Student Teaching Evaluation of Performance (STEP)

Template
Table of Contents

Student Teaching Evaluation of Performance (STEP) Template 1

Table of Contents 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
5
STEP Standard 3 - Assessment and Data Literacy 6
STEP Standard 4 - Unit and Lesson Planning 7
STEP Standard 5 - Implementation of Instructional Unit 10
STEP Standard 6 - Analysis of Student Learning 11
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13
 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

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).

STEP Standard 1 - Contextual Factors: Knowing Your School and

Community

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).

STEP Standard 2 - Writing Standards-Based Objectives and the Learning

Goal
Unit Topic: Parents and Offspring.

Unit Title: Parents and Offspring

National or State Academic Content Standards

1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that
help offspring survive.
1-LS3-1 Make observations to construct an evidence-based account that young plants and
animals are like, but not exactly like, their parents.
K-2-ETS-1-2 Develop a simple sketch, drawing or physical model to illustrate how the shape of
an object helps it function as needed to solve a given problem

Learning Goal

The learning goal is for students to better understand parents and offspring. Students will
understand life cycles, observe parents and their young and see patterns in animal behavior.

Measurable Objectives
* Students will make observations of some plant and animal life cycles

*Students will compare and contrast how different animals grow and change

*Students will understand that young plants and animals are like, but not exactly like, their parents

*Students will be able to tell animal needs

*Students will explain how the behaviors of parents and their young help the young survive

STEP Standard 3 - Assessment and Data Literacy

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 Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Pre-assessment is done by a Q & A game at the beginning of the unit. The teacher will use
this to plan out the unit from what the students know and what they still need.
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%)
2

Proficient
(80%-89%) 7

Partially Proficient
(70%-79%) 14

Minimally Proficient
(69% and below) 3

Pre-Assessment Analysis: Whole Class

The data above will not make any changes for the selection of national or state academic content
standards, the learning goal, or measurable objectives. The student are where we thought they might
be based off grade level.
Using the data above will help me to determine how in depth I need to go in this unit. A majority of
the students completed as I predicted based off their overall performance in school. The pre-
assessment showed that a lot of the students have a general understanding of living things. The data
effects the planning, delivery, and assessment in the amount of teaching necessary for the unit. Had
there been higher numbers that were proficient, I could do a quick lesson to remind or get everyone on
the same page. Since the majority were partially or minimally proficient I am able to see that the
students will gain from this unit. I am able to see how much time should be allotted for the students.

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 the student Exceeds, Meets, Approaches, or Falls Far
Below the learning goal and measurable objectives.
Post assessment will be cut & paste activities. The students will show that they have
understood the unit by properly matching the life cycles in the correct spots. They will also
complete one that shows if the students understood what animal parents go with which animal
offspring.
STEP Standard 4 - Unit and Lesson Planning

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson Intro to Life Cycle Life Cycle of Observing Patterns in

or Activity Life Cycles of a Plant Animals Parents and Animal
Pre- Young Behavior
Assessmen
t
Standards and Students Students Students will Students will Students
Objectives will can explain know life cycle compare and explain
What do understand the steps in of a butterfly, a contrast parents how
students need to that all the plant frog and a sea and their young. animal
know and be living life cycle. turtle. parents
able to do for things have Students SC.1.6.2.D teach,
each day of the a life cycle. will LS3.A protect and
unit? SC.1.6.2.C understand LS3.B provide for
LS1.B why we their
record young.
observation
s.
Academic -Life Cycle -Data -Life Cycle -Compare -Protect
Language and -Offspring -Function -Offspring -Contrast -Pattern
Vocabulary -Evaluate -Observe -Analyze -Behavior
What academic
language will
you emphasize
and teach each
day during this
unit?

Summary of -Read “The -Using the -Record -Read to class -Record

Instruction and Tiny plant observations of pg 198 of text observatio
Activities for Seed”. manipulati seed sprouts in “Alike and ns of seed
the Lesson -Introduce ves recap journal Different” sprouts in
How will the “life cycle” plant cycle -Recap all -video journal
instruction and -Illustrate from living things interactive in -Discuss
activities flow? on board previous have a life curriculum. Ch and apply
Consider how using story lesson, cycle. oose student to vocab
the students will to show allow -Use Frog, Sea come up to -Watch
efficiently cycle of the students to Turtle and board to video of
transition from flower. see & Butterfly complete the “Top ten
one to the next. Have touch manipulatives parent/offspring most
students -Watch to instruct activity. amazing
help draw time lapse -Watch Frog -Brainstorm list animal
if time video of and Butterfly of animals and parents.”
allows. bean video their offsprings -Pause in
sprout. -Students will name between
-Discuss complete and ex: Cow-Calf each
vocab turn in a cut & -Compare & animal to
-Begin seed paste turtle life Contrast have
observation cycle Students discussion
journal and worksheet to complete cut & on what
prep seeds check for paste activity we learned
for 10 days understanding. matching and how it
of -Coloring parents to their applies to
observing. booklet for offspring our
-Students butterfly will vocabulary
will be extended
complete activity when
plant life students are
cycle finished.
booklet.
Differentiation Student Behavior Behavior and Behavior and There
What are the with and ESL ESL students ESL students should not
adaptations or behavior students will have their will have their be
modifications to issues will will have items pre-cut items pre-cut adaptation
the be asked to their items for the activity. for the activity. s necessary
instruction/activ be the pre-cut for These students for this
ities as helper in the activity. will be activity.
determined by writing on required to do May
the student the board activities based possibly
factors or Observatio
in an effort off time taking need to sit
individual to maintainn journal to complete. next to
learning needs? will be
participatio adult
n. labeled by during
teacher video
ahead of
time.
Required -book “The -plant - -video from -YouTube
Materials, Tiny Seed” manipulati turtle,frog,butte curriculum video “Top
Handouts, -dry erase ves rfly guide ten
Text, Slides, board/mark -plant manipulatives -dry erase for amazing
and ers worksheet -turtle & listing animal
Technology -stapler butterfly parents.”
-seeds booklets
 -life cycle -time lapse -parent & young -dry erase
of bean videos matching board for
video worksheet listing
-drawing paper highlights
Instructional -fictional -students -students will -Interactive -video has
and book is will use be able to see allows student vivid
Engagement meant to their senses and touch to come to images of
Strategies appeal to with real manipulatives smart board and animals in
What strategies young seeds and -butterfly video move the their
are you going to grade level manipulati is narrated by a answers to the habitats
use with your -if students ves. child correct box.
students to keep are not -video is -both videos
them engaged engaged in upbeat and will appeal to
throughout the discussion should this age group
unit of study? allow them capture
to help in attention
drawing on
board
Formative -Class Q & -Class Q & -Class Q & A -one on one -Class Q &
Assessments A A -one on one with students A
How are you -one on one with students during work
going to with during work time
measure the students time -worksheet
learning of your during -worksheet completion
students work time completion
throughout the -worksheet
lesson? completion
Summative, The post-assessment for this unit will be a combination of a matching
Post- worksheet and a student drawing. The life cycle of the turtle will be done
Assessment by the students on their own and collected. This would be the last life cycle
What post- activity and show the students level of understanding of life cycles. The
assessment will students drawing of a parent & offspring in its home will show if the
measure the students understand that offspring have both similarities and differences
learning from their parent. The animal picture being in an accurate home provided
progress? Note: by the animals parent will show the students who higher level thinking.
This can be the
same as the pre-
assessment or a
modified
version of it.
STEP Standard 5 - Implementation of Instructional Unit

Summary of Unit Implementation:

This is a unit about animals. The students will first learn how lifecycles work. It will transition
into parents & offspring and their similarities and differences. The implementation will include
class discussion, modeling, cut & paste activities, recording data and video interactives.

Summary of Student Learning:

The student learning in this unit will be an understanding that every living thing has a life
cycle. Students will be able to discuss how a parent and offspring can have ways they are alike
and ways they are different.

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 Number of Students

Pre-Test Post-Test
Highly Proficient (90%-100%)
2 7

Proficient
(80%-89%) 7 16

Partially Proficient
(70%-79%) 14 3

Minimally Proficient
(69% and below) 3 0

Post-Test Analysis: Whole Class

My interpretation of the student learning was that this unit was successful. The students were
engaged throughout which show in the data the lesson was absorbed overall. Out of my
students who were below 79% in the beginning the end showed only 3 students who were still
low although their understanding was still shown. The students who started low were the ones
I predicted would be there. I made sure to work on differentiation throughout planning to
ensure I would get success from them by the end.

This lesson was about student learning how to “be scientists” by making observations and
recording data. In the beginning of this unit the students were unaware of this terminology.
By the end the students were reminding me that it was time to do these things. Fortunately the
topic of plants and animals is something most children are extremely fond of. This made
planning easy for keeping the students interest. I was able to use technology, manipulatives
and group discussion to keep them engaged and further their understanding of plant and
animal life. The discussions we had on day one versus the end was fulfilling to see that the
class had enjoyed and truly learned for the unit I taught.

Post-Assessment Analysis: Subgroup Selection

The subgroup I selected I chose the lowest students in our class. This consist of 6 students. 1
ELL and 5 students on IEP. My goal was to take a fun topic that would be able to get them as
close to “on level” as possible.

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 (90%-100%)
0 1

Proficient
(80%-89%) # 2

Partially Proficient
(70%-79%) 3 3

Minimally Proficient
(69% and below) 3 #

Post-Assessment Analysis: Subgroup

My interpretation of the student learning is that the group as a whole was able to get to a basic
level of understanding. The students were able to work, with some differentiation, along with
the rest of the class. The students were able to verbally answer questions regarding the
topic. When given a matching activity these students determined most to all of the correct
answers.

My instruction was very effective with this group of students. For the activities that involved
motor skills like cutting, matching and pasting I had things prepared beforehand in order to
simplify. This helped these students to stay in time with the class during instruction. I am
able to work in small reading groups during other subjects with these students. I took this
opportunity to use that time for extra learning. For the reading groups I found leveled books
that aligned with the same topic in this unit. I feel this extra step helped give these students
the edge they needed to be successful in this unit.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient (90%-100%)
2 6

Proficient
(80%-89%) 7 14

Partially Proficient
(70%-79%) 11 0

Minimally Proficient
(69% and below) 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

This subgroup is typically a little slow to get started when given directions. My goal was to
get this group on level and to be able to move along with the rest of the class. Through some
different strategies I was able to reach this goal. The remainder of the class went above and
beyond where I needed them to be in the unit. As stated before I had the benefit of teaching
on a subject that children love to talk about. I live on a farm so I was able to bring items from
home and take pictures at home to apply to the lesson which really excited the students. The
student being able to have this real-world application aided in my lessons effectiveness.

In this lesson we tried to introduce vocabulary like record-observe-compare-contrast. In the

next steps of instruction I would be sure to review these terms often. The students are in first
grade so we had many conversations about how they will be doing/using this information
possibly for the rest of their lives depending on their professions. My objective would be to
use these terms across subjects and lessons to familiarize students with the information. This
will make it second nature as they move forward in grade levels.

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, observation of a veteran teacher,
Short-Term Goal etc.)
1. Better management of Observation and advice from veteran teachers. Ask about
small group lab different strategies used in order to keep all groups on task.
activities.

2. Classroom management Research on the internet and advice from veteran teachers. I
strategies for students who blurt switch classes for one subject. When I use that teachers
out and ask questions not behavior chart the students do not seem to be
pertaining to lesson. affected. They constantly are shouting out multiple
comments and questions not related to lesson. Will
research strategies to give consequence for not following
instructions of staying focused on lesson/classroom
discussions.

3. Better use of time Research on the Internet. I have been late to specials, recess
management. and moving onto the next subject. The issue is usually
engulfed in the lesson and students input. I need to
research strategies to keep myself on time and limit how
many and often I allow students to share.