Student Teaching Evaluation of Performance (STEP)

Template

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

1 of 25
Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

2 of 25
 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

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

A. Geographic Location
Gadsden, Alabama is in Etowah county in Northeast Alabama (Wikipedia, 2017). The city of
Gadsden has a population of 38, 856 (Wikipedia, 2017). The racial makeup of Gadsden includes:
57.3% Caucasian, 36.3% African American, 5.4% Hispanic, 0.6% Asian, 0.4% Native American,
0.4% Pacific Islander, 3.2% other races and 1.9% two or more races (Wikipedia, 2017). The
median household income for Gadsden residents is $24,823 (Wikipedia, 2017). Over 22% of the
population live below the poverty line which includes 33.9% of people 18 and under below the
poverty line (Wikipedia, 2017). The community does not offer much support for educational
services for youth outside of church drives to provide school supplies to youth. Poverty in the
city is a concern for planning instruction and assessment. Poverty effects student health,
language and literacy development and social skills (Parrett & Budge, 2016). It is essential to get
to know each student individually to ensure all their learning needs are being met. Students may
need help with developing literacy and languages and engaging with other students (Parrett &
Budge, 2016). It is essential for teachers to foster this development in their learning environment.
Some students may not have access to technological which can limit learning outside of the
classroom.

References
Parrett, W. & Budge, K. (2016). How Does Poverty Influence Learning? Edutopia. Retrieved
from: https://www.edutopia.ord/blog/how-does-poverty-incluence-learning-william-parrett-
kathleen-budge.

Wikipedia. (2017). Gadsden, Alabama. Retrieved from:

https://en.wikipedia.org/wiki/Gadsden,_Alabamahttps://en.wikipedia.org/wiki/Gadsden,_Alabam
a.

B. District Demographics
The Gadsden City School system oversees 14 schools: 8 elementary schools, 3 middle schools, 1
high school, an alternative school and a technical center (Wikipedia, 2017). The Gadsden City
Board of Education serves 5,017 students throughout the district in grades pre-k-12 (Alabama
State Department of Education, 2017). The racial makeup of the district includes 46.2% African
American, 37.3% Caucasian, 13.9% Hispanic, 0.01% Asian, .002% American Indian, 0.012%
two or more races (Alabama State Department of Education, 2017). The district has a total of
70.74% of students on free or reduced lunch (Alabama State Department of Education, 2017).
Over 64% of students are on free lunch and 6.58% are on reduced lunch (Alabama State

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

3 of 25
Department of Education, 2017). With over 70% percent of students on free or reduced lunch I
must consider the impact of poverty on students’ education. Poverty could mean the students
does not get the proper health care, does not have the appropriate before or after school care,
stable housing or other resources (Parrett & Budge, 2016). Limited access to health care could
lead to poor health and mental health. Students may face issues with self-esteem, self-concept or
poor social skills (Parrett & Budge, 2016). Before and after school care is important to student
well-being. Living in poverty can affect student stability because they may move around.
Students also face issues with technology in the home when living in poverty (Parrett & Budge,
2016). As an educator, I will expect to deal with more behavioral issues and will finds ways to
lower them based on students’ needs. Behavioral problems could affect the students’ education if
they are continued and disruptive. Home life for students could be unstable and students could
find themselves troubled by this. Students who do not have stability in the home could have self-
esteem issues or lack the understanding of the importance of education. I know that
encouragement is the key to reaching these students. I believe in having an exciting classroom
and I believe in encouraging students every step of the way.

References

Alabama State Department of Education. (2017). Public Data Reports. Retrieved from:
https://www.alsde.edu/dept/data/Pages/home.aspx.

Parrett, W. & Budge, K. (2016). How Does Poverty Influence Learning? Edutopia. Retrieved
from: https://www.edutopia.ord/blog/how-does-poverty-incluence-learning-william-parrett-
kathleen-budge.

Wikipedia. (2017). Gadsden, Alabama. Retrieved from:

https://en.wikipedia.org/wiki/Gadsden,_Alabamahttps://en.wikipedia.org/wiki/Gadsden,_Alabam
a.

C. School Demographics
Oscar Adams Elementary is a Title One school with an academic ranking of F with 16.77% of
students proficient in reading, 23.23% proficient in Math and 11.11% proficient in Science on the
National level (Alabama State Department of Education, 2017). Oscar Adams Elementary
School serves students in grades Pre- 5th grade (Alabama State Department of Education, 2017).
There are currently 418 students enrolled at Oscar Adams Elementary School and 94.21% of
students receive free or reduced lunch (Alabama State Department of Education, 2017). Over
86% of students receive free lunch services and almost 7% of students receive reduced lunch
(Alabama State Department of Education, 2017). The racial make-up of the school includes:
59.8% African American, 22.9% Hispanic, and 11.5% Caucasian. This data suggest that poverty
has greatly impacted the students’ education at the school. I would evaluate each student that
arrives in my class to determine what they need to individually improve. Planning lesson I expect
to have to find methods for each student learning style and to review some things taught at the
previous grade level to help students gain understanding of subject matter. Delivering lesson
would have to be tailored to student development level to ensure they understand what is being
© 4/16/18. Grand Canyon University. All Rights Reserved. Page
4 of 25
taught. I also expect to walk around to each student and check for understand to reteach before
moving on. Assessments will have to be at district level, but I expect to pre-read them to ensure
students can understand them. I am prepared to possibly explain some things they may not
understand while teaching the lesson.

References

Alabama State Department of Education. (2017). Public Data Reports. Retrieved from:
https://www.alsde.edu/dept/data/Pages/home.aspx.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

5 of 25
STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

There are twenty-one students in the class I am completing my cooperating classroom. There are
eleven girls and ten boys in the class. Students’ age range in the class is seven to eight years old.
The class is diverse in the racial make-up with: eleven African Americans, five Caucasians, four
Hispanics, and one American Indian. The students in the class all are from low socioeconomic
households.

B. Environmental Factors
The cooperating class environment is very age appropriate. The students all have table and chair
individual desks arranged in a U shape. Students have access to a class library with a variety of
fiction and nonfiction books. Students have six computers in the class and each student has an
iPad for use during school hours. There is a carpet in front of the class used for reading and
beside it is a table and chairs in the listening center. I the back of the class are table and chairs
used for small group on one side and the teacher’s desk on the other side of the room. Parental
involvement is not currently good because only three parents participate in school functions.
Most other parents are involved in their students learning by signing conduct and graded papers
except for five or six that are never signed or returned. The teacher contacts parents through a
texting app but it can be difficult to get returned items even with contact.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain Needs
) Receiving
No
Services
Boys 2 1 0 0 0 0
Girls 2 0 0 0 0 0
Instructional Pictures, Allowed n/a n/a n/a n/a
Accommodations and manipulatives to re-take
Modifications , small group, test, given
(Describe any instructional peer teaching, shortened
accommodations and reduce assignmen
modifications regularly used number of ts, takes
© 4/16/18. Grand Canyon University. All Rights Reserved. Page
6 of 25
to meet the needs of answer test with
students in each subgroup.) choices, read resource
aloud for test, teacher,
and extended extra time
time on test. given on
test, and
test read
aloud.

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
Students’ socioeconomic status, parental involvement and the variety of learning needs all effect
how lessons are planned, delivered and assessed. English learners (EL) are provided additional
resources through EL pullout twice a week. All EL students can read their test but one. I would
have to give him his assessment and read aloud to him. I would also have to read the test aloud to
the student who has an IEP. During planning, I would need to include instruction that is
scaffolded for students during whole class instruction. There are an additional four students in
this class that have not met the requirements for an IEP but are reading significantly below grade
level. It is important to check those students for understanding along with the EL students and
the student with an IEP. I would create a shortened assessment for EL students and the student
with an IEP. I would also plan to instruct students on all tested elements and include reviews to
check for knowledge to ensure students learn in the class. Home work will be a review to help
provide extra practice. Homework would not include the use of technology because it is not
available to most students in the home.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

7 of 25
STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Asking and Answering Questions

Unit Title: Asking Questions

National or State Academic Content Standards

RI.2.1 Ask and answer questions as who, what, where, when, why and how to demonstrate
understanding of key details in a text.

Learning Goal
At the end of the unit, using a graphic organizer provided by instructor, students will be able to
draft a list of questions from text, with 70 percent accuracy to clarify text.

Measurable Objectives
1. At the end of the unit, using a graphic organizer provided by instructor, students will be
able to read text and ask questions to clarify text, with 70 percent accuracy to clarify text.
2. At the end of the unit, using a graphic organizer provided by instructor, students will read
text and create a list of questions they asked to clarify text, with 70 percent accuracy.
3. At the end of the unit, using a graphic organizer provided by instructor, students will
provide an answer to who, what, when, where, why and how questions about occurrences
in text, with 70 percent accuracy.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

8 of 25
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment – Each question is worth ten points and each answer is worth ten points.
Students scoring an A or B exceeds learning goals. Students with a C meets learning goals,
Students with a D are approaching learning goals and students with a F fall far below learning
goals.
Name___________________ Date_______________

Read the passage below. Use the text to write and answer questions in the
chart below. Create questions using the 5w’s and how.

Contest
Tom entered the poster contest for the school play. Tom worked very hard on his poster.

He practiced drawing superheroes many times. He drew carefully and used lots of colors. At

noon, he gave it to the drama teacher in the school theater. It took a long time for her to decide.

At the end of the day on Friday she announced the winner. Tom won the contest! His poster

would be all over the school.

Question Answer

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

9 of 25
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.

Exceeds

Meets

Approaches

Falls Far Below

Pre-Assessment Analysis: Whole Class

One major change made after assessment is to include information on how to write a question. Students
need to be reminded of the importance of including capitalization and punctuation.
The pre-assessment has informed and changed how I to instruct students during this lesson. Students were
confused as to how or why they would create their own questions and answers after reading text. I will
include an explanation of how asking and answering questions helps students clarify text. When students
understand why they are learning it helps to motivate them to learn. During the pre-assessment, I learned
that it is important to discuss with the class how to write complete sentence. Students will be encouraged
to use capitalization and punctuation. Students currently practice this with journaling but seem to forget to
use them during the assessment. Post-assessment will include a one-point penalty for failure to use
capitalization or punctuation.

Post-Assessment – Each question is worth ten points and each answer is worth ten points.
Students will also have a one point penalty for each question and answer that does not include
capitalization and punctuation. Students scoring an A or B exceeds learning goals. Students with
a C meets learning goals, Students with a D are approaching learning goals and students with a F
fall far below learning goals.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

10 of 25
 Name___________________ Date_______________

Read the passage below. Use the text to write and answer questions in the
chart below. Create questions using the 5w’s and how.

Apples
An apple is a fruit that is grown on a tree. Most apples are ready to be harvested in the

fall. To harvest means to gather crop. There are more than 7,000 different varieties of apples

grown in the world. The fruit comes in many shapes and colors. Red, yellow and green can be

found in most grocery store. Apples are used for many purposes. They can be used for juices,

applesauce, and many desserts. Not only are apples tasty, but they are also healthy! Apples have

lots of Vitamin C. As the saying goes, “An apple a day keeps the doctor away!”

Question Answer

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

11 of 25
© 4/16/18. Grand Canyon University. All Rights Reserved. Page
12 of 25
RI.2.1 Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Learning Goal
At the end of the unit, using a graphic organizer provided by instructor, students will be able to draft a list of questions from text, with
70 percent accuracy to clarify text.

Measurable Objectives
1. At the end of the unit, using a graphic organizer provided by instructor, students will be able to read text and ask questions to
clarify text, with 70 percent accuracy to clarify text.
2. At the end of the unit, using a graphic organizer provided by instructor, students will read text and create a list of questions
they asked to clarify text, with 70 percent accuracy.
3. At the end of the unit, using a graphic organizer provided by instructor, students will provide an answer to who, what, when,
where, why and how questions about occurrences in text, with 70 percent accuracy.

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Readers Ask Asking question Good readers ask Asking and Ask and answer
Activity Questions with a friend and answer Answering question questions with a
questions friend
Standards and RI.2.1 Ask and RI.2.1 Ask and RI.2.1 Ask and RI.2.1 Ask and RI.2.1 Ask and
Objectives answer questions as answer questions as answer questions as answer questions as answer questions as
What do students who, what, where, who, what, where, who, what, where, who, what, where, who, what, where,
need to know and when, why and how when, why and how when, why and how when, why and how when, why and how
be able to do for to demonstrate to demonstrate to demonstrate to demonstrate to demonstrate
each day of the understanding of understanding of understanding of understanding of understanding of
unit? key details in a text. key details in a text. key details in a text. key details in a text. key details in a text.
At the end of the At the end of the At the end of the At the end of the At the end of the
unit, using a unit, using a unit, using a unit, using a unit, using a

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 13 of 25

 graphic organizer graphic organizer graphic organizer graphic organizer graphic organizer
provided by provided by provided by provided by provided by
instructor, students instructor, students instructor, students instructor, students instructor, students
will be able to read will be able to read will read text and will provide an will provide an
text and ask text and ask create a list of answer to who, answer to who,
questions to clarify questions to clarify questions they what, when, where, what, when, where,
text, with 70 text, with 70 asked to clarify why and how why and how
percent accuracy to percent accuracy to text, with 70 questions about questions about
clarify text. clarify text. percent accuracy. occurrences in text, occurrences in text,
with 70 percent with 70 percent
accuracy. accuracy.

Academic Questions Questions Questions Questions Questions

Language and Answer Answer Answer Answer Answer
Vocabulary What What What What What
What academic Where Where Where Where Where
language will you When When When When When
Why Why Why Why Why
emphasize and
How How How How How
teach each day
during this unit?
Summary of Instruction begins Teacher will begin Teacher will begin Teacher will begin Teacher will begin
Instruction and by engaging lesson by activating the lesson by the lesson by lesson by activating
Activities for the students’ prior students’ prior asking students activating students’ students’ prior
Lesson knowledge of knowledge of why we ask prior knowledge of knowledge of
How will the asking questions. creating questions. question while asking questions asking and asking
instruction and Students will then Teacher will then reading text. I will and explain that we questions. Teacher
activities flow? place hand in review vocabulary then ask students to will answer the will review
Consider how the mystery create words with class. name the 5’w’s and questions we ask vocabulary words
students will questions to help Teacher will then how. I will then today. Teacher will with class. Teacher
efficiently transition determine what it show students a quickly review then show students will then review
from one to the is. Teacher will video on asking asking questions a video on asking how and why we
next. then introduce questions. Teacher with students and and answering ask and answer

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 14 of 25

 vocabulary words will then do a read show them a video questions. Teacher questions while
to students. Teacher aloud with the class of students using will do a read aloud reading text.
will then show and have students flashlight to read in with class and then Teacher will then
students a video on work in groups of small group and create questions as each group of
asking questions. three to ask then working with a class. Teacher will students a different
Teacher will then questions. Teacher group to ask model how to passage to read, ask
read a passage to will then have a questions. Students answer the and answer
the class and model whole class will then do a questions asked by questions. Students
how to create a discussion on the flashlight read and re reading text and will then share their
question. Each questions created create questions on complete a graphic passage and the
student will then and how they will graphic organizer. organizer with question they
receive a note card help the readers Students will later class. Teacher will develop and allow
to create on understand the share their story then give students a the class to give the
question to place on story. with the class and passage read and answers. Teacher
anchor chart. ask their peers the ask and answer will have a closure
Teacher will then questions after questions. Teacher discussion on the
model whole class sharing the story. will then review the importance of
lesson on how to lesson with the asking and
ask question using whole class and answering
a read aloud. have a discussion. questions while
Teacher will then reading text.
give students an
individual
assignment on
creating questions.
Teacher will then
review individual
assignment with
whole class by
allowing students to
demonstrate the
questions they
created.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 15 of 25

Differentiation EL students in the Students will work EL students in the EL students in the Students will work
What are the class will have the in groups and their class will have the class will have the in groups and their
adaptations or passage read to peer mentor will passage read to passage read to peer mentor will
modifications to the them. Translation read and help them them. Translation them. Translation read and help them
instruction/activities devices will be understand the devices will be devices will be understand the
as determined by used as needed. passage. EL used as needed. used as needed. passage EL students
the student factors Student with IEP students in the class Student with IEP Student with IEP in the class will
or individual will be read to as will have the will be read to as will be read to as have the passage
learning needs? well. Students will passage read to well. Students will well. Students will read to them.
also receive them. Translation also receive also receive Translation devices
question stems to devices will be question stems to question stems to will be used as
help create used as needed. help create help create needed. Student
questions. Students Student with IEP questions. Students questions. Students with IEP will be
will check on and will be read to as will check on and will check on and read to as well.
given formative well. Students will given formative given formative Students will also
assessment through also receive assessment through assessment through receive question
each step of question stems to each step of each step of stems to help create
instruction. help create instruction. instruction. questions. Students
questions. Students will check on and
will check on and given formative
given formative assessment through
assessment through each step of
each step of instruction.
instruction.
Required Anchor chart, Anchor chart, Anchor chart, Anchor chart, Anchor chart,
Materials, Mystery box, Passage, graphic Passage, graphic Passage, graphic Passage, graphic
Handouts, Text, Passage, graphic organizer, video organizer, video organizer, video organizer, video
Slides, and organizer, and pencil. and pencil. and pencil. and pencil.
Technology notecards, tape,
video and pencil.
Instructional and Activating Prior Activating Prior Activating Prior Activating Prior Activating Prior
Engagement Knowledge, Knowledge, Knowledge, Knowledge, Knowledge,
Strategies Graphic Organizer, Cooperative Graphic Organizer, Graphic Organizer, Cooperative

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 16 of 25

What strategies are Incorporating Learning, Graphic Incorporating Incorporating Learning, Graphic
you going to use Technology, Organizer, Technology, Technology, Organizer,
with your students Modeling, Incorporating Modeling, Modeling, Incorporating
to keep them Summarizing and Technology, Summarizing and Summarizing and Technology,
engaged throughout Accountable Talk Modeling, Accountable Talk Accountable Talk Modeling,
the unit of study? Summarizing and Summarizing and
Accountable Talk Accountable Talk
Formative Teacher will give Teacher will give Teacher will give Teacher will give Teacher will give
Assessments students formative students formative students formative students formative students formative
How are you going assessment assessment assessment assessment assessment
to measure the throughout lesson. throughout lesson. throughout lesson. throughout lesson. throughout lesson.
learning of your Teacher will note Teacher will note Teacher will note Teacher will note Teacher will note
students throughout students’ ability on students’ ability on students’ ability on students’ ability on students’ ability on
the lesson? a note sheet. a note sheet. a note sheet. a note sheet. a note sheet.
Teacher will Teacher will Teacher will Teacher will Teacher will reteach
reteach students reteach students reteach students reteach students students need help
need help with need help with need help with need help with with writing a
writing a question. writing a question. writing a question. writing a question question and
and answering answering question.
question.
Summative, Post-
Assessment Name___________________ Date_______________
What post-
assessment will
measure the
Read the passage below. Use the text to write and answer questions in the
learning progress? chart below. Create questions using the 5w’s and how.
Note: This can be

Apples
the same as the pre-
assessment or a
modified version of
it. An apple is a fruit that is grown on a tree. Most apples are ready to be harvested in the

fall. To harvest means to gather crop. There are more than 7,000 different varieties of apples

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 17 of 25

 grown in the world. The fruit comes in many shapes and colors. Red, yellow and green can be

found in most grocery store. Apples are used for many purposes. They can be used for juices,

applesauce, and many desserts. Not only are apples tasty, but they are also healthy! Apples have

lots of Vitamin C. As the saying goes, “An apple a day keeps the doctor away!”

Question Answer

© 4/16/18. Grand Canyon University. All Rights Reserved. Page 18 of 25

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: I submitted the video through OneDrive.

Summary of Unit Implementation:

The students seemed to be very interested in the lesson. They love to share their ideas in
class during whole class, small group or partners so I used a lot of peer talk for this lesson plan. I
use a lot of high energy and praise with my students. I want them to know I am proud of them
and they should be proud of themselves for learning. In the first lesson, we began by engaging
students’ prior knowledge to engage them in the lesson. I wanted to give students an opportunity
to share so after a short lecture I let them help with the modeling process. They seemed to enjoy
learning as a class. I then gave students an activity to let them practice what they had learned
individually. This allowed me to assess children ability and help my students that needed more
assistance.
Lesson two began like lesson one with engagement, short review and modeling as a class.
I then gave a passage to students in small groups and allowed them to work together to develop
questions to ask their peers in a presentation. Students really loved the opportunity to be the
teacher during the presentation. They read the passage to their peers and then asked them
questions to clarify their understanding of the text. Each group had a different passage and the
students seemed to enjoy learning from one another. The third activity allowed students to read a
story using flash lights to read and create questions. Students always enjoy flashlight reads so I
wanted to incorporate it into this unit. Students enjoyed this lesson because they had an
opportunity to use the flashlights and share what they learned with their small group.
The fourth lesson began with a review of asking questions and how to answer them.
Teacher then modeled asking and answering questions, and the importance of using
capitalization and punctuation. Teacher allowed students to help create questions and sentence,
and allowed them to write them on the board. This motivated students to use punctuation and
capitalization. Students then read a passage individually and created question and answers. This
allowed the teacher to aide students that needed it through this formative assessment. The last
lesson allowed students to work in a small group and create questions and answer for their peers.
Their group presented to the class as the teachers and they really enjoyed being in the role of the
teacher.

Summary of Student Learning:

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

19 of 25
 Students seemed to learn well during this lesson. I believe that allowing students to learn
from me as well as their peers was the key to this unit. The fun of playing the teachers
encouraged them to dig deep during these lessons. Students also helped their group members
understand how to write a sentences because they wanted their team to do well when they
presented. During observations, I noticed that students loved winning and so I played it up a bit
(even though it was not a competition). The students wanted to be the best teachers. I have one
student in the class that will barely talk to me, but I noticed she talked to her peers a lot more. I
wanted that student to experience learning from her peers because sometimes I fear I do not
reach her. She flourished in this unit and took the opportunity to proudly speak in front of the
class.

Reflection of Video Recording:

I believe that I did a good job during the videoing of my lesson. Students were engaged in
learning and seemed to be very well behaved because they knew they were on video. The time
requirement was a little tough and I wish I would have did a run through prior to recording the
video to see more of the activity. I believe one thing I can improve upon in the video is allowing
the students to take more of an active role. I feel that my students wanted to read more of the
introduction during the Prezi, but initially felt the students needed the introduction from me.
Now I feel like it is fine to let them read some and then summarize what they have read. They
did such an amazing job learning from each other I want to continue to encourage it. One thing I
did well during the video was use a lot of positive talk with my students. I want to build on that
because I feels like showing them positivity allows them to demonstrate more positivity daily.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

20 of 25
 STEP Standard 6 - Analysis of Student Learning

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
Pre-Test

Exceeds 7

Meets 1

Approaches 4

Falls Far Below 9

Post-Test Analysis: Whole Class

Students learned a lot from this unit. Nineteen

students in the class meet or exceed the learning
goal for this unit. Students were able to
successfully create questions and answer them.
When given the pretest students were confused
and often asked for help because they did not
understand how to create questions. Students
taking the post-test were sure of themselves and
worked quietly because they understood what
was expected of them.
Based on the post-data results, the lesson was
effective in teaching students the learning
objectives of the unit. Students were able to
create a question and answer it to clarify text. The
post-assessment was successful in measuring
student’s ability. The assessment allowed
students, to create their own list of questions and
find the answers in the text. Based on the post test
results over ninety percent of the class met the
learning objective. Students were very engaged
during the unit and loved working with their
peers. Students learned to help their peers
understand what they knew and vice versa.
Students were eager to see their scores and
compare them to see how much they had learned.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

21 of 25
I also noticed some of the students sharing their
post-test assessments with students who had
helped them during the lesson.

Post-Assessment Analysis: Subgroup Selection

There are four EL students in the class and none

of them scored within the learning objective
during the pre-test.

Post-Assessment Data: Subgroup (Gender, ELL

population, Gifted, students on IEPs or 504s, etc.)

Number of Students
Pre-Test

Exceeds 0

Meets 0

Approaches 1

Falls Far Below 3

Post-Assessment Analysis: Subgroup

Based on the results on of the post-test, EL

students in the class learning was well supported
by the unit. EL students learned through
differentiation, whole group and collaborative
learning. Students were engaged by teacher
during whole group and encouraged to use their
voice during whole group. Students were also
supported through formative assessment during
activities to check for and clarify student
understanding. One hundred percent of EL
students successfully achieved learning goals
from this unit.

All EL students mastered the objective of this

lesson. They were engaged thoroughly during the
lesson and learned well from the teacher and their
peers. They were excited to share and eager to

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

22 of 25
learn during the lessons in this unit. One major
error I feel is important to continue teaching to
this sub-group is punctuation and capitalization.
This subgroup could have scored higher on their
assessment, but points were deducted for
capitalization and punctuation errors. I plan to
have more writing activities in the class and
encourage students to include capitalization and
punctuation on homework. We currently journal
each morning and I plan to use a pen to mark
capitalization and punctuation errors to give
students more chances to visually see their errors.

Post-Assessment Data: Remainder of Class

Number of Students
Pre-Test
Exceeds 7

Meets 1

Approaches 3

Falls Far Below 6

Post-Assessment Analysis: Subgroup and

Remainder of Class

Students in this sub-group were more effective in

learning the learning objective than the remainder
of the class. This sounds odd but EL students did
use their accommodations provided by teacher
during their assessments. They had the
knowledge of the skill and demonstrated it well.
There were two students in the remainder of the
class that has not mastered the skill yet. The
reason they have not mastered it is because after
re teaching student cannot achieve an average
score of more than a 65 on their assessment. They
have been retaught the lesson and understand how
to develop and answer question. The results of

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

23 of 25
this data demonstrates the effectiveness of this
unit.

This learning objective will be reinforced weekly

during their literacy centers. One day a week
students will receive a passage to read to create
and answer question. They will also practice in
their journals to further grow their skills and
ability to write questions and answers in complete
sentences.

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

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Provide students with more student I plan to research lesson and review how
led activities. other teacher promote student led activities. I
plan to talk with teachers in the school and
observe how they promote student led
activities. I plan to seek professional
development training in student led learning.

2. Provide more activities that allows
students to collaborate.
I plan to talk with veterans teachers and
observe how the promote collaborative
learning. I plan to research how students
learn best through collaborative learning. I
plan to focus on enduring I provide
differentiation and scaffolding in
collaborative learning.

3. Provide students with more I plan to research the effects of allowing

opportunities to share their work with
their peers.
students to share both positive and negative.
I plan to use results to promote sharing and
avoid negative interactions during sharing in
class. I plan to observe other teachers at a
variety of grade levels to gain more insight
on ways to promote sharing.

© 4/16/18. Grand Canyon University. All Rights Reserved. Page

24 of 25
© 4/16/18. Grand Canyon University. All Rights Reserved. Page
25 of 25