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.
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: Life sciences

Unit Title: Unit 4- Adaptations and Environments

National or State Academic Content Standards:

5.L3U1.9 Obtain, evaluate, and communicate information about patterns between the
offspring of plants, and the offspring of animals (including humans); construct an explanation of
how genetic information is passed from one generation to the next.
5.L3U1.10 Construct an explanation based on evidence that the changes in an environment
can affect the development of the traits in a population of organisms.
5.L4U3.11 Obtain, evaluate, and communicate evidence about how natural and human-caused
changes to habitats or climate can impact populations.
5.L4U3.12 Construct an argument based on evidence that inherited characteristics can be
affected by behavior and/or environmental conditions.

Learning Goal: Students will understand the life science concepts of adaptations and
environments by improving on their pre-assessment scores

Measurable Objectives:
Students will be able to explain heredity, traits, and characteristics, and how their change can be
beneficial.
Students will be able to analyze multiple offspring of the same parents and determine they are
not identical to each other.
Students will be able to explain how natural selection will change traits that are passed on from
parents to offspring.
Students will be able to explain the difference between an environmental trait and an inherited
trait.

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Students will be able to gather research from multiple sources to determine how variations in
characteristics among individuals of the same species may provide advantages in surviving,
finding mates, and reproducing.

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

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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.
https://docs.google.com/document/d/1Tp6YyXrEN6pvqN8vwFdB5_SdE2vVa-Sw/edit?
usp=sharing&ouid=115484517135061389947&rtpof=true&sd=true

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%)

3

Proficient
3
(80%-89%)
Partially Proficient
4
(70%-79%)
Minimally Proficient
17
(69% and below)

Pre-Assessment Analysis: Whole Class

There is a very large number of students in the minimally proficient range. Students in this class appear to
have very limited prior knowledge on the content of the unit, so I will be sure to structure their lessons
accordingly. I will need to create objectives that are address the needs of this class and scaffold my
lessons throughout the unit.

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 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.
Same as the pre-assessment

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 5
Unit/Subject: Science- Adaptations and Environments

Day 1 Day 2 Day 3 Day 4 Day 5

National/State 5.L3U1.9 Obtain, 5.L3U1.9 Obtain, 5.L3U1.9 Obtain, 5.L3U1.9 Obtain, 5.L3U1.9 Obtain,
Learning Standards evaluate, and evaluate, and evaluate, and evaluate, and evaluate, and
List specific grade-level communicate communicate communicate communicate communicate
standards that are the information about information about information about information about information about
focus of the lesson being patterns between the patterns between the patterns between patterns between the patterns between
presented. offspring of plants, offspring of plants, the offspring of offspring of plants, and the the offspring of
and the offspring of and the offspring of plants, and the offspring of animals plants, and the
animals (including animals (including offspring of (including humans); offspring of animals
humans); construct humans); construct animals (including construct an explanation of (including humans);
an explanation of an explanation of humans); construct how genetic information is construct an
how genetic how genetic an explanation of passed from one explanation of how
information is information is how genetic generation to the next. genetic information
passed from one passed from one information is is passed from one
5.L3U1.10 Construct an
generation to the generation to the passed from one generation to the
explanation based on
next. next. generation to the next.
evidence that the changes

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 5.L3U1.10 5.L3U1.10 next. in an environment can 5.L3U1.10
Construct an Construct an affect the development of Construct an
5.L3U1.10
explanation based explanation based the traits in a population of explanation based
Construct an
on evidence that the on evidence that the organisms. on evidence that
explanation based
changes in an changes in an the changes in an
on evidence that
environment can environment can environment can
the changes in an
affect the affect the affect the
environment can
development of the development of the development of the
affect the
traits in a population traits in a population traits in a
development of the
of organisms. of organisms. population of
traits in a
organisms.
population of
organisms.
Specific Learning Students will be able Students will be able Students will be able Students will be able to Students will be able
Target(s)/Objectives to analyze traits that to explain heredity, to explain how explain how natural selection to identify possible
Based on state standards, are inherited from a traits, and natural selection will will change traits that are traits of offspring
identify what is intended parent by completing characteristics, and change traits that are passed down from parents to based on the traits of
to be measured in the Mystery 4 how their change can passed down from offspring by completing the their parents by
learning. Designer Dogs be beneficial by parents to offspring Adopt a Lizard activity completing STEM
activity completing the by completing the Scopes Explore 1:
heredity and traits Adopt a Lizard Random Variation
STEM Case Gizmo activity
Academic Language Breed/breeding Heredity Predator Predator Offspring
General academic
vocabulary and content- Selection Selection Offspring Offspring Random Variation
specific vocabulary Traits Traits
included in the unit.
Generations
Unit Resources, Designer Dogs Student Adopt a Lizard Adopt a Lizard handouts, Brown and green
Materials, Equipment, handout, slides, vision Chromebooks, slides, handouts, slides, slides, Mystery science video construction paper,
and Technology board dice, vision board Mystery science crayons, coins, glue,
List all resources,
video scissors, slides, vision
materials, equipment, and board
technology to be used in

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the unit.
Depth of Knowledge - Can you name - What role do - What is - How did the - How do
Lesson Questions one trait that queen bees natural simulation activity offspring
What questions can be
you have play in a bee selection? relate to the concept inherit traits
posed throughout the inherited from colony? of natural selection? from their
- Explain how
lesson to assess all levels your parents? parent plants?
- How do the traits of - Describe the
of student understanding? - Compare and beekeepers green anole relationship between - How does
 Level 1: Recall contrast two use selective lizards can climbing ability and flipping a
different dog breeding to influence survival/reproductio coin simulate
 Level 2:
breeds, improve the their ability n based on the data genetic
Skill/Concepts
focusing on health of a bee to produce collected during the inheritance in
 Level 3: Strategic their physical colony? offpring in simulation. this activity?
Thinking traits. the
- Analyze the - Predict how the - Predict how
 Level 4: Extended simulation.
- Analyze how relationship outcomes of the changing the
Thinking environmental between the - Predict how simulation might probability of
factors can traits of queen changes in change if the habitat heads or tails
influence the bees and the habitat conditions were on the coin
expression of overall conditions, altered or if for example
inherited traits productivity such as the additional factors using dice or
in puppies. and health of introduction were introduced. another tool
a bee colony. of a new instead might
- Propose
predator or a affect the
ethical - evaluate the
decrease in distribution
considerations ethical
food of trait
for breeders considerations
availability, combinations
when involved in
might impact in the
selecting traits selective
the survival offspring.
in breeding breeding
and
programs. practices in - Evaluate the
reproduction
beekeeping, potential
of green
considering implications
anole lizards
both the of human
with different
welfare of the intervention,
climbing
bees and the such as
abilities.
needs of selective
beekeepers. breeding or

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 genetic
engineering,
on the long-
term genetic
diversity of
plant
populations.
Anticipatory Set Bellwork question: No bellwork, I will Bellwork question: Bellwork question: Why do Bellwork question:
How will students’ prior
How do we get pose students the Do you think green anoles climb trees? What is the difference
knowledge be activated as different breeds of problem in their selection can happen What makes them such good between artificial and
well as gain student dogs? STEM Case gizmo, without humans? climbers? natural selection?
interest in the upcoming which is that they are Why or why not?
Students have the first
content? a scientist tasked with
five minutes of every
helping a bee farm get
class to complete
rid of their wasp
bellwork. Then I call
problem and increase
on students to share
their honey production
and we discuss as a
using selection. I will
class.
allow them time to
brainstorm how they
might do this with
their tables and share
out.
Presentation of Content
Multiple Means of Use the vision board Explain the process of Explain the concept Display examples of graphs Explain the concept
Representation to project images of selective breeding and of natural selection and charts to illustrate of genetic inheritance
Describe how content will
different dog breeds. its importance in verbally and provide different ways of verbally and provide
be presented in various Ask students to point beekeeping through oral instructions for representing data visually. oral instructions for
ways to meet the needs of out things that they verbal explanations the simulation the activity. Use
different learners. observe about each and video/audio activity. slides on the vision
dog. Explain that presentations. board to introduce the
Use slides to give an
these physical activity as well as list
Provide hands-on overview of the
characteristics we the instructions.
opportunities for activity and provide
observe are called
students to interact directions

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 traits. with the virtual lab
(Gizmo) and
Explain the concept
manipulate
verbally and then
beekeeping equipment
reinforce using
models.
pictures and real-
world examples.
Watch a video about
traits and how people
bred dogs to have
traits that they wanted
and that’s how we
ended up with pets
Multiple Means of ELLs will receive I will provide hands- For students with special For students with
Representation their own copy of the on materials or needs I will provide hands- special needs I will
Differentiation vocabulary used in the manipulatives, such as on activities where students break down
Explain how materials
unit with the models of beekeeping physically manipulate instructions into
will be differentiated for definitions to keep on equipment or samples graphing tools or materials to smaller, more
each of the following their desk of honeycomb, for create their graphs. manageable steps and
groups: tactile learners to provide visual aids to
Students with special ELL students and students
explore during the support
 English needs are given with special needs will be
lesson. understanding.
Language preferential seating partnered with gifted
Learners (ELL) and seated at a table students for the activity for a For ELL students I
 Students with where they receive peer tutoring opportunity. will incorporate
special needs peer support visuals, gestures, and
real-life examples to
 Students with With my gifted class I
help ELLs understand
gifted abilities will tie in current
abstract concepts and
events and real-world
Early finishers (those who vocabulary related to
applications regarding
finish early and may need inheritance and
additional the topic.
variation.
sources/support)

Application of Content
Multiple Means of Use a multimedia Engage students in a students will I will allow students to work Students will flip a

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Engagement presentation or videos virtual beekeeping lab participate in a in their table groups to coin to determine
How will students
showing real-life where they can select simulation game analyze their simulation data which traits their
explore, practice, and examples of offspring queen bees with where each student and create graphs together, plant will inherit from
apply the content? inheriting traits from desired traits and plays the role of a fostering collaboration and the parent plants
their parents. observe their impact green anole lizard discussion. (heads for parent A,
on hive development. with varying tails for parent B)
I will also allow students
climbing abilities. They will then
I will present students time to individually reflect
construct their flower
with scenarios or I will present on the activity from
with those traits using
challenges where they students with yesterday as they design their
the provided
can apply their challenges and graph and interpret their data
materials
knowledge of decisions to make
selective breeding and during the
propose solutions to simulation, such as
improve hive health finding food or
and productivity. avoiding predators.
Multiple Means of Enable Chinese Students with special Pre-emergent ELL Students with special needs I will provide
Engagement captions for pre- needs will be allowed students will be will be allowed to work in students with special
Differentiation emergent EL students to work in small allowed translation small groups (heterogenous) needs and ELL
Explain how materials
groups rather than devices as well as that allow gifted students to students with a copy
will be differentiated for individually. small group act in a peer tutoring role of my slides to use
each of the following assistance while they complete
Pre-emergent ELL Pre-emergent ELL students
groups: the activity. The EL
students will be Students with special will be allowed translation
assistant/para will
 English allowed translation needs will be placed devices as well as small
also receive a copy to
Language devices as well as in heterogenous group assistance
aid in her support of
Learners (ELL) small group assistance groupings that allow
my EL students
 Students with gifted students to act
Gifted students will be (when applicable)
special needs in a peer tutoring role
given an extension
 Students with activity of researching
gifted abilities real-life bee farms and
how they use selective
Early finishers (those who
breeding techniques in
finish early and may need
additional a real-world context.
sources/support)
Assessment of Content

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Multiple Means of Students will work in I will have students I will have students Students will work together Students will post
Expression their table groups to verbally explain their verbally share their to create a graph to finalize their flower under the
Formative and summative
complete a worksheet choices in the virtual observations and their data and analyze the combination of traits
assessments used to where they will pick a lab in their table decisions during the patterns in the anole poster that matches
monitor student progress puppy that they think groups and write simulation, as well as population. their flower. We will
and modify instruction. matches each pair of reflections on the write down their then create a class
The goal is for them to see
parent dogs the best. importance of survival/success on data chart and graph
that favorable traits become
The parent dogs will selective breeding in their data collection of how many flowers
more and more popular over
be two different dog beekeeping within the sheets. ended up with each
time because the weakest
breeds. They will also virtual lab. trait combination. We
lizards die quicker and are
explain their answer will then discuss why
Students will answer unable to produce offspring.
and give the new dog not all offspring look
virtual lab questions
breed a name. the same as each
such as making
other even when they
predictions, testing
have the same
their hypothesis, and
parents.
analyzing their data.
Multiple Means of Students are sat in Special education Students with special I will have students create For gifted students I
Expression heterogenous groups students will be needs or ELL their graphs using a variety will pose open-ended
Differentiation to receive peer support provided sentence students will be of mediums, such as graph questions that
Explain how materials
and act as peer tutors starters or graphic provide with the paper, digital graphing tools, encourage them to
will be differentiated for during group work. I organizers. Especially option to use digital or drawing software, to think critically and
each of the following will also wonder the students who need tools to record their accommodate different analyze complex
groups: room during this time support in organizing observations and preferences and abilities. issues, such as the
to give extra support their thoughts or data, such as taking implications of
 English Student choice allows for
to ELL students and expressing their ideas photos or creating genetic modification
Language differentiation across all
students with special verbally or in writing. digital notes on in agriculture.
Learners (ELL) ability levels.
needs. tablets or laptops.
 Students with Students may be ELL students and
special needs allowed to express students with special
their understanding in needs will be
 Students with a variety of formats provided with visual
gifted abilities such as written, aids and vocabulary
Early finishers (those who verbal, etc. sheets with
finish early and may need definitions.
additional

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resources/support)
Extension Activity and/or Homework
Identify and describe any Any work not Any work not N/A Any work not completed in Any work not
extension activities or completed in class completed in class class becomes a homework completed in class
homework tasks as becomes a homework becomes a homework assignment becomes a homework
appropriate. Explain how assignment assignment assignment
the extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at the
end of this template.

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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/8d3e0CvM5Pw

Summary of Unit Implementation: Overall I feel that the unit implementations was successful. I
planned accordingly for each lesson and students received the content very well. Based on the informal
assessments that I take such as bellwork or small/whole group discussions, students are understanding the
content and are able to use academic vocabulary when discussing the topics as well. I planned out plenty
of time for each lesson and was able to adjust my timeline based on student reception of the content. My
students are ability grouped so each class period is unique and takes different amounts of time for certain
activities.

Summary of Student Learning: Students were again able to grasp the content really well through the
lessons that were provided in the unit. Some students did have trouble with the idea of selection as it is a
pretty abstract concept. Later in the unit I was able to go back and touch on the academic vocabulary
more in depth and I think that I would frontload vocabulary more if I were to teach this unit again.

Reflection of Video Recording: In the video segment provided I was teaching my sixth hour class which
is usually the class with the most behaviors. From a management perspective I definitely gave too many
repeated earning to students during independent work time to be quiet and should have moved forward
with a consequence with some students. Overall, the lesson went well. I transitioned from state testing
review to the virtual lab smoothly and even though they are working independently and quietly a lot of
them really enjoy virtual lab days. I don’t use them very often but it was very helpful in this case because
they were able to have a hands on experience with a virtual bee farm and see that visually, which would
have been hard for me to demonstrate in any other way in class.

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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 3 10
(90%-100%)
Proficient
3 6
(80%-89%)
Partially Proficient
4 7
(70%-79%)
Minimally
Proficient 17 4
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
My interpretation of the students learning is that most were able to make significant gains in their
understanding of the content and almost all moved up at least one level of proficiency between
the pre-test and the mid-module check (post-test) which exceeded my goals for student learning
after instruction.
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.
Based on the post-test data, I believe that my instruction thus far in the unit has been effective and
that it had a beneficial effect on student learning. I provided a lot of opportunities for students to
have hands-on experiences with the content, and I attribute much of the growth to those learning
experiences. I also frontloaded important vocab using vocab charts and posters which helped
students become familiar with the vocabulary used on their post-test.

Post-Assessment Analysis: Subgroup Selection

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 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 that I will select is students with IEPs and 504s. This is because the class that I am
using for this data is a SpEd cluster class and struggles the most in showing growth through tests
and other independent work. I want to see if my differentiation was effective or if I need to
develop that more in the weeks that follow.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 1
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
0 3
(70%-79%)
Minimally
Proficient 6 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.
My interpretation of student learning of my subgroup is that all but one moved out of the minimally
proficient category and several made significant gains, including one student that moved all the way up to
highly proficient. Most are now partially proficient at the halfway mark of the unit.
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.
This shows me that my instruction was effective and that I was able to accurately assess student learning
throughout my unit implementation. I can see that I was successful in differentiation for most students,
however still have room for improvement in that area. In the future I will aid student understanding by
utilizing small group instruction and testing more than I have been. I don’t use a lot of rotations or pull a
lot of intervention groups because I only teach each class for 60 minutes, but I feel that implementing that
would help students with IEPs and 504s.

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 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 3 9
(90%-100%)
Proficient
3 5
(80%-89%)
Partially Proficient
4 4
(70%-79%)
Minimally
Proficient 11 3
(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.
In comparison to the remainder of the class, the subgroup of students with IEPs and 504s made equal if not
more gains than the rest. This shows be that my instruction was effective across the board and was
accessible to all students. From my analysis, I can deduce that this unit implementation was effective in
teaching my students the standards and objectives that were included in the unit.
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.
The next steps for instruction in this case is to continue building and scaffolding off of the content already
taught and gradually add in new information. Students are performing about how I expected given the
informal, formative assessment data collected throughout implementation so I will continue to collect that
data as well.

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,

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 Short-Term Goal
1. Provide more extensive differentiation
for EL students and students with
disabilities
2. Create more connection between the
activities that we do and what students
are supposed to be learning.
observation of a veteran teacher, etc.)
Professional development, more extensive
planning of lessons, observation of veteran
teachers
Professional development and research

3. Provide more informal formative

assessment opportunities Research and observations of veteran teachers

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: Develop my classroom management
Rationale: Why did you choose this goal? How By continuously assessing and adjusting my
do you expect it to improve the outcomes of your classroom management plan based on student
future students? needs and feedback, I can establish a
supportive and inclusive learning
environment where all students feel valued,
respected, and engaged in their learning.
End Date: By when do you expect to accomplish I expect to feel more comfortable with my
this goal? management by the end of my first year, but
know that my management will always be
growing and improving
Action Timeline: What steps will you take to - Create a comprehensive classroom
complete this goal, and by when will you take management plan: before the start of
them? Example: the school year
1/31/18: Join AACTE - Set clear expectations: on the first day
of school
- Implement rewards and consequences
consistently: for the duration of the
school year
- Attend professional development:
throughout the school year as often as

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 possible
Resources: What resources are available to assist Professional development, educational
you in accomplishing your goal? literature, mentorship or peer support, multi-
school, grade level, and vertical PLCs.

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