Student Teaching Evaluation of Performance (STEP)

Template

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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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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: ELA, Social-Emotional

Unit Title: Friendship

National or State Academic Content Standards:

STRAND 2: EMERGENT LITERACY
Concept 5: Comprehension. The child shows an interest in books and comprehends books read
aloud with increasing text complexity.
b. With prompting and support, identifies characters and major events in a story.

Learning Goal: Students will be able to identify the characters in the story by completing
an activity every day with 5/5 or 100% accuracy.

Measurable Objectives: Students will be able to identify the characters in different books
by drawing them on a piece of paper.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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.
Student Name: Highly Proficient Proficient Partially Minimally
Proficient Proficient

For Pre-Assessment, teacher will read book and ask students to draw a picture of what the main
character is. Students will draw what they think it is on the front side of paper.
The grading will go as follows:
Highly proficient: Know the specific main character + support of other characters both clearly
drawn
Proficient: Know and drew main character clearly
Partially proficient: Know multiple characters
Minimally proficient: Do not know the characters

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%) Nina, Grace, Kayden, Joseph, Noemi (5)

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 Proficient
(80%-89%) Chauncey, Kenneth, Rami, Genesis, Amari (5)

Partially Proficient
(70%-79%) Violet, Athan, Edwin (3)

Minimally Proficient
(69% and below) Naomi, Ny’lise, Sofia, Nehemiah, Elias (5)

Pre-Assessment Analysis: Whole Class

I was very surprised at this assessment outcome. A few students I knew would score higher, however
some of the minimally proficient students scored way lower than I would have guessed. They must not
have remembered the directions clearly or were not focused. I will check in on those student when post-
assessment comes.

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.
Student Name: Highly Proficient Proficient Partially Minimally
Proficient Proficient

The post-assessment was better than I could have imagined. The students knew what was
expected of them, remembered the main characters and executed it well. Most students fell in the
“Highly Proficient, “Proficient” and “Partially Proficient” and only one in “Minimally
Proficient”. I was very excited for them to even identify the main character, second character and
small role character.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: Pre-School

Unit/Subject: ELA/Friendship

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning STRAND 2: STRAND 2: STRAND 2: STRAND 2: STRAND 2:
Standards EMERGENT EMERGENT EMERGENT EMERGENT EMERGENT
List specific grade-level LITERACY LITERACY LITERACY LITERACY LITERACY Concept
standards that are the focus
of the lesson being presented.
Concept 5: Concept 5: Concept 5: Concept 5: 5: Comprehension.
Comprehension. The Comprehension. The Comprehension. The Comprehension. The The child shows an
child shows an child shows an child shows an child shows an interest in books and
interest in books and interest in books and interest in books and interest in books and comprehends books
comprehends books comprehends books comprehends books comprehends books read aloud with
read aloud with read aloud with read aloud with read aloud with increasing text
increasing text increasing text increasing text increasing text complexity.
complexity. complexity. complexity. complexity. b. With prompting
b. With prompting b. With prompting b. With prompting b. With prompting and support,

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Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
© 2020. Grand Canyon University. All Rights Reserved.
and support, and support, and support, and support, identifies characters
identifies characters identifies characters identifies characters identifies characters and major events in
and major events in and major events in and major events in and major events in a story.
a story. a story. a story. a story.
Students will be able Students will be able Students will be able Students will be able Students will be able
to identify characters to identify how many to identify the main to identify the to identify the main
in the story by drawing characters there are in character of the book character that they character of the book
one character from the the book by drawing by creating a would like to be from by drawing it with 1/1
book with 1/1 or 100% the three characters watercolor cutout with the book by coloring a or 100% accuracy.
accuracy. with 3/3 or 100% 1/1 or 100% accuracy. picture of it and
accuracy. pasting it on a popsicle I will be able to
I will be able to draw I will be able to find stick with 1/1 or 100% identify the main
one character of the I will be able to tell the main character of accuracy. character of the book.
book. how many characters The Rainbow Fish.
there are in the story. I will be able to tell
which character I
would like to be from
the book Happy
Valentines day Little
Critter!
Characters – who the Valentines Day- Advice- An opinion on Caring- loving your Friends- Someone who
story is about Holiday all about love! what another person friend likes being with
Main event- What big should do another person
things happened in the Shocked- Surprised Sharing- Giving
story Possessions- Your someone a piece of
Poems- A short own objects your cookie
written story
The children’s book, The children’s book, The children’s book, The children’s book, The children’s book,
Slugs in love, paper, love, Spat, paper, The Rainbow Fish, Happy Valentines day Should I share my ice
pencils. coloring utensils paint, glitter, paper Little Critter!, popsicle cream?, piece of
sticks, paper, crayons. paper, pencil,
manipulatives.
All questions refer to All questions refer to All questions refer to All questions refer to All questions refer to
the details of the book. the details of the book. the details of the book. the details of the book. the details of the book.
Page 8 of 17
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
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- What are the - How many - Who is the - Who was your - What was
characters in characters are main character favorite Elephant
this book? in the book? of the story? character in doing?
- What makes - What are the - What was the the story? - Why should
them special? names of the story about? we share?
- What was characters? - Who was the
Herbie trying - What was main character
to do? your favorite of the story?
part?
Music & Movement: Music & Movement: Music & Movement: Music & Movement: Music & Movement:
Friend of mine song African Tribal Music I have a good friend Simon says “Find your friend”
(Muffin Man) with shaker (Ball roll activity) (Dance edition) (Matching
manipulative game)
Explain the theme of What is the holiday Picture walk What day are we
friendship. that is coming up? celebrating tomorrow? Show the students the
What does that mean What do you think this How does this book go book, ask what they
Question: for us? story is about? Who do with the holiday think it is about.
Who are characters in you think the main tomorrow?
books? I want you to think character will be? “I want you to be
about how many Keep thinking about! “I want you to be thinking about who the
characters there are in thinking about which main character in the
the story. (What is the main character would you book is!”
character of this like to be!”
(How many characters book?)
are there in the story? )
Presentation of Content
Teacher will begin Teacher will begin Teacher will begin Teacher will begin Teacher will begin
lesson by reading the lesson by reading the lesson by reading the lesson by reading the lesson by reading the
book, Slugs in love. book, Love, Splat. book, The Rainbow book, Happy book, Should I share
Asking open ended Asking open ended Fish. Asking open Valentines Day Little my ice cream? Asking
questions and questions and ended questions and Critter! Asking open open ended questions
engaging them in the engaging them in the engaging them in the ended questions and and engaging them in
story. story. story. engaging them in the the story. Having
story. students point out the
characters throughout
the book.
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Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
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One student needs to One student needs to One student needs to One student needs to One student needs to
be holding a ball to be holding a ball to be holding a ball to be holding a ball to be holding a ball to
avoid fidgeting avoid fidgeting. avoid fidgeting. avoid fidgeting. avoid fidgeting.
One student needs to One student needs to One student needs to One student needs to One student needs to
be up close for vision be up close for vision be up close for vision be up close for vision be up close for vision
One student needs to One student needs to One student needs to One student needs to One student needs to
be close to teacher for be close to teacher for be close to teacher for be close to teacher for be close to teacher for
physical touch. physical touch. physical touch. physical touch. physical touch.
These things are only These things are only These things are only These things are only These things are only
for the reading portion for the reading portion for the reading portion for the reading portion for the reading portion
of the lesson. of the lesson. of the lesson. of the lesson. of the lesson.
Application of Content
Who did we see in the Put your finger on What is this story Who were the What was the story
book? Are they the your nose if you know about? How do we do characters in the story? about? Why should we
characters? one character in the this with our friends? Who would you like to share with our friends?
story. Put your finger be the most?
We will talk about all on your ears if you Students will turn to We will then talk
the characters in the know another their shoulder partner about the characters in
book and they will character. Put your to talk about the main Students that are the story and have
have to identify the finger on your head if character of the book sitting with carpet them think of the main
main character. Once you know the third is. Teacher will call on expectations will be character without
students have them, character. the team that is sitting called on to go to the telling it to the class.
they will move on the with the expectations table for the activity. Whoever has their
drawing. Thumbs up of the teacher, to go to answer will give a
or down if they have As a class, we will put the activity. thumbs up with the
the main character in what we think the carpet expectations.
their head. main character of the Teacher will call on
book was on the student to ask question
Character anchor “who would you share
chart. your ice cream with?”
Then send to the table
for the activity.
Early Finishers: Early Finishers: There will not be Early Finishers: Early Finishers:
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Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
© 2020. Grand Canyon University. All Rights Reserved.
Students get to begin Students will begin differentiation for this Students get to begin Students will begin
their drawing. their drawing section because it is their drawings their drawing.
Need Support: Give Need Support: Teacher just question, Need Support: Give Need Support: Give
them ideas of will show students the think/pair/share. them ideas of them ideas of
characters pictures in book. characters characters
Excelling: Ask what Excelling: Students Excelling: Ask what Excelling: Ask what
the main events were. will give another the main events were. the main events were.
factor from the story.
Assessment of Content
Students will have Students will be Students will be Students will draw the Students will have
time to think and draw making their own making their own character they would time to think and draw
what they believe the pictures to put on the rainbow fish. They like to be, cut it out what they believe the
main character of book anchor chart. They will receive an outline and put it on popsicle main character of book
is. This is also used as will draw, color and of a fish. They will stick. We will put their is. This is also used as
the pre-assessment. cut their characters to paint it and cut it out. popsicle sticks on the the post-assessment.
All students need to paste onto the chart. Once they are dry, we anchor chart. All students need to
show the teacher will put glitter on them show the teacher
before they are done to for the shiny scales. before they are done to
verbally say who the verbally say who the
character is that they character is that they
drew. drew.
Early Finishers: Early Finishers: Early Finishers: Early Finishers: Early Finishers:
Whoever finishes gets Whoever finishes gets Whoever finishes gets Whoever finishes gets Whoever finishes gets
to go to choice time to go to choice time to go to choice time to go to choice time to go to choice time
(which is after whole (which is after whole (which is after whole (which is after whole (which is after whole
group discussion.) group discussion.) group discussion.) group discussion.) group discussion.)
Need Support: Need Support: Need Support: Student Need Support: Need Support:
Because this is the pre- Students will get some will receive another Students will be Because this is the
assessment, students ideas for the character type of coloring shown the pictures post-assessment,
will not get much from the group utensil that is better for from book students will not get
assistance. discussion. their learning. Excelling: Students much assistance.
Page 11 of 17
 abilities
Early finishers (those who
finish early and may need
additional resources/support)
Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
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Excelling: Ask Excelling: Ask Excelling: Students will have to create Excelling: Ask
students to write the students to write the will write the name of their least favorite students to write the
name of the character. name of the character. their fish. character name of the character.
Language Learners: Language Learners: Language Learners: Language Learners:
Show the book pages Show the picture that Student will use Show the book pages
to them for additional was put onto the whatever they need to to them for additional
help. anchor chart. decorate the fish. help.
Extension Activity and/or Homework
Continue thinking Tell their parents the Students will take the Students will explain Students will have to
about other characters book and one fish home and will to parents what tell their parents what
you know of from character that they explain the story to holiday tomorrow is. they learned in the
stories. I will ask remember. their families. book, who the
tomorrow if there are character was using
any other characters the character’s name.
you know of.
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STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

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

Summary of Unit Implementation: This unit was implemented during Valentine’s Day or
“Friendship Day” week. We wanted to focus on friendship, what it means in general and what it
means for our classroom. We also received two new friends this month so it was a great way to
incorporate the concept of friendship into our room to welcome our new friends in as well. All the
books that were read had strong characters and focused on this theme of friendship. Finding
characters in the book is a great tool for these preschoolers to have as they are about to enter into
Kindergarten.

Summary of Student Learning: I think the students really understood the concept of characters
and their roles in stories. Students were able to pick up the idea fairly quickly and gave evidence for
each character.

Reflection of Video Recording: Unfortunately, in a room with 18 four-year-olds, it is hard to record

a video that has great sound. We had to do a small group for this section of the unit lesson because
that was the best way for our class to achieve it. The video definitely distracted some of the students
and two other students actually went home sick that day and it showed in the video. This was a fun
post-assessment and I enjoyed doing the video. I apologize for the audio and how loud it is,
however, this is our everyday life at preschool!

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 Nina, Kayden, Noemi, Kenneth, Rami,

Nina, Grace, Kayden, Joseph, Noemi
(90%-100%) Amari
Proficient Chauncey, Kenneth, Rami, Genesis, Grace, Joseph, Chauncey, Genesis,
(80%-89%) Amari Athan, Edwin, Naomi

Partially Proficient
Violet, Athan, Edwin Ny’lise, Nehemiah, Elias, Violet
(70%-79%)
Minimally
Proficient Naomi, Ny’lise, Sofia, Nehemiah, Elias Sofia
(69% and below)
Post-Test Analysis: Whole Class
Pre-Test: The students learning is a wide range of levels. The highly proficient students are the
ones that focus on the assignment and know the expectations of it. The proficient students are
focused on one of the aspects of the character, such as it being a girl or boy, but not necessarily
what type of animal it was. Partially proficient are less focused on what it needs to be but more on
getting something on the paper. Minimally proficient are students who did not follow the
instructions and just wanted to color.
This shows me the students that need more assistance when it comes to multiple directions and
following them.
Post-Test: I am proud of the outcome of this assessment! The students did wonderful and learned
how to find who the characters in the story are. In general, we had almost all the students move
up on the scale and that is what counts. The only one who did not is a very young preschooler
who just started school a week ago and that is to be expected. Overall, I am very excited to see
this growth in the students.
Pre-Test: I think because this was a pre-assessment, I wanted to know where the students were at
without any ideas or support. After I read the book, we talked a little bit about the characters but
again, did not want to give them the answers. They did not have much advice on finding the
character or what characters were. This week is for teaching them what and who characters are in
stories. After the effectiveness of my teaching, the students will have a better understanding of

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 characters.
Post-Test: For pre-school, this was the perfect assessment. This is an age where assessment is hard without
simply writing anecdotal notes. I loved seeing the growth from the first day to the end of the week.
Post-Assessment Analysis: Subgroup Selection
We do not have any subgroups within our preschool classroom. All students speak English and no
IEPs or 504s. My subgrouping is for genders, boys to girls.

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 2-3 2-4

(90%-100%)
Proficient
4-1 3-4
(80%-89%)
Partially Proficient
2-1 2-2
(70%-79%)
Minimally
Proficient 2-3 1
(69% and below)
Post-Assessment Analysis: Subgroup

Pre-Test: The only big observations I have with this subgrouping, is that the girls are scoring really high
or really low. This is interesting because it is usually pretty even throughout the data. In this case three
were in highly proficient and 3 were in minimally proficient with a few in the middle. The boys scored as I
would have expected.
Post-Test: Now the post-assessment was even more interesting. I think the girls stayed fairly consistent
and the boys improved more. The boys were more highly proficient than the girls.
This assessment was perfect for these students because it gave them enough information, but still did not
directly give them the exact thing to draw. It made them think back to the story and figure out who the
story was about. These students scored as I would have imagined, with an exception of a few. Over these
next couple of days, we will be able to talk more about characters and their role in stories which will make
them understand the concept more.
Post-Assessment Data: Remainder of Class
Because our subgrouping was boys-girls, we do not have a remainder of class.

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient x x
(90%-100%)
Proficient
x x
(80%-89%)
Partially Proficient
x x
(70%-79%)
Minimally
Proficient x x
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Because our subgrouping was boys-girls, we do not have a 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 finding from your analysis.
x

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.
x

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. Stop procrastinating in many areas of Being more organized and scheduled.
life.

2. Visit my next sessions classroom. Going to Kindergarten classroom during Pre-

K’s prep time.
3. Show more patience with students Practice patience with every student,
especially during whole group.

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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: Get Masters from GCU
Rationale: Why did you choose this goal? How I want to get my Masters because it is a major
do you expect it to improve the outcomes of your accomplishment. It will open of the door for
future students? other job opportunities that go hand-in-hand
with education. Something that I am
interested in getting my Masters in is Social
Work or something in the Behavioral field. If
I did this and still taught in traditional school
system, it would help me understand and
support my student better.
End Date: By when do you expect to accomplish It could take me 2-4 years so year 2022-2024.
this goal?
Action Timeline: What steps will you take to I would love to work for GCU after
complete this goal, and by when will you take graduation and receive free Masters program.
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist Maintaining a career with GCU.
you in accomplishing your goal?

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