Student Teaching Evaluation of Performance (STEP)

Template

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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 ...........................................................8
STEP Standard 5 - Implementation of Instructional Unit .......................................11
STEP Standard 6 - Analysis of Student Learning....................................................13
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........15

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 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).

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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).

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

Unit Topic: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide
instruction for and that will be assessed.

Learning Goal
Provide the overall learning goal for this unit. What do you want students to know and be able to
do at the end of the unit?

Measurable Objectives
List the measurable objectives for this unit. Make sure the objectives are measureable and only
include the objectives you plan to assess and you have evidence the students have met or not met
the objectives.

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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.

This Perspective Drawing Unit features a pre-assessment the students will take on their phones.
One day 1 before any instruction is delivered the students will log on to Quizizz.com and join the
Perspective Unit test. The test is 14 questions. The assessment tests their prior knowledge of
perspective terminology as well how well they can identify certain types of perspective by
looking at an image. Types of perspective include atmospheric perspective, one-point, two-point,
and three-point perspective.

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

Exceeds 2

Meets 16

Approaches 16

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 Falls Far Below 8
Pre-Assessment Analysis: Whole Class

No Changes
The data from this pre-test provides me with knowledge of how much content vocabulary the students
understand before the unit begins. What it does not provide me is how well the students can draw in
perspective. I will use formative assessments in the form of exit slips and practice handouts throughout
the unit to gauge how well the students can apply perspective to their drawings. The visible data I receive
from them will help me determine the feedback I will deliver to each student on the following day as I
circle the room.

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.

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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 Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Activity text. text. text. text. text.
Standards and Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Objectives text. text. text. text. text.
What do students
need to know and
be able to do for
each day of the
unit?
Academic Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Language and text. text. text. text. text.
Vocabulary
What academic
language will you
emphasize and
teach each day
during this unit?
Summary of Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Instruction and text. text. text. text. text.
Activities for the
Lesson
How will the
instruction and
activities flow?
Consider how the
students will
efficiently transition

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 from one to the
next.
Differentiation Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
What are the text. text. text. text. text.
adaptations or
modifications to the
instruction/activities
as determined by
the student factors
or individual
learning needs?
Required Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Materials, text. text. text. text. text.
Handouts, Text,
Slides, and
Technology
Instructional and Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Engagement text. text. text. text. text.
Strategies
What strategies are
you going to use
with your students
to keep them
engaged throughout
the unit of study?
Formative Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Assessments text. text. text. text. text.
How are you going
to measure the
learning of your
students throughout
the lesson?

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 Summative, Post- Click here to enter text.
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, 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.

Video Recording Link: Video submitted through OneDrive

Summary of Unit Implementation:

Each lesson seemed to go alright. My first day of perspective didn’t go the way I wanted but was a good
learning experience for me. This was the day I had the students take the pre-test on Quizizz.com. A
couple individuals chose to join the quiz using inappropriate names. I had to pull them aside and inform
them that if they do not sign in with their names, they will not receive credit. The days after went okay
though I was always learning things I could do better. Near the end of the unit when we were checking
our final drawings for correct perspective, I would hand each student a sighting stick at the door. Putting
a tool in their hands proved to be a good motivator. One student engagement strategy I chose was to
include a couple videos that show how one-point perspective is used in cinema. It is my assumption that
many students watch movies so I figured this would be entertaining and thought provoking. I showed
them two examples of one-point perspective used by two famous filmmakers: Stanley Kubrick and Wes
Anderson. Stanley Kubrick uses one-point perspective for a horror effect. Wes Anderson uses some one-
point perspective in his compositions for a quirky, humorous outcome. After playing both videos, I asked
the class which filmmaker exploits one-point perspective more clearly. I had a few students respond and
get it right: Kubrick. Kubrick demonstrates one-point perspective through long corridors and through the
use of geometric objects. This video supplement was intended as a visual way to frontload linear
perspective into their minds before taking what they have learned to the final drawing paper.

Summary of Student Learning:

Linear Perspective drawing is a tough unit to teach from what I’ve found. It is tough because of the
attention to detail it requires from students. It forces students to use a ruler and sighting stick. Adding
windows to buildings is also a very repetitive process that drives many students crazy. But, I had a few
students who absolutely loved the assignment and would engage with their drawings for the full hour
each day of the unit. I would occasionally have students ask me to draw windows and other lines for
them. I would tell them “no way!”. This is their drawing and they have to problem solve themselves.
Students seemed really worried about how their final drawing would turn out and it would sometimes
shut them down to where they would not want to lay down another line. Most of my formative
assessment walking around the room included motivating them to press on and get through it. Many
students learned how to use a ruler and straight edge which I feel is a good practice for adulthood.
Surprisingly, students would struggle connecting points with a straight line. Overall, the student learning
during this unit came with some frustration but I think that’s okay. I may in the future verbalize that to
my students: that this type of drawing may frustrate you at times but it is part of the exploring and
learning process.

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Reflection of Video Recording:
The bulk of my teaching and instruction doesn’t come until about 5 minutes into the video. We spent
the first five minutes of class warming up with a one-point perspective sketch. Reflecting upon this video
clip, I would say I could speak a little clearer. There are moments where I pause or stumble over words. I
also need to deliver what I am saying with more confidence. I refer to the students as “guys” often
which I would rather not do because of course they are not all “guys”. In fact, most of the class is
comprised of girls. I also make note-taking optional which I intended to be more mandatory. They
SHOULD be taking notes on the mark-making and I goofed by saying “if you want to take notes, you
can.” Of course, I am still a bit nervous up there at this point. Since then, I have had more conversations
with students, allowing me to feel a bit more at ease. My next recording hopefully reflects that.

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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 5

Proficient
(80%-89%) 2 8

Partially
Proficient
8 18
(70%-79%)

Minimally
Proficient
32 11
(69% and below)

Post-Test Analysis: Whole Class

This assessment is reflecting students’ understanding of perspective vocabulary. However, my

assessment also tests their ability to point out types of perspective from looking at example
drawings. It appears the post-test does show some student growth.

I feel the way I presented the content was somewhat effective. After the post-test, I did have a
talk with one of my students in private who was worried about her grade and told me she was
unhappy that I gave little time to prepare for the unit test. I allowed my students to use their notes
on the test but she did not have any. She mentioned I went too fast presenting the information for
her to write notes. It was a great talk and today when I presented notes for our new unit, she asked
me at times to wait before I changed slides. It was great communication that I was not receiving
before.

Post-Assessment Analysis: Subgroup Selection

I am choosing my deaf or hard-of-hearing group during my 4th hour drawing section. I am

choosing them because I had some great moments with all of them during the unit. I made some
accommodations along the way to assist their learning.

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

Number of Students Number of Students

Pre-Test Post-Test

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 Exceeds # #

Meets # #

Approaches # #

Falls Far Below 5 5

Post-Assessment Analysis: Subgroup

The students in this subgroup did not perform much better on the post test. I am not exactly
sure why. One student actually went backwards a couple points. However, they
demonstrated learning through their perspective drawings. A couple of these students
started with low skill level using a ruler. I assisted them by showing them how to make
straight lines to their vanishing points. One student becomes agitated easily and this unit
can make even the most relaxed person angry. So I helped by asking him to step back for a
moment and I would draw with him awhile to get him started. This way, he could see
visually where his drawing was headed and soon he got into a rhythm.

I printed Google Slides for the group to take with them each time I used a slideshow. I have them
seated in what I believe to be the best part of the room so that they can see their interpreter and
myself. Moving forward in my teaching practice, I feel I need more experience socializing with
this particular group through an interpreter. One student has me wear a microphone so that she
can hear me through a speaker she wears around her ear.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 5

Meets 2 8

Approaches 8 18

Falls Far Below 27 6

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 Post-Assessment Analysis: Subgroup and Remainder of Class

I feel that as a whole class, the students improved in their perspective drawing skills. My
subgroup did not show growth in their test scores. This leads me to believe I need to think of
ways to teach these students the vocabulary. I will think of new activities that may support
learning.

Our next unit is building upon observational drawing. Students received a taste of observational
drawing when they constructed a cityscape from reference photo during the perspective unit. Next
they will transfer those skills when we add volume to our forms. They will hopefully apply their
perspective knowledge to drawing simple forms from observation. Then they will apply new
knowledge of shading and gradations to round out forms and add light and shadows.

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. Variety of lessons Research and observations

2. Engagement and getting interaction Observations such as learning labs

3. New ways of formative and Research and speaking to other art teachers
summative assessments within the district and beyond

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