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 .......................................17
STEP Standard 6 - Analysis of Student Learning....................................................20
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........22

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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: Narrative Writing

Unit Title: Building a Narrative

National or State Academic Content Standards

“Write a narrative.” – W.2.3

Learning Goal

Students will be able to write a grade level appropriate narrative with a beginning, middle, end
and include who and what the story is about and where and when it takes place.

Measurable Objectives

I can use illustrations and text to demonstrate my understanding of the plot of a story.

I can sort evidence into illustration or text evidence.

I can use text/picture evidence to answer questions about the story.

I can write a narrative rough draft with a beginning, middle, and end.

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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.
I will use previous student writing samples to assess their narrative writing abilities before our
lesson. The scoring criteria is 1 (minimally proficient), 2 (partially proficient), 3 (proficient), or
4 (highly proficient). 4 is only for students who are performing above grade level. Ideally
students aim for a 3. Students who receive a 3 will include all parts of the narrative that they
were instructed to include. Students who fall short and miss one or two main parts or who
needed some assistance completing the narrative will receive a 2. Finally, students who did not
complete all necessary parts, left work incomplete, or needed significant assistance will receive
a 1.

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%) 0

Proficient
(80%-89%) 7

Partially Proficient
(70%-79%) 10

Minimally Proficient
(69% and below) 3

Pre-Assessment Analysis: Whole Class

I do not plan on changing my plan for the unit. I anticipated the results I got from the pre-
assessment and will continue as planned to give students more guidance on how to develop a
strong narrative. We will review the important elements of a narrative and include a lesson on
past/present verbs because our students have been struggling with that concept. I believe the unit
planned is going to be successful in helping students reach the goal of writing stronger
narratives.
The data helps me understand that over half of my students are still performing below grade
level in their writing. Because I know this, I can ensure that my teaching will revolve around
making sure those needs are addressed. Students are struggling with flow and staying on topic in

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 their writing. I want to make sure I show them plenty of examples of solid narrative writing, so
they have something to reference. I also want to show student work (anonymously) to show
students examples from their own class of what their writing should look like.

This data allows me to see whether or not my instruction is working for students. Compared to
their beginning of the year writing samples, we have already seen progress in their writing
ability. However, this was my first week teaching reading/writing so they most of their
instruction from my CT. I plan to follow her instruction because it has been working well.
Students are developing narrative writing skills each week. We focus on specific parts, so they
get a lot of practice while still reaching for the overall end goal which is to write a strong
narrative.

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.
Our post-assessment will be a narrative in which students must include a beginning, middle, and
end. They must also edit/revise their own writing. The scoring criteria is 1 (minimally proficient),
2 (partially proficient), 3 (proficient), or 4 (highly proficient). 4 is only for students who are
performing above grade level. Ideally students aim for a 3. Students who receive a 3 will include
all parts of the narrative that they were instructed to include. Students who fall short and miss one
or two main parts or who needed some assistance completing the narrative will receive a 2.
Finally, students who did not complete all necessary parts, left work incomplete, or needed
significant assistance will receive a 1.

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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

Title of Lesson or Build Understanding Reading Analysis Independent Writing
Activity (recording day)
Standards and I can use illustrations and text to I can sort evidence into I can write a narrative rough draft
Objectives demonstrate my understanding of illustration or text evidence. with a beginning, middle, and end.
What do students the plot of a story.
need to know and I can use text/picture evidence to
be able to do for answer questions about the story.
each day of the
unit?
Academic Speck The vocabulary terms from the first The vocabulary terms from the first
Language and Peering lesson will carry over to the other lesson will carry over to the other two
Vocabulary Bounded two lessons. We will go over the lessons. We will go over the words
What academic words again as we continue, but no again as we continue, but no new terms
language will you These are vocabulary words from new terms will be introduced during will be introduced during this unit.
this unit.
emphasize and the text selection we will be
teach each day focusing on. Students will be
during this unit? introduced to the vocabulary
during this lesson through
reading the text. They will also
utilize these words when they
complete their seatwork for the
lesson.
Summary of The “build understanding” day is During the reading analysis Independent writing day is a blast! I
Instruction and when we introduce our next lesson, students will focus on how love reading the students’ work as
Activities for the section of text. We are reading a we can categorize evidence by the year goes on. This lesson is in a
Lesson story from our reading books either text or illustrations. We unique place because students have
called “Snowshoe Hare’s Winter will use the PowerPoint slide to already written the beginning and

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 How will the Home”. During this lesson we demonstrate where certain pieces middle of a narrative in previous
instruction and will start by going over our focus of evidence go. We will discuss lessons. So, on this day students
activities flow? for the lesson which is how we as that evidence can help us learn will be putting that all together by
Consider how the readers can use text and about our characters, setting and writing the end of their story to
students will illustrations to help us understand plot. After our discussion and complete a rough draft of a full
efficiently transition the plot of the story. Then, we sorting of evidence, I will go over narrative. Instruction on writing day
from one to the read our section of text. As we the seatwork for the day (L10 consists of two very important
next. read aloud together, I pause and A2). This handout requires that aspects. First, I always make sure to
ask questions. I also introduce the students use evidence from the review what we have talked about
vocabulary as we come across it. text to answer specific questions. and what our focus is for the
I usually allow a few students to When the students complete narrative. Students will be given
predict what the vocabulary word handouts like this, it really helps clear expectations that they are to
means before I give the definition me to see who understands the write the end of their narrative they
and usually demonstrate a process of using text evidence to have been working on. We will
movement of some sort to help support answers. It also shows me review what we have talked about
students remember what it means. students’ comprehension of the in previous lessons. Second, I will
After we read the text, students text. always model how to write the
answer a “turn and talk” question narrative. Students have written a
by getting with a partner and beginning and middle, which means
discussing the question for a I have written a beginning and
minute or so. For this lesson, middle for a story as well. I model
there are a couple of turn and talk aloud how to develop ideas and put
questions: What information can them on my paper. For lower level
we find in the illustrations on students, their ideas are usually
these pages? What do the similar to mine, so watching me
illustrations tells us about write a story helps them focus on
Snowshoe Hare (the main the actual writing if they are unable
character)? What do the to develop their own creative ideas.
illustrations tell us about When I am modeling my narrative
Snowshoe Hare’s winter home? writing, I stop to ask students
After students have about 1-3 questions such as “why would I put
minutes to discuss the question, quotation marks here?” “how does
we come back together and give a this explain my plot?” “What detail

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 few students an opportunity to should I add here?” When I think
share what they discussed. We aloud while showing my writing, it
end this lesson with a close read, helps students develop those
where we look at questions and thinking strategies when they begin
go back to our text to find the their own writing.
answers using text evidence. Our
close read questions for this
section are
1. Look at the illustration on
page 11. What does it
show about how
Snowshoe Hare feels?
2. On page 11, what does the
illustration show that
Snowshoe Hare is doing?
What does the text on
page 11 say he is thinking
about? How does the
illustration help you better
understand the text?
3. What is happening in the
illustration on page 13
that shows how the plot
ends? How is Snowshoe
Hare feeling? What part
of the illustration shows
how he feels?
After we close with our close
reading questions, I go over the
seatwork students will complete
for that day. For this lesson, it is
the handout L10 A1 which
consists of fill in the blank

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 sentences using the vocabulary
words. It also has a text based
question that students need to
answer using evidence from the
text.
Differentiation For my students that are lower in For my students that are lower in During this portion of the unit,
What are the reading and writing, I provide reading and writing, I provide when they are writing their own
adaptations or additional support when they are additional support when they are narrative, I provide additional
modifications to the completing independent work. completing independent work. support to those students that need
instruction/activities They do need that reading They do need that reading support reading/writing guidance. One
as determined by support to complete the work on to complete the work on their student needs the directions restated
the student factors their own. I always go over the own. I always go over the and usually needs them given
or individual handouts with everyone, but my handouts with everyone, but my through each step of the writing
learning needs? kids that need more support kids that need more support process. She struggles with
usually need this to be done again usually need this to be done again spelling, but I am focusing more on
on an individual level. on an individual level. her story telling ability than her
writing conventions for this
assignment.
Required Selection text, Snowshoe Hare’s Selection text, Snowshoe Hare’s Handout (L10.A3)
Materials, Winter pages 11-13 Winter pages 11-13 Previous story pieces – beginning
Handouts, Text, Handout (L10.A1) Handout (L10.A2) and middle
Slides, and PowerPoint (slides 1-5) PowerPoint (slide 6) PowerPoint (slide 7)
Technology
Instructional and Turn and talk partners Whole group discussion Modeling
Engagement We use this to discuss a question During this lesson, we will revisit This lesson consists mostly of
Strategies about the text (explained above). text to look for evidence to help modeling. I like to model my
What strategies are us understand aspects of the story. writing skills for the students, so
you going to use Whole group reading text We will do this as a class, giving they have something to base their
with your students We read our text using chorus students a chance to provide thought process on. During this
to keep them reading aloud together. We do answers and listen to each other’s modeling, I also give students
engaged throughout this to allow low readers a chance insights. I like this lesson because opportunities to give me ideas and
the unit of study? to practice and hear correct it gives us a chance as a class to ask questions. Students are always
reading patterns. We also do this be involved in real discussion. engaged during this part of the

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 to encourage whole class We don’t have to read during this lesson because they love being
participation. It allows me to see day, so we get time to just talk authors of my story. They enjoy
who is following along and about the text together. Students being able to give me ideas for my
provides an opportunity to really seem to engage during this writing and they really love reading
practice reading aloud. Students time because they are so excited aloud what I write as I’m writing it.
spend a lot of time reading to to give answers.
themselves, so when they read Small groups and centers
aloud they are practicing fluency Kiss your brain We utilize our reading block for
and accuracy and can hear the If for some reason I notice that whole group instruction as well as
correct way to read the text. students aren’t engaging, I will small group intervention. We have
utilize the “kiss your brain” 3 rotations on center days (Monday,
Small groups and centers strategy. This strategy is simply Tuesday, Thursday, and Friday).
We utilize our reading block for allowing students who are Students are at each rotation for 20-
whole group instruction as well participating and give a good 25 minutes. During this time, I am
as small group intervention. We answer to go get a Hershey kiss at the reading table with a. small
have 3 rotations on center days during the lesson. When other group for their reading intervention
(Monday, Tuesday, Thursday, students see this, they time. Our groups are based on
and Friday). Students are at each immediately start raising their reading ability and need. So, our
rotation for 20-25 minutes. hands to participate. We do not red group which is the lowest
During this time, I am at the use this often, but when we notice reading ability, meets there 4 times
reading table with a. small group students are having a slow day or a week and the rest of the groups
for their reading intervention maybe are looking tired, we use it come twice a week. We spend time
time. Our groups are based on to boost engagement and with each group working at their
reading ability and need. So, our excitement. level. Red group works a lot on
red group which is the lowest phonics and getting additional
reading ability, meets there 4 No centers practice and support with their
times a week and the rest of the This lesson will take place on a foundational reading/writing skills.
groups come twice a week. We Wednesday. We have early As we move up in ability students
spend time with each group release on Wednesdays, so we do do more reading and close reading
working at their level. Red group not have time for centers. Instead, texts. We modify what groups will
works a lot on phonics and students will be involved in the do each week and add in support
getting additional practice and main lesson as a whole group and for what they need. Our two highest
support with their foundational then everyone will have groups typically read a text and do

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 reading/writing skills. As we individual time to work on their a worksheet or participate in group
move up in ability students do seatwork. Because I will not be discussion. During center rotation is
more reading and close reading teaching a small group, this gives also when students complete their
texts. We modify what groups me an opportunity to roam the seatwork that correlates to the
will do each week and add in room to provide assistance and do lesson. We also have a parent
support for what they need. Our some formative assessing. helper during first and second
two highest groups typically read rotation, so they are able to walk
a text and do a worksheet or around and assist students so that
participate in group discussion. the teacher at the reading table has
During center rotation is also time to work with those students.
when students complete their
seatwork that correlates to the
lesson. We also have a parent
helper during first and second
rotation, so they are able to walk
around and assist students so that
the teacher at the reading table
has time to work with those
students.
Formative I grade the handout for this lesson I grade the handout for this Most of my formative assessing on this
Assessments and put that in the gradebook. I lesson. Because this lesson is on a day will be from observation during
How are you going will also ask the parent helper day with no centers, I will also whole class instruction and help from
to measure the during center rotations about walk around the room during my parent helper to provide
learning of your which students needed the most seatwork to assess understanding information on who needed assistance.
Because this is our last lesson, students
students throughout assistance and what they needed through observation. I will make
will be turning in their narrative and I
the lesson? help with. a mental note of students that will use that as the summative
needed a lot of assistance. assessment for this unit.
During whole class instruction I
will use observation to assess During whole class instruction I
student engagement throughout will use observation to assess
the lesson. I will also use the student engagement throughout
close reading questions and turn the lesson. I will also assess
and talk questions to assess

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 student comprehension of the understanding by asking
text. questions as we go.

Summative, Post-
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.

I apologize for the

format. When I
changed this to a 3-
day unit, my format
changed so this is
where I have to
write about the
summative
assessment.

My summative
assessment for this
unit is the students’
narrative. I will use
this narrative as
their final and will
assess it for a few
things. I will check

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 for a beginning,
middle, and end that
flow together
because that is the
main purpose of
this writing. I will
also look at their
ability to include
details about
character, setting
and plot. Students
need to be able to
give me information
that describes
where/when the
story takes place
and who/what the
story is about. I will
also take into
account whether or
not students
required assistance
during this
assignment. If
students hit all the
requirements and
did so with very
little additional
help, they will
receive a 3. If
students missed one
or two aspects or
needed more

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 assistance, they will
receive a 2. Finally,
if students missed
several aspects of
the assignment or
needed constant
assistance, they will
receive a 1.

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 STEP
Standard 5 –

Video

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Implementation of Instructional Unit
Summary of Unit Implementation:
I feel like my unit went well. This is a new curriculum for the district, so at the beginning of the year it
was harder to implement. However, now that I have done a few lessons, I feel like it is getting easier to
fall into the groove of things and the kids are aware of their expectations and plans.

Lesson one went as planned. We read our section of text, discussed vocabulary and answered some
close reading questions. I did some direct instruction while still including moments for students to share
thoughts and ideas. I went over their seatwork for the day by providing examples and discussing the
directions with students to insure they understood the assignment. I ended the lesson by asking for any
questions and I make sure to address every question before they move onto independent work.

During lesson two, I ended up adding something to their seatwork. I wanted to give them enough
support to write their narrative, so I wanted them to have thinking map to develop their ideas. So, on
day two, we spent time looking back in our text to answer questions about illustrations and text. In
addition to that handout, students also filled out a thinking map about their future narrative which had
boxes for characters, setting, beginning, middle and end. I went over both seatwork pieces with
students and we even answered the questions for the first one together. I also modeled how to fill out
the thinking map for my own story ideas. I like to model writing for students to help them develop a
strong idea for what they are doing on their own.

Finally, on day 3 students were taking their thinking map and writing a narrative. Again, this is a day
where most of my instruction is modeling. I want students to watch how I take items from my thinking
map and transfer it to a narrative. During this time, I demonstrate how I check off things on my thinking
map as I write them in my paper to make sure I include all my information. This is also when I would
demonstrate how I take the main ideas from my thinking map but add more detail to make my story
more interesting. I explained during this instruction the expectations for the assignment and answer any
questions students have. We did this on a day without center rotations, so I was able to walk around the
room while students were completing their narratives, so I was able to give immediate feedback to
them as they were working.

Summary of Student Learning:

Students were engaged during each lesson and demonstrated their understanding of the text. They
were able to use text evidence and show me where they found information. The only thing I noticed
that they need more instruction and practice with is writing a narrative with characters, setting,
beginning, middle and end. This was our assessment for the unit, and it wasn’t concerning to see some
lower scores, because it is a hard concept to learn. Students did well with the concrete topics such as
answering questions about the text. However, developing a full narrative is a hard thing for students to
grasp. I am confident that they will get better as they continue to practice writing narratives.

Reflection of Video Recording:

I decided to have my CT record my very first lesson of the unit. During the segment of video, I was
mostly reading the text with the students. Looking back, I wish we would have filmed something with

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more of the discussion we had at the end. However, I was still able to reflect on my teaching from that
video.

As for my teaching posture, I noticed I sway a lot in my seat, and I slouch. Looking at that, I feel like I am
not portraying a confident look or one that expects respect. I like to be friends with my class, and I think
I am; however, I need to remember that I am not just there to be their friend, I also have to gain the
respect of my class as their teacher.

Regarding my interaction with the students, something I feel I do well is how I communicate with them
as we are working together. I think I did a good job of reviewing past lessons and material. I also think I
do a good job of giving them a chance to talk and not just listen to me the whole time. I think I can
always work on classroom management, but I know it is going better now than it was at the beginning of
the year. My CT reminded me to make sure I am always scanning the students to look for kids who are
off task or kids who need more help. I like the way I introduce vocabulary and get students engaged in
the text by letting them move a little bit and stop to discuss what’s going on.

I can definitely work on my timing and ensuring that I am not going over the time allotted for the lesson.
I need to focus on scanning the group as they’re reading so I can see who is following along as we read. I
also feel like I don’t smile as much as I thought I did, and I want my students to feel like I enjoy being
there with them. I want to do a better job of letting them do more of the talking than I do. I want them
to be involved in their learning and reading is a subject that they can really dive into their own learning
and I want to implement that into their lives.

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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%) 0 0

Proficient
(80%-89%) 7 7

Partially
Proficient
10 10
(70%-79%)

Minimally
Proficient
3 3
(69% and below)

Post-Test Analysis: Whole Class

I found it interesting that my pre and post-data yielded the exact same results. However, upon
examination I did learn that it was not the exact same students each time. Some students did
better on their first assessment than the post and vice versa.
I realize that using narrative writings as assessments can be tricky because there is no exact
rubric like there is when using assessments with one write answer. The students had two separate
writing prompts and did them a couple weeks apart. Many aspects can affect a student’s writing.
The post assessment also had more specific requirements. In the pre-assessment, students were
graded on a strong beginning and including characters and setting. In the post-assessment,
students were graded on those three things and including a middle and end. By adding that
additional portion, students were held to a higher standard during the post assessment. Students
also changed the characters.
I still believe my students worked very hard and are becoming stronger writers as they practice.
However, my results do tell me that they need to continue practicing writing, which is something
that takes time and repetition to develop.

Based on my data alone, it looks like my students achieved no growth. Four students went from
partially proficient to proficient which is great! Although that also means that students went down
in proficiency as well. This data tells me that my students still need support and instruction with
writing full narratives, as I expected. I think it is hard to assess narrative writing skills in a short
time frame and I am confident that I will see much more growth as the year goes on.

Post-Assessment Analysis: Subgroup Selection

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 I don’t have any students with 504s or IEPs and no ELL or gifted students in this area. However,
because none of those have been identified in our classroom, I felt it would be good to focus on
our students that we have put in our “red group” for reading groups. These students are the ones
that need the most reading intervention. We have four students in this group, two of whom
receive tier 3 reading intervention and are pulled from the class to receive support from a reading
specialist. Because this unit was reading/writing focused I thought I would select that small group
for my subgroup.
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 0

Proficient
(80%-89%) 0 1

Partially
Proficient
2 0
(70%-79%)

Minimally
Proficient
2 3
(69% and below)

Post-Assessment Analysis: Subgroup

It is obvious from the data and observations in class that the students in the red group definitely
need continued support and guidance in their writing. However, I have noticed that they are trying
to work independently more which is good because they are able to practice using their own
skills. I am not surprised by the results, but I like to see the concrete data to confirm my thoughts.
It helps me to know that my students are in need of support, so they do not go without. In addition
to needing support, I also see that one of my red group students went from partially proficient to
proficient! That is exciting to see. She was able to follow the writing prompt and include all the
necessary parts. Her grammar and writing conventions are subpar, but I was able to follow her
writing.

I believe my instruction was effective, but my red group needs more individual support and
assistance during their writing instruction. This is hard to provide simply because there are 16
other students in the class that often need help as well. This data is proof that this group of
students still needs help when they are working on writing independently.

Post-Assessment Data: Remainder of Class

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 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 7 6

Partially
Proficient
8 10
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

I had 37% of the remainder of the class receive a proficient score, compared to 25% of my red
group. I think the remainder of the class still needs assistance and instruction regarding the
writing process, however I do not think they require as much individualized instruction. This
assessment was challenging and lengthy and I think that had an effect. I also know that my
students are doing much better than they were at the beginning of the year.
I also had 0 students in the remainder group receive a minimally proficient score as opposed to
the 75% in my red group. Again, this further proves the need for more individual instruction and
support during writing.
Based on this unit and assessment, my goal for the class is to continue practicing their ability to
write a story with all the story elements. This is a skill that requires practice and demonstration. I
plan to continue providing students with a model of how to write a narrative each time they are
assigned with one. I plan to continue giving writing assignments that require students to create
characters, setting, and appropriately sequenced events.
Objective for students: “I will be able to write a narrative that has characters, setting, plot and
events in sequential order.”

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.

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 Plan to Reach the Goal (i.e., professional
Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Time management – I am more aware This is a goal that will be reached through
of the timing of my lessons now, but I many different strategies. One is simply
still have to work on timing my practice. I know that the more comfortable I
lessons beforehand and knowing how become in my role as an educator and the
much time it will take to implement more I plan and teach lessons the better I will
the lesson. I know this will take time be at managing my time. I also plan to talk
with my mentor teacher everyday about
and practice, especially since I have
ways I can improve in this arena. I would
never taught these lessons/standards like to observe more, but I have full
before so it is hard for me to estimate responsibility. After I complete that portion,
how much time certain I would love to observe more teachers in
lessons/activities will take. their lesson planning and teaching. I would
Measurable Goal: I will teach all my love to attend more seminars or classes as
lessons in one day within the allotted well. I know that may not be ideal right now
time, while still getting through all the based on my time, but as I move into
material I planned. teaching, I will absolutely spend more time
in professional development.
2. Engagement – I love having activities Learning to engage my students is a task that
and lessons that engage my students. I I have been focusing on since day one. To
never want to be a teacher that is further engage my students in all lessons, I
constantly talking at her students. I need to complete some professional
want them to be engaged in their development. I would love to either
learning and enjoy class. When I am physically attend or go online to hear some
methods for engaging students in their
able to do hands on activities, I never
lessons. I know I need to continue observing
have issues engaging them. However, teachers to see what they do as well.
I need to work on including more However, I think the most beneficial method
strategies into my lessons that bring for me would be to attend a course or
my students into the lesson using research engagement strategies that would
different methods of engagement. best fit my students and their needs. I know
Measurable Goal: I will find and there are way more strategies out there than I
implement at least one activity that know or use, and I would like to ideally have
promotes engagement in each subject. as many strategies to use as possible so that I
have options that fit many different students.

3. Monitoring learning – During my I need to be more aware of my students’

lessons, I am so focused on teaching learning throughout our lessons each day.
the curriculum because it is new to me One way I can achieve this goal is by
and I have never taught it before. This researching and implementing more
becomes my main goal, to get the monitoring strategies throughout my lesson.
students to learn the lesson. Because I I need to set some sort of reminder for
myself to check for understanding during the
am so focused on that aspect, I often
lesson. I am good at assessing understanding
forget to monitor my students as I am

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 teaching. I am getting better at after I have finished teaching a lesson, but
monitoring students as I am teaching often get so consumed with the teaching I
to make sure they are on task, but to don’t assess during the lesson. I am thinking
monitor their comprehension is a more of putting a sticky note in my lesson plans to
in-depth task that I need to practice. remind myself to stop and check for
Measurable Goal: I will be able to understanding. It has also been suggested
that I set alarms on my watch/phone to check
provide an account of student
during certain times of the day.
understanding after each lesson during
the day through my observation of
their learning.

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