+1 (208) 254-6996 essayswallet@gmail.com
  

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction. The STEP involves the preparation and implementation of a unit of instruction and should showcase your best efforts as a student teacher.

By understanding the community, school environment, the makeup of the classroom, student demographics, environmental factors, and student academic factors you will be able to strategically meet the overall needs of your students.

Throughout your program, you have been required to align all of your lesson plans with content standards. Content standards are the roadmap for student learning and are the foundation for all instructional design and learning outcomes.

Follow the instructions found in the STEP Template. Complete the STEP Standards 1-2 of the template.

**Do not plan/teach this until you get feedback from both your instructor and your cooperating teacher/mentor on your objectives and learning goals.**

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

Rubic_Print_Format








Course Code
Class CodeAssignment TitleTotal Points
SEC-590SEC-590-O102STEP Standards 1 and 240.0
CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints Earned
Criteria100.0%
STEP 1, Part I: Community, District, School, and Classroom Factors15.0%Not addressed.The description of the characteristics of Part 1 is incomplete or irrelevant. Content is confusing. Template is missing key elements or includes pervasive errors.Submission describes vague or unclear information of the characteristics of Part 1. Content is unfocused.Submission describes relevant knowledge of the characteristics Part 1. Content is clear.Submission comprehensively describes the characteristics of Part 1. Content is well-presented and easy to read.
STEP 1, Part II: Demographic, Environment, and Academic Factors15.0%Not addressed.The description of the characteristics of Part II is incomplete or irrelevant. Content is confusing. Template is missing key elements or includes pervasive errors.Submission describes vague or unclear information of the characteristics of Part II. Content is unfocused.Submission describes relevant knowledge of the characteristics Part II. Content is clear.Submission comprehensively describes the characteristics of Part II. Content is well-presented and easy to read.
STEP 2: Standards20.0%Not addressed.Selected standards are weak, incomplete, or irrelevantly address the development, prerequisite knowledge, skills, and other student needs.Selected standards are unclear and do not address the development, prerequisite knowledge, skills, and other student needs.Selected standards are appropriately aligned for the development, prerequisite knowledge, skills, and other student needs.Selected standards are in-depth and expertly align for the development, prerequisite knowledge, skills, and other student needs.
STEP 2: Learning Goals10.0%Not addressed.The learning goal is incomplete or irrelevant to the unit of study.The learning goal is vaguely stated or not written to the unit of study.The learning goal is clearly stated and written to the unit of study.The learning goal is in-depth and expertly written to the unit of study.
STEP 2: Measurable Objectives30.0%Not addressed.The objective is incomplete or irrelevant to the unit of study.The objective is unclear, and vaguely aligned to the unit of study.The objective is clearly written, and relevant to the unit of study.The objective is in-depth and exceptionally written. It is realistically aligned to the unit of study.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)10.0%Not addressed.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage100

Student Teaching Evaluation of Performance (STEP) Template

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

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

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

By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.

By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.

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

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

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

1. Complete each section of the STEP Standard 1

· Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document.  When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address. 

· An initial email will be sent to you to confirm your email address. 

· A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

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:

Unit Title:

National or State Academic Content Standards:

Learning Goal:

Measurable Objectives:

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

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 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.Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “
Number of Students
Highly Proficient (90%-100%)
Proficient(80%-89%)
Partially Proficient(70%-79%)
Minimally Proficient(69% and below)
Pre-Assessment Analysis: Whole Class
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.

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 13

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:

Unit/Subject:

Day 1Day 2Day 3Day 4Day 5
National/State Learning StandardsList specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and TechnologyList all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson QuestionsWhat 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 SetHow will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of RepresentationDescribe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of EngagementHow will students explore, practice, and apply the content?
Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of ExpressionFormative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional resources/support)
Extension Activity and/or Homework
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.

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:

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:

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 StudentsPre-TestNumber of StudentsPost-Test
Highly Proficient (90%-100%)
Proficient(80%-89%)
Partially Proficient(70%-79%)
Minimally Proficient(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.
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.
Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”
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).
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of StudentsPre-TestNumber of StudentsPost-Test
Highly Proficient (90%-100%)
Proficient(80%-89%)
Partially Proficient(70%-79%)
Minimally Proficient(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 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.
Post-Assessment Data: Remainder of Class
Number of StudentsPre-TestNumber of StudentsPost-Test
Highly Proficient (90%-100%)
Proficient(80%-89%)
Partially Proficient(70%-79%)
Minimally Proficient(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 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.

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.

Short-Term GoalPlan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
1.
2.
3.

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?