Sierra Bernardini-Smith

STEP STANDARDS 7

Grand Canyon University: ELM-590

April 1, 2020

Dr. Reese

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 Student Teaching Evaluation of Performance (STEP)
Template

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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............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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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

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. 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 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: The Federal Government

Unit Title: The Purpose of Government

National or State Academic Content Standards:

Standards:
4 – C1.0.1 Identify questions political scientists ask in examining the United States.
Examples:
- What does the government do?
- Why is a government necessary?
- What role do American citizens play in government?

4 – C1.0.2 Explain probable consequences of an absence of government and of rules and of laws.

4 – C1.0.3 Describe the purposes of government as identified in the Preamble of the

Constitution.

4 – C2.0.1 Explain how the principles of popular sovereignty, rule of law, checks and balances,
separation of powers, and individual rights serve to limit the powers of the federal government as
reflected in the Constitution and Bill of Rights.

Learning Goal:
At the completion of the federal government module, students will be able to identify and
explain how our government offers its citizens certain protections and liberties by analyzing a
foreign government case study and comparing and contrasting its policies to our government’s
policies. Students will answer at least 5 out of 7 short answer questions correctly using evidence
from the notes and the article to support their answers.

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Measurable Objectives:
At the completion of today’s lesson, students will be able to identify our nation’s capital and
where our government works out of by completing a diagram.
At the completion of today’s lesson, students will be able to explain what life without
government would be like in different scenarios by working in pairs to complete a brain map.
At the completion of today’s lesson, students will be able to identify our basic rights as identified
in the preamble by working in pairs to analyze images and text from the book “We the Kids” by
David Catrow.
At the completion of today’s lesson, students will be able to identify our basic rights as identified
in the preamble by working in pairs to analyze an assigned section of the preamble and
presenting it to the class.
At the completion of today’s lesson, students will be able to demonstrate their knowledge and
understanding of the unit vocabulary by creating a vocabulary book where students will put each
term into their own words and use it in a sentence.
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.

1. What is the name of the first ten amendments to the Constitution?

A. Preamble
B. Popular Sovereignty
C. Rule of Law
D. Bill of Rights

2. How many branches is the government separated in to?

A. 1
B. 2
C. 3
D. 4

3. The president of the United States lives and works in the White House.

A. True
B. False
Match the vocabulary terms to their correct definitions
4. _____ Popular sovereignty

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 5. _____ Amendment

6. _____ Preamble

7. _____ Checks and balances

8. _____ Constitution

9. _____ Washington D.C.

10. _____ Veto

a. a change, or addition to the Constitution

b. the introduction to our Constitution
c. when the President turns down a bill
d. keep the different branches of government from having too much power
e. the power comes from the people
f. written document that outlines our government
g. Our nation’s capital

Scoring Criteria:
Highly proficient: 9-10 answers correct
Proficient: 8 answers correct
Partially proficient: 7 answers correct
Minimally proficient: 6 or less answers correct

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%) 1

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 Proficient
(80%-89%) x

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 14

Pre-Assessment Analysis: Whole Class

Based on the pre-assessment results I do not see the need to modify the standards or learning
goals. It was expected that most students would be unfamiliar with the information on the pre-
test as they have not been exposed to this information yet. The results were not surprising, and it
is clear vocabulary and concepts from this unit needs to be introduced and addressed. One thing
to be considered is alternative work/ challenges for the one student who scored at a highly
proficient range to ensure he/she continues to progress and grow. The same assessment will be
given at the end of the unit in order to compare and determine student’s growth.

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.

1. What is the name of the first ten amendments to the Constitution?

A. Preamble
B. Popular Sovereignty
C. Rule of Law
E. Bill of Rights

2. How many branches is the government separated in to?

A. 1
B. 2
C. 3
D. 4

3. The president of the United States lives and works in the White House.

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 A. True
B. False
Match the vocabulary terms to their correct definitions
4. _____ Popular sovereignty

5. _____ Amendment

6. _____ Preamble

7. _____ Checks and balances

8. _____ Constitution

9. _____ Washington D.C.

10. _____ Veto

a. a change, or addition to the Constitution

b. the introduction to our Constitution
c. when the President turns down a bill
d. keep the different branches of government from having too much power
e. the power comes from the people
f. written document that outlines our government
g. Our nation’s capital

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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: 4th

Unit/Subject: Social Studies

Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Title Washington D.C./ Why do we need a What is the What is the What type of
Intro to government government? constitution? constitution government do we
continued have?
National/State Learning 4 – C1.0.1 Identify 4 – C1.0.2 Explain 4 – C1.0.3 Describe 4 – C1.0.3 4 – C2.0.1
Standards questions political probable the purposes of
List specific grade-level
Describe the Explain how the
scientists ask in consequences of an government as purposes of principles of
standards that are the focus
of the lesson being presented.
examining the absence of identified in the government as popular
United States government and of Preamble of the identified in the sovereignty, rule
rules and of laws. Constitution. Preamble of the of law, checks
Constitution. and balances,
separation of
powers, and

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 individual rights
serve to limit the
powers of the
federal
government as
reflected in the
Constitution and
Bill of Rights.

Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
At the completion of At the completion of At the completion of At the completion of At the completion of
today’s lesson, today’s lesson, today’s lesson, today’s lesson, today’s lesson,
students will be able students will be able students will be able students will be able students will be able
to identify our to explain what life to identify our basic to identify and to demonstrate their
nation’s capital and without government rights as identified in explain our basic knowledge and
where our would be like in the preamble by rights as identified in understanding of the
government works different scenarios working in pairs to the preamble by unit vocabulary by
out of by completing by working in pairs analyze images and working in pairs to creating a
a diagram. to complete a brain text from the book analyze an assigned vocabulary book
map. “We the Kids” by section of the where students will
David Catrow. preamble and put each term into
presenting it to the their own words and
class. use it in a sentence.

Academic Language -Washington D.C. -Federal government -Preamble -Bill of Rights - Republic
General academic vocabulary -Government -Common good -Constitution - Individual rights - Constitutional
and content-specific -Local -Rule of law government
vocabulary included in the -State - Popular Sovereignty -Limited government
unit. -Federal -Checks and balances

Unit Resources, - White board - Weebly read -Projector -Constitution Brain -My Vocab Book
Materials, Equipment, - White board - Computer -smart board Pop video -Crayons

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and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
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markers - Students iPads - “We the kids” by -Analyzing a section -Pencils
- Pre- - Life without David Catrow of the preamble/ What -Projector
assessment government -Weebly (preamble) does the preamble -Smart board
mean worksheet
- Weebly video worksheet
-Pencils
-What does local -What is a -What does it mean to -Can you explain some -Can you describe the
mean? government? have rights? situations where the type of government we
-Who would make up -What does a -Can you give me an Constitution affects have?
our local government? government do? example of some of your life. -We are part of a
-Where might the local -Do you think having a the rights you have? -Can you tell me what republic. Can you
government operate government is -What is a preamble? the word justice explain what a
out of? important? What is the means? republic is?
-Who would make up -What is a rule/law? Constitution? -Can you describe -How do people have a
our state government? -Who makes the rules? -In the preamble of the liberty to the class? say in our
-Where would our -What do you think Constitution what do -Can you tell me why government?
state government work would happen if we you think it means it is important to have -How do you think the
out of? did not have a when it says, “We the liberty? rules/laws would be
-Where does our government? people”? -Now that we have put different if the people
national government -How would your life -What does the the Preamble of the did not have a say?
work? be affected if there preamble outline? Constitution into our -How does it make
-Is Washington D.C. a were no rules or laws? own words what do you feel when you do
state? -Do you think it is you think it is telling not have a say in what
-What does D.C. stand necessary to have rules us/describing? happens?
for? and laws? Why? - Can you think of a
type of government
where people do not
get a say? How do you
think it would cause
problems?
- Pre- -Imagining a world -Read the preamble -Constitution Brain -Tell me about a time
assessment without rules or laws out loud (no clues, ask Pop video when you did not have
- Layers of brainstorm students if they were a say in what
able to figure out what happened.
government
it means
diagram
-Read authors notes
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Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
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for We the Kids by
David Catrow
Presentation of Content
-Link online resources -Read aloud -Visuals (images of -Technology (video -Link online resources
for vocab, reading, and -Link online resources the constitution and explaining constitution for vocab, reading, and
images (Weebly) for vocab, reading, and preamble) for kids) images (Weebly)
- Concept map for images (Weebly) -Link online resources -Link online resources - Brainstorm key facts
recall and connection -Students will respond for vocab, reading, and for vocab, reading, and about a republic
to current unit to prompt (guided images (Weebly) images (Weebly) -Guided practice/
-Short video to discussion) “What -Chunk information - Dissect the parts of model vocab book
introduce new would life without (introduce the Preamble using expectations
info/concept rules be like?” Constitution/ break it worksheet -Independent work
-Students will work in into smaller unit about (vocab book)
small groups to Preamble)
complete the -Present the Preamble
assignment (Life in multiple ways (read
without government formal document out
worksheet) loud, read We the Kids
version)
-Discuss images/
illustrations and how
they represent the
words in the Preamble
-Video/ images to -Video/ images to -Video/ images to -Show video with -Model the vocabulary
supplement materials supplement materials supplement materials subtitles book expectations
-Define/ discuss -Define/ discuss -Define/ discuss -Discuss and review -Weebly
vocabulary/ unfamiliar vocabulary/ unfamiliar vocabulary/ unfamiliar the complex vocabulary/images/
terms terms terms vocabulary videos/ flashcards for
-Model/ diagram/ -Model expectations -Model thinking for -Model thinking/ early finishers
think aloud for the worksheet understanding words/ expectations for the
(description of thought -Group discussion/ phrases in the worksheet activity
process step by step) brainstorm to review Preamble -Table discussion/
-Read pre-assessment the answers -Display We the Kids discuss with a partner
out loud -Early finishers may by David Catrow to -Extra assistance on
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Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
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-Weebly flash cards/ browse through the show images and how independent work
images/ information/ Weebly images of they represent the (analyzing a section of
videos for kids Washington D.C. terms in the book the preamble)
-Early finishers may
study the vocab terms
on Quizlet
Application of Content
-Read article and -Partner work -Whole group students -Small groups will -Whole group: discuss
respond to questions (collaborative work/ will listen and dissect discuss each section of the words and
verbally free choice of partner) the images in the book the preamble definitions to go into
-Groups will discuss for the worksheet “We the Kids” by -Small groups will put the vocab book
the levels of -Group discussion David Catrow each section of the -Independent work:
government and where “What would life be Preamble into their students will work on
they operate out of like with no rules?” own words and creating a sentence
-Describe/ explain -Small groups will complete the using the word, put the
something interesting discuss the purpose of worksheet together definition into their
or new they learned in rules own words, and create
the video an image or phrase
that represents the
word.
-Students who need -Instructions will be -Students who need -Instructions will be -Instructions will be
additional help/support read out loud and additional help/support read out loud and read out loud and
may sit at the front demonstrated may sit at the front demonstrated demonstrated
table for small group -Students who need table for small group -Students who need -Students who need
instruction/ additional help/support instruction/ additional help/support additional help/support
clarification may sit at the front clarification may sit at the front may sit at the front
-Additional materials table for small group -Additional materials table for small group table for small group
(videos, flashcards, instruction/ (videos, flashcards, instruction/ instruction/
images, quizzes) will clarification images, quizzes) will clarification clarification
be provided on -Additional materials be provided on -Additional materials -Additional materials
Weebly for students to (videos, flashcards, Weebly for students to (videos, flashcards, (videos, flashcards,
explore and interact images, quizzes) will explore and interact images, quizzes) will images, quizzes) will
with be provided on with be provided on be provided on
Weebly for students to Weebly for students to Weebly for students to
explore and interact explore and interact explore and interact
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Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Identify and describe any
extension activities or
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with with with
Assessment of Content
-Discussion -Observe small groups -Discussion -Observe small groups -Vocab books will be
-Participation working/ conversation -Participation working/ conversation collected for a grade.
and reasoning and reasoning The books must be
-Participation -Participation completely filled out
-Discuss group -Discuss group including the word, the
answers answers definition, a sentence
using the word, and an
image or phrase that
represents the word.
-Analyzing the
Government of
Egbonia will be
collected and graded to
observe students
understanding of the
Constitution and a
Republic.
-Questions can be -Questions can be -Questions can be -Questions can be -Students can use the
rephrased for different rephrased for different rephrased for different rephrased for different definition or sentence
levels of levels of levels of levels of that the class discussed
understanding understanding understanding understanding or choose to come up
-Small groups can be -Small groups can be -Small groups can be -Small groups can be with their own version.
implemented to implemented to implemented to implemented to -Students can choose
discuss/clarify discuss/clarify discuss/clarify discuss/clarify to make a drawing or
challenging challenging challenging challenging write a phrase or word
instructions or topics instructions or topics instructions or topics. instructions or topics. instead.
Extension Activity and/or Homework
-Social Studies -Life Without Rules/ -The class Quizlet has -Dissect the Preamble -Vocabulary book:
Weebly is always a Government unit vocab students worksheet: The Students will put
Page 16 of 33
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
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resource that students worksheet: This can study or quiz students will break important words from
can use at home or in worksheet allows themselves on. This is down each section of the unit in their books
the classroom. The students to brainstorm available on the the Preamble and put it with a definition,
Weebly page has how different aspects students iPads and can into their own words. sentence, and an image
additional images, of life and school be utilized at home or or phrase to help them
videos and reading would be affected in the classroom. remember the word
materials students can without rules/ and its meaning.
explore relating to the government. -Analyzing the
topic/unit. government of
Egbonia worksheet
allows students to
compare how our
government works
against an unfair
government who does
not listen to the
people. This allows
students to see the
importance of a
Constitution and a
Republic.
Page 17 of 33
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© 2020. Grand Canyon University. All Rights Reserved. Page 21 of 33
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.
Summary of Unit Implementation:

At the beginning of the unit, I introduced the topic very slowly and as if the students had

no prior knowledge. I chose to start fresh because of the data received from the pre-assessment.

The students were introduced to the concept of government and asked to brainstorm why we

might need a government. As the unit progressed and students began to understand why the

government is necessary, we began to explore the rules the government has to follow as stated in

the constitution. The students received information in various ways such as mini-lessons, videos,

and diagrams. The students were required to interact with the content by working in small groups

to complete supplemental activities such as brainstorming what life without rules would look

like, breaking down the Preamble, and creating a vocabulary book.

  Implementing the unit went extremely well. I was surprised to find most students were

very interested in learning more about this subject. This was especially true when we began

talking about Popular Sovereignty and how people can have a say by voting. The day we talked

about this concept coincidently aligned with the day the library was open to voters. The students

had many questions about how voting works and what kinds of things were being voted on.

When I first began teaching the unit, I was nervous and worried I would not know how to answer

some of the student’s questions. Some questions did come up that I did not feel comfortable

answering. I did not want to give an inappropriate response or an incorrect answer. However, I

was able to ask my mentor teacher to better explain or answer the student’s questions. In the

future, I will not have my mentor teacher to push questions on to. However, I do think it is best

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to not answer questions you do not know the correct response. I believe the students can pick up

on when you are unsure or not giving them the best answer. Therefore, in the future, I plan to use

resources such as text, internet, and other informational sources to answer the students’ questions

when I am unsure. I think it is very important for the students to witness that no one will have all

the answers and it is okay to do some research before answering. 

Another area I felt unsure of was implementing a pre-assessment. I felt the pre-

assessment made students nervous and frustrated. I was not expecting this reaction and took time

after giving the short assessment to assure students it was purely for enhancing my teaching and

that it was not a reflection of their intelligence. However, the pre-assessment did give me

valuable data that I used to structure the rest of my unit. It was clear many students had no

knowledge or very limited knowledge of the unit’s key vocabulary terms. Therefore, I chose to

implement flashcards for early finishers and a vocabulary book that requires students to put the

terms in their own words and create an image or phrase to help them remember it in the future. 

 
Summary of Student Learning: 

           After introducing the Preamble lesson, it was clear that students had not grasped the

concept. When the students were asked how they felt about their understanding of the topic many

students expressed needing more time. Additionally, the students verbally expressed still not

fully understanding what the words in the Preamble meant. The students also did not fully grasp

how the Preamble was relevant or applied to their lives. A clear lack of confidence was observed

among the majority of the students after this topic was introduced. Therefore, the decision was

made to incorporate an extra day into the unit plan on how to decipher the Preamble. 

           The first day the Preamble was introduced consisted of reading a children’s version of the

Preamble and breaking down the illustrations to help decode the words and phrases. The second

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day consisted of students working in small groups to break down each section of the Preamble

into their own words. After the students were given time to work in groups the class met back as

a whole and reviewed each section together. After spending an additional day breaking down the

Preamble it was evident students were more confident with the topic as they could explain how

the promises of the Preamble apply to them and our country. 

           In reflection of the learning experience, I provided the students I feel I struggled at some

points throughout the unit. My mentor teacher and the other fourth-grade teacher switch during

social studies and science. This means my mentor teacher is responsible for teaching both fourth-

grade classes social studies while the other teacher is responsible for science. Unfortunately,

there were days where I felt one class was more interested in the subject or activity than the other

class. I also felt like there were days one class would understand the same concept better than the

other class. I struggled with this inconsistency. It was hard to comprehend how one lesson

worked great for one class, but the same lesson did not spark interest in the next class. I tried to

incorporate multiple different ways of learning to maintain the interests of all students. For

example, I would include videos, audio, images group work and more. However, I did struggle

with feelings of inadequacy and guilt when I did not feel like students responded well to a lesson.

My mentor teacher assured me I did great and these feelings are normal as every class and

student can respond differently. 

Reflection of Video Recording:

           I recorded my first lesson introducing the unit. I chose to record this lesson because I felt I

could learn from this experience and improve the rest of the unit’s lessons. I received mainly

positive feedback and my mentor teacher was pleased with the way I created and delivered the

© 2020. Grand Canyon University. All Rights Reserved. Page 24 of 33

lesson. However, I did receive valuable feedback that helped me save time, better interact with

the students, and improve my delivery of lessons for the rest of the unit. 

           I had the students come to the carpet with their iPads. Mrs. Wangelin noted that she liked

how I instructed students to immediately flip the iPads over so they would not be distracted by

them until they were needed. However, I did spend a bit of instructional time reminding certain

students to focus or stop talking to their friends. Mrs. Wangelin mentioned when meeting at the

carpet I should be proactive in controlling distractions. In other words, I need to instruct students

to move away from their friends especially the ones who have lost the opportunity to sit next to

certain classmates. In the recording, I could tell that I looked nervous, but Mrs. Wangelin said

she felt I gave the entire lesson very confidently which helps keep student interest and classroom

management in control. We both recognized that after delivering some tricky questions to

students about why the government is necessary, I rushed into giving them the answer. My

mentor teacher explained it is important to give the students time to think and time to answer.

She further explained the more difficult the question the more time the students should have to

answer. Additionally, Mrs. Wangelin noted if students do not answer within a reasonable amount

of time it may be an indicator to rephrase the question or to break it down. 

           During the class discussion on why the government is necessary, I asked students to

imagine a life without parents or the people who make the rules for them at home. We took the

time to brainstorm how life might be different if we had no rules. The students came up with

scenarios where they would not clean their rooms, do the dishes, or share with their siblings.

Both Mrs. Wangelin and I noted how this was a great question to ask as it piqued the student’s

interest. Every student had their hand up waiting for a chance to answer. Unfortunately, one

student did bring up the movie The Purge which is inappropriate for fourth graders. It was clear

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in the recording I was caught off guard and was not sure how to address the situation, so I just

ignored it and moved on with the discussion. My mentor said I did a good job of not encouraging

the discussion, however, in the future I should not be afraid to simply verbally shut the

conversation down so other students do not bring it up. Mrs. Wangelin also explained I should

not only focus on the negative with conversations like this. I asked how things would be

different, but it is also important to ask important questions such as who would still follow some

rules if there were not any set rules.

           I have been taking all of the feedback I received into consideration while creating and

administering lessons. The feedback has helped me to feel more confident and in control of

certain situations such as when students bring up inappropriate topics. I also have noticed more

meaningful discussions taking place since allowing the students more time to think and process

difficult questions. I plan to continue using this feedback to grow as an educator. One thing in

the recording I noted but my mentor teacher did not mention is my fidgeting. When I am

nervous, I play with my hands when I am talking. I feel this is a habit I need to work on

breaking, so I do not distract the students or show them that I am nervous to be in front of them. 

© 2020. Grand Canyon University. All Rights Reserved. Page 26 of 33

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 1 0
(90%-100%)
Proficient
6 12
(80%-89%)
Partially Proficient
7 8
(70%-79%)
Minimally
Proficient 12 6
(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.
Based on the data provided in the chart the unit was partially successful. However, I do think the
data reflects a need for lesson revision, revisiting some of the content, remediation, and different
implementation strategies. One piece of data that should be considered is the decreased number of
students who scored highly proficient on the pre-test. This may indicate this student lost interest,
regressed, or was not challenged during the unit causing a drop of proficiency. Additionally, there
is still a significant number of students who are scoring in the minimally to the only partially
proficient range. A greater number of students are scoring lower rather than in the middle to high
range. This could be a reflection of a difficult learning concept being introduced to the students
for the first time. However, this could also indicate the lesson delivery, assignments, and learning
style did not benefit these students. Therefore, given there was some improvement seen within the
data; specifically, an increase in proficient students and a decrease in minimally proficient
students, I would interpret this data to indicate the unit was partially successful.

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

© 2020. Grand Canyon University. All Rights Reserved. Page 27 of 33

 student learning to support this analysis.
The students did make improvements overall making this a step in the right direction. I do feel
greater improvements should have been made by the students. Specifically, I feel there should be
a significantly smaller number of students scoring in the minimally proficient range. If these were
my results after administering the same pre and post-test I would assume the concept was difficult
for students to grasp and choose to revisit some of the concepts. Additionally, I would
immediately begin a form of remediation for the students still scoring minimally proficient to
ensure they are caught up and prepared for the next unit. However, due to the fact this data was
provided for us rather than collected, there are some factors to consider. For example, in my pre-
test, I used multiple-choice options. Before the schools began to close, I planned on giving the
same test at the end of the unit to gauge student progress. However, this post-test data could have
been affected by the type of assessment that was given. Perhaps, the educator also changed the
number of questions and scoring criteria to match the post-assessment.
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).
I will focus on the resource students or the "other services" section. Our class currently has many
students who require other services due to learning disabilities. These students struggle with both
physical and learning disabilities such as speech, vision, reading, comprehension, etc. These are
the students I feel would struggle the most if they are not receiving particular care and instruction.
Therefore, I think it is a good group to use to ensure lessons and instruction are accommodating
every student.

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 0
(90%-100%)
Proficient
0 2
(80%-89%)
Partially Proficient
2 4
(70%-79%)
Minimally
Proficient 7 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

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 learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Looking specifically at the subgroup data is very motivating and reassuring. These are the
students who struggle the most. I would be very pleased if this was the improvement data I
received from this group of students. This data would make me feel like these students learning
needs were properly met allowing them to make gradual improvements. Only three students
remain in the minimally proficient category which is encouraging. Furthermore, many of this
group is now scoring in the average range given their disabilities and limiting factors this is a
great outcome.

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.
Looking at the subgroup data reminds me the whole class must be considered when comparing
data. Originally, I assumed the lesson was only partially successful because many students only
made minimal improvements. However, breaking the data down into subgroups is a reminder that
not every student has the capabilities to make giant leaps and bounds forward. The students in the
subgroup have many struggles that hinder their learning. In other words, any improvements made
among this population is significant and should be celebrated. It is highly encouraging to see
some of this population is also scoring in the proficient range. For the students who are still
struggling, I would choose to incorporate one on one remediation. This may include having the
resource teacher read information to these students or help them interpret directions and
information they receive. Additionally, because these students have learning disabilities, I would
seek ways to enhance their learning while delivering the lessons. For example, I would read
directions out loud and model my expectations for the assignments. Additionally, I would provide
extra assistance if these students need any materials re-read to them or further explained.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 0
(90%-100%)
Proficient
6 10
(80%-89%)
Partially Proficient
5 4
(70%-79%)

Minimally 5 3
Proficient

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 (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.
Again, it is incredibly easy to forget you will not have a class filled with high achievers. Not
every student will naturally excel at learning or certain subjects. It is important to keep this in
mind when interpreting the data. Data can look disappointing or skewed if these subgroups are
not considered. Additionally, looking at the subgroups data individually can be rewarding and
helpful when understanding how lessons should be tweaked moving forward. It is also necessary
to consider all groups so learning strategies do not hold back students who do not fall into the
subgroup. For example, it is easy to look at the data and determine students are not making the
appropriate improvements. This assumption could lead to spending unnecessary and valuable
learning time reteaching concepts that do not need to be revisited. Upon looking at the data from
both the subgroup and the remainder of the class I would classify this unit and the teaching
strategies as more successful than I had originally thought. I do still feel like there is room for
improvement with student growth and the effectiveness of the unit.
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.
I would make it a goal that by the end of the next unit all students would test into at least the
partially proficient data category. This could be achieved by revisiting content that was especially
challenging for students. For instruction, I would choose to slowly build upon what students have
already been exposed to. For example, my first unit was about the federal government and why it
is necessary. The students learned that the government cannot infringe upon our rights. For the
next unit, I would choose to connect this topic by teaching students how our government is
regulated to ensure they do not infringe upon the citizens’ rights. This strategy provides a logical
transition that allows the students to recall prior knowledge to assist them in the next unit. By
logically progressing the unit the students are further reinforcing what they learned in the
previous unit. A new unit objective would be that at the completion of this unit students will be
able to create and present a diagram to the class listing all three branches of government, their
responsibilities, and who works within each branch. To successfully solidify the student's
knowledge of the previous unit I would use lots of recall strategies such as asking students to
explain how the branches operate under the Constitution. The students learned about the
constitution in the first unit and how it is the highest law in the land. Asking students to recall
these pieces of information would force them to use higher-order thinking skills to connect the
topics that will help them understand the new material while keeping the past unit relevant and
fresh in their minds.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study

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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. Make lessons more engaging for the I will research ideas and ways teachers make
students. social studies learning more hands-on and
engaging. Additionally, I will seek the
guidance of veteran teachers and what has
worked for them during these lessons. It
would also be helpful to research activities
and projects that relate to the unit of study
that would be engaging and hands-on for the
students.

2. Incorporate alternative pre-assessment
strategies.
My students did not respond well to the pre-
assessment I incorporated. Therefore, I think
it is essential to research different pre-
assessment strategies on the internet. I will
also interview various veteran teachers and
ask them what types of pre-assessments they
have had success with.

3. Provide more opportunities for I would like to attend a virtual professional

collaboration. development on collaborative classroom
strategies. I would also like the opportunity
to observe multiple classrooms to see how
veteran teachers incorporate collaboration in
their classrooms.

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: Enhanced classroom management and organizational skills.
Rationale: Why did you choose this goal? How I think educators and students can always
do you expect it to improve the outcomes of your benefit from enhanced classroom
future students? management skills and organization.
Although, my students were well behaved I

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End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
did notice some organizational flaws that led
to students being off-task or not fully engaged
in the lessons or activities. Being a brand-new
educator, many small things could be
incorporated that would make a huge
difference in the flow and outcome of lessons
and the student’s learning. For example,
simply asking students to come in and put
their bins or materials on the floor so they are
not playing with them during the lesson. I
believe if I learn better classroom
management and organizational skills the
students will be better accommodated in their
learning because the lessons will be more
organized.
I believe this is an ongoing effort as new
strategies and research are constantly being
released. However, I expect to have a better
feel for classroom management and
organization by the start of the new school
year (August 2020).
04/15/20: Compose a list of suggestions from
my mentor teacher about my current
classroom management and organizational
skills.
04/20/20: Begin implementing/ practicing
applicable discussed suggestions from my
mentor teacher.
05/11/20: Begin searching for additional
classroom management and organizational
strategies.
06/01/20: Begin reading The Total Classroom
Management Makeover by Michael Linsin
- My mentor teacher’s expertise
- My student teaching classroom allows
me to practice the suggestions my
mentor teacher gives me.
- The internet and GCUs scholarly
database can help me find useful
research and strategies.
- The book The Total Classroom
Management Makeover by Michael
Linsin can help offer additional insight
Page 32 of 33
 and strategies to incorporate.

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