Student Teaching Evaluation of Performance (STEP)

Teacher Candidate: Brandon Probert

© 2024. Grand Canyon University. All Rights Reserved. Page 1 of 20

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 ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................15
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............18

© 2024. Grand Canyon University. All Rights Reserved. Page 2 of 20

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

STEP 1 PT 1.pdf

Part II: Demographic, Environment, and Academic Factors

STEP 1 PT 2.pdf

© 2024. Grand Canyon University. All Rights Reserved. Page 3 of 20

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: The cell cycle and cell division.

Unit Title: The cell cycle and replication through cell division.

National or State Academic Content Standards:

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing and maintaining complex organisms. [A ssessment Boundary : A ssessment does not
include specific gene control mechanisms or rote memorization of the steps of mitosis.]
Learning Goal: Students will be able to answer the following questions.
 What is the cell cycle?
 Why do organisms need the cycle? What is its purpose?
 What are the stages of the cell cycle?
 What are the stages of mitosis?
 What is the product of mitosis?

Measurable Objectives:
Students will demonstrate their understanding of the cell cycle through…
 The proper use of a microscope to identify cells that are in different stages of the cell cycle.
 Their ability to explain the importance of the cell cycle for both eukaryotic and prokaryotic
organisms.
 The explanation of each stage of the cell cycle in detail beginning with interphase and ending
with cytokinesis.

© 2024. Grand Canyon University. All Rights Reserved. Page 4 of 20

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.
Pre-Assessment will be open ended questions to gauge their knowledge of the material going in
and see what background knowledge they may have.

Cell Division Pre Assessment

1. What is Internal regulation? What is external regulation?

2. Uncontrolled cell growth is the cause of what disease?

3. What is the difference between a benign tumor and a malignant tumor?

4. If a cell has 12 chromosomes, how many will each daughter cell have after mitosis and why?

5. In what phase of the cell cycle does the cell spend most of its time?

6. What occurs during the S phase of Interphase?

7. What organelle is the anchor point for spindle fibers and plays a key role in cell division?

8. Why do multicellular organisms need to undergo mitosis?

9. Describe in detail what happens during each phase of mitosis.

10. What process do stem cells go through to be assigned their function? Why is this process important?

11. If a cell is worn out or no longer needed, what process does it go through?

Highly Proficient: 8/11

Partially Proficient: 6/11
Minimally Proficient: ≤ 5/11

© 2024. Grand Canyon University. All Rights Reserved. Page 5 of 20

 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%)

0%

Proficient
5%
(80%-89%)
Partially Proficient
45%
(70%-79%)
Minimally Proficient
50%
(69% and below)

Pre-Assessment Analysis: Whole Class

The class as a whole was not introduced to these ideas prior to freshman biology which has
resulted in students understanding that there are organelles related to the processes of cell
division but not understanding the processes themselves. They have a good base of knowledge,
and it coincides with the material covered in their middle school years.

© 2024. Grand Canyon University. All Rights Reserved. Page 6 of 20

 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.
Cell Division Test

1. Which of the following is an example of internal regulation during the cell cycle?
A. A gap outside of the cell (caused by a skateboarding accident) triggers cell division.
B. A cell receives a signal from the cell’s own nucleus to divide.
C. Tumor cells continue to divide without receiving a signal.
D. Hormones in the blood cause cell growth in a growing teenager.

2. Which of the following is true of malignant tumors?

A. They do not require treatment. B. They are easily removed through surgery.
C. They can cause tumors in other parts of the body. D. They contain cells that stay clustered
together.

3. If a cell has 8 chromosomes, how many chromosomes will each of its daughter cells have after mitosis?
A. 4 B. 6 C. 8 D. 16

4. The diagram below shows the major stages of the cell cycle and the percentage of time spent in each phase.

Which statement best describes why a cell spends the majority of its time in interphase?
A. The cell is growing and carrying out processes such as metabolism and DNA replication.
B. The cell is aging and processes are stopping as lysomes clear dead cell matter away.
C. The cell needs time to synthesize spindle fibers to complete mitosis.
D. The cell needs time to complete cytokinesis.

5. During interphase, a cell grows, duplicates organelles, and

A. Divides the nucleus B. Doubles its DNA
C. Divides the cytoplasm D. Produces a new cell

6. Which organelle is critical for cell division?

A. Centrioles B. Cilia C. Vacuoles D. Vesicles

© 2024. Grand Canyon University. All Rights Reserved. Page 7 of 20

 7. Which stage of mitosis is the cell below in?

A. interphase
B. prophase
C. telophase
D. anaphase

8. Why is it important for cells of multicellular organisms to undergo mitosis?

A. Mitosis allows for reproduction with male and female gametes.
B. Mitosis increases variation within an organism.
C. Mitosis produces cells that are different from the original dividing cell.
D. Mitosis produces cells that are identical to the original dividing cell.

9. By the end of prophase, all of the following has occurred EXCEPT

A. The nuclear membrane has broken down
B. Centrioles and spindle fibers have appeared
C. Chromosomes have lined up in the middle of the cell
D. DNA has become more tightly coiled into rod-shaped structures

10. What makes stem cells different from other cells in the body?
A. They are larger than other cells, and can absorb broken cells to repair them.
B. They repair cells by breaking open and making their cell parts available for absorption into other cells.
C. They are undifferentiated cells that can turn into a number of different kinds of cells as needed.
D. They are cells that grow uncontrollably.

11. Research has shown that uncontrolled cell growth and development can lead to which of these diseases?
A. AIDS B. Cancer C. Hemophilia D. Down
Syndrome

12. While in the womb, the webbed fingers of the embryo undergo programmed cell death, also known as
A. apoptosis. B. cytokinesis. C. carcinogen. D. stem cells.

Highly Proficient: 9/12

Partially Proficient: 7/12
Minimally Proficient: ≤ 6/12

© 2024. Grand Canyon University. All Rights Reserved. Page 8 of 20

 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: 9th (50-minute class periods)

Unit/Subject: Cell division/ Cell cycle

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
HS-LS1-4. Use a HS-LS1-4. Use a HS-LS1-4. Use a HS-LS1-4. Use a HS-LS1-4. Use a
model to illustrate model to illustrate the model to illustrate model to illustrate model to illustrate
the role of cellular role of cellular division the role of cellular the role of cellular the role of cellular
division (mitosis) (mitosis) and division (mitosis) division (mitosis) division (mitosis)
and differentiation differentiation in and differentiation and differentiation and differentiation
in producing and producing and in producing and in producing and in producing and
maintaining maintaining complex maintaining maintaining maintaining
complex organisms. organisms. complex organisms. complex organisms. complex organisms.
[Assessment [Assessment [Assessment [Assessment [Assessment
Boundary: Boundary: Assessment Boundary: Boundary: Boundary:
Assessment does not does not include Assessment does not Assessment does Assessment does
include specific specific gene control include specific not include specific not include specific
gene control mechanisms or rote gene control gene control gene control
mechanisms or rote memorization of the mechanisms or rote mechanisms or rote mechanisms or rote
steps of mitosis.]

© 2024. Grand Canyon University. All Rights Reserved. Page 9 of 20

 memorization of the memorization of the memorization of the memorization of the
steps of mitosis.] steps of mitosis.] steps of mitosis.] steps of mitosis.]
Specific Learning Measure preexisting Establish a basis of Explore concepts Create a study aide Finish the creation of
Target(s)/Objectives content knowledge knowledge for the cell further in the form of and visual study aide. If students
Based on state standards, prior to beginning the cycle, cell division, and a hands-on activity representation for the complete this portion
identify what is intended to introduction of new cell regulation. that will require Cell cycle that of the assignment,
be measured in learning. concepts. students to work with includes all phases they may move on to
peers as well as an extension activity
analyze their notes to that covers mitosis
successfully answer checkpoints and
questions on regulation.
previously mentioned
topics to further
demonstrate mastery.
Academic Language  Cell Division  Cell Division  Cell  Cell Division  Cell Division
General academic  Mitosis  Interphase Differentiation  Interphase  Interphase
vocabulary and content-
specific vocabulary included  Prophase  Mitosis  Apoptosis  Mitosis  Mitosis
in the unit.  Metaphase  Prophase  Prophase  Prophase
 Carcinogen
 Anaphase  Metaphase  Metaphase  Metaphase
 Stem Cells
 Telophase  Anaphase  Anaphase  Anaphase
 Summarize
 Cytokinesis  Telophase  Telophase  Telophase
 Centriole  Cytokinesis  Hypothesize  Cytokinesis  Cytokinesis
 Chromosome  Centriole
 Chromatin  Spindle
 Cancer  Aster
 Tumor  Chromosome
 Emerge  Chromatids
 Chromatin
 Cancer
 Tumor

© 2024. Grand Canyon University. All Rights Reserved. Page 10 of 20


Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
© 2024. Grand Canyon University. All Rights Reserved.
 Benign
 Malignant
 Metastasize
Preassessment Fill in the blank notes Scavenger hunt Mitosis flip book Mitosis flip book
handouts worksheets question cards examples examples
(English/Spanish)
Fill in the blank notes Colored pencil Colored pencil
worksheets Notes PowerPoint
(English/Spanish)
Notes PowerPoint
Why is the cell cycle Why is the cell cycle What are all of the What order do the What order do the
needed? needed? phases of mitosis and phases of the cell phases of the cell
how do they interact cycle occur in? cycle occur in?
What are the phases What are the phases of
with each other?
of the cell cycle? the cell cycle? Can you describe each Can you describe each
What is the end goal of these phases in of these phases in
What happens when What happens when our
of mitosis? detail? detail?
our cells are not cells are not checked
checked before before replication? What causes tumors to What would happen What would happen
replication? develop? to our cells if a phase to our cells if a phase
Do all cells replicate?
was skipped or didn’t was skipped or didn’t
Do all cells replicate? What are the
occur properly? occur properly?
organelles associated
with cell division?
Bell ringer question Bell ringer question Bell ringer question Bell ringer question Bell ringer question
“What is the “What is the purpose of “What process do “Describe what “Put the following
difference between cell division for stem cells need to prophase looks like. “ microscope images of
Telophase unicellular organisms? undergo to become Ascaris cells in the
and Cytokinesis?” What is the purpose for heart cells?” correct order and
multicellular organisms?” identify each phase.”
Slide will provide
students with images
to order.
Page 11 of 20

Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
© 2024. Grand Canyon University. All Rights Reserved.
Presentation of Content
Pre assessment will be Notes will be given as Activity will be Students will work Students will work
provided with “fill in the blank” Cornel completed in pairs to individuals to create a individuals to create a
multiple choice notes that have a facilitate peer visual representation visual representation
questions. matching PowerPoint. learning. Students will and study aid of the and study aid of the
Notes will be given as Important vocabulary work together with cell cycle in the form cell cycle in the form
“fill in the blank” will be highlighted and their partner to of a flipbook. of a flipbook.
Cornel notes that have underlined on each slide. complete the series of Students will use Students will use
a matching question cards, which which ever means which ever means
PowerPoint. then be sorted into the they are most they are most
Important vocabulary correct order. comfortable with to comfortable with to
will be highlighted create this flip book create this flip book
and underlined on (digital or physical (digital or physical
each slide. mediums) mediums)
ELL students will be Slides for the notes will ELL Students will ELL students will be ELL students will be
given a translated be provided to students in have their individual given instructions in given instructions in
version of the their primary language to set of cards. Cards their primary their primary
preassessment or an aid in comprehension of will be offered in their language and there language and there
iPad which can be the material. Live first language as well will also be examples will also be examples
used to translate an subtitles will also be as in English if they displayed for displayed for
English document. present during the notes would prefer to work inspiration and inspiration and
portion of the class. through translating modeling. modeling.
Slides for the notes
themselves to obtain a
will be provided to Instructions will Instructions will
deeper understanding
students in their remain posted on the remain posted on the
of the content.
primary language to white board and white board and
aid in comprehension Students with special completed flipbooks completed flipbooks
of the material. Live needs may have the will be modeled for will be modeled for
subtitles will also be assignment altered as students with special students with special
present during the needed to include needs see and needs see and
notes portion of the more direct language manipulate in order to manipulate in order to
class. to prevent confusion understand the understand the
during the activity. content fully. content fully.
Assistive technology
Throughout the
may be used as need
activity I will als1o be
Page 12 of 20

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)
© 2024. Grand Canyon University. All Rights Reserved.
for students with available to rephrase
IEP/504 plans questions as needed.
Application of Content
Students will Students will complete Students will work Students will create Students will create
complete fill in the fill in the blank notes with a partner to their own study aid their own study aid
blank notes during during instructional time. complete a scavenger displaying each phase displaying each phase
instructional time. activity requiring of the cell cycle and of the cell cycle and
them to utilize their how they move into how they move into
notes on the content. each other. Students each other. Students
will utilize their notes will utilize their notes
as a reference to as a reference to
complete this activity. complete this activity.
ELL students will be Slides for the notes will ELL students and ELL students will ELL students will
given a translated be provided to students in students with special have the option to have the option to
version of the their primary language to needs will complete complete the labeling complete the labeling
preassessment or an aid in comprehension of this activity with a portion of this activity portion of this activity
iPad which can be the material. Live partner. Students will in their primary in their primary
used to translate an subtitles will also be also be given access to language as it will be language as it will be
English document. present during the notes iPads for translating used as a study aid used as a study aid
portion of the class. the materials provided with the primary with the primary
Slides for the notes
during the session. focus being on the focus being on the
will be provided to
This collaboration drawings. drawings.
students in their
allows for the practice
primary language to Gifted students will Gifted students will
of academic language
aid in comprehension be encouraged to be encouraged to
and provides the
of the material. Live provide greater detail provide greater detail
opportunity for peer
subtitles will also be and labels in their and labels in their
learning.
present during the depiction of the cell depiction of the cell
notes portion of the cycle. cycle.
class.
Assessment of Content
Page 13 of 20
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 required by your instructor,
attach any copies of homework
at the end of this template.
© 2024. Grand Canyon University. All Rights Reserved.
Progress will be Progress will be Mastery will be Assessment will be Assessment will be
monitored during monitored during teacher shown through the done through done through
teacher led learning led learning and completion of the observation of the observation of the
and completion will completion will be activity as students student’s progress. As student’s progress. As
be demonstrated by all demonstrated by all may only reach the this is intended as a this is intended as a
blanks being filled in. blanks being filled in. final question after study tool, the focus is study tool, the focus is
successfully for the students to for the students to
completing all recognize all phases recognize all phases
previous questions. of the cell cycle. of the cell cycle.
ELL students will ELL students will have Chunking will be used Chunking will be used Chunking will be used
have extended time to extended time to for ELL students and for ELL students and for ELL students and
complete their notes complete their notes students with special students with special students with special
portion as the fluency portion as the fluency needs. Resources will needs. Resources will needs. Resources will
level between students level between students be posted digitally, be posted digitally, be posted digitally,
varies greatly. varies greatly. and they may also and they may also and they may also
come in at lunches to come in at lunches to come in at lunches to
Students with special Students with special
complete the activity complete the activity complete the activity
needs will have needs will have extended
on their own time. on their own time. on their own time.
extended time to time to complete their
Students who Students who Students who
complete their notes notes and also be allowed
complete the complete the complete the
and also be allowed the use of personal
assignment this way assignment this way assignment this way
the use of personal devices to view the
will still receive full will still receive full will still receive full
devices to view the PowerPoint slides from
marks. marks. marks.
PowerPoint slides their own seat.
from their own seat.
Extension Activity and/or Homework
Finish/ review Mitosis Web quest
scavenger hunt click and learn.
answers
Page 14 of 20
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/fp3Zh1E9YT0

Summary of Unit Implementation:

Unit was introduced using a preassessment that covered the core topics of cell division and cancer.
Students explored these topics through several student-centered learning experiences that involved hands
on learning. Students used a variety of means to express their mastery of the content such as written
assignments, verbal discussions, web-based exploration, and creation of study materials in the form of a
flipbook.

Summary of Student Learning:

Students will explore the cell cycle (interphase and mitosis) and the cell division process by working
through a series of questions structured as a scavenger hunt. Completion of the activity will require
students to have answered all questions correctly. Students reaching the final answer of the scavenger
hunt will demonstrate mastery of the content.

Reflection of Video Recording:

After reviewing the video clip, I noticed some students in the recorded class period were struggling with
the initial steps of the assignment. This can be remedied for future activities by displaying instructions on
the board while going over the steps to better prepare students for success. Students overall were engaged
with the activity and worked for the majority of the class period with some early finishers checking their
answers with their peers. It was encouraging to see those who chose to work with partners problem
solving their way through the activity and having productive discussions with their groupmate.
.

© 2024. Grand Canyon University. All Rights Reserved. Page 15 of 20

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 7.5

(90%-100%)
Proficient
5 15.6
(80%-89%)
Partially Proficient
45 50.6
(70%-79%)
Minimally
Proficient 50 26.3
(69% and below)
Post-Test Analysis: Whole Class
Reviewing the data of the whole class assessment it can be determined that a majority of the
students had increased their understanding of the material and have reached at least a partially
proficient level while some rose to highly proficient.

One glaring problem would still be the large number of students present in the minimally
proficient category. I do not believe this is entirely a result of the instructional methods used and
has actually tuned me into some of the underlying factors affecting my student population. Part of
the grading policy in place is to allow for students to retake their assessment after they have
committed one lunch period to review where content is retaught (Data is referencing the pre
retake scores). At these retakes students who performed in the minimally proficient category were
able to verbally express their mastery of the material but referenced test anxiety and lack of
understanding the questions as factors that affected their final score.
Post-Assessment Analysis: Subgroup Selection

© 2024. Grand Canyon University. All Rights Reserved. Page 16 of 20

 Subgroup: ELL
My student population has a large number of Newcomers and English language learners.

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 8
(90%-100%)
Proficient
0 16.5
(80%-89%)
Partially Proficient
14 25.5
(70%-79%)
Minimally
Proficient 86 50
(69% and below)

Post-Assessment Analysis: Subgroup

Our ELL students were struggling with this unit quite a lot on their initial attempt at the exam.
Throughout the unit they were showing good progress with completion of all summative
assessments and good participation throughout activities. Similarly to their peers who are
primarily English speakers test scores are very low.

Throughout the instruction of this unit ELL students were seemingly very engaged with a good
portion verbally seeking help on their own without prompting, which had been a pain point
previously. Materials were offered in multiple languages as was the exam. Assistive tools were
also available during the taking of the exam. All possible accommodation was made to help these
students succeed but their performance matched that of many of their peers in that they simply
struggled with the assessment provided.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 7.3

(90%-100%)

© 2024. Grand Canyon University. All Rights Reserved. Page 17 of 20

 Proficient
5 15.4
(80%-89%)
Partially Proficient
45 54.4
(70%-79%)
Minimally
Proficient 50 22.2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Comparing the data sets of both leaves a lot of room to improve the experience for our ELL
students. I would like to add information regarding external factors affecting our ELL students’
scores on this exam. During the 3 week period that this unit covered many of our students were
pulled from several classes for mandatory WIDA testing. Many gave their best attempt at the
exam but did not meet their own expectations. Following their initial attempt, they spent the extra
time making corrections and improved their overall testing score following a reteach.

Moving forward I will make more of a conscious effort to actively check in on my ELL Students
rather than leaving the majority of it to my ELL co-teacher. This will allow me to reteach and
rephrase material in a way that makes more sense to them as they are working on grasping
English. I believe this practice in conjunction with the strategies already in place will help
increase overall performance for our ELL students.

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. Include more case study/reading Professional development, collaboration with
comprehension activities. peers, and internet research to find
interesting case studies that can be adapted
for my population.

© 2024. Grand Canyon University. All Rights Reserved. Page 18 of 20

 2. Integrate more current events in Internet research to pulled current events that
applied sciences. can excite students for science even if they
don’t apply directly to the concepts being
covered that class.

3. Gauge student interest in topics, to Utilize exit tickets to get student feedback on
better improve engagement. the content implementation and teaching
practices.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal:
Rationale: Why did you choose this goal? How
do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
Throughout my placements I have noticed
there are large discrepancies between student
ability. This can be caused by them being
newcomers, having disrupted schooling,
being English learners, or having a specific
learning disability. On the other hand, some
students are exceeding grade level content,
are self-motivated for success and push
themselves continuously. All of these students
are intermingled in one classroom, and it
should be the goal of every teacher to work
towards engaging all students present.
There is no true end date to this goal as the
requirements will vary each year. It is a goal
to constantly revisit throughout the year to
assess the effectiveness of implementation.
3/8/22 – begin correspondence with ELL
coaches to learn differentiation strategies.
4/8/22- Arrange observations with admin and
colleagues to gain more input on teaching
strategies being implemented.
5/3/22- Look into PD and certifications
through local colleges and AACTE
GCU PLN, NSEA, AACTE, TEFL course for
certification.

© 2024. Grand Canyon University. All Rights Reserved. Page 19 of 20

© 2024. Grand Canyon University. All Rights Reserved. Page 20 of 20