Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................8
STEP Standard 5 - Implementation of Instructional Unit .......................................11
STEP Standard 6 - Analysis of Student Learning....................................................13
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........15

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

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

Unit Topic: Line Plots

Unit Title: Representing and interpreting data using line plots

National or State Academic Content Standards

4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the difference in length
between the longest and shortest specimens in an insect collection.
4.NF.B.3d Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and equations to
represent the problem.

Learning Goal: The learner will be able to create, utilize, solve word problems and interpret
data using line plots.

Measurable Objectives:
1. TLW make a line plot that displays data in fractional units.
2. TLW solve addition word problems by using a line plot.
3. TLW solve subtraction problems by using a line plot.
4. TLW draw a line plot to represent listed data.
5. TLW analyze data shown on line plots.

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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.

The pre-assessment was given on the Whiteboard. I had pre-selected two problems students
would work out on their mini dry erase boards. Once finished, students held their Whiteboards
up and I was able to easily assess which students had the correct answers, and which students
needed additional instruction.

Problem #1-What does Centi, Milli, and Kilo mean?

Problem #2- Create a number line 0-4 breaking it into fourths.

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%) 10

Proficient
(80%-89%) 12

Partially Proficient
(70%-79%) 41

Minimally Proficient
(69% and below) 5

Pre-Assessment Analysis: Whole Class

Based on the data above, I have decided to continue with my unit without changing learning goals or
measurable objectives. The majority of students were able to demonstrate foundational knowledge needed
to continue with the selected unit.
Based on the data provided from the pre-assessment, I was able to easily decipher foundational skills or
lack of skills (foundational gaps) which students were able to demonstrate in the pre-assessment.
Although the data showed that the majority of students fell into the partially effective range, there were
some students who would require some additional spiraling back to previous lessons in order to move
into line plots and metric conversions. To my surprise, there were a good number of students who fell
into the proficient or highly proficient ranges. Although these students were able to calculate the correct

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 answers, there will additional challenges throughout the unit that will challenge students and require
growth of content knowledge.

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.
*Click on the link (Please let me know if the link does not work properly)

Metric and Line

Plots Assessment.pdf

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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 Metric Conversions Metric Conversions Line Plots Line Plots Assessment
Activity
Standards and 4.MD.A.1 Know 4.MD.A.1 Know 4.MD.B.4 Make a 4.MD.B.4 Make a 4.MD.A.1 &
Objectives relative relative line plot line plot 4.MD.B.4. Learners
What do students sizes of sizes of measurement to display a data set to display a data set will be assessed on
need to know and measurement units units of of both standards.
be able to do for within one system within one system of measurements in measurements in
units fractions fractions
each day of the of units
including: ft, in; km, of a unit (1/2, 1/4, of a unit (1/2, 1/4,
unit? including: ft, in; m, cm; 1/8). 1/8).
km, m, cm; kg, g; lb, oz.; l, ml;
kg, g; lb, oz.; l, ml; hr, min,
hr, min, sec.
sec.
Academic Base units, meters, Base units, meters, Fraction, Fraction, numerator, Base units, meters,
Language and grams, liters, centi, grams, liters, centi, numerator, denominator, grams, liters, centi,
Vocabulary milli, and kilo. milli, and kilo. denominator, decimal, decimal milli, kilo, fraction,
What academic decimal, decimal point, and line plot. numerator,
language will you point, and line plot. denominator,
decimal, decimal
emphasize and
point, and line plot.
teach each day
during this unit?
Summary of Opening geometry Opening geometry Opening geometry Opening geometry Opening geometry
Instruction and warm up activity warm up activity warm up, introduce warm up, introduce warm up, Kahoot
Activities for the (journal anchor (journal anchor line plots, anchor line plots, anchor review, Scaffold
Lesson chart), talk about chart), talk about chart line plot chart line plot test, and formal unit
How will the real world real world (journal), Ready (journal), Ready assessment.
instruction and applications of applications of Math interactive Math interactive

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 activities flow? geometry and geometry and tutorial, pair tutorial, pair
Consider how the metric conversions, metric conversions, teaching with teaching with
students will complete guided complete guided mentor teacher, mentor teacher,
efficiently transition anchor metric anchor metric group #1 PPS book, group #1 PPS book,
from one to the conversion anchor conversion anchor Group #2 Group #2
next. chart, guided Moby chart, guided Moby Instruction book, Instruction book,
Max lesson, W.S. Max lesson, W.S. and HW sheet. and HW sheet.
practice, and HW practice, and HW
sheet. sheet.
Differentiation Differentiate during Differentiate during Differentiate during Differentiate during Differentiate during
What are the guided instruction guided instruction guided instruction guided instruction guided instruction
adaptations or per IEP’s and per IEP’s and per IEP’s and per IEP’s and per IEP’s and
modifications to the 504’s, provide 504’s, provide 504’s, provide 504’s, provide 504’s, provide
instruction/activities templates for templates for templates for templates for templates for
as determined by journals entries, journals entries, journals entries, journals entries, journals entries,
the student factors assign peer tutors, assign peer tutors, assign peer tutors, assign peer tutors, assign peer tutors,
or individual calculator, provide calculator, provide calculator, provide calculator, provide calculator, provide
learning needs? visuals and graphic visuals and graphic visuals and graphic visuals and graphic visuals and graphic
organizers. organizers. organizers. organizers. organizers.
Required Text, notebook, Text, notebook, Text, notebook, Text, notebook, Text, notebook,
Materials, journal, journal, journal, journal, journal,
Handouts, Text, worksheets, worksheets, worksheets, worksheets, worksheets,
Slides, and computers, Smart computers, Smart computers, Smart computers, Smart computers, Smart
Technology Board, markers, Board, markers, Board, markers, Board, markers, Board, markers,
glue, scissors, and glue, scissors, and glue, scissors, and glue, scissors, and glue, scissors, and
mini whiteboards. mini whiteboards. mini whiteboards. mini whiteboards. mini whiteboards.
Instructional and Small group Small group Small group Small group Test folders
Engagement instruction, peer instruction, peer instruction, peer instruction, peer (privacy), scaffold
Strategies tutoring, student tutoring, student tutoring, student tutoring, student test, and read aloud
What strategies are choice, parallel choice, parallel choice, parallel choice, parallel (per IEP or 504).
you going to use teaching, and use of teaching, and use of teaching, and use of teaching, and use of
with your students technology. technology. technology. technology.
to keep them

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 engaged throughout
the unit of study?
Formative Popcorn question Popcorn question Popcorn question Popcorn question Formal end of unit
Assessments and answer, HW and answer, HW and answer, HW and answer, HW test.
How are you going sheet, and small sheet, and small sheet, and small sheet, and small
to measure the group participation. group participation. group participation. group participation.
learning of your
students throughout
the lesson?
Summative, Post- The overall assessment will come at the end of week Unit test. This unit assessment will measure student
Assessment growth of metric conversions between base units and milli, centi, and kilo. Students will need to be able to
What post- convert, compare, and interpret the data between conversions. Additionally, the end of unit assessment will
assessment will measure the student’s ability to interpret, create, label, and use data to answer specific questions. Students
measure the will need to understand basic vocabulary for each unit, which was covered and practiced during the week and
learning progress? with the HW sheets. Students will have the opportunity to review required material and scaffolding for the
Note: This can be test will be provided in order to give students an equal opportunity for success during the assessment.
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://youtu.be/6dnkU18-Pqs

Summary of Unit Implementation:

The overall unit covered standards regarding metric conversions and line plots. The lessons were divided
into two day units and then combined for an end of unit assessment on Friday. Each day started with a
geometry warm up activity, which involved whole brain techniques in order to remember the essential
geometry vocabulary. Following the warm up, each lesson opened with whole group discussion
connecting the lecture/topic with background knowledge and real-world situations. Each day the
students were given an anchor chart needed to explain key-elements of the days content and would
glue the handout into their math journal. This would be a lead in to whole group lecture and question
and answer learning. Each day there was a technology aspect woven into the lesson planned. However,
there were days when time restricted the technology aspect and I had to allow the lesson to organically
flow with the time I was allotted.

Summary of Student Learning:

The student objective included being able to convert metric units and creating and interpreting line
plots. My initial perception of student learning was broken into the three classes which I taught each
lesson. The first class is medium, the second class is relatively low, and the third class is medium/high. I
had to differentiate my lessons according to the class/student ability. I felt that each group was able to
retain at least a basic level of understanding which the data reflected in their final assessment scores.
With each class and student levels varying, I had to differentiate my lesson and delivery with each class
period and often had to use models, visuals, and differentiate my line of questions in order to reach
each level of student. When teaching line plots, I thought each student understood how to label the X
and Y axis, however as I was walking around the classroom I noticed that several students had either
mislabeled or not labeled their line plots. I then had to reteach this section of the lesson, showing
additional models on the Smart Board.

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Reflection of Video Recording:
Overall, I felt that my teaching performance was adequate. I felt like there were a couple areas I needed
to improve on, such as time management and using informal assessments in order continually assess
student progress. After reviewing the video and talking with my mentor teacher regarding my teaching
performance for the week, I determined that even though there were some areas that easily could be
improved, the unit was effective and students were able to understand the basic components of metric
conversion and line plots. Another area I would like to improve upon is being able to differentiate my
lesson and include stations that promote the three styles of learning. I feel that by accomplishing this, I
would be able to reach a broader range of students, without having to go back and re-teach some
components of my lesson, thus saving time and allowing better classroom time management.

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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%) 10 17

Proficient
(80%-89%) 12 38

Partially
Proficient
41 10
(70%-79%)

Minimally
Proficient
5 3
(69% and below)

Post-Test Analysis: Whole Class

Based on the whole class data from the post test, I was able to determine that the majority of
students improved their scores after being taught the week long unit on metric conversions and
line plots. The largest group of improvement was student who were able to move into the
proficient range. Generally, these students pre-tested at the partially proficient range and were
able to “level-up” by demonstrating their attained knowledge during the post assessment.

Based on the evidence and the data collected from the pre-assessments and the post-assessments,
it is apparent that my unit was generally effective. I would not venture to say it was highly
effective and there were some areas I would change due to time management constraints and
special activities I was unaware of (assembly). I felt that I had prepared a sufficient enough lesson
with enough activities to cover the allotted timeframe, but I did not factor in the flow of my
lesson if we did not make it to a specific activity. Therefore, I found gaps in my learning
objectives and had to go back and reteach some material, which took away from valuable
classroom progress. However, I still confident in my abilities and with time/practice I will gain a
better handle on the time management and lesson flow.
Post-Assessment Analysis: Subgroup Selection

In order to develop clear and concise data for my teaching abilities and to determine overall
student growth, I have decided to isolate the students with IEP’s and 504’s. This will help me
interpret the data from the general population and eliminate the few outliers, which warp the
effectiveness of the data. This is not to say that this data from this grouping of students is not
important, but rather needs to be assessed as its own subgroup.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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

Proficient
(80%-89%) 0 0

Partially
Proficient
1 3
(70%-79%)

Minimally
Proficient
5 3
(69% and below)

Post-Assessment Analysis: Subgroup

Based on my assessment of the subgroup post data, it was apparent there was overall student
growth, even if it was minimal. The majority of this subgroup made strides to improve from
minimally effective, to partially effective and demonstrated sufficient effort and participation
during the unit.

Based on the post assessment subgroup data, there was sufficient evidence which demonstrated
overall effectiveness with the teaching unit. Students in subgroup (IEP/504) demonstrated growth,
if they desired to participate and do the required class work/homework. The majority of students
in this subgroup showed a willingness to learn and thus made strides to improve from minimally
effective, to partially effective. Even with modifications/accommodations to the test, there were
certain elements of the unit which this subgroup of students seemed to not be able to grasp. These
included many of the metric conversions and labeling the line plots.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 10 17

Proficient
(80%-89%) 12 38

Partially
Proficient
40 7
(70%-79%)

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 Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Based on the data from the remainder of the class, it is clear that there was a consistent pattern of
growth. The largest growth taking place from partially proficient to proficient with an additional
seven students growing into the highly effective region. I would have hoped for greater growth
into the highly proficient region and will reflect on this data as to how I can better grow students.

The next steps for my current classrooms instruction is reviewing for our state based testing
(LEAP). Learning centers which cover standards from the entire fourth grade year will be
incorporated into the next week of classroom time. However, if I were to reteach this lesson I
would focus more on metric conversions, with an emphasis on the vocabulary: centi, kilo, and
milli. If students could have a better understanding of what these vocabulary terms mean, they
would have an easier time with the overall conversion from base units.

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. Content Standards Knowledge Gaining a firm understanding of content
standards will help me better deliver lessons
and help students with content based
questions. In order to better understand
standards, I will use the
http://www.louisianabelieves.com website to
better understand content standards and
learning objectives and conference with my
mentor teacher for specific questions.

2. Time Management (Lesson) Time management when delivering lessons.

This will allow me to better plan my lessons
and make sure there is sufficient material and

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 practice in order to fulfill the entire class
period. Additionally, it is important to
consider time flow while delivering a lesson
in case time runs out. I will gain a better
grasp on time management by practicing
writing lessons plans and delivering the
lessons. It will also be important conference
with my mentor teacher in order to listen to
her feedback.

3. Better Understanding of Specific Our school Parish uses Google Classroom,

Technology Based Learning Programs which I had never used until starting student
teaching. I plan on taking some professional
development classes this summer that will be
offered by the school district.

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