© 2018. Grand Canyon University. All Rights Reserved.

Page 1 of 20
 Student Teaching Evaluation of Performance (STEP)
Template

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 20

Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 20

Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 20

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

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

A. Geographic Location
Click here to enter text.

B. District Demographics
Click here to enter text.

C. School Demographics
Click here to enter text.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 20

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
Click here to enter text.

B. Environmental Factors
Click here to enter text.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys # # # # # #
Girls # # # # # #
Instructional Accommodations Text Text Text Text Text Text
and Modifications
(Describe any instructional
accommodations and modifications
regularly used to meet the needs of
students in each subgroup.)

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
Click here to enter text.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 20

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

Unit Topic: EOC Skills: Informational Text & Text Structure Continued

Unit Title: Text Structures

National or State Academic Content Standards

R.I (LCS) Standard 9: Apply a range of strategies to determine the meaning of known, unknown
and multiple meaning words, phrases, and jargon: acquire and use general academic and domain
-specific vocabulary. I 9.3:3: Construct knowledge, applying disciplinary concept and tools, to
build deeper understanding of the world through exploration and analysis. C (MC)9-1.1: Gather
information from print and multimedia sources to prepare for discussions: draw on evidence that
support the topic, text, or issue being discussed. R.L9-4.1: Read grade level text with purpose
and understanding.

Learning Goal: Identify common words that are used in text structure of sequence. Identify and
apply text structure to informational text. Prepare for English I EOC through strategized practice
and review of informational text. Appropriately identify and apply text structures to
informational text.

Measurable Objectives: Identify common words that are used in text structure of sequence.
Example: Complete Flocabulary worksheet on the text structure of sequence. Complete the quiz
after worksheet.

Students will watch video on cause and effect. Student will complete cause and effect level 1
ereading worksheet.
Example: Students will identify what happened and why on the worksheet.

Facilitate student learning by introducing strategies that help learners organize features or factors
with in text that will enhance comprehension..

Example: Student will identify the text features such as bulleted and numbered text using
magazine and newspaper articles.

Students will identify descriptive text and use descriptive words in a writing

Example: Students will write paragraph using the text feature and include signal words.

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 20

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 20
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.
Copy and paste, or insert a picture of the pre-assessment.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 20

 Name ___________________________ Date ____________________

Late to School Cause and Effect

Directions: Read the story. Then fill in the chart of causes and effects.

Alisa awoke for school at what seemed like an unusually late time; she
glanced at the clock to see: 7:45. She should have been up 45 minutes
earlier and had missed her bus. Darting downstairs, she saw that her mom
had already left for work. Hurrying back upstairs, she skipped her slow
getting ready routine, in hopes of catching a ride with her neighbor. She
didn’t want to be late to school because there were only nineteen days left,
and she had had perfect attendance the entire year. Hurrying back
downstairs, she picked up the phone and dialed her neighbor’s number. The
phone rang, but there was no answer. She exited the door, stepping out onto
the front porch, just in time to see the tail lights of her neighbor’s familiar red
car drive off into the distance. Sighing, she sank to the porch, unsure of
what to do. After a little more though, she hurried back inside, phoned her
mom’s nearby office, explained the situation, and then awaited for her mom
to return home. Less than happy, her mom pulled up in the driveway five
minutes later. Due to the time constraints, and her own need to be back at
work for an important meeting, Alisa’s mother, drove rather fast, but they
arrived safely at ABC Middle School, with just enough time left for Alisa to
make it homeroom without being tardy.
CAUSE EFFECT
She missed her bus.

She skipped her slow getting

ready routine.
She saw her neighbor’s car
drive off.
Alisa’s mother returned home
from work.
Alisa’s mother drove rather
fast.

Alisa made it to homeroom

without being tardy.

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 20

 © This worksheet is from www.teach-nology.com

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 20

 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 4

Meets 2

Approaches 2

Falls Far Below 1

Pre-Assessment Analysis: Whole Class

The changes I will make will be to select those standards that will allow for the students to be measured
on their prior knowledge. I would change their learning goal to state that the students will be able to
define what cause and effect is instead of saying student will identify cause and effect relationships.
I think that they will need to know what cause and effect means in order to identify it.
The effects this could have o n planning is that those students who are not meeting or exceeds will need
to be retaught the lesson. So that will mean that I will need to plan a different strategy in teaching the
lesson so that the students who didn’t learn it the first time will be able to make the necessary adjustments
to learn cause and effect.
The delivery will be changed by having those students who are not understanding we can use
Flocabulary to watch a video on cause and affect and then as a class we can go over the question at the
end so that if there is something that they don’t understand, we can address it together. Then I would
allow them to work on an assignment on the computer to assess them.

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

Exercise: Cause and Effect Essays

learni

(a) Underline the cause and highlight its effect in each of the following sentences.
1. After the dog bit her, we had to take her to the hospital.

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 20

 2. Her computer stopped working due to a virus.

3. The police arrested him because he committed a crime.

4. She set fire to the curtain first before the whole house burnt down.

5. If she gets accepted to university, she will become a doctor.

6. Unless she finds a replacement, she will be fired.

7. Owing to the lack of customers, the restaurant closed down this week.

8. Since she is scared of clowns, she never goes to the circus.

9. He passed his first year at university; as a result, his parents bought him a car.
She is lazy, therefore she has failed all of her subjectsng goal and measurable objectives.

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 20

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

Compare and Compare and Compare and Compare and Compare and Compare and
Contrast contrast Contrast Contrast Contrast Contrast
Standards and  Define what  Identify  Identify  Identify  Identify
Objectives: Compare compare and compare and compare and compare and
Develop reading and contrast contrast in contrast contrast contrast
comprehension is. contextual contextual contextual contextual
skills by identifying  Identify information information. information . information.
compare and compare and  Identify  Identify  Use graphic  Use graphic
contrast transitional transitional organizers to organizer to
contrast relation
relationships. words for words for compare and compare and
ships comparing contrasting. contrast. contrast.
Academic Definitions Compare Compare Compare Compare
Language and Compare Contrast Contrast Contrast Contrast
Vocabulary Contrast Transitional Transitional words Transitional words Transitional words
What academic Transitional Difference Difference Difference Difference
language will you Difference Despite Despite Despite Despite
emphasize and Despite Larger Larger Larger Larger
Larger Rather Rather Rather Rather
teach each day Rather Similar Similar Similar Similar
during this unit? similar Venn diagram Venn diagram Venn diagram Venn diagram
Summary of Warm-up(5-7 Warm-up(5-7 Warm-up 5-7 War-up( 5-7 Warm-up (5-7
Instruction and minutes) minutes) minutes. minutes) minutes)
Activities for the Define What it Review Compare Review what Continue reading and Continue using the
Lesson means to compare and contrast. compare and contrast discussion of the Venn diagram to list
How will the and to contrast? (10 is. stories until the similarities and
instruction and minutes) Have students Begin reading one of completion. Begin differences of the two
activities flow? complete a worksheet two stories Hansel using the Venn stories.
Watch Flocabulary where they are and Gretel and the diagram.
Consider how the video and do identifying the Baba Yaga .

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 20

 students will discussion questions similarities of two Compare the
efficiently transition together at the end. different things. similarities and
from one to the (10 minutes) differences of the
next. Have students to do two stories
reading and response
(20 minutes)
Differentiation Work with those Work with those Work with those Work with those Work with those
What are the students students students students students
adaptations or individually who individually who individually who individually who individually who
modifications to the made need may need may need may need may need
instruction/activities assistance with the assistance. assistance. assistance. assistance.
as determined by lesson.
the student factors
or individual
learning needs?
Required Pencil, paper, Pencil, paper, Pencil, paper, Pencil, paper, Pencil, paper,
Materials, computer, Active computer, active computer, active computer, active computer, active
Handouts, Text, panel. Worksheet panel, worksheet. panel, worksheets panel, worksheet panel, worksheets
Slides, and
Technology
Instructional and Direct Instructions Direct Instructions Direct instructions Direct instructions Direct instructions
Engagement Modeling Modeling Modeling Modeling Modeling
Strategies Class discussions Class discussions Class discussions Class discussions Class discussions
What strategies are
you going to use
with your students
to keep them
engaged throughout
the unit of study?
Formative Post assessment on Post assessment on Post assessment on Post assessment on Post Assessment
Assessments Compare and compare and compare and compare and
How are you going contrast. contrast. contrast contrast
to measure the
learning of your

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 20

 students throughout
the lesson?
Summative, Post- I will use read and response from Flocabulary, as well as ask questions throughout the guided instructions.
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.

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 20

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

The unit that we are currently working on are persuasive arguments. Ethos, pathos and logos.
Specifically ethos. Students will define ethos and they will work as a group to write their own persuasive
argument. The first lesson that we did was the warm up which was a everyday edit. I put this on the active
panel and I gave the students 5 to 7minutes to complete. When the students finished we went over it
together as a class. The students took turns coming to the board to make corrections. The execution of this
went well as far as the students participation.
The next lesson that I did was we started to discuss persuasive arguments of ethos, pathos, and logos. We
defined what ethos is and discussed how they would apply this persuasive writing technique during their
writing. The students were very engaging and they participated well. Some of the students were new and
they didn’t fully understand the concept but after giving the group assignment, I worked with the new
students to give them some individual instruction. The only thing that I think that didn’t go well with the
assignment is I missed some of the corrections on the grammar sheet and the principal of the school asked
me about why I made that correction and I said it was a mistake.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 20

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

Exceeds 0 0

Meets 3 3

Approaches 2 2

Falls Far Below 2 2

Post-Test Analysis: Whole Class

My interpretation of the student learning is the students that who are meeting, they are referring
back to their prior knowledge for the preassessment and they are compiling the information that’s
given during the teaching of the lesson and the practice that I provide to reach this level of meets.
The students that are approaching and the students who fall below, these students have IEPs and
require the assistance of a sped teacher. The students, as discussed with my cooperating teacher,
we may need to lower the Lexile level and then read minister the post test. One example is we
were discussion different text features and I asked the class what are the table of contents used
for? The students who fall below could not share or explain to me what the table of contents were
used for in a book.
For the post data assessment, the students who were already familiar with text features and text structures
used the information from the lesson that I taught as a refresher and that is why they were able to be
successful on this lesson. The same students who needed additional help still needed assistance from the
sped teachers and needed for individual one on one attention for the assessment.
Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).

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

Number of Students Number of Students

Pre-Test Post-Test

Exceeds

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 20

 Meets 5 5

Approaches 1 1

Falls Far Below 2 2

Post-Assessment Analysis: Subgroup

The students who are meeting pre and post assessment have referred back to their prior
knowledge of the lesson. Those students who are not meeting and who fall below will need more
practice and to be reevaluated once the lesson is given again so that they can be assessed again for
improvement.

There are only three students who seemed to be having some difficulties with the lesson and who was not
successful with the post assessment. These student have sped assistance and will need their
accommodations that are in their IEP’s . I will work with these students individually and teach the lesson
to them one on one.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 0

Meets 5 5

Approaches 2 2

Falls Far Below 1

Post-Assessment Analysis: Subgroup and Remainder of Class

I believe that the remainder of the class used prior knowledge that helped them be successful on the
pre-assessment and after the lesson was taught by myself, the students took the posts assessment and
included it with their previous knowledge in order to be successful on their assessments.

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 20

 The The next steps for this unit is we will continue to review informational text structure and
discuss nonfiction and fiction and the elements of both . We will discuss the structures of fiction
and nonfiction.

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
1. To deliver a more extended and
effective direct instruction?
2. To better understand my students
learning style.
development, research on the Internet,
observation of a veteran teacher, etc.)
The way I would do this will be to observe
the veteran teachers . Also by incorporating
the student prior knowledge to contribute to
the discussing and allow them to engage
more.
Formatted: Indent: Left: 0.06"
The way that I would do this by
collaborating with my colleagues, attending
professional developments. I would also
study their assessments have one on one sit
downs with my students so they can share
with me how they learn.

3. Create a more detailed lesson plan.
Having a more detailed lesson plan I think it
will help me in other areas of delivering my
lesson to the students. In addition to giving
the objectives, the standards and the mini
lesson. In addition I would give additional
informational on the lesson that I would be
delivering for that day. I would include each
topic that I will be discussing.

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 20