the why we chose
- I will then depth of what corresponding key words and certain pieces
elaborate reason, reason find the of evidence to
and give evidence, and - We will pull matching go with a
students this claims are out a reason reason & specific
example with a series and read it evidence reason
“Recycling is of examples aloud - I will set a
beneficial - I will direct timer for 15
because it students to minutes for
helps protect highlight key students to
the Earth. It words on the work while I
helps us turn slip of paper monitor the
our old to help when class
products into we look for
new supporting
products. It evidence
reduces the
amount of
trash in our
landfills.”
-Explain that
having
evidence can
make a point
strong
- Introduce
students to
the
vocabulary
(reason,
evidence,
claim, point)
- Throughout the class discussion, and I can evaluate students
Assessmen understanding of the content
t Aligned to - As students work with partners, I will walk around and monitor the room to
Objectives check on students individually to evaluate their learning
and - Students will be assessed through their ability to match a reason with a
Instruction supporting piece of evidence accurately

To end the lesson, I will ask students what connections they were able to see with
Closure and reasons & evidence.
Reflection I will specifically focus on asking them if/how highlighting the key words assisted
with matching reasons and evidence

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 ISD LESSON PLAN TEMPLATE
DAY 2

Content Standard(s):
4.RI.8 Explain how an author uses reasons and evidence to support particular points
in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or
speak about the subject.

ELP Standards:
Learning AZ ELP Standard 1: By the end of each language proficiency level, an English
Targets language learner can construct meaning from oral presentations and literary and
informational text through grade-appropriate listening, reading, and viewing

Content and Language Objectives:

Students will be able to identify an author’s point when given a piece of
evidence and reason based off the text a “Title IX: A Win for Equality”

Lesson Preparing Presenting Deepening Applying new Reflecting on

Progressio students for new learning and reinforcing learning and
n learning learning celebrating
learning
(Gradual - Open the - We will then - Students will - After our two - We will have
Release of lesson by do a first read reread the text reads, we will a class
Responsibilit showing of the story as independently then work in discussion to
y) students two a class where - A timer will our book talk about how
photos of students will be set for 12 where we will we inferred the
women be prompted minutes for analyze author’s point
playing only to listen students to evidence and - I will ask for
tennis: one at this time, read reasons given volunteers to
from the without being - As they to us related to share what
1900s and presented with independently the text. they came up
one from any questions read, they will - I will model with and
2023 at this time. circle any an example by discuss any
- Ask - I will begin other unknown reading the similarities
students reading, but words, and evidence and within the
what allow for those highlight reason given, class
similarities or students who repeated highlight the
differences want to read keywords that key words,
they notice, aloud have the are significant and use that to
and if chance (they to the story infer the point
women's will put a -I will give the author is

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 sports have checkmark on students trying to get
always been their desk if examples of across.
the same they want to) some key - Students will
- Present the words if then work on
vocabulary needed completing 3
words for our points
reading independently.
(proposed,
regardless,
equality)
- As students independently read, I will walk around the room to check on
students individually to evaluate their learning
Assessmen - Students will be assessed through their ability to infer an author’s point given
t Aligned to
a piece of evidence and reason from the reading
Objectives
and
Instruction

- I will ask students what they thought was interesting from their reading, which can
Closure and allow me to gauge their comprehension as they reflect on what they read.
Reflection - I will ask students to share how evidence gives us insight to really see how
equality for women in sports and school has changed.

ISD LESSON PLAN TEMPLATE

DAY 3

Content Standard(s):
Learning 4.RI.8 Explain how an author uses reasons and evidence to support particular points

© 2024. Grand Canyon University. All Rights Reserved. Page 11 of 23

 in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or
speak about the subject.

ELP Standards:
AZ ELP Standard 1: By the end of each language proficiency level, an English
Targets
language learner can construct meaning from oral presentations and literary and
informational text through grade-appropriate listening, reading, and viewing

Content and Language Objectives:

Students will be able to analyze the text “Team Hoyt” and provide evidence to
support a question, while interpreting it in their own words.

Preparing Presenting Deepening Applying new Reflecting on

students for new learning and reinforcing learning and
learning learning celebrating
learning
- Open the - We will then - Students will - After our two - We will have
lesson by do a first read reread the text reads, we will a class
asking of the story as independently then work on discussion to
Lesson
students to a class where - A timer will our Graphic talk about our
Progressio
discuss with students will be set for 12 Organizer graphic
n
their team if be prompted minutes for where we will organizer, and
they were only to listen students to analyze elaborate on
(Gradual
severely at this time, read evidence to why we chose
Release of
injured, would without being independently support a certain pieces
Responsibilit
that stop presented with - As they question being of evidence,
y)
them from any questions independently asked related and how we
playing a at this time. read, they will to the text. explained how
sport - I will begin circle any - I will model it supported
- Introduce reading, but other unknown an example, the question in
students to allow for those words, find then have our own
the students who something students words.
vocabulary want to read interesting, continue to
words that aloud have the and also work
are presented chance (they highlight - Students will
in their book will put a repeated be encouraged
(benefit, checkmark on keywords that to use their
cerebral their desk if are significant vocabulary
palsy, they want to) to the story words as they
motivated) complete it.
- Throughout the class discussion, and I can evaluate students understanding
Assessmen of the content
t Aligned to - Students will be assessed through their ability to draw a piece of evidence
Objectives
from the reading and explain how it aligns to what was being asked or to
and
Instruction support a given point.

Closure and To end the lesson, I will ask students what connections they were able to see with
Reflection our prior reading “FInishing Strong” and this reading.

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 I will also ask what they thought was interesting from their reading, which can allow
me to gauge their comprehension as they reflect on what they read.
If time allows, I will play a snippet of Rick and Dick Hoyt racing during the Boston
Marathon.

ISD LESSON PLAN TEMPLATE

DAY 4

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 Content Standard(s):
4.RI.8 Explain how an author uses reasons and evidence to support particular points
in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or
speak about the subject.

ELP Standards:
Learning
AZ ELP Standard 1: By the end of each language proficiency level, an English
Targets
language learner can construct meaning from oral presentations and literary and
informational text through grade-appropriate listening, reading, and viewing

Content and Language Objectives:

Students will be able to analyze the text “Finishing Strong” and interpret information
presented to explain similarities from the prior reading “Team Hoyt.”

Preparing Presenting Deepening Applying new Reflecting on

students for new learning and reinforcing learning and
learning learning celebrating
learning
- Open the - We will then - Students will - After our two - We will come
lesson by do a first read reread the text reads, we will back together
asking of the story as independently then work on as a class, and
students what a class where - A timer will our Graphic discuss how
the long race students will be set for 12 Organizer in the two
was called be prompted minutes for the book different texts
Lesson
that we only to listen students to where we will did have
Progressio
learned about at this time, read. analyze information
n
yesterday without being - As they evidence from that shared
(marathon) presented with independently both readings ideas
(Gradual
- Review any questions read, they will to interpret - Students will
Release of
what our at this time. circle any what was be encouraged
Responsibilit
story was - I will begin other unknown similar to elaborate on
y or Inquiry-
about, and reading, but words, find between both how using
Based)
the allow for those something - I will model evidence from
significance students who interesting, an example, both texts can
*order of
of the runner want to read and also then have help them
components
with cerebral aloud have the highlight students interpret ideas
may depend
palsy chance (they repeated continue to
on content
- Introduce will put a keywords that work in
area, see
students to checkmark on are significant partners
chart below
the their desk if to the story
vocabulary they want to)
words that
are presented
in today's
reading
(spinal cord,
physical
therapy,
crutches)

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Assessmen - Throughout the class discussion, and I can evaluate students understanding
t Aligned to of the content through guiding questions
Objectives - As students independently read, I will walk around the room to check on
and
students individually to evaluate their learning
Instruction
(showing - Students will be assessed through their ability to draw a piece of evidence
progress from the reading and explain how it aligns to what was being asked or to
toward support a given point.
mastery of the
lesson
objective(s))
-To end the lesson, I will ask students what connections they were able to see with
Closure and our prior reading “Team Hoyt” and this reading.
Reflection -I will also ask what they thought was interesting from their reading, which can allow
me to gauge their comprehension as they reflect on what they read.

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© 2024. Grand Canyon University. All Rights Reserved. Page 16 of 23
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/V3ITBJYW4SM

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:

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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 1 4
(90%-100%)
Proficient
2 8
(80%-89%)
Partially Proficient
5 3
(70%-79%)
Minimally
Proficient 10 3
(69% and below)

Post-Test Analysis: Whole Class

Based on my analysis of the whole class post-test data, I am very pleased with the results of my
students' mastery of this skill. My students demonstrated immense growth from their pre-
assessment, which gave me the insight that even in different formats students were able to
perform their skill.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
The post-test data scores resulted in a positive reflection of students' understanding and mastery
regarding standards 4.RI.8 and 4.RI.9. The evident growth displayed by students supports the
effectiveness of the instructional approach and assessment strategies implemented. It was notably
observed that students' were able to critically evaluate information texts, in their post-test, and
support their claims with evidence. Students demonstrated a deeper understanding of the
relationship between reasoning and evidence, as well as the importance of evidence by integrating
ideas between two texts.

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 Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
The subgroup population I have chosen to focus on for this analysis are my five ELL students; 2
boys and 3 girls. I chose to focus on this subgroup because these students are in my mainstream
class all day, which means I must differentiate in order to support these students.

Post-Assessment Data: Subgroup (5 ELL students)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient
(90%-100%)
Proficient
3
(80%-89%)
Partially Proficient
3 1
(70%-79%)
Minimally
Proficient 2 1
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Based on my subgroup analysis of my ELL student post-test data, I am very pleased with the
results that demonstrate the growth of my students' mastery of their reasoning and evidence skills.
This growth has given me the insight that the differentiation in class, as well as partner support
has been beneficial for these students.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.

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 The analysis of the subgroup class post-test data, particularly focusing on English Language
Learner (ELL) students, reveals a positive impact of the instruction and assessment on student
learning. The evident growth displayed by the majority of ELL students underscores the
effectiveness of the instructional approach utilized. However, there are still some students who
have not fully mastered the objectives, indicating the need for further support. When reviewing
the data, it was evident that some students still struggled with identifying relevant evidence to
support their claims and reasoning. In future lessons, I plan to provide additional scaffolding and
differentiated instruction tailored to the specific needs of these students. This may include
targeted small group instruction, providing additional examples and practice opportunities, and
incorporating visual aids to aid comprehension.

Post-Assessment Data: Remainder of Class (15 students)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 4
(90%-100%)
Proficient
2 5
(80%-89%)
Partially Proficient
2 2
(70%-79%)
Minimally
Proficient 8 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
Based on my analysis of the remainder of my class post-test data, I am very content with the
results of my students' performance. My students demonstrated immense growth from their pre-
assessment, which gave me the insight that even in different formats students were able to
perform their skill.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
Based on the analysis of student learning, the next steps for instruction should focus on
reinforcing the concepts of reason and evidence while also expanding students' abilities to apply

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 these skills in various contexts. One objective that would build upon the content taught in this unit
of instruction is to develop students' critical thinking skills further. This could involve teaching
students how to evaluate the credibility and reliability of different sources of evidence, such as
articles, or different research studies.

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

development, research on the Internet,
Short-Term Goal
observation of a veteran teacher, etc.)
1. Increase student engagement. Plan and prepare more hands-on activities
throughout the unit. I can find different ideas
on the internet or AI.

2. Improve feedback mechanisms for While formative assessments are beneficial, I

students to self-reflect. would like to implement a system where
students can express where they are at and I
can help guide them in a small group setting.

3. Integrate total physical response When introducing vocabulary words I could

implement hand or body motions for
students to do to help remember the words.
This can also help increase engagement,
which is another one of my short term goals.

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: One long term goal I have is to establish a system for regularly

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 implementing small group instruction in my classroom to provide targeted support and
differentiation for all students.
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?
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I have chosen this goal because small group
instruction allows for personalized learning
experiences that cater to individual student needs,
strengths, and interests. By incorporating small
group instruction into my teaching practice, I aim
to create opportunities for deeper engagement,
increased participation, and improved academic
outcomes for all students. Additionally, small
group instruction fosters a collaborative learning
environment where students can develop critical
thinking skills, build confidence, and receive
timely feedback from peers and the teacher.
I would love to plan and prepare to accomplish
this goal when I begin my first year of teaching,
ideally within the first few months either in
September or October 2024.
Summer 2024: Research and review best practices
for implementing small group instruction,
including grouping strategies, instructional
techniques, and management strategies.
September 2024: Introduce small group
instruction routines and procedures to students,
explaining the purpose and expectations for
participation.
October 2024: Begin implementing small group
instruction sessions during designated
instructional blocks, focusing on specific skill
areas or content areas identified through formative
assessments.
- Professional development opportunities
focused on small group instruction,
differentiated instruction, and classroom
management
- Collaboration with colleagues to share
resources, strategies, and successful
practices for implementing small group
instruction.
- Classroom materials and resources such
as manipulatives, instructional games, and
leveled texts to support small group
learning activities.
- Formative assessment data to inform
grouping decisions and target areas for
Page 22 of 23
 intervention or enrichment during small
group instruction.
- Support and guidance from instructional
coaches, mentors, or administrators to
provide feedback and assistance
throughout the implementation process

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