Heidi Fajardo

ECH480
Shelly Spain

Student Teaching Evaluation of Performance (STEP)

Template

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Heidi Fajardo
ECH480
Shelly Spain

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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Heidi Fajardo
ECH480
Shelly Spain

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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Heidi Fajardo
ECH480
Shelly Spain

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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Heidi Fajardo
ECH480
Shelly Spain

STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Shapes

Unit Title: Matching Shapes

National or State Academic Content Standards

Concept 1: Shapes
The child recognizes names and describes common shapes and their properties

Learning Goal
Students will be able to identify and match shapes such as; circle, square, rectangle and triangle.

Measurable Objectives
Students will be able to correctly identify shapes accuracy 3 out of 5 times.

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Heidi Fajardo
ECH480
Shelly Spain

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.

Students will use precut shapes to

match and sort correctly. Students will be able to identify four basic shapes.
 7-8 correct matches – Exceeds
 5-6 correct matches-Meets
 3-4 correct matches- Approaches
 1-2 correct matches- Falls Far Below

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%) 2

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Heidi Fajardo
ECH480
Shelly Spain

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 1

Pre-Assessment Analysis: Whole Class

I do not feel that any changes to the standard or the learning goal is needed. I feel that the
measurable objectives are appropriate.
Based off the data above as well as observation I know that I need to find more age appropriate ways to
teach this lesson as well as providing various activities that they can be engaged in and that do not require
a long period of time. I feel that with this group I am going to need to make sure I include repetition in
the lesson delivery as well as activities. I also believe that this pre-assessment could have been better and
ended up not being age appropriate for 2 years old. I feel that it took too long for the to complete and they
lost interest quickly.

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.
Students will identify four basic shapes when asked “Can you find the_______”
4 correct- Exceeds 3 correct- Meets 1-2 correct- Approaches 0 correct- Falls Far Below

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Heidi Fajardo
ECH480
Shelly Spain

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 Paint Shapes with Shapes and Shaving Shapes in Mouse Shape Building with Shapes
Activity Cars Cream Playdough Collage
Standards and Concept 1: Shapes Concept 1: Shapes Concept 1: Shapes Concept 1: Shapes Concept 1: Shapes
Objectives The child recognizes The child recognizes The child recognizes The child recognizes The child recognizes
What do students names and describes names and describes names and describes names and describes names and describes
need to know and common shapes and common shapes and common shapes and common shapes and common shapes and
be able to do for their properties. their properties. their properties. their properties. their properties.
each day of the .
unit?
Academic Circle, Triangle, Circle, Triangle, Circle, Triangle, Circle, Triangle, Circle, Triangle,
Language and Rectangle, Square, Rectangle, Square, Rectangle, Square, Rectangle, Square, Rectangle, Square,
Vocabulary Round, Corner, and Round, Corner, and Round, Corner, and Round, Corner, and Round, Corner, and
What academic Shape Shape Shape, Roll, Flat Shape, Mouse Shape, Block, Build
language will you
emphasize and
teach each day
during this unit?
Summary of To get the students While the students After reading Color During snack I will To start this
Instruction and engaged I will start eat snack, I will Zoo by Lois Ehlert read Mouse Shapes activity, we will
Activities for the by reading Shapes read The Shape Of we will transition to by Ellen Stoll read Shapes Are
Lesson by Scholastics. I Things by Dayle the table for Walsh to help Everywhere All
How will the will then show Ann Dodds to start playdough fun I introduce the shape Things Big and
instruction and them shapes that the lesson. After will model and activity for the day. Small by Baby
activities flow? they can hold and snack we will look encourage students After snack they Professor. I will
Consider how the repeat the name of at shapes before to mold the will use popsicle show them pictures
students will the shapes. As they playdough into sticks to create their of houses, cars and

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Heidi Fajardo
ECH480
Shelly Spain

efficiently transition say a shape, they go drawing shapes in shapes and items own mouse on grey boats. Point out the
from one to the to the art table to the shaving cream. out of shapes such paper and then add shapes used.
next. pick a shape and as balloons, house precut shapes Students will be
use a toy car to and boxes. around the mouse provided with
paint with. as the wish, blocks of all shapes
and sizes and allow
them to use their
imaginations to
build their own
creations.
Differentiation Paint brushes will Paintbrushes and Provide shape Provide both glue Pattern block sheets
What are the be available for other items such as cutters for students bottles and glue will be provided for
adaptations or those who have a popsicle sticks will to use that are sponges for those those that want to
modifications to the hard time rolling be provided for having a hard time that have a hard match it.
instruction/activities the car in paint. those who do not making the shape time squeezing
as determined by want to touch the on their own. bottle.
the student factors shaving cream.
or individual
learning needs?
Required Cut out shapes The Shape of Color Zoo Mouse Shapes Shapes Are
Materials, from construction Things Playdough Popsicle Sticks Everywhere All
Handouts, Text, paper. Precut large shapes Cookie Cutters Grey Paper Things Big and
Slides, and White chalk Art smocks Glue Sponges Small by Baby
Technology Paint on paper plate Shaving Cream Glue Bottles Professor, Wooden
Toy cars Paintbrushes Blocks, Large
Smocks Legos, Colored
Pattern Blocks and
Pattern Cards
Instructional and I will show the Whole group story Whole group story Whole group story Whole group story
Engagement students the shapes and review of and review of and review of and review of
Strategies and the paint. shapes and activity shapes and activity shapes and activity shapes and activity
small group with small group with small group with small group with

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Heidi Fajardo
ECH480
Shelly Spain

What strategies are I will sit with the those that show those that show those that show those that show
you going to use students who are interest. Sitting interest. Sitting interest. Sitting interest. Sitting
with your students painting and hold with and talking to with and talking to with and talking to with and talking to
to keep them conversation about the students the students the students the students
engaged throughout the shapes with involved. involved. involved. involved.
the unit of study? them
Formative Observation while Observation while Observation while Observation while Observation while
Assessments they are painting they are engaged in they are engaged in they are engaged in they are engaged in
How are you going their shapes and their activity and their activity and their activity and their activity and
to measure the learning the learning learning learning learning
learning of your vocabulary. vocabulary. vocabulary. vocabulary. vocabulary.
students throughout
the lesson?
Summative, Post- I will make an assessment that has the 4 shapes (Circle, Triangle, Square and Rectangle). I will show the
Assessment students each shape and ask if they can say the shape and have them match it by pointing to it. Assessment
What post- will be done one on one.
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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Heidi Fajardo
ECH480
Shelly Spain

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: Submitted through OneDrive

Summary of Unit Implementation:

For this unit thought if five different activities that I thought would be age appropriate and engaging.
The first activity we used toy cars to paint tracks on shapes. I feel this activity went well as they were
enjoying using a new “tool” to paint and seeing the different tracks they made. The second activity we
used shaving cream to make shapes. This did not go as planned as after a few minutes of trying to help
them make shapes they just wanted to play with the shaving cream. The third activity was using
playdough with shape tools such as buttons and cookie cutters. I feel that this activity went better than
the shaving cream one as the students wanted to make shapes with the tools and thought of other
things, they could make with the playdough out of shapes such as houses, balloons and ice cream cones.
The fourth and fifth activities were both similar in the fact they were using precut materials to use their
creative sides to make their own creations. I feel out of all the activities these two were the ones that
they were the most engaged with and enjoyed the most. Each activity I sat with the students making
conversations, showing them the different shapes, and giving them positive feedback when they made
or identified a shape.

Summary of Student Learning:

Going into the week I a little nervous trying to think of the week I was a little nervous trying to think of
how to help two-year old learn and identify shapes. Overall, I feel that they activities were age
appropriate however I feel some the them such as the shaving cream should not have been used as they
really did not understand what I was wanting them to do. When they were just wanting to play with the
shaving cream, I knew then that it was going to be hard to try and get them to focus on the lesson part
of the activity. This unit had some ups and downs and ah ha learning moments for myself and for the
students and besides tweaking a few of the lessons and engagement strategies I would do it again. I feel
that since every student was able to identify at least one shape at the end of the unit that it was a
successful week

Reflection of Video Recording:

After watching the video, I feel that I did a good job engaging with the students on their level this is
something that will continue in whatever classroom I am in as it is important to for the students to know
that they can talk to me. This I feel something that I could have had to make it more successful would be
shapes for all the students to be able to hold as that was something they wanted. I also feel that I need
to make sure that I address all the students and give them all a chance to answer instead of just a few of

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Heidi Fajardo
ECH480
Shelly Spain

them. By addressing all the students, I would have also been able to identify which students needed
extra help learning the shapes. I feel that something that could have improved the lessons was finding a
way to add the technology into the lessons. Even though they did not have access to computers I should
have added songs from their class Kindle.

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Heidi Fajardo
ECH480
Shelly Spain

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 6

Proficient
(80%-89%) 2 1

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Test Analysis: Whole Class

After observing what helped with keeping the students in engaged, I noticed that they needed the
[;p[9+hands-on learning as well as the visuals. When the lesson only consisted of them listening
to me it was very unsuccessful.

I learned that with this group of two-year-old’s activities really needed to be quick and simple.
They are very busy and sitting still to do a long lesson was not an option so needed to make every
moment a learning moment. Activities that were geared around their interest such as playdough
and cars seem to hold their attention longer. I also learned that having a single step assessment
versus a multi- step one was easier for them to understand and more appropriate for their age.

Post-Assessment Analysis: Subgroup Selection

I chose to focus on the boys in the class for this section as they have different learning styles as
well as different backgrounds. I noticed that the boys in the class were more willing to participate
in the activities versus the girls.

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 0 3
(90%-100%)

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Heidi Fajardo
ECH480
Shelly Spain

Proficient
(80%-89%) 1 1

Partially
Proficient
1 0
(70%-79%)

Minimally
Proficient
# 0
(69% and below)

Post-Assessment Analysis: Subgroup

The boys seemed to be more engaged in the lessons. They also seemed to pick up on the
shapes quicker than the girls did.

I noticed that the girls did not connect with the activities that I planned as well as the boys in the
class. This made it to where not as many of them could identify as many shapes. I feel that in
order for them to understand the concepts as well as the boys I needed to find an hands on
learning activity that sparked their interest.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 2

Proficient
(80%-89%) 1 0

Partially
Proficient
1
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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Heidi Fajardo
ECH480
Shelly Spain

There are more boys in the class which gives them a higher percentage from the beginning. The
boys started off being able to identify more shapes. I used hands on learning activities as well as
visual and audio.

I believe that overall the activities were age appropriate but I should have used other learning
methods to help all learners reach their full potential. I also used two different assessments and
now know it is best to use the same type which would have made it easier to see if they were
actually grasping the concept.

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. Add technology into lessons Research programs and apps that are kid
friendly and that would align with the
standards I am using.

2. To become better at lesson planning Ask my mentor teacher the best approach to
making effective plans.

3. Build my classroom management Observe a veteran teacher as well as

skills professional development.

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