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 ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................20
STEP Standard 6 - Analysis of Student Learning....................................................22
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........24

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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: Circles

Unit Title: Circles

National or State Academic Content Standards

CCSS.MATH.CONTENT.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular to the tangent where the
radius intersects the circle.

CCSS.MATH.CONTENT.HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of
angles for a quadrilateral inscribed in a circle.

CCSS.MATH.CONTENT.HSG.C.A.4
(+) Construct a tangent line from a point outside a given circle to the circle.

CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is
proportional to the radius, and define the radian measure of the angle as the constant of
proportionality; derive the formula for the area of a sector.

Learning Goal
1. Students will be able to construct a tangent line from a point outside a given circle and
find related measurements.
2. Students will be able to define chords and arcs and be able to prove theorems about them.
3. Students will be able to find measurements of inscribed angles and shapes created by
inscribed angles and tangents on circles.
4. Students will be able to find measurements of more complex chords, arcs, and tangents
on circles.
5. Students will be able to form the equation of a circle on a coordinate plane and graph a
circle.

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Measurable Objectives
1. By the end of the lesson, students will be able to construct a tangent line from a point
outside a given circle and find related measurements by applying Theorems 12.1 and
12.2.
2. Students will be able to use theorems to find lengths and prove congruency of lengths of
chords and arcs.
3. Students will be able to use the Inscribed Angle Theorem and other theorems to find
measures of angles and lengths associated with chords, arcs, and tangents on circles.
4. Students will be able to find measurements of more complex chords, arcs, and tangents
on circles.
5. Students will be able to use the equation of circle to graph a circle on a coordinate plane
and be able to identify the radius and center of the circle.

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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.

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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%) 4

Proficient
(80%-89%) 12

Partially Proficient
(70%-79%) 17

Minimally Proficient
(69% and below) 97

Pre-Assessment Analysis: Whole Class

Having done a pre-assessment in the previous unit, I was prepared for less than satisfactory
results from the students. However, unlike the previous unit, much of the content in this chapter
dealing with circles is new to them. There are connections to past concepts, but most of them
have never formally seen the application of these with circles.

I will keep the standards for the unit the same. There are a select few standards at the state level
that must be addressed in this unit. Learning goals and measurable objectives will also remain
the same. The completion of this assessment will occur when a very similar post-assessment will
be given after the unit. I will see the numbers side-by-side and be able to see growth with the
classes.

I was not expecting 80% proficiency for this pre-assessment, but I did notice that most students
did not apply one specific concept to problem #4—despite a hint for that concept. Students are
required to use the Pythagorean theorem to find the value of x. During the lesson, I will need to
be repetitive with the use of this concept. They should know it very well by now, but it has been
a few months since it was regularly used. This will also be something to track in the post-
assessment at the end.

I expect most students to meet the learning goal in the post-assessment. The content is
specifically covering these selected concepts that they were tested on. They will also be learning
the proper vocabulary associated with the unit. There are many new words for them to learn.

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Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether 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 12.1 Tangent 12.2 Chords and 12.3 Inscribed 12.4 Angle 12.5 Circles in a
Activity Lines Arcs Angles Measurement and Coordinate Plane
Segment Lengths

Standards and Objective: Objective: Objective: Objective: Objective:

Objectives Students will be Students will be Students will be Students will be Students will be
What do students able to use tangent able to define a able to find the able to describe the able to create the
need to know and segments and chord and an arc measure of an relationship among equation of a circle
be able to do for circles to find and how they relate inscribed angle and circles, segments, with center (h. k)
each day of the various values to circles. Students be able to find the and chords. and radius r using
unit? relating to the will be able to find measure of an angle Students will be the Cartesian
circle, including various values formed by a tangent able to find coordinate plane.
length of radius and (angles and lengths and a chord. measurements of
length of tangent of parts of chords these terms by Standards:
segment, by using and arcs using Standards: using various CCSS.MATH.CONTENT.
CCSS.MATH.CONTENT. HSA.CED.A.2
related theorems. several theorems theorems related to
HSG.C.A.2 Create equations in
Students will be provided to them. circles containing
Identify and two or more
able to find various segments and
measurements of Standards: describe chords. variables to
triangles that are CCSS.MATH.CONTENT. relationships represent
circumscribed
HSG.C.A.2 among inscribed Standards: relationships
Identify and angles, radii, and CCSS.MATH.CONTENT. between quantities;
about circles.
describe chords. Include the HSG.C.A.2
graph equations on
relationships relationship Identify and
Standards: coordinate axes
among inscribed describe
CCSS.MATH.CONTENT. between central, with labels and
HSG.C.A.2 angles, radii, and relationships among
inscribed, and scales.
Identify and chords. Include the inscribed angles,
circumscribed
describe relationship radii, and chords.

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 relationships between central, angles; inscribed Include the
among inscribed inscribed, and angles on a relationship
angles, radii, and circumscribed diameter are right between central,
chords. Include the angles; inscribed angles; the radius inscribed, and
relationship angles on a of a circle is circumscribed
between central, diameter are right perpendicular to angles; inscribed
inscribed, and angles; the radius the tangent where angles on a
circumscribed of a circle is the radius diameter are right
angles; inscribed perpendicular to intersects the angles; the radius of
angles on a the tangent where circle. a circle is
perpendicular to the
diameter are right the radius
CCSS.MATH.CONTENT. tangent where the
angles; the radius intersects the
HSG.C.A.3 radius intersects the
of a circle is circle. Construct the circle.
perpendicular to inscribed and
the tangent where CCSS.MATH.CONTENT.
HSG.C.B.5 circumscribed
the radius Derive using circles of a
intersects the similarity the fact triangle, and prove
circle. that the length of properties of
CCSS.MATH.CONTENT.
the arc intercepted angles for a
HSG.C.A.4 by an angle is quadrilateral
(+) Construct a proportional to the inscribed in a
tangent line from a radius, and define circle.
point outside a the radian measure
given circle to the of the angle as the CCSS.MATH.CONTENT.
HSG.C.B.5
circle. constant of Derive using
proportionality; similarity the fact
derive the formula that the length of
for the area of a the arc intercepted
sector. by an angle is
proportional to the
radius, and define

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 the radian measure
of the angle as the
constant of
proportionality;
derive the formula
for the area of a
sector.

Academic tangent, circle, chord, arc, inscribed angle, intercepted arc, center, radius, (h,
Language and point of tangency, endpoint, segment, intercepted arc, intersect, secant, k), distance
Vocabulary perpendicular, congruent, central tangent, chord, segment, chord, formula, coordinate
What academic center, radius, angle, bisect, Inscribed Angle tangent plane, standard
language will you diameter, endpoint, bisector Theorem equation of a circle
emphasize and inscribed,
teach each day circumscribed
during this unit?
Summary of 1. Students will 1. Students will 1. Students will 1. Students will 1. Students will
Instruction and work on the work on the work on the work on the work on the
Activities for the warm-up. During warm-up. During warm-up. During warm-up. During warm-up. During
Lesson this time the this time the this time the this time the this time the
How will the teacher will teacher will teacher will teacher will teacher will
instruction and stamp stamp stamp stamp stamp
activities flow? homework. After homework. After homework. After homework. After homework. After
Consider how the the students the students seem the students seem the students seem the students seem
students will seem to be to be finishing to be finishing to be finishing to be finishing
efficiently transition finishing up, they up, they will be up, they will be up, they will be up, they will be
from one to the will be prompted prompted to prompted to prompted to prompted to
next. to share answers share answers share answers share answers share answers
with their group. with their group. with their group. with their group. with their group.
The teacher will The teacher will The teacher will The teacher will The teacher will
go over the go over the go over the go over the go over the
warm-up. warm-up. warm-up. warm-up. warm-up.
2. The teacher will 2. The teacher will 2. The teacher will 2. The teacher will 2. The teacher will

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 go over go over go over go over go over
homework homework homework homework homework
answers, answers, answers, answers, answers,
allowing students allowing students allowing students allowing students allowing students
to check answers to check answers to check answers to check answers to check answers
projected on the projected on the projected on the projected on the projected on the
board and ask for board and ask for board and ask for board and ask for board and ask for
any problems to any problems to any problems to any problems to any problems to
be worked out. be worked out. be worked out. be worked out. be worked out.
3. The teacher will 3. The teacher will 3. The teacher will 3. The teacher will 3. The teacher will
work through the work through the work through the work through the work through the
iPad notes on iPad notes on iPad notes on iPad notes on iPad notes on
section 12.1. section 12.2. section 12.3. section 12.4. section 12.5.
4. The class will 4. After the notes, 4. After the notes, 4. After the lesson,
play a BINGO the students will students will the class will
style game on the use the rest of the finish a play a game of
content from class period to worksheet with Tic Tac Toe for
lessons 10.6 and finish a two parts. review.
12.1. Instructions worksheet Students will fill a. The class will be
will be given at covering the last in the concept split into two
the beginning. three lessons. information for teams.
5. If there is any The students will the unit in the b. Each side will
time at the end of work as a group table provided. pick a
the period, to finish the first Each explanation representative to
students will page (which is should have a come up and
work on the most recent phrase to work out a
homework for content). The represent the problem shown
the remainder of first group that concept as well on the board.
the period. gets these as the actually Only the
answers correct mathematical representative
will receive formula. The from each team
candy. After the second part is and answer the
groups finish the review problems question.

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 first page, they to finish by next c. If both reps are
will work on the week. Students stumped, then
rest of the will work until each team
worksheet until the end of the provides a coach
the end of class. period. to them
d. The groups will
get to fill out the
tic tac toe grid
with their
respective X or
O when they
answer a
question
correctly.
e. The winning
group will get
bragging rights.
f. All students are
expected to work
on these
questions
because they are
from the test
review.

Differentiation -Students with -Students with -Students with -Students with -Students with
What are the preferred seating preferred seating preferred seating preferred seating preferred seating
adaptations or stated in and IEP or stated in and IEP or stated in and IEP or stated in and IEP or stated in and IEP or
modifications to the 504 plan are placed 504 plan are placed 504 plan are placed 504 plan are placed 504 plan are placed
instruction/activities toward the front of toward the front of toward the front of toward the front of toward the front of
as determined by the class. the class. the class. the class. the class.
the student factors -Students that are -Students that are -Students that are -Students that are -Students that are
or individual lowing performing lowing performing lowing performing lowing performing lowing performing

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learning needs? are placed toward are placed toward are placed toward are placed toward are placed toward
the front of the the front of the the front of the the front of the the front of the
class. class. class. class. class.
-Students are -Students are -Students are -Students are -Students are
assigned in groups assigned in groups assigned in groups assigned in groups assigned in groups
of four during of four during of four during of four during of four during
lessons. Higher lessons. Higher lessons. Higher lessons. Higher lessons. Higher
performing students performing students performing students performing students performing students
are evenly are evenly are evenly are evenly are evenly
dispersed with dispersed with dispersed with dispersed with dispersed with
lower performing lower performing lower performing lower performing lower performing
students so group students so group students so group students so group students so group
work can be work can be work can be work can be work can be
productive. Student productive. Student productive. Student productive. Student productive. Student
personalities are personalities are personalities are personalities are personalities are
also accounted for also accounted for also accounted for also accounted for also accounted for
in this process. in this process. in this process. in this process. in this process.
-The iPad notes -The iPad notes -The iPad notes -The iPad notes -The iPad notes
have fill-in-the- have fill-in-the- have fill-in-the- have fill-in-the- have fill-in-the-
blank style blank style blank style blank style blank style
progression so progression so progression so progression so progression so
lower performing lower performing lower performing lower performing lower performing
students are able to students are able to students are able to students are able to students are able to
keep pace with the keep pace with the keep pace with the keep pace with the keep pace with the
class. class. class. class. class.

Required iPads, stylists, iPads, stylists, iPads, stylists, iPads, stylists, iPads, stylists,
Materials, pencil, paper, pencil, paper, pencil, paper, pencil, paper, pencil, paper,
Handouts, Text, projector, Apple projector, Apple projector, Apple projector, Apple projector, Apple
Slides, and TV TV TV TV TV
Technology
Instructional and -Teacher will work -Teacher will work -Teacher will work -Teacher will work -Teacher will work
Engagement out examples as out examples as out examples as out examples as out examples as

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Strategies guided practice guided practice guided practice guided practice guided practice
What strategies are with the concepts. with the concepts. with the concepts. with the concepts. with the concepts.
you going to use -Students will -Students will -Students will -Students will -Students will
with your students “Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share”
to keep them on math problems on math problems on math problems on math problems on math problems
engaged throughout following guided following guided following guided following guided following guided
the unit of study? practice from the practice from the practice from the practice from the practice from the
instructor. instructor. instructor. instructor. instructor.
Prompted by the Prompted by the Prompted by the Prompted by the Prompted by the
teacher, students teacher, students teacher, students teacher, students teacher, students
will work on one will work on one will work on one will work on one will work on one
problem problem problem problem problem
individually, then individually, then individually, then individually, then individually, then
share their work share their work share their work share their work share their work
with a table group. with a table group. with a table group. with a table group. with a table group.
-Students will have -Students will have -Students will have -Students will have -Students will have
independent independent independent independent independent
practice at the end practice at the end practice at the end practice at the end practice at the end
of the lesson on of the lesson on of the lesson on of the lesson on of the lesson on
their homework if their homework if their homework if their homework if their homework if
time allows. time allows. time allows. time allows. time allows.

Formative During individual, During individual, During individual, During individual, During individual,
Assessments partner, and group partner, and group partner, and group partner, and group partner, and group
How are you going practice, the teacher practice, the teacher practice, the teacher practice, the teacher practice, the teacher
to measure the will ask students will ask students will ask students will ask students will ask students
learning of your about how they feel about how they feel about how they feel about how they feel about how they feel
students throughout about the previous about the previous about the previous about the previous about the previous
the lesson? example and example and example and example and example and
concept. This is concept. This is concept. This is concept. This is concept. This is
prompted before prompted before prompted before prompted before prompted before
moving on to a new moving on to a new moving on to a new moving on to a new moving on to a new
concept. concept. concept. concept. concept.

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 Students will hold Students will hold Students will hold Students will hold Students will hold
up a face card: up a face card: up a face card: up a face card: up a face card:
-happy face means -happy face means -happy face means -happy face means -happy face means
they understand or they understand or they understand or they understand or they understand or
they got the answer they got the answer they got the answer they got the answer they got the answer
correct correct correct correct correct
-straight face means -straight face means -straight face means -straight face means -straight face means
they somewhat they somewhat they somewhat they somewhat they somewhat
understand or they understand or they understand or they understand or they understand or they
for the answer for the answer for the answer for the answer for the answer
incorrect but they incorrect but they incorrect but they incorrect but they incorrect but they
understand their understand their understand their understand their understand their
mistake mistake mistake mistake mistake
-sad face means -sad face means -sad face means -sad face means -sad face means
they do not they do not they do not they do not they do not
understand or they understand or they understand or they understand or they understand or they
got the problem got the problem got the problem got the problem got the problem
wrong and don’t wrong and don’t wrong and don’t wrong and don’t wrong and don’t
understand their understand their understand their understand their understand their
mistake mistake mistake mistake mistake
If there are a If there are a If there are a If there are a If there are a
considerable considerable considerable considerable considerable
amount of straight amount of straight amount of straight amount of straight amount of straight
or sad faces or sad faces or sad faces or sad faces or sad faces
(determined at the (determined at the (determined at the (determined at the (determined at the
time by the time by the time by the time by the time by the
teacher), then the teacher), then the teacher), then the teacher), then the teacher), then the
teacher will choose teacher will choose teacher will choose teacher will choose teacher will choose
whether or not to whether or not to whether or not to whether or not to whether or not to
review or move on. review or move on. review or move on. review or move on. review or move on.
During the next During the next During the next During the next During the next
individual practice, individual practice, individual practice, individual practice, individual practice,
the teacher will the teacher will the teacher will the teacher will the teacher will

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 ensure that they ensure that they ensure that they ensure that they ensure that they
observe or speak observe or speak observe or speak observe or speak observe or speak
with students that with students that with students that with students that with students that
raised a straight or raised a straight or raised a straight or raised a straight or raised a straight or
sad face. sad face. sad face. sad face. sad face.
Additionally, Additionally, Additionally, Additionally, Additionally,
students may be students may be students may be students may be students may be
asked to zoom in on asked to zoom in on asked to zoom in on asked to zoom in on asked to zoom in on
their answers for their answers for their answers for their answers for their answers for
any given problem any given problem any given problem any given problem any given problem
and raise their iPads and raise their iPads and raise their iPads and raise their iPads and raise their iPads
to the teacher. The to the teacher. The to the teacher. The to the teacher. The to the teacher. The
teacher may review teacher may review teacher may review teacher may review teacher may review
the concept on the the concept on the the concept on the the concept on the the concept on the
board if there are a board if there are a board if there are a board if there are a board if there are a
large amount of large amount of large amount of large amount of large amount of
incorrect answers. incorrect answers. incorrect answers. incorrect answers. incorrect answers.
During the next During the next During the next During the next During the next
individual practice, individual practice, individual practice, individual practice, individual practice,
the teacher will the teacher will the teacher will the teacher will the teacher will
ensure that they ensure that they ensure that they ensure that they ensure that they
observe or speak observe or speak observe or speak observe or speak observe or speak
with students that with students that with students that with students that with students that
showed an incorrect showed an incorrect showed an incorrect showed an incorrect showed an incorrect
answer. answer. answer. answer. answer.

Summative, Post- -There will be a homework assignment from the textbook for this lesson. The answers will reviewed the next
Assessment day, and students will be able to ask for clarification on problems. The teacher will go over any problems on
What post- the board as a class. There will be a group quiz (groups of four), and a formal exam at the end of the unit.
assessment will
measure the
learning progress?
Note: This can be

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 24

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:

https://mygcuedu6961-
my.sharepoint.com/:v:/g/personal/slogan3_my_gcu_edu/EeIuR8S8rbBPqpkSvb3qWBgBnKNL37NYeyO
9CCa-mFSGVQ?e=3zMNps https://mygcuedu6961-

my.sharepoint.com/:v:/g/personal/slogan3_my_gcu_edu/Ed9fvIcnC_ZJhQQmYUsRMjEBgAvn-
Cwa4RxXd2ZwsbmUuA?e=9siVXV

Summary of Unit Implementation:

I attempted to bring some more fun into the lessons for this unit compared to my last unit. I
guidance from my CT for this, but I created a BINGO style game to review for the first two lessons in the
unit. This was more basic circle information, so the problems were easier for them to do. I ran out of time
in the first lesson, so but we still had several people get BINGO. I only had the first three students receive
candy because there were quite a few getting it. I also learned that I needed to keep them on task for this,
so I had the whole class shout out the answer after the right amount of time to complete it. I did not need
to work out all the problems unless they were particularly difficult. The formative assessment was their
papers at the end with the work shown.
I also played a Tic-Tac-Toe game with the students. In this game, I had nine random questions of
review (slightly more difficult) and a difficult tiebreaker problem. The class was split in half down the
middle and the first group that got the first one correct picks X or O. Representatives from the groups
would come up and work on the problem, and the first one showing work and correct won the round. The
students were very competitive with this and had a great time. The formative assessment was the work
shown on their iPads and papers at the end.
The other lesson activities were worksheets that were semi-competitions. Each worksheet is
based on more than one lesson. The first page was the most recent lesson, so I had them work in groups to
finish it correctly. The first group that finished correctly and showed their work won candy. After that,
they just finished the worksheet. I have found great success with this style of worksheet. If I allow them
to just work on it until the end of class, they are bound to mentally check out.
Much of the engagement strategies I used for these lessons were based on the students
themselves. I value the tutoring ability of many students in the class, so I try to get them to share and
coach other students as often as possible—whether prompted or not. This empowers students and creates
a peer-to-peer learning environment. I used pairing/sharing and group activities and strategies for students
that typically block out what teachers say. Sometimes it needs to come from a peer. I felt that these
strategies helped students meet the goals for the unit.

© 2019. Grand Canyon University. All Rights Reserved. Page 20 of 24

Summary of Student Learning:
My students seemed to catch on very well to the circle unit. Some of the information was review,
but the progression of the new information was smooth. The final test average came back at 87%, so it
seems like it was successful. This is in line with the average for previous years for my CT’s students. One
important thing we did not do this time is allowing formulas on the quiz and test. The students were
forced to study the relationships with the various parts of circles. Apparently, this worked well. There was
one important worksheet that had a table to organize all of this information, so I think that was successful.
The test average came back at 87%, which is very good. In general, students seemed to
comprehend the content. There are outliers, but there were only a handful in each class.
Section 12.4 was the most difficult of the entire unit, because it contained the largest number of
theorems. This was also the lesson that we did the worksheet with the table afterwards. In the table, the
students were instructed to write the formula for the theorem, and then write what it means in English.
Initially, I had the students come up with their own reasoning for their written explanations. I saw many
students in this first class have a difficult time coming up with their own explanation, and it was
stretching my attention to all of their needs. I stopped the worksheet activity and had the whole class write
down phrases that I created that were easy to memorize. I adjusted this from the first class to the rest of
the classes. I provided the short, simple phrases for them that were easy to memorize during the notes. I
had them write this down on their table later. This went much better for them.

Reflection of Video Recording:

I am still learning to use the iPad with the class. I have become more comfortable with the
content, so I walk around the room with the iPad while talking and filling out the notes with them. This
allows me to help keep them on task by changing my positioning. Specifically, with the videos provided,
I need to look up more from the iPad while teaching. The content I am filling out is usually very lengthy
with words, which does not help the situation.
I still need to work on my public speaking skills. I intend on taking a class at my church regarding
this. I hear it is very fun and beneficial. I am also wrestling with the idea of subbing for a year before
trying to nail down a full-time position at a school. I need to learn better how to change things on the fly
and come in to any situation. Having my credential and the connections with math teachers, I feel like I
can sub regularly in math classes. I am hoping to be able to teach the content rather than supervise
students while they just do a worksheet.

© 2019. Grand Canyon University. All Rights Reserved. Page 21 of 24

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%) 4 46

Proficient
(80%-89%) 12 71

Partially
Proficient
17 14
(70%-79%)

Minimally
Proficient
97 3
(69% and below)

Post-Test Analysis: Whole Class

I was very pleased with the results of the post-test. The test average was 87%, which is in line
with the previous years. Many of the errors on the tests were careless mistakes that affected the
final answer. However, students that made these careless errors still showed in their work that
they have a clear understanding of the concepts.

While grading the tests, I noticed students wrote the selected phrases I had them memorize on the
tops of their tests. I was very pleased to see this. I was adamant about them learning these phrases
for the test, and they took the advice and did well on the test with it.

Post-Assessment Analysis: Subgroup Selection

There is a small population of 504s in the class, so I wanted to track their information separate
from the large group and see their progress. I chose this group over the students with IEPs
because those two students tend to do quite well in the class. They will probably not need an IEP
for the remainder of their high school career.

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

© 2019. Grand Canyon University. All Rights Reserved. Page 22 of 24

Proficient
(80%-89%) 2 5

Partially
Proficient
2 2
(70%-79%)

Minimally
Proficient
4 1
(69% and below)

Post-Assessment Analysis: Subgroup

Several of the students did very well on the post-test compared to the pre-test. Three students
mastered the difficult concepts and went from Minimally Proficient to Proficient when comparing
the pre-test to the post-test.

Several of my 504 students were the ones that wrote the concept phrases on the top of their test so
they will remember it further on the test. I was very happy to see this specific part of my
instruction have a lasting effect. The students that remembered to write this down ended up doing
well on those problems.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 4 45

Proficient
(80%-89%) 10 65

Partially
Proficient
15 12
(70%-79%)

Minimally
Proficient
93 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

© 2019. Grand Canyon University. All Rights Reserved. Page 23 of 24

The reminder of the class had extraordinary improvement in line with the subgroup that I
analyzed. The overwhelming majority of students in the subgroup and remainder scored 70% or
higher in the post-test with an average test score of 87% for the remainder and 82% for the
subgroup.

This chapter on circles is directly related to the next steps for my students in trigonometry next
year. They will build upon this when dealing with true north, vectors, the unit circle, and trig
functions. A fair objective for the students will be for them to become comfortable with negative
degrees and using positive and negative degrees as a way to show direction around a circle.

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. Increase the accuracy in lesson plan  Use a timer while working through
timing. lesson in prep
 Write notes in margin with suggested
times to leave for content in lesson

2. Increase understanding of content to  Work through notes several more

the point of recitation times before first implementation
 Speak aloud while practicing lessons
before implementation

3. Find more options for activities for  Consult veteran teachers about
several units for Algebra and successful activities they have used
Geometry  Research online for successful
activities and manipulatives

© 2019. Grand Canyon University. All Rights Reserved. Page 24 of 24