Student Teaching Evaluation of Performance (STEP)

Template
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 .....6
STEP Standard 3 - Assessment and Data Literacy . Error! Bookmark not defined.
STEP Standard 4 - Unit and Lesson Planning .........................................................11
STEP Standard 5 - Implementation of Instructional Unit .......................................15
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........18
STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

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

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

Part II: Demographic, Environment, and Academic Factors

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Linear Functions
Unit Title: Building Linear Functions
National or State Academic Content Standards
F-IF.7a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
F-LE.1a. Prove that linear functions grow by equal differences over equal intervals, and that
exponential functions grow by equal factors over equal intervals.
F-LE.1b. Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another.
F-LE.2. Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs (include
reading these from a table).
F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context.
F-IF.6. Calculate and interpret the average rate of change of a function (presented symbolically
or as a table) over a specified interval. Estimate the rate of change from a graph.★
F-IF.4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.★
A-SSE.1a. Interpret parts of an expression, such as terms, factors, and coefficients.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line)
F-BF.1a. Determine an explicit expression, a recursive process, or steps for calculation from a
context.
A-CED.2. Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.

Learning Goal
Students will be able to identify the slope and y intercept of a line given different representations
such as situations, tables, graphs and points on the line.

Measurable Objectives
1) Given a list of 6 vocabulary words and their definitions, students will be able to match
the definitions to the words with 4/6 accuracy.
2) Given a word problem, students will be able to calculate the unit rate of change and apply
it to a linear equation. Students will be effective if they can identify the numbers to use
for the rate of change and identify them as the slope of the line.
 3) Students will be able to identify the slope and y intercept of a line given the linear
equation in y=mx+b. They will be effective if they can identify 8/10
4) Students will be able to interpret the data from a table in order to identify the starting
value, growth and linear equation. Students will have mastered this when they can
correctly identify the starting value as b and the growth as m in an equation of y=mx +b
5) Students will be able to correctly identify 100% of lines as a negative, positive, zero or
undefined slope given a graph of the line.
6) Students will be able to correctly identify undefined or zero slope lines when given the
equation. Students should be able to correctly identify them 80% of the time.
7) Students will be able to calculate the slope and intercept of a line given points on a line.
Students should be able to do this with 80% accuracy.

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.
Chapter 2 Pre-Assessment
1. Write the letter for the correct definition next to the word it defines

___Starting value a. The difference between two values of y

___ ∆x b. Number of tiles in Figure 0

___ ∆y c. Number that does not multiply x in an equation

___ growth d. The difference between two values of x

___ coefficient e. Number that multiplies x in an equation

___ constant f. The number of tiles that are being added to a pattern

Exceeds: 6/6; Meets: 4/6 Approaches 2/6 Falls Far Below 0

2) Circle the slope and box the y intercept in the following equation

y=2x + 3
Exceeds and Meets: Properly identifies both values; Approaches: identifies 1 value; Falls Far
Below: Identifies no elements

3) Mark puts $100 every 2 weeks into his bank account. What is the rate of change in his
bank account?
Exceeds: identifies values and uses correct math operation and labels units; Meets: Combination
of two from exceeds;Approaches; One correct element from exceeds; falls far below:nothing
written down

4) David rode his bike at 5 miles per hour. If there are 5280 feet in a mile and 12 inches
in one foot, how many inches per hour did he ride?
Exceeds: identifies values and uses correct math operation and labels units; Meets: Combination
of two from exceeds;Approaches; One correct element from exceeds; falls far below:nothing
written down

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%) 0

Proficient
(80%-89%) 1

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 22

Pre-Assessment Analysis: Whole Class

Based on the data above and past data collected I will be making sure to also focus on prior knowledge
that is needed for the unit as well. I will also focus heavily on vocabulary for the unit to aid them in future
mathematics classes.
Based on this data I know that I need to cover all the standards in the unit with great detail. When
planning I will look at the curriculum to make sure that we review any prior knowledge needed for the
topic for that day. I will also make sure to plan assessments throughout the day in order to ensure that the
students are taking in the information they are supposed to from their classwork. I will group the students
so that there is a high-level person in each group. Based on the above breakdown there does not seem to
be high level students, however there were enough students at more than 50% to spread out throughout
the students who were closer to 25% or less.
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.
Chapter 2 Pre-Assessment
2. Write the letter for the correct definition next to the word it defines

___Starting value b. The difference between two values of y

___ ∆x c. Number of tiles in Figure 0

___ ∆y d. Number that does not multiply x in an equation

___ growth e. The difference between two values of x

___ coefficient f. Number that multiplies x in an equation

___ constant g. The number of tiles that are being added to a pattern

Exceeds: 6/6; Meets: 4/6 Approaches 2/6 Falls Far Below 0

2) Circle the slope and box the y intercept in the following equation

y=2x + 3

Exceeds and Meets: Properly identifies both values; Approaches: identifies 1 value; Falls Far
Below: Identifies no elements

3) Mark puts $100 every 2 weeks into his bank account. What is the rate of change in his
bank account?

Exceeds: identifies values and uses correct math operation and labels units; Meets: Combination
of two from exceeds;Approaches; One correct element from exceeds; falls far below:nothing
written down

4) David rode his bike at 5 miles per hour. If there are 5280 feet in a mile and 12 inches
in one foot, how many inches per hour did he ride?
Exceeds: identifies values and uses correct math operation and labels units; Meets: Combination
of two from exceeds;Approaches; One correct element from exceeds; falls far below:nothing
written down
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 Growth in change in y Slope y=mx + b Rate of
or Activity Linear change in x Change
Functions
Standards and F-IF.7a, F- F-IF.6, F- F-IF.4, F- A-SSE.1a, N-Q.1, N-
Objectives LE.1a, F- IF.7a, F- IF.6, F- A-SSE.1b, Q.2, A-
What do students LE.2, F- LE.1a, F- IF.7a, F- A-REI.10, CED.2, F-
need to know and LE.5 LE.2, F- LE.1a, F- F-IF.4, IF.4, F-IF.6,
be able to do for Students will LE.5 LE.2, F- F-IF.6, F- F-IF.7a, F-
each day of the be able to Students LE.5 IF.7a, F- IF.9, F-
unit? write a will be able Students will BF.1a, F- BF.1a, F-
linear to define be able to LE.1a, F- LE.1b, F-
equation slope. identify the LE.2, F- LE.2, F-
relating the Students slope of a LE.5 LE.5
figure will be able line as Students will Students will
number of a to identify negative, be able to be able to
geometric the slope positive or write an interpret
pattern and of a line zero when equation of a situations to
its number given the displayed on line given create an
of tiles. graph of a a graph. various equation of a
Students will line and information line.
be able to slope about the Students will
identify the triangles. slope and y be able to
growth of a intercept. determine
pattern, rate of
starting change when
value in a given an
linear equation of a
equation and line.
a table
Academic Starting Models change in y coefficient unit rate
Language and value Slope change in x constant
Vocabulary Growth triangles variables
What academic Slope parameters
language will you
emphasize and
teach each day
during this unit?
Summary of Students will Students will Students will Students will Students will
Instruction and do a warm do a warm do a warm do a warm do a warm
up, write up, write up, write up, write up, write
Activities for the down their down their down their down their down their
Lesson learning goal learning goal learning goal learning goal learning goal
How will the for the for the for the for the for the
instruction and lesson and lesson and lesson and lesson and lesson and
activities flow? complete complete complete complete complete
Consider how the their core their core their core their core their core
students will problems. problems. problems. problems. problems.
efficiently Before Before Before Before Before
transition from students students students students students
one to the next. leave the leave the leave the leave the leave the
classroom, classroom, classroom, classroom, classroom,
students will students will students will students will students will
complete an complete an complete an complete an complete a
exit ticket. exit ticket. exit ticket. exit ticket. quiz.
Differentiation prefilled prefilled prefilled prefilled prefilled
What are the vocabulary vocabulary vocabulary vocabulary vocabulary
adaptations or sheet with sheet with sheet with sheet with sheet with
modifications to room for room for room for room for room for
the visual visual visual visual visual
instruction/activit representatio representatio representatio representatio representatio
ies as determined n. n. n. n. n.
by the student More time More time More time More time More time
factors or on on on on on
individual assignment assignment assignment assignment assignment
learning needs?
Required Learning Learning Learning Learning Learning
Materials, Goal slides Goal slides Goal slides Goal slides Goal slides
Handouts, Text, Warm up Warm up Warm up Warm up Warm up
Slides, and Books Books Books Books Books
Technology Blank paper Blank paper Blank paper Blank paper Blank paper
for elmo for elmo for elmo for elmo for elmo
Exit ticket Exit ticket Exit ticket Exit ticket Computer
Instructional Timing core Timing core Timing core Timing core Timing core
and Engagement problems problems problems problems problems
Strategies Checkpoints Checkpoints Checkpoints Checkpoints Checkpoints
What strategies with whole with whole with whole with whole with whole
are you going to class class class class class
use with your instruction instruction instructions instructions instructions
students to keep Think Pair Group work Group work Group work Group work
them engaged Share for
throughout the warm up
unit of study? Group work
Formative Exit Ticket. Exit Ticket Exit ticket Exit Ticket Quiz:
Assessments They must They will Students will Students will Students will
How are you identify the identify the create a create an complete
going to measure starting change I y, chart in equation of a problems
the learning of value and change in x which they line given from the
your students growth in a and slope state which the y prior lessons
throughout the tile pattern from a slope way each intercept in the unit
lesson? and equation triangle type of line coordinates and one
slants from and another problem
left to right coordinate from last
unit that
needs to be
retested

Day 6 Day 7 Day 8 Day 9 Day 10

Title of Lesson Rate of Dimensional Slope Point Slope Given Review
or Activity Change Analysis form 2 points
Poster
Standards and N-Q.2, A- N-Q.1, N- N-Q.2, A- A-REI.10, All of the
Objectives CED.2, F- Q.2, F-IF.6, CED.2, F- F-IF.7a, F- standards
What do students IF.4, F- F-BF.1a, F- IF.4, F- BF.1a, F- from lesson.
need to know and IF.7a, F- LE.1b IF.6, F- LE.2, F.LE.5 Students will
be able to do for BF.1a, F- Students will IF.7a, F- Students will complete a
each day of the LE.1b, F- be able to BF.1a, F- be able to worksheet in
unit? LE.2, F- convert units LE.2, F- apply prior which they
LE.5 using LE.5 knowledge show ability
Students will dimensional Students will to write the to complete
be able to analysis. be able to equation of a the
interpret determine line given objectives
various the y two points from the
information intercept on a table or lessons in
in order to algebraically a graph. the unit.
develop given a
equations of slope and
a line point.
Academic rate of units x intercept slope Click here to
Language and change Big one y intercept change in x enter text.
Vocabulary slope change in y

Summary of Students will Students will Students will Students will Students will
Instruction and be given do a warm do a warm do a warm complete a
Activities for the information up, write up, write up, write group quiz
Lesson on a race down their down their down their that is
How will the and will learning goal learning goal learning goal similar to
instruction and create a for the for the for the the test they
activities flow? poster with lesson and lesson and lesson and will take for
Consider how the the graph of complete complete complete this unit
students will the race and their core their core their core
efficiently various problems. problems. problems.
information Before Before Before
transition from that can be students students students
one to the next. interpreted leave the leave the leave the
from the classroom, classroom, classroom,
graph and students will students will students will
equations. complete an complete an complete an
exit ticket. exit ticket. exit ticket.
Differentiation prefilled prefilled prefilled prefilled prefilled
What are the vocabulary vocabulary vocabulary vocabulary vocabulary
adaptations or sheet with sheet with sheet with sheet with sheet with
modifications to room for room for room for room for room for
the visual visual visual visual visual
instruction/activit representatio representatio representatio representatio representatio
ies as determined n. n. n. n. n.
by the student More time More time More time More time More time
factors or on on on on on
individual assignment assignment assignment assignment assignment
learning needs?
Required Graph paper Learning Learning Learning Worksheet
Materials, Poster paper Goal slides Goal slides Goal slides with
Handouts, Text, colored Warm up Warm up Warm up learning goal
Slides, and pencils Books Books Books organization
Technology markers Blank paper Blank paper Blank paper
Information for elmo for elmo for elmo
for race Exit ticket Exit ticket Exit ticket
Chart to
organize
information
Instructional Artistic Timing core Timing core Timing core Red light
and Engagement involvement problems problems problems green light
Strategies Required Checkpoints Checkpoints Checkpoints Answers
What strategies teacher with whole with whole with whole posted at the
are you going to checks class class class front of the
class
use with your through instructions instruction instructions
students to keep process Group work Group work Group work
them engaged
throughout the
unit of study?
Formative The ability Exit ticket Exit Ticket Exit ticket Completion
Assessments to get the Students will Students will Given two of the
How are you information convert units write the points worksheet
going to measure needed for equation students will Ability to
the learning of the poster given the write linear complete
your students slope and a equation diagrams for
throughout the point vocabulary.
lesson?
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: One Drive

Summary of Unit Implementation:

Throughout my unit I have had to switch up my delievery method that I was using. I had originally
planned to let the students do the CPM work as it was intended but I realized that the students
exploring the ideas themselves was not going to work for my class. So, then I tried to do the first
problem with them and then let them explore. That was still leading to the work taking too long and the
information not being grasped. I have finally settled into a routine of making notes introducing the ideas
in the sections, going over some problems and picking and choosing the ones I want them to work on. It
takes away from the true delivery method of the CPM model, but it is a strong belief that the model is
not what is best for the students we teach.
I have used small groups, a creative activity, and red light green light. The small groups do not work as
cooperatively as I would like. The students more often just work on the work alone. The creative activity
did not go as planned. I gave the students time to work on it in class and the students wasted time. The
student whom I thought would enjoy being creative was absent and did not get to partake. Red light green
light helps me to tell which students need help now and which can wait. It helps because if students
cannot move on, I know.

Summary of Student Learning:

I believe that these students are picking up the basic ideas and making basic connections in this unit I am
teaching. I can see improvement from the initial pre-assessment but there is not a deep understanding
of the concept. The students have been struggling to make connections that we have repeated many
times in the class, in different ways. However, most can identify the parts of the equations needed and
that is an improvement from the pre-assessment.
I have reflected and changed my plans many times throughout my student teaching. For example, on the
day of a lesson, if I see one class struggling with a problem, for the next class I will deliver the
information in a different way or change up the problem set to give a better combination of learning. One
moment that one student’s response to the lesson caused me to change my plan was

Reflection of Video Recording:

I believe that I let my students talk too much while we are going over the problem. I need to be less
lenient about the students talking while I am talking. One challenge I face with this is that while I am
waiting the students that want to learn stare at me with faces that say “please teach me.” I find it hard
to stop the lesson for the students that do not want to stop talking amongst themselves. However, I feel
that I do a great job at asking prompting questions. In this warm up we were going over a question that
was on the test they had just taken. Most had gotten the question partially correct but did not make one
connection. Therefore, I knew I could boost their confidence by asking questions they knew the answer
too.

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 3

Proficient
(80%-89%) 1 3

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
22 14
(69% and below)

Post-Test Analysis: Whole Class

Upon looking at the work done throughout the class, most of the test scores in the first two
categories are from the students that did the hoemwork and consistently followed along in class.
There was an obvious improvement of some students in the standards for this chapter but it
seemed that those who understood, understood well and there is not much in between.

Based on this data I should have spent more time trying to get the students engaged that were not, as those
are the students who are minimally proficient. I was also having problems with the way the lessons are laid
out in the lessons the school has for the mathematics department and it took me a while to figure out how
to properly implement the lessons for this class. The hands-off, group work, explorative lessons are not
ideal for this class.
Post-Assessment Analysis: Subgroup Selection

I have chose to focus on the females in my classroom. Females are often a focus in mathematics
since there are gender biases that make them believe they are naturally not as good at
mathematics.

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
(90%-100%) # #

Proficient
(80%-89%) # #

Partially
Proficient
# #
(70%-79%)

Minimally
Proficient
# #
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) # #

Proficient
(80%-89%) # #

Partially
Proficient
# #
(70%-79%)

Minimally
Proficient
# #
(69% and below)
 Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.

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.

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. I will motivate more students to
turn in their hoemwork regularly.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will research some ideas on their internet, I
will speak to my mentor teacher and other
experienced teachers in mathematics.

2. I will have better classroom
management skills specifically
focusing on students with low
socioeconomic status and minority
groups.
I will read books on the subject, I will
observe experienced teachers during my prep
period(even teachers from other subjects), I
will listen to podcasts on the subject, I will
research articles on the subject.

3. I will find ways to connect with I will read books on the subject, I will pay
students better, especially those attention to interactions in the hallway, I will
from different backgrounds then research articles.
me.