Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template
STEP Standard 1  Contextual Factors: Knowing Your School and Community
STEP Standard 2  Writing StandardsBased Objectives and the Learning Goal
STEP Standard 3  Assessment and Data Literacy
STEP Standard 4  Unit and Lesson Planning
STEP Standard 5  Implementation of Instructional Unit
STEP Standard 6  Analysis of Student Learning
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress
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:
After completing the edoc portion, submit the PDF you receive into the Learning Management System (LMS).
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:
After completing the edoc portion, submit the PDF you receive into the Learning Management System (LMS).
STEP Standard 2  Writing StandardsBased Objectives and the Learning Goal
Unit Topic: The unit topic that I have chosen is Inferencing
Unit Title: Inferencing
National or State Academic Content Standards
ELAGSE2RL7
ELAGSE2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Goal
At the end of this unit students should be able to make inferences from a picture or text from a story read to them or independently.
Measurable Objectives
Students will be given a picture and will write down at least three things they can infer from the picture.
STEP Standard 3  Assessment and Data Literacy
PreAssessment  Copy and paste the preassessment 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. 
This picture will be projected on the overhead. Students will be given 10 minutes to write information about what they might infer about this picture in their reading journals. DNM: Writes Nothing IP: writes one or two things, very general description: leaves, fall, M: writes three or more things, more complex description: cold outside because they have jackets and long pants, happy because smiling, etc. E: writes four or more things, with half of them complex description: raked leaves then jumped in them, best friends playing on a fall day, lives in the countryside.

PreAssessment Data: Whole Class  Once you have assessed your students’ knowledge on the topic, collect and analyze the preassessment 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%)

2 
Proficient (80%89%)

5 
Partially Proficient (70%79%)

10 
Minimally Proficient (69% and below)

6 
PreAssessment Analysis: Whole Class


Based on the data above I will make sure when do my mini lessons through the week to really use complex descriptions to help students see what things can really be inferred within a picture. 

The effect that this data will have on the planning, delivery, and assessment of the unit is that is will guide how I will teach the students to look deeper into what we can infer from a text or picture. To get then students to see more then the basic information. 
PostAssessment – Copy and paste the postassessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The postassessment can be the same as the preassessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives. 
Students will be given two pictures and will write what they can infer about each picture under them. One picture will be of a family pushing a child in a stroller, with a boy riding a bike. The other picture will have kids riding bikes, with one child on the ground holding his leg, with a woman standing next to him. DNM: Writes Nothing IP: writes one or two things, very general description M: writes three or more things, more complex description E: writes four or more things, with half of them having complex descriptions 
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 Activity 
Readers Workshop: Inferences 
Readers Workshop: Inferences 
Readers Workshop: Inferences 
Readers Workshop: Inferences 
Readers Workshop: Inferences 
Standards and Objectives What do students need to know and be able to do for each day of the unit? 
ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Academic Language and Vocabulary What academic language will you emphasize and teach each day during this unit? 
Infer, observation, and conclusion. 
Infer, observation, and conclusion. 
Infer, observation, and conclusion. 
Infer, observation, and conclusion. 
Infer, observation, and conclusion. 
Summary of Instruction and Activities for the Lesson How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next. 
Making Inferences Good readers use clues they see in pictures or words they read to make an inference. Today we are going to look at a picture with no words. We will make inferences about the picture. Show the picture. Have students turn and talk about what they notice. Share out as a class. Add to chart. Be sure to have them tell you why they are making the inference

Inferences Today you will practice making inferences on your own from pictures. Remember you look at what you see and use the clues to infer what is happening. Place the fall leaves picture and have students list inferences in their journals. Have them turn and talk with partners about the inferences then share out as a class.

We have been making inferences from a picture. Today we will read a book and make inferences based on the book. Read aloud or watch the read aloud of Turk and Runt https://www.youtube.com/watch?v=yIdb6TlNZEg Use the pages to glue into reading journal to make inferences.

You can use the Inferences worksheet as a graded independent activity today. 
The First Thanksgiving reading passage 
Differentiation What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs? 
Students will be all be grouped on the carpet together. I will make sure that I use a wide range of academic language to reach all students. 
Students are partnered together with one high ability and one low ability student. This way students can help each other in the activity. 
The read aloud will be an interactive book to help students be engaged in the activity. 
All students will attempt the grade level assignment 
All students will attempt the grade level assignment 
Required Materials, Handouts, Text, Slides, and Technology 
Sticky notes, picture with girl, paper chart 
Fall picture, reading journals 
https://www.youtube.com/watch?v=yIdb6TlNZEg smartboard, worksheet, reading journals 
Inferencing paper for a grade. 
Passage for Friday reading assignment. 
Instructional and Engagement Strategies What strategies are you going to use with your students to keep them engaged throughout the unit of study? 
Students will work in whole group and I will keep them engaged by promoting them to talk and give information about what they know about inferring. 
Students can get together with their reading partner and talk over what they can infer on the fall picture 
The read aloud story is very engaging 


How are you going to measure the learning of your students throughout the lesson? 

Check for understanding in their journal 
Check for understanding in their journals 
Graded worksheet 
Graded Friday reading assessment 
Summative, Post Assessment What postassessment will measure the learning progress? Note: This can be the same as the preassessment or a modified version of it. 

STEP Standard 5  Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the preassessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative postassessment. Choose one of the lesson activities to video record a 510 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link:
Summary of Unit Implementation:
The unit that was implemented was a CGI math problem. This is a problem that the students do weekly to see how they are able to use strategies and show strategies that are being taught. This is also a time when students get to share their ability to solve the problems. This is done in a both whole group and independently.
Summary of Student Learning:
The students had a math problem that was something they had never done before. It was a twostep math problem. Students had to subtract then add to get the correct answer. After having time to solve the problem in their math journal, there was three students that got to share the strategies that they used to solve the problem. One student used an open number line, another student used tens and ones, while the third student used to count up.
Reflection of Video Recording:
The reflection of the video is that I was very nervous one because math is my weakest area for teaching and second because my advisor was there to observe me as well. After looking at the video I did find that I gave students time to answers question. There was one part that I made a mistake in writing the problem down and the second guessed my self if I was doing it right. My mentor teacher was great though because I just looked at her and she gave me the look like you are doing great and I pushed on.
STEP Standard 6  Analysis of Student Learning
PostTest Data: Whole Class  Once you have assessed your students’ learning on the topic, collect and analyze the posttest data to determine the effectiveness of your instruction and assessment. 

Number of Students PreTest 
Number of Students PostTest 
Highly Proficient (90%100%)

2 
5 
Proficient (80%89%)

5 
11 
Partially Proficient (70%79%)

10 
4 
Minimally Proficient (69% and below)

6 
3 
PostTest Analysis: Whole Class

Based on your analysis of the whole class posttest data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
The interpretation of the students learning is evident that some students made great progress is inferences, while there are still students that will need reteaching on this unit before moving them forwards. The evidence that I have is the post test was able to give me data on which students made gains in this unit. 
Based on the whole class posttest data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.
After analyzing the posttest data from the classroom, I feel like I could have been more effective in the lesson. I still have 7 out of 23 students that fell in the not understanding the information category. This makes me believe that there was a piece of the lesson that need more guidance. However, with that being stated I do see that the level of students that become proficient on inference doubled which will help me in planning a reteaching portion of this standard in the future. 
PostAssessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (13 sentences).
The subgroup of students that I have chose to take my fata on is students with IEP’s. The reason I am looking at this group of students is because I would love to teacher in the special education section in a future job. Knowing how to follow an IEP and learning how to differentiate standards for those students. 
PostAssessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)


Number of Students PreTest 
Number of Students PostTest 
Highly Proficient (90%100%)

0 
1 
Proficient (80%89%)

0 
1 
Partially Proficient (70%79%)

3 
1 
Minimally Proficient (69% and below)

2 
2 
PostAssessment Analysis: Subgroup 

Based on your analysis of the subgroup posttest data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. These students did well in understanding the concept of this lesson. I even had two students that worked at grade level on this. However, I also have two students that showed no growth in this area. In reteaching this lesson to them I will provide a small group setting to see where the students are misunderstanding the concept. 

Based on the subgroup class posttest 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. The effectiveness of the instruction and assessment was not well for this subgroup of students. For the future I will check for understanding in a small group setting as well to see which students need reteaching before assessment. The other factor is I would also have this subgroup be allowed to take the assessment aloud. 
PostAssessment Data: Remainder of Class


Number of Students PreTest 
Number of Students PostTest 
Highly Proficient (90%100%)

2 
4 
Proficient (80%89%)

5 
10 
Partially Proficient (70%79%)

9 
3 
Minimally Proficient (69% and below)

2 
1 
PostAssessment 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 findings from your analysis.
The subgroup did not achieve as well as the reminder of the classroom. This means that the effectiveness of the lesson for the overall of the classroom students was well, it was not effective for this subgroup. The concept of inference will need to be retaught to the subgroup during small group guided reading. 
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. Based on the analysis of students learning future instruction for students who have become proficient or highly proficient will be given more complex ideas to inference on. Those students that are partially or minimally proficient will go back to the basics of inferring and building the concept back up. 
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 shortterm goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each shortterm goal.
ShortTerm Goal 
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) 

I will attend a workshop on processing disorders and autism to help support my students in the classroom setting. When writing lesson plans think about where the lesson could take place within the classroom or school for a different setting. For example, if reading a story take students to reading garden and use the stage, or if doing math problems, go outside and write them on the sidewalk with chalk and let students solve them outside. 

It is important to let students have time to collaborate. It is also important for students to learn from their peers. I would research when to ability group students and when to group them so peers could help lower students. This would also be something that I could talk to other teacher about when they have their most success allowing student’s collaboration time.
