Student Teaching

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

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................16
STEP Standard 6 - Analysis of Student Learning....................................................19
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........21

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Division
Unit Title: Place Value Division
National or State Academic Content Standards

MAFS.4.NBT.2.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
Learning Goal
My learning goal is for my students to be able to use place value strategies to divide whole-
number quotients with up to four-digit dividends.
Measurable Objectives
My objective is for students to solve whole-number quotients with up to four-digit dividends
using a place value strategy with 80% accuracy or better.

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.
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 18
Meets 0
Approaches 0
Falls Far Below 18

Pre-Assessment Analysis: Whole Class
I will make changes to the measurable objective. I will change my accuracy percentage to 75% or
better. My learning goal and standard will remain the same.
Based on the data my planning will consist of strategies, visual aids, anchor charts, peer-teaching,
games, and small groups. During my delivery I will address their learning goal and their I can
statement. I will tell them that by the end of this lesson they will be able to complete several division
problems successfully on their own. All together they will see a positive change between their pre
and post assessment. My instructions will include a step-by-step process to make the strategy
clearer.
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.

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 Place Value Place Value Place Value Place Value Place Value Division
or Activity Division Division Division Division
Standards and MAFS.4.NBT. MAFS.4.NBT. MAFS.4.NBT. MAFS.4.NBT. MAFS.4.NBT.2.6
Objectives 2.6 2.6 2.6 2.6 Find whole-number quotients and
What do students Find whole- Find whole- Find whole- Find whole- remainders with up to four-digit
need to know and number number number number dividends and one-digit divisors, using
be able to do for quotients and quotients and quotients and quotients and strategies based on place value, the
each day of the remainders remainders remainders remainders properties of operations, and/or the
unit? with up to four- with up to four- with up to four- with up to four- relationship between multiplication
digit dividends digit dividends digit dividends digit dividends and division. Illustrate and explain the
and one-digit and one-digit and one-digit and one-digit calculation by using equations,
divisors, using divisors, using divisors, using divisors, using rectangular arrays, and/or area models.
strategies based strategies based strategies based strategies based
on place value, on place value, on place value, on place value, Students will be able to demonstrate how
the properties the properties the properties the properties to solve a division equation with and
of operations, of operations, of operations, of operations, without a remainder using the model.
and/or the and/or the and/or the and/or the
relationship relationship relationship relationship
between between between between
multiplication multiplication multiplication multiplication
and division. and division. and division. and division.
Illustrate and Illustrate and Illustrate and Illustrate and
explain the explain the explain the explain the
calculation by calculation by calculation by calculation by
using using using using
equations, equations, equations, equations,
rectangular rectangular rectangular rectangular

arrays, and/or arrays, and/or arrays, and/or arrays, and/or
area models. area models. area models. area models.
Students will Students will be Students will be Students will be

be able to able to able to able to
determine how demonstrate how demonstrate how demonstrate the
their divisor to solve a the steps to steps to how to
division problem solving a solve a division
relates to the
using place value division problem problem with
dividend while in the hundreds using the model. and without a
creating their and tens place remainder using
model, and how while creating a the model.
to transfer their model.
dividend into
expanded form.
Academic Division Divisor is the Divisor is the Divisor is the Divisor is the number being divided
Language and number being number being number being
Vocabulary Divisor is the divided divided divided Quotient is the answer a division problem
What academic number being
language will you divided Quotient is the Quotient is the Quotient is the Remainder is the left over number from a
emphasize and answer a division answer a division answer a division quotient
teach each day problem problem problem
during this unit?
Remainder is the
left over number
from a quotient
Summary of I will ask We will review We will talk We will work We will talk and work through several
Instruction and students about our prior and work together to problems with and without remainders
Activities for the their knowledge and through two solve some of students will take turns come up to the
Lesson knowledge of talk and work color coded their problems board to work out one step at a time as
How will the division through the steps students from the I call on students with raised and not
instruction and color-coded will take turns previous day raised hands
activities flow? Students will steps as a class come up to the
Consider how the take a pre- board to work We will review I will ask questions to help the class
students will assessment out one step at our prior explain the steps

efficiently I will explain, a time as I call knowledge of
transition from I will select write, and label on students remainders and I will talk and show students how to
one to the next. some problems steps and with raised and talk and work fold their paper into four squares
from the pre- vocabulary not raised through two
assessment to terms for hands color-coded Students will copy the steps and write
do on the board students to steps as a class a problem in each square on the front
with the class copy into their I will ask We will talk and back of the paper to solve
math notebook questions to and work
We will talk help the class through several I will display a virtual dice and pull
through the I will pause for explain the problems with name sticks for students to push the
color coded discussion and steps and without button on the smart board to roll the
steps of several to walk around remainders dice
problems than checking I will talk and students will
I will ask to notebooks show students take turns come I will write the 1 digit on the white
students to help how to fold up to the board board for the divisor of four problems
me talk through I will display their paper into to work out one
several more several four squares step at a time as I will display the virtual dice for three
problems for I call on and pull name sticks for students to
students to try Students will students by push the button on the smart board to
in their math copy the steps pulling name roll the dice
notebook and write a sticks
problem in I will write the 3 digits on the white
Students will try each square on I will ask board for the dividend of four
several problems the front and questions to problems
independently back of the help the class
paper to solve explain the I will rewrite the problems on the
Students can
steps smart board for the class
peer teach if they
Students will try
need addition
several problems
I will talk and Students will try these problems
support
independently show students independently
I will walk how to fold
Students can their paper into Students can peer teach if they need
around providing
peer teach if they addition support
feedback and four squares
guidance

need addition I will walk around providing feedback
support Students will and guidance
copy the steps
I will walk and write a I will call some students over to small
around providing problem in group where they will practice with
feedback and dry erase boards
each square on
guidance
the front and
I will call some back of the
students over to paper to solve
small group
Students will try
several problems
independently
Students can
peer teach if they
need addition
support
I will walk
around providing
feedback and
guidance
I will call some

students over to
small group
where they will
practice with
dry erase
boards

Differentiation Students will Students could Students could Students could Students could use their math
What are the receive guidance use their math use their math use their math notebook
adaptations or from teachers notebook for notebook notebook
modifications to guidance Students used peer teaching
the Problems will be Students used Students used
carefully Students used peer teaching peer teaching Students came to small group
instruction/activit
selected by peer teaching
ies as determined teacher Students came to Students came to Students amount of problems varied
by the student
Problems were small group small group Students who finished early went on math
factors or programs I-Ready and/or Fast Math
carefully
individual Students amount Students amount
selected by
learning needs? teacher of problems of problems
varied varied
Students who Students who

finished early finished early
went on math went on math
programs I- programs I-
Ready and/or Ready and/or
Fast Math Fast Math
Required Smart board Smart board Smart board Smart board Smart board
Materials,
Handouts, Text, Pencil Notebook paper Notebook paper Chrome books
Slides, and
Math notebook Pencil Pencil White board
Technology
Teacher math Chrome books 5 dry easer Name sticks
notebook boards
Notebook paper
Overhead Name sticks
camera Pencil
Chrome books
5 dry easer boards
https://curriculumbits.com/mathematics/vi
rtual-dice/

Instructional Teacher and Teacher and Teacher and Teacher and Teacher and class talk through solving
and Engagement class will talk class talk class talk class talk problems
Strategies through solving through solving through solving through solving
What strategies the problem problems problems problems The problem will be color coded
are you going to
use with your The problem will Students will The problem will Students will A Visual Aid on the Smart Board
students to keep be color coded take notes in be color coded take turns
Class discuss terms
them engaged math notebook writing on the
throughout the A Visual Aid and label steps Students will smart board
will be on the take turns Students will take turns writing on the
unit of study? and parts smart board
Smart Board writing on the
The problem was
smart board
The problem will color coded
Class discussion
be color coded
of terms and A Visual Aid on
A Visual Aid on
prior knowledge the Smart Board
A Visual Aid on the Smart Board
the Smart Board
Class discuss
Class discuss
terms
Class discuss terms
terms
I will call on
students whether
their hand is
raised or not
Formative I will take note I will take note I will take note I will collect I will collect problems for review
Assessments of who share of who is eager of who knows problems for
How are you correct and to participate, the steps, can review I will take note of who knows the
going to measure incorrect prior know the steps, explain the steps, can explain the steps, and are
the learning of knowledge can explain the steps, and are I will take note correctly solving the problems
your students steps, and are correctly of who knows
throughout the I will collect correctly solving the the steps, can
lesson? data from their solving the problems explain the
pre-assessment problems during steps, and are
independent correctly
work

solving the
problems
Summative, The post-assessment will be the same as the pre-assessment. I want to compare the data and share the results
Post- with the students. They will have unlimited time to complete the pre-assessment. Students will be encouraged
Assessment to attempt every problem.
What post-
assessment will
measure the
learning
progress? Note:
This can be the
same as the pre-
assessment 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 pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link: https://www.youtube.com/watch?v=rz1h-DEVuRU
Summary of Unit Implementation:

Day 1
The objective was for students to create a model and rewrite the dividend in expanded form. I
thought the method was easy. I worked through the problems and students followed along. I was right
they quickly understood how to draw their model. While asking questions I realized students were
struggling with place value. It became clearer once I started writing the number in expanded form on the
board instead of just stating it. This was a slight set back because I assumed they would have remembered
this skill.
Day 2
Students copied problems, explanation of steps, and vocabulary terms into their math notebook.
Using the notebook, we worked out several problems together on the smart board. The objective was for
students to demonstrate how to solve a division problem using place value and a model. A problem was
displayed on the smart board for they to solve. I walked around looking for correctly constructed models
and problem-solving steps. It was not easy for every student to use place value only. A few students broke
it down even further. At this point I made an announce that the numbers you used to break the dividend
down could vary and that it was acceptable if your quotient was correct. I had not considered this detail
and decided to address it further tomorrow.
Day 3
Students were eager write on the smart board. They were required to explain and perform a step
leaving the remaining steps for their classmates. This expanded on yesterday’s announcement. Now they
could visually see how number choices varied. The objective was for students to demonstrate the steps to
solving a division problem using the model. They created four squares on notebook paper with an
equation in each square. Students could use their notes and the example on the smart board to help with
solving the division problem. The boxes helped me decipher one problem from the other. The problem
was because they were using boxes they tended to run out of room along the top for their model and
started to overlap it and miss steps. I had to return to the board and draw an example of how to fix this.
Another issue was as the numbers decreased students did not know how to continue to break them down.
They were using tiny numbers to break down large numbers and were left with numerous steps. I made a
note to address this my cooperating teacher.
Day 4
Student names were selected for them to come to the smart board to work and to explain a step,
this procedure was repeated until all the steps to the problem were completed. I wanted them to learn
from each other. The four squares assignment was a good idea, so I continued with it. The objective was
for students to demonstrate the steps to solving a division problem with and without a remainder using the

model. As I walked around I noticed majority of the class was able to move forward with remainders. The
others I grouped together for teacher time. Together with my cooperating teacher we thought it would be
a good idea to provide these students with a list of numbers starting from greatest to the least to use when
breaking down the dividend. They were happy since this give them fewer steps and great options.
Day 5
Names were pulled to roll a virtual dice. First a dice was rolled to determine four divisors. Then a
set of three dice was rolled to determine four dividends. The problems were displayed on the smart board
while students made four squares to write each one in. The objective was for students to solve a division
equation with and without a remainder using the model. They solved the problems while I circulated the
classroom. I expected the students to work without assistance and they excelled. They finished the
problems before I thought they would and even asked to roll the dice to create more problems. My small
group did better when they use the list of numbers to help with their problems. Two students were able to
talk the problems through together. Where one was lacking the other one made up the slack. They turned
out to be a great pair.
Summary of Student Learning:

Day 1
The objective was for students to create a model and rewrite the dividend in expanded form. I
thought the method was easy. I worked through the problems and students followed along. I was right
they quickly understood how to draw their model. While asking questions I realized students were
struggling with place value. It became clearer once I started writing the number in expanded form on the
board instead of just stating it. This was a slight set back because I assumed they would have remembered
this skill.
Day 2
Students copied problems, explanation of steps, and vocabulary terms into their math notebook.
Using the notebook, we worked out several problems together on the smart board. The objective was for
students to demonstrate how to solve a division problem using place value and a model. A problem was
displayed on the smart board for they to solve. I walked around looking for correctly constructed models
and problem-solving steps. It was not easy for every student to use place value only. A few students broke
it down even further. At this point I made an announce that the numbers you used to break the dividend
down could vary and that it was acceptable if your quotient was correct. I had not considered this detail
and decided to address it further tomorrow.
Day 3
Students were eager write on the smart board. They were required to explain and perform a step
leaving the remaining steps for their classmates. This expanded on yesterday’s announcement. Now they
could visually see how number choices varied. The objective was for students to demonstrate the steps to
solving a division problem using the model. They created four squares on notebook paper with an
equation in each square. Students could use their notes and the example on the smart board to help with
solving the division problem. The boxes helped me decipher one problem from the other. The problem
was because they were using boxes they tended to run out of room along the top for their model and
started to overlap it and miss steps. I had to return to the board and draw an example of how to fix this.
Another issue was as the numbers decreased students did not know how to continue to break them down.
They were using tiny numbers to break down large numbers and were left with numerous steps. I made a
note to address this my cooperating teacher.
Day 4
Student names were selected for them to come to the smart board to work and to explain a step,
this procedure was repeated until all the steps to the problem were completed. I wanted them to learn

from each other. The four squares assignment was a good idea, so I continued with it. The objective was
for students to demonstrate the steps to solving a division problem with and without a remainder using the
model. As I walked around I noticed majority of the class was able to move forward with remainders. The
others I grouped together for teacher time. Together with my cooperating teacher we thought it would be
a good idea to provide these students with a list of numbers starting from greatest to the least to use when
breaking down the dividend. They were happy since this give them fewer steps and great options.
Day 5
Names were pulled to roll a virtual dice. First a dice was rolled to determine four divisors. Then a
set of three dice was rolled to determine four dividends. The problems were displayed on the smart board
while students made four squares to write each one in. The objective was for students to solve a division
equation with and without a remainder using the model. They solved the problems while I circulated the
classroom. I expected the students to work without assistance and they excelled. They finished the
problems before I thought they would and even asked to roll the dice to create more problems. My small
group did better when they use the list of numbers to help with their problems. Two students were able to
talk the problems through together. Where one was lacking the other one made up the slack. They turned
out to be a great pair.
Reflection of Video Recording:

Reflecting on my video I think I could have asked more questions. Also, my wait time is too long. I think
it would be better if my circulation and wait time were a little faster. This would force slower students to
seek guidance sooner knowing time is limited. Calling on students randomly could cause them to pay
closer attention being that they could be called on at any given time.

STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0
Proficient
(80%-89%) 0 5
Partially
Proficient
0 0
(70%-79%)
Minimally
Proficient
19 12
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of the whole class post-test data, I can interpret that some of my students showed
made growth. Five students were in the proficient category. The remainder of the class were in the
minimally proficient category.
Based on the whole class post-test data my instruction was effective. Five students moved from the
minimally proficient category to the proficient category. The remainder of the class stayed in the
minimally proficient category, but everyone’s test scores improved. They showed evidence of working
the problems out even if they didn’t finish or made an error. I believe with more practice a lot of them
could have moved on to the partial proficient category.
Post-Assessment Analysis: Subgroup Selection
This student showed growth. The data shows minimally proficient. However, the test score shows
growth. Additional small group time could make a difference in increasing knowledge and proficiency.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test

Exceeds 0 0
Meets 0 0
Approaches 0 0
Falls Far Below 1 1
Post-Assessment Analysis: Subgroup
The data shows minimally proficient. However, the test score shows growth. I believe small group and
peer teaching assisted in learning. Additional small group time could make a difference in increasing
knowledge and proficiency.
The data shows minimally proficient. However, the test score shows growth. I believe small group and
peer teaching assisted in learning. In the future I will include additional small group time, more peer
teaching activities, and a variety of strategies. The students that mastered the strategy quickly weren’t
good at peer teaching. Major didn’t even what to do it. An activity could have got them to teach without
knowing they were. It could have eased the stress level for everyone involved and increased knowledge. I
would also provide more time in the lesson. I quick activity at the end of a different lesson could have
benefited them as they moved on to other skills. Perhaps, I could put it in a center for the weeks that
followed.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds 0 0
Meets 0 0
Approaches 0 0
Falls Far Below 18 6

Post-Assessment Analysis: Subgroup and Remainder of Class
Both my subgroup and the remainder of the class made the same progress on the assessment data chart.
The data shows no change and that both groups have minimal proficiency. However, the test scores
show growth. The subgroup of made 100% improvement. The remainder had a 67% growth while 33%
showed zero improvement. Taking in to consideration my students’ struggle with multiplication and
subtraction I would say that overall my instruction was effective. Over 50% of my students showed they
have some knowledge of the material. This an achievement knowing their struggles and it being my first
time teaching this skill.
I’m required to keep moving my students forward to the next skill. However, because I want them to
continue to make progress in division I will include mini lesson reviews at the end or start of a new
lesson. I’ll also instruct a center for review. In small group I’ll include a problem or two to go over.
Constant exposure should increase their overall knowledge. My objectives will include them learning and
using place value steps without prompting from the teacher to solve an equation with a one-digit divisor
and a dividend of three digits.
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. My short-term goal is to provide To reach this goal I’m going to collaborate
students with peer-teaching moments. with additional educators. I’m also going to
research group or partner activities and
strategies on the internet. I’ll search on
Pinterest for ideas.
Students will be grouped according to skills

and levels that will benefit each other. Highs
and lows will be together. Activities will
include group or partner involvement. Before
starting I’ll explain my expectations for
participation. I’ll circulate observing and

asking questions to ensure everyone is
contributing.
2. My short-term goal is to learn To reach this goal I’m going to read books,
classroom management strategies. collaborate with veteran teachers, and search
on YouTube. I’ll look deeper into apps and
websites I’ve heard of to see if it’s
something I would like to implement.
Students will contribute to making the rules.

Rules will be short and few, but meaningful.
They will be displayed and read often or
whenever necessary. The behavior
management system will be visual. Rewards
and consequences will be created with
students’ input considered. They must be
realistic and easy to implement. It will be
used daily and easy for students and parents
to understand. I’ll expect parent feedback or
acknowledgement.
3. My short-term goal is to create To reach this goal I’m going to read books
effective centers. and search the internet. I’m also going to
collaborate with other educators. I could
brainstorm different ideas and try the one I
think would work the best with my students
adjusting whenever necessary.
I’ll create differentiated centers. Center

activities will be extra practice of a
previously taught lesson. They will be
checked for accuracy and feedback will be
given.

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Student Teaching Evaluation of Performance (STEP)

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

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

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Unit Topic: Division

Unit Title: Place Value Division

National or State Academic Content Standards

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Falls Far Below 18

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Day 1 Day 2 Day 3 Day 4 Day 5

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Students will Students will be Students will be Students will be

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I will call some

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Students who Students who

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Video Recording Link: https://www.youtube.com/watch?v=rz1h-DEVuRU

Summary of Unit Implementation:

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Summary of Student Learning:

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Reflection of Video Recording:

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Post-Test Analysis: Whole Class

Post-Assessment Analysis: Subgroup Selection

Number of Students Number of Students

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Falls Far Below 1 1

Post-Assessment Analysis: Subgroup

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Falls Far Below 18 6

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STEP Standard 7 – Reflecting on Instruction to Improve Student

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

Students will be grouped according to skills

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Students will contribute to making the rules.

I’ll create differentiated centers. Center

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