Student Teaching Evaluation of Performance (STEP)

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................7
STEP Standard 3 - Assessment and Data Literacy....................................................8
STEP Standard 4 - Unit and Lesson Planning.........................................................10
STEP Standard 5 - Implementation of Instructional Unit.......................................15
STEP Standard 6 - Analysis of Student Learning...................................................16
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............19

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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

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Part II: Demographic, Environment, and Academic Factors

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Mathematics

Unit Title: Adding and subtracting within 20

National or State Academic Content Standards: MGSE2.OA.2 Fluently add and subtract
within 20 using mental strategies. By end of Grade 2, know from memory all sums of two
one-digit numbers.

Learning Goal: I am learning how to fluently add and subtract within 20 using mental
strategies.

Measurable Objectives: Students will use strategies such as doubles facts, near doubles facts,
make a ten, combine addends to add and subtract within 20 with 80% accuracy.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting 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%) 3

Proficient
(80%-89%) 5

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 8

Pre-Assessment Analysis: Whole Class

Based on the data from the pre-assessment I noticed that more than half of the class is below the partially
proficient level. With more than the class scoring below 78% I will keep the same standard learning goal
and objective.

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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

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

Grade Level: 2nd Grade

Unit/Subject: Mathematics
TEACHER Lurns GRADE/COURSE Second / Math
Co-Teacher McCoy LIVE SESSION LINK
WEEK OF 10/26/2020 (DATE/TIME) https://us02web.zoom.us/j/89166613658?
pwd=RkZrbTZuWWtld1BuSk52YkV5SHNCUT09

Meeting ID: 891 6661 3658

Passcode: e0P47n
STANDARDS
unit 2: This strategy was also worked on during the bridge curriculum at the beginning of the year.

MGSE2.OA.2: Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know all
sums of two one digit numbers.

LEARNING TARGET(S)
I am learning how to fluently add and subtract within 20 using mental strategies.

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SUCCESS CRITERIA
I can use strategies such as doubles facts, near doubles facts, make a ten, combine addends, and more

RESOURCES My Math, room recess

VOCABULARY add, addend, sum, commutative property, identity property, number line, count on, doubles, near doubles, ten frames, units, rods, flats

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 Synchronous Asynchronous Time Allotted Differentia Grading Protocol
Activity/Direct Instruction Activity/Direct Instruction (in minutes) tion Category
Tiered
Support
https://connected.mcgraw- Engage: 15 min Explore:
Engage: The students will play 2 rounds hill.com/c2j/dashboard.do? 15 min
of fast facts (subtraction) at bookId=ZFKRHT36E8XTF11EBE6EM5 Exit: 10 mi
https://www.roomrecess.com/mobile/ 53RM
FastFacts/play.html.  
Evaluate: The students will complete pages
M Explore: The students will review the 67 and 68 (Check My Progress in My
o math vocabulary for subtraction. Math).
n Examples: The bigger number is the
minuend. The number being Examples from the assessment:
d subtracted is the subtrahend. The Vocabulary check of count back, subtract,
a answer is the difference. and difference

y count back to subtract

Use a number line to subtract.

Use doubles or near doubles to subtract.

Engage and Explain: Evaluate: The teacher will guide the Engage: 15 min Explore: small assessment
T The students will watch the My Math students through a few problems on page 15 min groups Talk Math
u video for chapter 1 lesson 10: relate 70. Afterwards, students will complete Exit: 10 mi
addition and subtraction facts. pages 70-72 in break out rooms. On such
e pages, students will use addition to
Explore: The teacher will click and subtract.
s launch the presentation for chapter 1
d lesson 10. Students will review the Explain:
essential question: What strategies can Talk Math on page 70: Explain how
a I use to add and subtract? addition and subtraction are related.
y

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 Students will read aloud the problem of Write Math on page 72: Write an example
the day. of related facts. Use the numbers 4, 6, and
Mary was making a necklace. She 10.
wanted to put 11 blue beads on a
string. She had 6 blue beads. How Early finishers will play math games in the
many more blue beads did she need. Bitmoji classroom.

Before attempting to work on the

problem, students will identify the
quantities and math operation used to
solve the problem.
W
e Professional Learning for Teachers
d Students will work on make up work,
play math games on room recess, etc.
n
e
s
d
a
y
Students will complete pages 76 - 78 in Engage: 15 min Explore: small assessment
T
Engage, Explore, and Explain: The break out rooms to provide small group 15 min groups My Math CW
h
teacher will randomly call on students instruction. Early finishers will play math Exit: 15 min
u
to complete the common core quick games in the Bitmoji classroom.
r
check (2 slides on the My Math
s
presentation).
d
Ex: Which doubles fact can help you
a
solve 16-8?
y

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F Engage and Explore: Students will Explain, Elaborate, and Evaluate: Students Engage: 15 min Explore:
independently play fast facts on room will play the kahoot on subtraction. 15 min
r recess for 3 rounds. Exit: 10 mi
i https://create.kahoot.it/v2/share/adding-
and-subtracting-with-in-20/ccdd0988-09cf-
d 439d-bdc5-27f4ac9a07e7
a
y

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STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/fhoTv8XBhgA

Summary of Unit Implementation:

Due to power outage and the high winds of Tropical Storm Zeta the internet connection made it
difficult to deliver the lesson. The sound delivered to one student with a delay and I was unable to hear
her when she spoke. To adjust to these unforeseen technical issues, I allowed the student to respond by
using the Zoom chat box or hand gestures. Although there were a few setbacks the students were engaged
throughout the entire lesson. I was able to deliver the lesson and increase the students understanding of
the unit.

Summary of Student Learning:

I believe that the students were able to adequately learn the lesson that was taught. Although we
experienced connection issues, the students were eager to learn. Throughout the lesson I used various
forms of differentiation to assist students to improve their understanding.
Observations of the lesson showed me that the students began to use the mental strategies learned
over time. The students began to answer more questions and were also able to work independently.
Through the confidence of the student’s responses to questions and their excitement during the Kahoot
game I could tell that their knowledge has increased.

Reflection of Video Recording:

After reviewing my video recording, I feel that I need to find ways to engage students that may
complete an assignment before other students. The student that completed the independent work first
began to fidget and uninterested while waiting. I must find ways to keep the interest of the students
although they may finish earlier than others. I also feel that I should be more prepared for issues such as
sound delay and connection issues. This is a skill that I will learn over time. Teaching virtually is new
skill and I am learning as I grow. Although I feel that I can improve in these areas I think that the lesson
went well. The student’s knowledge was increased, and I adjusted well to the issues that we experienced.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 3 6
(90%-100%)
Proficient
5 4
(80%-89%)
Partially Proficient
3 5
(70%-79%)
Minimally
Proficient 8 4
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
The analysis of the post-test data shows that majority of the class is now at the least proficient in
meeting the learning goal of this unit. The data shows that 4 students are testing in the minimally
proficient level. These students are pulled into small group breakout rooms on Monday, Tuesday,
Thursday, and Friday. On Wednesday’s students are provided with 30-45-minute one-on-one
tutoring sessions. Throughout the unit student’s independence has increased and so did the
participation of answering questions in small and whole group.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
The post-test data shows that my instructional lessons increased the students’ knowledge and
understanding of the mathematic unit. The differentiations used such as small groups, one-on-one
tutoring, and the use of various games were effective and helped the student’s approach as well as
meet the learning goal stated above. There are 4 students that are falling in the minimally
proficient category, but their understandings are constantly increasing. The students enjoyed
playing the Kahoot and fast facts games, and also participating in class discussions about the unit.

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 Based on the data from the formative and summative assessments, my instruction has had a
positive effect on the students learning.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
Using the information obtained in Standard 1 I will be focusing on the female population
subgroup within this classroom. The female population makes majority of the class therefore I
will be focusing my subgroup analysis with this group.
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 2 5
(90%-100%)
Proficient
4 1
(80%-89%)
Partially Proficient
0 2
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Based on my analysis of the subgroup 5 students were able to improve from the pre-assessment.
Throughout the unit the students began to show confidence through participation ad their increased time in
the fast facts game from day to day. The students were able to recall the mental strategies they learned
throughout the unit and which strategy they used to solve each problem. When presented with problems in
the My Math textbook students began to answer more problems independently over time. The students that
are currently scoring in the minimally proficient level are students that my cooperating teacher has begun
documentation for RTI.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
Based on the post-data of the female subgroup in this class my instruction was effective. Although I could

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 not get all the students to reach the learning objective, more than half of the subgroup was able to meet or
approach the objective. The daily use of the fast fact game helped the students remember the mental
strategies and this showed in the data in the post-assessment. The students that did not master the objective
will be provided with tutoring, extra practice games in the bitmoji classroom, and Kahoot games that the
students can play with their family members. When the students increase their participation in these
activities, I feel their understandings will increase.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 1
(90%-100%)
Proficient
1 2
(80%-89%)
Partially Proficient
3 3
(70%-79%)
Minimally
Proficient 3 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
Compared to the remainder of the class the female subgroup demonstrated the most gain. The female
subgroup had more gains in reaching the learning objective than the remainder of the class. Although the
female subgroup has more gains, the remainder of the class has less students in the minimally proficient
category. There were students that did not meet the learning objective but there were some gains within
the remainder of the class. The students in the remainder of the class group also benefited from the fast
facts and Kahoot games just as the female subgroup.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps within my instruction will include teaching more strategies such as making ten and
counting on. I will also increase the digits from adding two single digit numbers to adding on double digit
and one single digit number within 20. To begin the new unit, I will write the objective as: Students will
use strategies such as make a ten and combine addends to add and subtract within 20 with 70% accuracy.

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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. Improve student learning To reach this goal I will plan for various
means of lesson delivery to ensure that all
students needs are meet which will increase
their learning. I will also use teacher friendly
websites, talk with co-workers, and also use
Google to find engaging activities that will
gain their attention and improve their
learning.

2. Improve virtual teaching strategies To reach this goal I will also speak with
other teachers to share strategies to maintain
organization, deliver lessons, and keep
students engaged during virtual learning.

3. Improve my understanding of the To reach this goal I will watch Zoom and
Zoom and Microsoft Teams platform Microsoft Teams webinars to better
understand these platforms. I will also work
with teachers during planning days to work
together to learn all the functions of these
platforms.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal:
Rationale: Why did you choose this goal? How To improve my knowledge of teaching,
do you expect it to improve the outcomes of your engaging students and families, and furthering
future students? my education I chose to begin my journey to

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 obtaining my master’s degree. I expect to
improve the outcome of my students by
gaining more knowledge on delivering
instruction, engaging students and keeping
their attention, and classroom
management skills.
End Date: By when do you expect to accomplish This goal will be accomplished by December
this goal? 2022.
Action Timeline: What steps will you take to December 2020:
complete this goal, and by when will you take
them? Example:  Research schools to attend.
 Choose two of the best schools and
1/31/18: Join AACTE
communicate with admissions to
discuss what they have to offer.
January 2021:
 Submit my master’s degree program
application
 November 2021:
 Begin studying for the Elementary
GACE test
January 2022:
 Apply for the Elementary GACE test
while continuing to study
February 2022:
 Take the Elementary GACE test
December 2022:
 Graduate with my master’s degree in
Early Childhood Education

Resources: What resources are available to assist The following resources will assist me in
you in accomplishing your goal? accomplishing my goal:
 GACE practice test
 Support from school staff
 Support from college professors
 DeKalb County Schools Pathways to
success development sessions

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