Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

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

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................12
STEP Standard 6 - Analysis of Student Learning....................................................14
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........17

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

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

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

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

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

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

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

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

Unit Topic: Proportions and Slope

Unit Title: Proportional Relationships

National or State Academic Content Standards

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare
two different proportional relationships represented in different ways.

Learning Goal
Students will be able to solve problems about real-world proportional relationships by analyzing
tables, equations, and graphs that represent them.

Measurable Objectives
Students will know
 How to graph using a coordinate plane.
 How to find a rate of change or slope.
 How to use tables, graphs, and equations to represent proportional situations.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

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 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%) 30

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 0

Pre-Assessment Analysis: Whole Class

While they all understood the assignment and completed said assignment, I think that this was not as
effective on their mindset. This was a pre-module lesson that was there to make sure that all students
already knew how to plot points on a coordinate plane. This was a lesson from years ago that they should
already know, but the lesson is there for them to remember all the key terms and avoid making small
mistakes when solving problems with more complicated critical thinking, particularly word problems,
which they seem to have an issue with.

This shows that the students would be ready for the lessons ahead because they would know how to graph
points correctly and would therefore less likely make minor mistakes on their assignments and
assessments. These students must also take on the topics of slopes and functions later on so this lesson
was crucial for their understanding. The planning of the next few lessons would be a bit more fast paced
with the expectation that they would comprehend the information presented to them. There must also be
some flexibility on the scheduling of lessons because some students may need more time before their post
assessment.

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 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.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Graphing in a Graphing Linear Linear Equations Slope-Intercept Applying Slope-
Activity Coordinate Plane Equations Using a and Proportional Form Intercept Form in
Table Relationships Real World
Situations.
Standards and Students can use Students can use Students can use Students can Students can
Objectives the coordinate tables, graphs, and tables, graphs, and determine the slope distinguish between
What do students plane to graph. equations to equations to and y-intercept of a proportional and
need to know and represent situations. represent situations. line. nonproportional
be able to do for situations.
each day of the
unit?
Academic Coordinate Pair Input Proportional Y Intercept Rate of Change
Language and X Axis Output Constant Rate Slope-Intercept Units
Vocabulary Y Axis Slope
What academic Origin
language will you Quadrants
emphasize and
teach each day
during this unit?
Summary of Students follow Students fill out Students fill out Students fill out Students fill out
Instruction and teacher instruction notes and highlight notes and highlight notes and highlight notes and highlight
Activities for the on how to plot necessary necessary necessary necessary
Lesson points on a graph, information as they information as they information as they information as they
How will the labeling the follow along with follow along with follow along with follow along with
instruction and appropriate parts of teacher’s teacher’s teacher’s teacher’s
activities flow? a coordinate plane. instructions. instructions. instructions. instructions.
Consider how the Students follow the Participation is Participation is Participation is Participation is

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 students will example of their encouraged as the encouraged as the encouraged as the encouraged as the
efficiently transition assignment and fill teacher works on teacher works on teacher works on teacher works on
from one to the out a shorter examples on the examples on the examples on the examples on the
next. version of their board. board. board. board.
“Graphiti”
worksheet.
Differentiation These notes should There should be Color coding with Labeling important Selecting more
What are the be more less practice highlighters would things should relatable real life
adaptations or presentable, like a problems to reduce be more effective if include color problems would
modifications to the reference sheet for class time on notes. a legend was made coding as well as a make students
instruction/activities students to look before the notes. quick visual that understand more
as determined by back on. would be helpful to easily.
the student factors student’s memories.
or individual
learning needs?
Required iPad iPad iPad iPad iPad
Materials, TV TV TV TV TV
Handouts, Text, Notes/Paper Notes/Paper Notes/Paper Notes/Paper Notes/Paper
Slides, and Pencil Pencil Pencil Pencil Pencil
Technology Ruler Ruler Ruler Ruler Ruler
Highlighters Highlighters Highlighters Highlighters Highlighters

Instructional and Allowing students Calling students at Calling students at Calling students at Calling students at
Engagement to color their results random to help random to help random to help random to help with
Strategies would help them with students stay with students stay with students stay students stay alert
What strategies are brighten up the alert during the alert during the alert during the during the lesson.
you going to use assignment. lesson. lesson. lesson.
with your students
to keep them
engaged throughout
the unit of study?

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 Formative Checking up on the Students will work Students will work Students will work Students will work
Assessments students and asking on practice on practice on practice on practice
How are you going if they have problems at the end problems at the end problems at the end problems at the end
to measure the questions would of class. With of class. With of class. With of class. With
learning of your help eliminate supervision, they supervision, they supervision, they supervision, they
students throughout confusion. will get the help will get the help will get the help will get the help
the lesson? they need to learn. they need to learn. they need to learn. they need to learn.
Summative, Post- Students will have a quiz at the end of the latter chapter that would touch on all the important topics they’ve
Assessment covered throughout the chapter. (Example shown below.)
What post-
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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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/b_w9o4yl64w

Summary of Unit Implementation:

Students of the Math 8 classroom were to practice graphing on the coordinate plane and this
lesson went exactly as expected. Because this was the beginning of an entire section of their
learning that involved crucial topics such as slope and intercepts, it was important for them to
practice plotting points on a graph and understand how little mistakes could cost them their
grade. Using a fun shape for the graph, an engagement strategy involved the mystery behind
what the graph would turn out to be.

Summary of Student Learning:

While most students were complaining that this was content they had already mastered, I wasn't
surprised to see that they did not remember many key terms and could not recall the different
quadrants of a coordinate plane. They were insistent in that they knew what they were doing
until I introduced the different parts to graphing points and as I went on, I checked to see if they
remembered what was reintroduced to them. There were several students who asked to skip this
lesson because it was too easy for them, which made me rethink my plans, but with this class, I
was aware of the pace I should be moving with my lessons. I knew that some students were
ahead of others, but I had to cater to everyone and make sure that everyone was caught up.
Instead of ignoring the students who were ahead, I handed them their homework earlier and
allowed them to move on while the rest caught up. By the end of class, I made sure to ask the
entire class how they felt about the lesson. Using thumbs up/ thumbs down system, I asked the
students to give me a thumbs up if they understood it and a thumbs down if they didn't. If I saw a
thumb down, I would ask the entire class what might be difficult to comprehend and work the
problem out from there.

Reflection of Video Recording:

I think my teaching was average at best. Because the activity did not require as much instruction
or leadership, I only showed an example and let the students work on their homework
assignment, which was a longer and more complex version of the classwork. Given that this was
a review lesson, I did not take much time to repeat myself on the specifics of the lesson, but
rather, allowed the students to work on their own with the promise of a fun shape to reveal upon
completing their assignment. If there was something I could change, it would be the lack of
group work in my classroom. Peer support is incredibly helpful and healthy for the learning

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process for these students, especially since they are easily distracted when they are on their own.
Conversation might help change their attitude towards the subject of math as a whole, so that
they could appreciate how clear their notes are every day. Plus, having someone to check their
work with would help them figure out their own mistakes and change for the better.

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 3 5

Proficient
(80%-89%) 2 12

Partially
Proficient
2 4
(70%-79%)

Minimally
Proficient
26 12
(69% and below)

Post-Test Analysis: Whole Class

Student learning progresses at a good pace, and while there is still a portion of students still in the
69% and below, even they had scores that showed great improvement. Even though some
students still had an F on their quiz, they had improved it from a lower F to a higher F, which
showed great progress from the study sessions.

After two days of review, students were much more comfortable with the concepts within this
chapter and showed improvement in their work. Those who received worse scores afterward only
did so because of minor mistakes on their work. This shows a positive impact from my instruction
throughout the review days.

Post-Assessment Analysis: Subgroup Selection

Subgroups selected include ELL, Special Education, and 504s because many of the students had
more than one category they were classified as.

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
(90%-100%) 3 2

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 Proficient
(80%-89%) 0 3

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
3 2
(69% and below)

Post-Assessment Analysis: Subgroup

Based on the post assessment data, it seems that these students are capable of improvement as
long as they pay attention. It is crucial to note that throughout this time, more students were added
to the class, thus shifting the total number of students in the post assessment data up.

It is unfortunate that while most landed proficient in their learning and reviewing of the concepts
discussed in the chapter, some were still below proficient. Given that this class had a tendency to
cause distractions for one another, one way to improve the performance next time would be to
seat the students strategically so that they would not cause negative social interactions or side
conversations.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 2

Proficient
(80%-89%) 2 8

Partially
Proficient
2 4
(70%-79%)

Minimally
Proficient
21 9
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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 The rest of the class improved immensely and there was more variety in the scores. Most of the
students had climbed from Fs up to Cs and Bs, which was outstanding improvement from the
review sessions held in class.

The next steps in the instruction are to ensure that students understand the material the first time
around, which also means that lessons should be paced slower. If students don’t understand the
notes, an extra day should be for reviewing said notes.

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STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal
1. I will be able to manage my Math 8
class without raising my voice too
often, getting them to understand the
importance of homework assignments
and following instructions.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will discuss with other teachers on how
they manage to get those students to behave
in their class and consider various methods
to manage them in my class.

2. I will be able to better pace the lessons I need to have a plan for my lessons but also
that I plan for my students, gaging on remain flexible as I check on student
how they perform on the practice understanding as I teach my lessons.
problems in the notes to figure out
how soon we move on to the next
lesson.

3. I will time my lessons better as I teach I should put time stamps on my notes to
them so that I could save some class indicate how much time should be spent on
time for students to have independent each section so that I could manage my time
practice. more easily.

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