Student Teaching Evaluation of Performance (STEP)

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

Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .............................. 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal ............................ 6
STEP Standard 3 - Assessment and Data Literacy ........................................................................... 7
STEP Standard 4 - Unit and Lesson Planning ................................................................................ 11
STEP Standard 5 - Implementation of Instructional Unit ................ Error! Bookmark not defined.
STEP Standard 6 - Analysis of Student Learning ........................................................................... 17
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ................................. 20

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

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

A. Geographic Location
Manzanita elementary school is located in an urban community. The school is located in
Phoenix, Arizona. Phoenix is the capital and largest city in Arizona. Phoenix is mainly made up
of Caucasian and Hispanic ethnicity. This city is said to be the fourth largest city by 2020
(Phoenix, 2017).

B. District Demographics
The Washington Elementary School District (WESD) is a diverse population that is located in
north central Phoenix and east Glendale. It is the largest elementary school district in Arizona,
WESD is comprised of 32 schools. 18 of them are K-6 schools, two are K-5 schools, seven K-8
schools and five are middle schools. The school demographics consist of Hispanic 60%, White
23%, Black 6%, Asian 4%, American Indian/Alaska Native 3%, two or more races 3% and
Hawaiian Native/Pacific Islander 1%.

C. School Demographics
Manzanita elementary is a public school and serves grades K-6. The school has 797 students
currently enrolled. This is also a Title one school and all students receive free breakfast and
lunch. Manzanita is ranked a five out of a ten on Greatschools.com. As for the state standardized
testing they rank proficient but fall short in English.

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
My cooperating classroom is a fourth grade class that contains 13 students. There is 90%
Hispanics and 10% Asian. This four boys and nine girl in the classroom. Most students are ten or
eleven years old. Most of the students come from low income families.

B. Environmental Factors
Most of the learners work in small group to collaborate with one another. The desk are put into
groups of four. Resources are books, internet and the principal. The students have access to
technology and use laptops daily. I do not see parent involvement at the moment.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 4 0 0 0 1 0
Girls 9 0 0 0 0 0
Instructional Accommodations These Text Text Text One of the Text
and Modifications learners students
require a lot receives
(Describe any instructional of math
accommodations and modification intervention
modifications regularly used to on
meet the needs of students in assignments.
each subgroup.)

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

The school I am student teaching at has over sixty percent Hispanics. A lot of the students are
English Language Learners and low income. The school is also short on Chrome books. I see this
as a disadvantage to our students because they lack computer/ technology skills. There is also no
help with classroom supplies. My mentor teacher said she pays for a lot of her supplies because
the school just does not have it in their budget. As of right now I am placed in an ELL classroom.

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The students are pre-emergent and proficient but struggle with figurative language. For example,
I said its raining cats and dogs and they all looked puzzled. Today I read a passage and asked a
couple of students what is “Flew” past, present or future? A lot of them said present so I said
when its present we say the bird is flying. Then some student said oh! I need to elaborate a little
more with the ELLs.

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

Unit Topic: Math

Unit Title: Number and Operations with fractions

National or State Academic Content Standards

4.NF.A.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual
fraction models, with attention to how the number and size of the parts differ even though the
two fractions themselves are the same size. Use this principle to understand and generate
equivalent fractions.

4. MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots.

Learning Goal
Learners will be introduced to place value and order fractions on a line number line, work in
small groups and have a floor activity explaining their understand of this concept.

Measurable Objectives
Students will be able to place fractions correctly on a number line.

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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. Copy and paste, or insert a picture of the pre-assessment.

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.

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 Number of Students

Exceeds

Meets

Approaches 12

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

I would have not made any changes because I wanted to know if the students knew what a number line
was. Most of them did know but a couple of students did not.
A pre-test is useful because I get to see if I need to go back and teach what a number line is. If I have a
couple of student who did know what a number line was I would have created a small group for those
learners and moved on with the rest of the students. About 85% of the student knew what a number line
was. I was able to move on with the lesson but most of the students did not know how to use it for
fractions. I modeled what ¾ looks like on a number line

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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 Number of Students

Exceeds 2

Meets 10

Approaches 2

Falls Far Below

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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 Introduce fractions Review Floor activity N/A N/A
Activity on a number line.
Standards and Students will explain Students will be able Students will be able Click here to enter Click here to enter
Objectives what they know to explain the to explain what a text. text.
What do students about fractions on a difference between a fraction on a number
need to know and number line. numerator and line is.
be able to do for denominator,
fractions from 1-8
each day of the
and probing
unit? questions.
Academic Fractions Fractions Fractions Click here to enter Click here to enter
Language and Number line Number line Number line text. text.
Vocabulary Parts Numerator Numerator
What academic Partitions Denominator Denominator
language will you Parts Parts
Partitions Partitions
emphasize and
teach each day
during this unit?
Summary of Mrs. R will check for I will make an anchor I will tell the students Click here to enter Click here to enter
Instruction and previous knowledge chart with a number I want a number line text. text.
Activities for the about a number line line. distributed into
Lesson and fractions. sixths. The number
How will the I will also explain line needs to start
I will create two what a numerator and with a zero because I
instruction and equal number lines, denominator are. want to divide my
activities flow? that are not yet Create fractions and number into sixths. I
Consider how the partitioned, will be draw number lines on will use the duct tape

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 students will placed on the carpet, the white board and and create five lines
efficiently transition prior to the start of the students will draw on the number line on
from one to the the lesson. To gain their number line on the carpet. I will
next. students interest, I their white boards. choice five students
will ask them if they to show 1/6, 2/6, 3/6
know what a number I will guide the and so on. Then I will
line is. I will take students and then use Class Dojo to call
volunteers to say allow them to on my student to hop
what a number line is partition their own to 2/6 on the number
and where they have number lines and line.
seen one and what it begin to put fractions
looks like.” Etc. on it. Students will
physically model
Then I will explain how to break up the
that it divides into number line and how
parts and this is you count spaces and
called partitioning a not lines on a number
number line. line.

I will tell the learners Students had an

that adding up a activity at their desks
fraction on a number to work on after this
line is like counting a for practice.
whole number.

I will then model and

point to the first point
and say zero, one-
fourth, two-fourth,
three-fourth and four-
fourth which equals a
whole number.

I will explain that the

denominator stays the
same at all times, but

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 the numerator is in
order from one.
Differentiation Differentiate by Create sentence Small groups will be Click here to enter
What are the having a visual on the frames and ask created if needed. text.
adaptations or board, using white probing questions.
modifications to the boards, explaining I created a second
instruction/activities vocabulary words Example: number line when
more, etc. for the How do you decide it you saw that students
as determined by
ELL class. was 4/6? were struggling with,
the student factors into eighths.
or individual Why do you say
learning needs? that’s a whole
number and why?
Required *Smart board *Anchor chart *Smart board Click here to enter Click here to enter
Materials, * Duct tape *Dry easer marker * Duct tape text. text.
Handouts, Text, *marker *math journal *marker
Slides, and * students
* Class dojo
Technology
Instructional and Students will do a Include call and Include call and Click here to enter Click here to enter
Engagement think-pair-share with responses like “Class, responses like “Class, text. text.
Strategies their shoulder Class. Yes, Yes.” Class. Yes, Yes.”
What strategies are partner. And “Hairspray. And “Hairspray.
you going to use Pshhhhh.” Explain Pshhhhh.” Explain
how students are how students are
with your students engaged while engaged while
to keep them another student is on another student is on
engaged throughout the board. Example, the board. Example,
the unit of study? “Students are “Students are
following along on following along on
their white boards their white boards
while their while their
classmates solves the classmates solves the
practice problem.” practice problem.”
Formative I will formatively N/A Exit ticket Click here to enter Click here to enter
Assessments check the students text. text.
understanding of

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 How are you going fractions on a number
to measure the line. Calling on
learning of your volunteers, thumbs
students throughout up/down/sideways,
the lesson? and white board
work.
Summative, Post- At the end of the unit the students will have an exit ticket. This will determine the next day’s math lesson.
Assessment
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 including the pre-assessment, all lesson activities, correlating formative assessments, and
summative post-assessment. Choose one of the activities to video record, 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/ih82DP0B5mk

Summary of Unit Implementation:
My math lesson went as planned the first time around. The English Language Learners (ELL) have been exposed to a number line a year
prior. They all know that numbers are placed on a number line. The first time I taught the lesson I put duct tape on the carpet to demonstrate two
different number lines. I explained that one number line is divided into parts of fours. I then modeled and pointed to the first point and say zero,
one-fourth, two-fourth, three-fourth and four-fourth which equals a whole number. I explained that the denominator stays the same at all times, but
the numerator is in order from one. I used the students to help me partition the parts and then I did the same for the eights. I also mentioned to the
learners that adding up a fraction on a number line is like counting a whole number. Then I used the white boards to ask the students to plot
fractions on a number line. I modeled the fraction on a number line on the white board and explained to them whatever I write on the white board
you write on yours. The following day I gave the students an exit ticket and 80% of them passed.

Summary of Student Learning:

I ended up re-teaching my lesson again because the students have district testing on Tuesday and I wanted to prepare them for it. This is
the video I ended up recording. I wish I was better prepared for the lesson the second time around. Even though the PowerPoint was created that
day by my cooperating instructor. My mentor teacher told me to create two number lines instead of one. I did make a connection with the students
because I explained if the number line method is too difficult then use the pie method to see what fraction is bigger. I modeled the pie method to
refresh the ELLs memories. This seem to click for most of them. I like that I was able to modify the review.

Reflection of Video Recording:

I did noticed that I kept claim while I was confused on teaching the lesson the second time around. I was jumbled because I only created
one number line instead of two. I was coachable and knew I had to fix this to help my students learn correctly. I was able to get my students
attention by saying “Shark bait!” I used the mirrors method to keep my students engaged. I also was talking most of the time because they are
ELL’s and we need to speak more than them verses a general education classroom. I liked that my learners are willing to absorb the math content.
I also used their vocabulary words. For example, I said does the alligator want to eat the ¾ or ½? I did noticed that the classroom was a bit noisy

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but they were all involved in my math lesson. I walked around the classroom to check the ELLs white boards and hold them accountable. I know
I will be an amazing teacher because I had two shy students that came up to the white board to share their findings with the class.

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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

Exceeds 2

Meets 10

Approaches 14 2

Falls Far Below # #

Post-Test Analysis: Whole Class

Exit ticket
The English language learners I had are able to understand math very well. With this group of
students I had to be explicit with my lesson. In the beginning of the lecture I asked who knows
what a number line is. I was tapping into their prior knowledge (Alber, 2014). I did this in case I
had to go back to re-teach the student. A lot of them remembered what a number line looks like
but didn’t know how to read as it was partitioned into 4ths, 8th and so on. I did demonstrate how
to partition the number line until they understood.
Since this is an English Language Learner (ELL) class I had to differentiate instruction by having
a visual on the board, using white boards, explaining vocabulary words more, and create a floor
model. I also formatively checked the students write boards to make sure they were understand
the content of the lesson. I also create sentence frames and ask probing questions for the ELLs.
Here are so examples, “How do you decide it was 4/6?” and “Why do you say that’s a whole
number and why?” I formed small groups and created a second number line that was partitioned
into eighths.
Post-Assessment Analysis: Subgroup Selection

The boys excelled vs the girls in the lesson. I had two boys who understood everything I was
teaching so I had to teach them to compare fraction that were bigger by using a number line.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

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 Exceeds # #

Meets # 2

Approaches 14 11

Falls Far Below # 1

Post-Assessment Analysis: Subgroup

I was shocked that only two boys understood my math lesson. I did allow the ELL students to talk
and work as a group of four. I also called on a couple of students to show their work and explain
their way of thinking so I could correct any confusion.

The two boys that understood how to plot a fraction on a number line are higher functions.
However, I did have a boy student who receives math resource. He writes and draws but his white
board or notes look noting like mine. I did ask my mentor teacher if I can make him notes and
number lines so he can just plot the fractions. She said no because the student goes to resource for
math. I did help this student with creating a number line for bell work. I partitioned it into fourths
and asked him to plot ½. I did explain this six times to him and he finally got it. I gave him one
plot instead of three. Moving forward I can talk to the resource teacher and show her what we are
working on in math since this part of math is in the AZ Merit.
Post-Assessment Data: Remainder of Class
Write boards

Number of Students Number of Students

Pre-Test Post-Test
Exceeds # 3

Meets # 10

Approaches #

Falls Far Below 14 1

Post-Assessment Analysis: Subgroup and Remainder of Class

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 Because I had to differentiate instruction by having a visual on the board, using white boards,
explaining vocabulary words more, and create a floor model. I also formatively checked the
students write boards to make sure they were understand the content of the lesson. I also create
sentence frames and ask probing questions for the ELLs. Here are so examples, “How do you
decide it was 4/6?” and “Why do you say that’s a whole number and why?” I formed small
groups and created a second number line that was partitioned into eighths. I think this is why
most of the students understood my math lesson on how to plot fractions on a number line.

I would only change the part of not meeting with the math resource teacher. I actual do not think
my mentor teacher and the resource meet at all. I never met the resource educator in my eight
weeks of student teaching. I have learned through my schooling at GCU that the student’s
homeroom teacher and special education teacher need to make sure they collaborate on what the
student needs to learn.

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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. My short term goal is to hype up my
lessons. I say this because I am
monotone and that is not an interesting development class to help me find my voice.
way for students to learn.
2. Another short term goal is to learn
another way to teach a lesson besides
using a Power Point.
development, research on the Internet,
observation of a veteran teacher, etc.)
I plan to surf the web to look for helpful tips.
I would also like to attend a professional
I need to find my voice so my students are
engaged in my lesson.
I can overcome this obstacle by going to a
professional development to learn how to
teach students math. Or I can observe a
veteran educator and learn from them.

3. I plan to keep current with technology.
I need to be able to use the Smartboard and
other school apps that are being used. I see
that a lot of teacher use different apps. I need
to be able to keep up to date so I can use
technology as needed in my classroom. I will
attend monthly training at school.

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