Student Teaching Evaluation of Performance (STEP)

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Table of Contents

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

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................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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 4.
5. Unit Topic: Social Studies/Health
6. Unit Title: l Healthy Living
7. National or State Academic Content Standards: State of Virginia Health
and Physical Development Foundation Blocks
8. Health Knowledge and Skills:
9. The child will identify healthy and unhealthy foods, and simple practices and habits that promote
health and prevent illness.
10.
11. Learning Goal: Students will identify ways to keep our bodies
healthy, our mind healthy. Students will identify key terms such as:
Vegetable, fruit, vitamins, mindfulness.
12. Measurable Objectives: Students will identify good foods from
junk foods, students will identify the types of nutrition we need:
protein, vegetables, dairy and fruit. Students will play Healthy Habits
game.

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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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Informal pre-assessment calls for interviewing students.
Students will answer a series of question, some whole group, some during small groups and
others individually. What are emotions? What is: kindness, happiness, frustration, fear?

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.

14 total students Number of Students

Highly Proficient (90%-100%) 3

Proficient
(80%-89%) 9

Partially Proficient
(70%-79%) 2

Minimally Proficient
(69% and below) 0

Pre-Assessment Analysis: Whole Class

Two students could not answer many, nine students could answer most with descriptive details, and three
students knew the answers to these and extended their answers.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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 STEP Standard 4 - Unit and Lesson Planning
Grade Level: Pre-k 4

Unit/Subject: Literacy

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning Virginia Literacy Virginia Literacy Virginia Literacy Virginia Literacy
Standards Foundation Block 1: Oral Foundation Block 2: Foundation Block 2: Foundation Block 2: Virginia Literacy
List specific grade-level standards that Language D) Use complete Vocabulary A) Vocabulary A) Vocabulary A) Use Foundation Block 1: Oral
are the focus of the lesson being
presented.
sentences to ask and answer Participate in a wide variety Participate in a wide variety expanding vocabulary Language C) Make
questions about experiences of active sensory of active sensory with increasing predictions about what
or about what has been experiences to build experiences to build frequency and might happen in a story.
read. H) Follow simple vocabulary. vocabulary. sophistication to
one- and two-step oral express and describe
directions. feelings, needs, and
ideas.

Specific Learning Students will identify the Students will create their Students will brainstorm Role-playing, students will Students will construct a
Target(s)/Objectives Based on state actions, words, and own version of a color and draw a picture of their name, recognize, and nursery rhyme using
standards, identify what is intended to feelings that correlate with monster, using objects of plan. Students will then identify a problem, positional cards and
be measured in learning.
kindness, as we would call these colors that represent create the most magnificent emotions that relate, and sequencing cards, with
a bucket-filler. Students the emotions we read about thing, recalling what they they will plan for solutions. pictures, text, and role-play.
will also identify those that in the book. Students will drew in their journal.
are bucket-dippers versus match to pair these colors
bucket fillers. to emotions, using
vocabulary to describe their
piece.
Academic Language General Emotions: Happy, sad, Examine, explore, create. Emotions: anger, sadness, Positional words: behind, in
academic vocabulary and content- Kindness, bucket-filler mad, calm, fear, love happiness front of, next to, on. off.
specific vocabulary included in the
versus bucket-dipper Problem & Solution Sequencing: First, Second,
unit.
third, next, lastly.
Unit Resources, Materials, Book: The Color Monster- Book: The Most Book: What to do With a Book: After the Fall- Dan
Equipment, and Technology Book: How Full is Your Anna Llenas Magnificent Thing- Ashley Problem- Kobi Yamada Santat
List all resources, materials, Loose Parts: Paper Plate, Spires Journals Picture cards, white board
Bucket- Tom Rath and
equipment, and technology to be used
in the unit. Mary Reckmeyer. Buckets, pink yarn, red sequins, Loose parts: Toothpicks, and dry erase marker
small hearts, Anchor chart green glitter, yellow tissue Styrofoam balls, Q tips,
& pens, Picture cards for paper, black paint, blue Glue, tape, scissors
bucket-filler versus bucket- foam paper
Glue, scissors, tape
dipping carpet game

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Depth of Knowledge Lesson What makes you feel: What can we make? We have a problem, XYZ, Why is he afraid of climbing
Questions What does kindness look happy, sad, calm? How long will it take us? what can we do now? the ladder?
What questions can be posed What do you like to do What is our first step? How do you think he/she What do you think happens
like?
throughout the lesson to assess all
levels of student understanding?
when you feel: happy, sad, Second step? feels? next?
 Level 1: Recall What does kindness sound calm, mad? How will you know when Why do you think he/she Are you afraid of things
 Level 2: Skill/Concepts like? How do you feel when your you are done? (How will would do this? too?
 Level 3: Strategic Thinking emotions are all mixed up? you feel when it is done). Have you ever faced a Can you conquer your fears
 Level 4: Extended Thinking What/how does kindness problem? just like humpty dumpty
make you feel? What is found in a did?
How do you think the problem? (Opportunity) What do we see in fear and
character feels now? overcoming? (What humpty
Is XYZ a bucket dipper or a dumpty turned into).
bucket filler?
Anticipatory Set We have been reading We will discuss the process I will ask students what This morning we sorted the
How will students’ prior knowledge be We have been learning about emotions, which of creating- brainstorm, makes them feel happy, nursery rhyme, Humpty
activated as well as gain student
about kindness, and have emotions have you felt? plan, draw, build, try again sad, calm? Dumpty, using picture &
interest in the upcoming content?
participated in discussion if it doesn’t work! Let’s identify these pictures text cards.
of what it means to be kind. (emotion cards).
We are going to read this
story and find out other
ways we can be kind! We
also might find that some
people are not too kind, and
we can see how that affects
us
Presentation of Content
Multiple Means of Representation This book is a fun pop-up I will read the book: The I will read the book: What I will read the book that will
Describe how content will be presented While I am reading the book that I will read to the Most Magnificent Thing. I to do With a Problem represent the extension of
in various ways to meet the needs of
book How Full is Your class. In the book the will repeat our vocabulary I will ask students to the nursery rhyme we
different learners.
Bucket?, I will have props characters come to life, also words throughout the book respond with why they completed this morning.
to help me demonstrate as in correspondence to their as we notice it is needed. think the problem is doing
we go. I will have small color and emotion. Yellow- what it is (growing, chasing
hearts that represent the happy, blue-sad, red-mad, etc).
water that is in those green-calm, black-fear,
buckets; how it drips out pink-love.
when someone hurts your
feelings, but how it can be
filled when people around
you are polite, positive, and
encouraging.
Multiple Means of Representation I will use Pictures to match Student will have a Student will have a felt Student will have a
Differentiation Students will help me the text(emotions) on the worksheet with sequencing shape and extension worksheet to glue cards that
Explain how materials will be demonstrate as I ask one white board. cards that matches the (Circles & crescents) to match up with the book-
differentiated for each of the following
groups:
student at a time to either story. represent the problem seen sequencing cards with

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  English Language Learners come and fill the bucket, or in the book and can view pictures/text.
(ELL) take from the bucket- this the book view video and
 Students with special needs will follow along with the headphones
 Students with gifted abilities
Early finishers (those who finish early
very page I am reading.
and may need additional
sources/support)
Application of Content
Multiple Means of Engagement Students will create their Students will brainstorm in I will ask my students to As a class we will take our
How will students explore, practice, We will create an anchor own color monster. groups and individually, help me role-play as we picture cards with positional
and apply the content?
chart to explain kindness Students will have questioning each other, create a storyline. Problem, text: in front of, behind, on,
using the categories “Looks opportunity to go from along with myself feelings, solution options off, next to. We will use
like”, “Sounds like”, and station to station- each of a questioning students. and consequences, deciding these picture cards to role-
“Feels like”. I will ask different color with Students will draw their on a solution. play so we can learn about
students to come up with different materials, to ideas in their journal titled: these positions. These cards
create on their color My Most Magnificent also have the illustration-
ways they see that kindness
monster. Items of materials Thing humpty dumpty on the wall,
looks like, like giving match the colors from the off the wall (fallen down),
someone a warm hug. I will book. In front of the wall, behind
write down their answers the wall, next to the wall.
on the anchor chart. I will
ask the students what being
kind sounds like, what
words can we use to be
kind? I will ask students
what it feels like when
someone is kind to them.

Multiple Means of Engagement Student will be able to Student will describe to Student will match Student will have a small
Differentiation Student can write the words create with materials in a myself or another teacher, picture/text cards: feelings wall to represent the brick
Explain how materials will be and draw pictures to match, quiet space away from the as he is brainstorming and in text (happy, sad, mad) to wall, and an egg (stuffed
differentiated for each of the following
groups:
As I am asking students other students. what his final creation will the emotion picture. animal) to follow along with
 English Language Learners questions for the anchor I will ask student questions look like. Pictures to be sorted: green the other students role
(ELL) chart. individually. (good) choices versus red playing.
 Students with special needs (bad) choices, or problems.
 Students with gifted abilities
Early finishers (those who finish early
and may need additional
sources/support)
Assessment of Content
Multiple Means of Expression Students share their color Students will have loose I will give students a Using these cards we will
Formative and summative assessments We will have a carpet game monster with the class, parts at their tables to use prompt: One problem, reproduce the nursery rhyme
used to monitor student progress and
that helps assess the using vocabulary words as they choose for their students will come up in The Itsy Bitsy Spider.
modify instruction.
students so I can determine that include the emotions. most magnificent thing. their pairs to role-play the I will have pictures of the
understanding. On a pocket Students can ask questions, Students will reflect upon missing pieces. Students spider, pictures of other

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 asking for descriptive their brainstorming map will explain the feelings objects in the nursery
chart, I will have two labels words- blue, dark, large, and their drawings to put that may be associated with rhyme, along with positional
that would categorize etc. together their piece using the problems, for student A word cards, and sequencing
“Bucket filler is someone these materials. and student B, they will cards. Students will create
who” and “Bucket-dipper is also get solution ideas from the nursery rhyme using the
someone who”. the class, before role- pictures and word cards.
playing their solution.
I will demonstrate how we
play this carpet game by
placing a card “work as a
team” on the bucket-filler
side, and another “talk over
someone” under the
bucket-dipper category. We
will discuss what these
pictures look like and how
they might make us feel,
and will come up with their
placement before I place
them in their appropriate
spots.
Each child, one at a time
will be asked to come up
and choose a card. We will
look at the picture and read
the card together. Students
will place their card in the
appropriate category.
Multiple Means of Expression Creation of student can be Student will be able to Student will be away from This student will have the
Differentiation These cards are pictures, displayed for students to create with materials in a others so he can solve his opportunity to help along
Explain how materials will be labeled with text. I will observe after sharing quiet space away from the own problems (I will have with the spider puppet, but
differentiated for each of the following
groups:
help student by expanding period. other students. sensorial mazes). may follow along in the
 English Language Learners the picture and description. I will ask student questions back.
(ELL) individually.
 Students with special needs
 Students with gifted abilities
Early finishers (those who finish early
and may need additional
resources/support)
Extension Activity and/or Homework
Identify and describe any extension Extension this week: How Extension: Take a pebble, Extension: Share your Homework: Share with Homework: Go home and
activities or homework tasks as can we be kind to our and put it in the jar, when most magnificent thing your family members what ask your family members to
appropriate. Explain how the extension
activity or homework assignment
friend today? you feel your mood change, with the class. we can do with our read you nursery rhymes,
supports the learning When I would witness, a you may take another problems. make a note with the title of
targets/objectives. As required by your friend being kind to others, pebble and put it in the jar. your favorite!

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instructor, attach any copies of I have prepared to pass out (pebbles will be colors,
homework at the end of this template. bracelets that say “I am a with labeled jars next to the
Bucket Filler!”. cups of pebbles).

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STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link:

Summary of Unit Implementation:

This unit was very fun to implement as I had cooperation and noticed a lot more engagement through my
students, including the ones who are not always engaged. I used as many hands on activities as I could to
encourage learning that was fun and expected. Students worked hard on their projects for lessons two and
three, feeling accomplished as we shared and observed each other’s work. Students were focused on their
hands on activities and were motivated to help others as well. For our group activities, students were
attentive and worked well as a class, giving each other clues when the student needed help, and
encouraged one another. During share time students respected each other, asked helpful questions if they
wondered about the student’s creation, and was patient in waiting for turns. The students were wonderful
overall.

Summary of Student Learning:

The students were engaged in their learning. Students created brainstorm mapping and drawings in their
journals, created 3-dimensional projects and shared with the class. Students interacted with others to help
form stories through order and positional text/pictures as well as take turns role playing. Students
developed social skills, oral language skills, and vocabulary and recalling skills. Students thrive as a class
and with hands on learning from what I can tell. With this unit being about emotions, and how we can
make others feel, I have noticed a positive shift in the behaviors, attitudes, and boundaries for personal
respect as well as respecting others more. Learned was measured in each lesson, either by observing
and/or by finding their puzzles of completed stories, sequencing, and messages.

Reflection of Video Recording:

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 1 4
(90%-100%)
Proficient
3 6
(80%-89%)
Partially Proficient
6 4
(70%-79%)
Minimally
Proficient 4
(69% and below)

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 Post-Test Analysis: Whole Class
I can say with full confidence that one student knew a phenomenal amount and in greater detail,
all that was brought up about emotions, scenarios, role-playing, and vocabulary. This is the
student who was in the highly profiecient top. The other three students gave me a wealth of
information as I asked the class questions, as we played out scenarios they helped with the roles
and the acitons/vocabulary the characters chose.

When I started the pre-assessment I was not shocked that I had four students who knew very little
about emotions, scenarios to describe these emotions or problems and how they can be solved.
After talking about different emotions each day, and reading books to connect their learning to
visuals and listening skills, I believe they started to develop a grasp for this. The language we
used were words like- calm, anger, happiness, sadness, frustration. I can say the partially
proficient students did not pick up on frustration or an example of it, the proficient students
considered it anger but could not distinguish the scenarios, for example we used frustration as
when we try to work on something and it doesn’t go our way, so we become frustrated. We used
anger in the context of when a friend may push you, and other examples that follow that. The
students were able to at least describe many of these new terms we learned throughout the week
and give examples of what makes them feel a certain emotion. This was such a great topic and we
are continuing the learning by using visuals everyday, starting with our morning question of the
day- do you feel XYZ, students will move their star to the yes or the no section. The question has
a visual that helps the children identify the emotion mentioned. We will also talk about these
emotions and scenarios; role play some more throughout the week at circle time.

Post-Assessment Analysis: Subgroup Selection

I started with the four highly proficient students as I wanted to dig deeper to see just how much
they knew about what we learned about this week. They are the top of their class and are just
brilliant minded children.

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 4 1
(90%-100%)
Proficient
3
(80%-89%)
Partially Proficient
(70%-79%)

Minimally
Proficient

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 (69% and below)
Post-Assessment Analysis: Subgroup

These students knew a very great amount of the vocabulary words that were taught this past
week, and could give clear examples or scenarios of when someone makes them feel a certain
emotion. I had one of these students who made me smile so big as he could clearly give the
definition as well as examples as I asked him the questions just vaguely. He also gave me
prompts of when someone makes him feel a certain emotion and how he can, and should respond,
with step one being how he can deal with it and step two talking to the teacher if the other child
doesn’t respect his wishes.

In the future, I think in order to help the other three students who did not quite meet the highly
proficient in this assessment- the scale changed as the top student knew a great amount more
than the other three- I could do more to help them visualize scenarios. I am considering playing
short videos that can do just this, as well as on other days using role-play by students to show
this.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1
(90%-100%)
Proficient
3 6
(80%-89%)
Partially Proficient
6 4
(70%-79%)
Minimally
Proficient 4
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

I assessed the remainder of the student- the students who were minimally proficient and the
students who performed partially proficient in the pre-assessment. The students who were
partially proficient did in fact learn things, as they could not quite tell me the vocabulary words,
but when I described the emotions they were able to use incomplete sentences to describe how,
when, or what makes them feel this way. For example, can you tell me what happiness is? What
does it feel like when you’re happy.. what makes you happy?” –A) “I Love You!”

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 For these students, I do want to take them in smaller groups to talk more each day, as students
are working on centers or pull them aside during morning work-name work time. I do hope to use
role-play strategies, visuals, and an early reader book. I think that with more conversation, in
smaller groups allows the children to focus and have opportunity to question and communicate
on their own level, versus being in the whole class time (circle time) some of these students lose
focus and do not participate in the communication part.

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 teaching strategies Observe a teacher with masters or above
The teacher I plan to meet with for my session
B has her Masters, and is working on her
dissertation for her PhD. I am beyond excited!
2. Improve my differentiation instruction Interview a teacher with masters or above
The teacher I plan to meet with for my session
B has her Masters, and is working on her
dissertation for her PhD. I am beyond excited!
3. Read 5 books on educating though Choose one book every other month this year
play and other strategies for The First book I chose is by Lisa Murphy, on
kindergarten Being Child Centered (3/4/20) I started to
read this book and I haven’t been this excited
to finish a book in so long, it is amazing!

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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: I plan to design and create my own lesson plans to use in the
classroom, this includes resources to be used in the lesson as well.
Rationale: Why did you choose this goal? How I love to plan out my lesson plans for the
do you expect it to improve the outcomes of your students, I know I would love even more so to
future students? attempt to create my own, versus paying for
the information, laminating and using
someone else’s resources, when I have a
slightly different idea. In this way I can also
modify the materials to exactly what my
classroom needs, which may improve the
outcome of my future students.
End Date: By when do you expect to accomplish I will start researching in the summer of 2020,
this goal? to have my first lesson plan created, materials
prepped in August 2020.
Action Timeline: What steps will you take to I will start in August 2020, modifying my
complete this goal, and by when will you take lesson plans and materials as I go. I would
them? Example: like to have solid lesson plans by October
1/31/18: Join AACTE 2020 where I can create, and meet the needs
of all of my students with each lesson.
Resources: What resources are available to assist Books, Teachers Pay Teachers, and other
you in accomplishing your goal? websites online as well as PowerPoint to
build my lessons.

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