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

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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
Located in West Hill Community Church in West Salem, Oregon, Riviera Christian School, is a
private elementary school.

B. District Demographics
Although falling within district boundaries, Riviera Christian School is not directly apart of the
Salem-Keizer School District. The Salem- Keizer School District boundaries are quite
outstretching as they cover from Salem through Keizer and even fall in two counties. This area
includes low income housing, “felony flats,” and the prestigious historical district of the Capitol
city. Riviera, however, has attenders from mainly West Salem, others driving the distance from
across town, Keizer, and even Woodburn.

C. School Demographics
Riviera Christian School is a Christian Private School. The demographics of the school however,
include families that come from a variety of religious, and non-religious, backgrounds and
affiliations. Riveria Christian School emphasizes the importance of student to teacher ratio with
smaller classes which is a well sought out rarity in the Salem-Keizer District. Riviera offers
certified classrooms for ages PreK through 5th grade with a state certified childcare as well.

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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
The students within my classroom are third graders., eight through ten year olds. There are a
total of 17 students. There are 8 girls and 9 boys. They attend school from 8:45 am to 3:15,
Monday through Friday. As the school is a private institution where families have to pay to
attend or be on a very competitive scholarship waiting list, the students are representative of
more middle-class and high-class families. However, we do have a few foster-adopt students
who come from harsh, traumatic backgrounds and homes. We also have a student who is and
English Language Learner (ELL).

B. Environmental Factors
The environment3rd Grade Classroom at Riviera is developmentally appropriate for the children
who attend.in a modular building. The room features 17 desks, 17 cubbies, and 17 coat hooks.
There are two group tables for group work to be done, a section of book shelves used as a
library, a flat screen tv, projector system, bulletin boards, and a white board. Mrs. Lane also
utilizes turn it in systems with boxes for different subjects and assignments and there are located
on a lone table at the back of the room. Each student also has jobs that are assigned weekly and
done daily and they are posted at the front of the room along with classroom rules, a weekly
calendar, classroom schedule, and a pocket chart for further instruction.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 1 0 0 0 1 0
Girls 0 0 0 0 0 0
Instructional Accommodations One on NA NA NA He has a NA
and Modifications one medical
(Describe any instructional interacti condition
accommodations and modifications on and that
regularly used to meet the needs of differen causes
students in each subgroup.) tiated him to

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 instructi have a tic
on so the
main
accommo
dations
are to
help him
focus past
this.

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.

Over the course of my observation, I have seen that this class is a very well structured and
behaved class. Mrs. Lane has done a good job of reinforcing behavior and expectations
throughout the day. The two students with accommodations are seated in the front. It is clear
through both my conversations with Mrs. Lane and my personal observations that Mrs. Lane has
done extensive research on how to best accommodate both students and their needs. I know that I
will have to take both students into consideration when planning, delivering, and completing my
assessment of my students. I will need to make sure I have proper accommodations planned for
the ELL student as well as to prepare myself for the student’s medically diagnosed out bursts.

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

Unit Topic: 3rd Grade Science: All About Plants

Unit Title: To Grow or Not to Grow: Plant Power part 1

National or State Academic Content Standards

These Standards can be found on the Oregon Department of Education Website for State &
National Standards, however, I gleaned these from discussing this units and content standards
with my cooperating teacher. She copied these directly from a State Acadmic Content Standard
Site and the 3rd Grade Text: Purposeful Desgin Science: Chapters 2 & 3.

Standard 1: Nature of Science

SC.S.3.1b: Student will demonstrate the abilities and understanding necessary to
do scientific inquiry.

SC.S.3.1c: Students will demonstrate the ability to think and act as scientists by
engaging in active inquiries and investigations, while incorporating hands-on
activities.

Standard 2: Content of Science

SC.S.3.2a: Students will demonstrate knowledge, understanding and applications
of scientific facts, concepts, principles, theories, and models as delineated in the
objectives.

SC.S.3.2b: Students will demonstrate an understanding of the interrelationships

among physics, chemistry, biology and the earth and space sciences.

SC.S.3.2c: Students will apply knowledge, understanding and skills of science

subject matter/concepts to daily life experiences.

Standard 3: Application of Science

SC.S.3.3a: Students will identify how the parts of a system interact.

SC.S.3.3b: Students will recognize and use models as representations of real

things.

SC.S.3. 3c: Students will observe and identify patterns of change, consistency or
regularity within the environment.

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Learning Goal
During this Unit: my students will be learning about the plant life cycle, the parts of the
plant, the plant’s function, and the importance of plants on a real-world level.

Measurable Objectives
Objective 1: Students will understand an age appropriate general overview of Botany.

Objective 2: Students will identify the structures of plants including their systems and
explain their functions.

Objective 3: Students will identify the structures of plant cells including their systems
and explain their functions.

Objective 4: Students will understand and identify the plant process of Photosynthesis.

Objective 5: Students will identify and explain the life cycle of flowering plants.

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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.
We will be doing this worksheet as a Pre-Assessment for this unit.

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

Exceeds 0

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 Meets 5

Approaches 10

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

I will not be making any changes to my plan or the standards. My students’ data is what I expected and I
will go through with my plan. I do believe I will have to make some differentiation for my ELL Student
who has a hard time understanding. However, I will be using technology to help with this as well as assit
the whole class in learning.
Overall, my students are ready to learn the material. I plan on using pieces of technology, classroom
chromebooks, videos, visuals, powerpoints, and hands on games, experiements, and activities to teach
this lesson. I am a teacher who uses quite a bit of print materials and know that will be beneficial for both
of my students who fall far below. I have a number of different hands on activities I am excited about
using. We will be doing our own plant cells out of clay, planting our own sprouts, and doing some
experiments with microscopes.

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 Botany Plant Chemistry Plant Cells Plant Parts Plant Propagation
Activity & Plant Heredity
Standards and Click here to enter Click here to enter Click here to enter Click here to enter Click here to enter
Objectives text. text. text. text. text.
What do students
need to know and
be able to do for
each day of the
unit?
Academic Flower Oxygen Microscopic Pollinator Plant Propagation
Language and Leaf Carbon Dioxide Microscope Petals Germinate
Vocabulary Stem Photosynthesis Cell Membrane Stamen Plant Cuttings
What academic Root Chlorophyll Nucleus Pollen Plant Division
language will you Botanist Cytoplasm Pistil Heredity
emphasize and Botany Cell Wall Pollination Hybrid
Chloroplasts
teach each day
during this unit?
Summary of 1. Ask: What do 1. Directed 1.Begin with 1. Favorite Flower 1. Plant
Instruction and YOU know about Instruction 1: Read Activity: 2.3 A & B Chrome Book Propagation &
Activities for the plants? Through Packet Observations Activity Plant Life Cycle
Lesson Pages 27-28 Pictures
How will the 2. Directed 2.Directed 2. Directed
instruction and Instruction 1: Pre 2. Directed Instruction 1: Plant Instruction 2: 2. Directed
activities flow? Assessment: Plant Instruction 2: Cell Parts Flower Parts Instruction 1: Read
Consider how the Parts Complete Page 28 Genesis 1:12
students will
efficiently transition

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 from one to the 3. Overview Plant 3. Directed 3. Directed 3. Directed 3. Directed
next. Vocabulary Words Instruction 3: Instruction 2: Read Instruction 3: Read Instruction 2: Read
Close-up of Leaf Page 29 Pages 31-32 Page 33-34
4. Directed
Instruction 2: 4. Directed 4. Directed 4. Directed 4. Directed
Genesis 1:11-13 Instruction 4: Instruction 3: Instruction 4: Instruction 3: Do
Process of Complete Page 30 Complete Page 32 Page 34
5. Directed Photosynthesis
Instruction 3-5: 5. Make Plant Cells 5. Flower Lab 5. Plant Life Cycle
Read Through 5. Photosynthesis Activity Lab Activity
Packet Page 25 Lab Activities 6. Watch: Magic
School Bus Plants 6. Apple Tasting
6. Directed 6. Activity: BLM Lab
Instruction 6: 2.2C: Real Life –
Complete Page 26 Importance of Gas 7. Directed
Directed Instruction Exchange Instruction 1: Read
Luke 6:44
7: Draw a plant &
label parts 8. Directed
Instruction 2: Read
8. Directed Page 35-36
Instruction 8:
Plant Chrome Book 9. Directed
Leaf Activity Instruction 3:
Complete Page 36

Differentiation In order to meet the needs of each of my students, I will use visuals, environmental print, and hands on
What are the materials. These will include the use of large 11x17 laminated visuals for certain concepts, the use of the
adaptations or white board for conceptual art and chart making, powerpoint, and the use of chrome books and tv for the
modifications to the technology piece. We also will do things together as a lab groups and pair students who need extra help with
instruction/activities other students.
as determined by

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 the student factors
or individual
learning needs?
Required A Powerpoint of the A Powerpoint of the A Powerpoint of the A Powerpoint of the A Powerpoint of the
Materials, daily unit, unit text daily unit, unit text daily unit, unit text daily unit, unit text daily unit, unit text
Handouts, Text, packet, unit lab and packet, unit lab and packet, unit lab and packet, unit lab and packet, unit lab and
Slides, and activity packet, activity packet, activity packet, activity packet, activity packet,
projector, pointer, projector, pointer, projector, pointer, projector, pointer, projector, pointer,
Technology
powerpoint remote, powerpoint remote, powerpoint remote, powerpoint remote, powerpoint remote,
Bible, Chrome leaf examples. molding clay, Magic Bible, Chrome Different kinds of
Books, and laminated School Bus Video. Books. Apples.
leaf questions.
Instructional and In order to engage with students, I will use materials listed above in the differentiation section to make sure to keep
Engagement kids interested as well as meet each student’s needs. I have planned the time to include some pieces of full body
Strategies activities as well as some hands on lab activities. This will help with students remaining focused during discussions.
What strategies are Another strategy I will use is using different kinds of teaching: writing, reading, singing, acting, drawing, watching,
you going to use and technology.
with your students
to keep them
engaged throughout
the unit of study?
Formative My Plant Unit Packet has been specficially designed to include all the pieces needed to assess previous knowledge of
Assessments each concept being studied in this unit.
How are you going
to measure the
learning of your
students throughout
the lesson?
Summative, Post- This assessment will be given after review activities and a review game. It will be a personal written exam
Assessment completed by each individual student. It includes a word bank section, a “circle the true facts” section, and a
What post- circle the answer section.
assessment will
measure the
learning progress?

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 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: http://www.youtube.com/watch?v=pc50b7BBqI4

Summary of Unit Implementation:

Overall, I felt like the unit went well. It was a positive experience as I implimented pieces of technology,
lab activities, and print materials to enhance the learning of each student. My students greatly enjoyed the
hands on and tech pieces of the lesson. It was an enjoyable experience for me as well, as I enjoyed
planning and implementing each piece of the

Summary of Student Learning:

My students loved this science unit on plants. Most did extremely well on the final exam. Many also
expressed how much they enjoyed the different hands on approaches of the unit – building plant cells
with clay, fun activity pages, roation stations with apple tasting, plant observations, and online research,
and visual aids like powerpoints, projectors, and anchor charts.

Reflection of Video Recording:

I absolutely dislike being recorded. I also feel like my cooperating teacher was a bit wabbly and so it
made me a little sea-sick to watch. I didn’t feel as prepared for random third grade questions as I wish I
had been. In the future, I’d like to be better prepared and think through what might kids ask to be able to
give better answers!

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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 0 2

Meets 5 12

Approaches 10 2

Falls Far Below 2 1

Post-Test Analysis: Whole Class

Based on my analysis of the whole class, I would surmise that the majority of students learned
according to the age appropriate standards and met objectives. This can be seen based on the
number of students who we at the “Approaches” landmark prior to the instruction and who moved
to the “meets” landmark after. The analysis was seen while conducting an observational
assessment both in a small group lab rotations, a unit review, and a unit exam.

Based on the whole class post-test data, I would surmise that my instruction and assessment were
effective in reaching the students. This can be seen in the data as students moved from “Falls Far
Below” and “Approaches” to “Meets”. An example that shows this is the interaction I had with
one of my students. Prior to my lesson, both my one on one and group assessment, showed this
student between what I’d consider “Falls Below” and “ Approaches”. After discussing my
findings with my cooperating teacher, I made it my mission to differentiate enough to really gain
this student’s attention. Knowing that this student doesn’t have any learning problems other than
not being motived, I had hoped with enough intentionality she would engage and learn. Sadly,
this was not completely productive. I would venture to blame this on both my inability to actually
reach her where I had hoped and also that it’s the end of the year and she has seemed to give up
already in all her studies.

Post-Assessment Analysis: Subgroup Selection

Within this class, their are two students specifically that fall far below. One is based on language
barrier and insecurity of English speaking and the other is both behavioral and medical. I did this
because I feel like these two students really need a lot of individual attention and differentiation
and had to take them both into consideration quite a bit when writing lesson plans.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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 Number of Students Number of Students
Pre-Test Post-Test

Exceeds 0 0

Meets 0 1

Approaches 0 1

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup

Based on my analysis of the behaviorally and cognitively delayed student and the ELL student, I
would surmise that both grew in their understanding. As can be seen by the numbers alone, both
grew in their understanding of this unit. However, I do wish that the ELL student would have
progressed further.

Based on the subgroup class post-test data, it is apparent that I wasn’t able to fully meet the needs
of my student whow struggles with English. This is one area I need to work more on in working
better to meet their needs – I would gage by my observation and interaction with this student that
its more about keeping him engaged and focused to excel past his insecurities with English.
While lecturing or as he rotated in small groups, I would continually find him disengaged and
unable to answer the simplist questions while interacting. Some of it I really believe is insecurity
more than lack of understanding. I feel if I would have had more time with him prior to this unit, I
may have been able to build a better relationship to build on. Alas, this is a struggle with a short 8
week student teaching experience versus a year teaching.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds # 2

Meets 5 11

Approaches 10 2

Falls Far Below # #

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 Post-Assessment Analysis: Subgroup and Remainder of Class

Overall, I would say the plant unit was successful. If I could do it over again, Iwould like to add
in more tech pieces and group rotation station labs as my students really responded will to both of
these aspects of the unit. I have found that I would like to do a bit more research on working with
those with English as a Second Langage as I know this was the biggest hurdle for one of my
students that is Approaching.

The next step following this unit would be continued repetition of what we have learned while adding the
next chapter that focuses more on specific plants, trees, and pollination. If time allowed and we weren’t
nearing the end of the year, we would progress to the next chapter that would build upon what we have
learned in this unit. We also will be participating in a Plant Party - a day doing fun activities about plants.

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. Better differentiation plans for
working with students that are ELLs.
development, research on the Internet,
observation of a veteran teacher, etc.)
Taking a professional development class
online over the Summer: Learning Strategies
for Language Barriers.

1. Gaining tricks of the trade to keep Research on the Internet and meeting with a
student engagement – specifically teaching coach. Also some job studies and
TECH strategies. specific trainings as I am taking a position at
a STEM school.

2. Classroom Organization Skills for Pick my cooperating teacher’s brain and do

keeping on top of Grades and Lesson personal research online: blogs, ebooks,
Plans. Pinterest.

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