©2022. Grand Canyon University. All Rights Reserved. GR

©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE
(STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the
process for preparing and implementing a unit of instruction.
By understanding the community and school environment and
the makeup of the classroom, 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.
You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of
your student teaching classroom. Utilize the district or school
website, your cooperating
teacher/mentor, or school administrator for this information.
You may also use your state Department of Education website
for statistical data on community
and school demographics.

Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
C. School Demographics
APA format is not required, but solid academic writing is
expected. This assignment uses a rubric. Review the rubric prior
to beginning the assignment to
become familiar with the expectations for successful
completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is located in
Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as
directed in the course syllabus.
a. 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.
address.
within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space
for grading.
(STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:

Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL,
& CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooperating School
City:
Population of City: School Classification: If “Other”
Classification
Selected, Specify:
Facility Setting: Stability of Community: Perception of the
Level
of Community Support:
effect these characteristics could have
on planning, delivery, and assessment of your unit.
Angela Richards 20690254

[email protected] 5407170034 VA- Virginia
M.Ed. in Special Education
VA- Virginia Bealeton
4870 Public
Rural State of Decline Low
B. DISTRICT DEMOGRAPHICS
District Name: District Grades Served:
Number of Schools in
District:
Number of Students
Enrolled in District:
Percentage of Students in
the District Receiving Free
or Reduced-Price Lunch:
data relating to the population and particular groups within it,
for your cooperating school
district.

Pre K-12
20 11,140 47.1%
C. SCHOOL DEMOGRAPHICS
Cooperating School
Name:
Cooperating School
Grades Served:

Title One (I):
Number of Students
Enrolled in School:
the School Receiving Free
Academic Achievement
Ranking/Label of the
School:
on the planning, delivery, and assessment of your unit.
AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is
accurate, true, and in compliance with GCU policy guidelines,
to the best of my ability to do so.
NOTE: The data entered into this document may be audited for
accuracy. Students who engage in fabricating, falsifying,
forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to
sanctions for violating GCU academic integrity policies, which
may include expulsion from GCU.

Teacher Candidate
E-Signature:
Date:
Angela Richards (Feb 21, 2022 17:47 EST)
Angela Richards
6-9 Yes
652 46%
Feb 21, 2022
https://adobefreeuserschannel.na1.documents.adobe.com/verifie
r?tx=CBJCHBCAABAA1Psf3GCaCyCHEn501NEqgvkPkpDIjb9
v
District Name: Fauquier County Public School DistrictSchool
Name: Cedar Lee Middle SchoolSchool Academic Achievement:
Bottom 50 of all schools in VirginiaSchool Analysis: Cedar Lee
Middle School has had no growth in population and the teacher
count has remained the same for the past five years. Minority
enrollment is at 43% which consist of Hispanics. The diversity
score of the school is .60%. This affects the classroom in many
areas. Schools should try to be diverse so that students will see
the diversity among staff and administration Some students may
look up to individuals who "look like them". They become roll
models for the students. Many students speak Spanish but there
are only 3 or 4 teachers that speak Spanish. Students come from
different backgrounds, they have different cultures and beliefs
and growing diversity helps everyone in growing to accept and

understand others who are different from we may be. By
introducing diversity at a young age, students are more likely to
be great successors after school because they have learned how
to accept others and respect peoples differences. Class
instruction can be affected if you have ELL students who may
not comprehend everything that is being taught because of the
language barrier. The student's parents are not always able to
help because they may only speak Spanish. This will cause the
pace of teaching to be slow and other students will become
bored if the teacher is teaching to slow. Students may be
disruptive or may have unacceptable behaviors because they are
bored in the classroom.
Reference:
Cedar Lee Middle School: Public School Review (2020).
District Statistical Data: The demographic data for Cedar Lee
Middle School is as follows: There are 632 students enrolled at
Cedar Lee Middle School. The racial breakdown is 52.2% white,
30.7% Hispanic, and 9.0% Black and 8.1% other. The
student/teacher ratio is 11:1. The school population is composed
of 45% females and 55% males. Cedar Lee Middle School has
47% of students who are economically disadvantaged. 74% of
Cedar Lee's students scored at or above proficiency in math and
71% scored at or above proficiency in reading.
Reference:
U.S. News and Education. (2022, 01). U.S. News World Report
L.P.District Analysis: Demographics can affect the delivery,
planning and assessment of your unit lesson in different ways.
As teachers, we have to be able to predict how many students
will be enrolled in our schools based on the trend of the
population. Classrooms will be smaller if the population

declines and if the population of the community continues to
grow, the schools will become overcrowded and the classrooms
will have more students. When the student/teacher ration
increases, one on one time with students become distinct and
small group lessons become less. Classroom planning may be
affected because if classes are larger and if all students are not
understanding the lesson, it will take longer to teacher the
subject matter and the teacher will be moving at a slower pace.
This will affect your weekly planning and you will not complete
everything you had planned for that particular day or even
week. Everyone doesn't learn at the same pace and this has to be
kept into consideration. In rural areas such as Bealeton,
Virginia many parents commute into the city to find work.
Parents may travel an hour or more to work. This means that
they leave their homes early and children are left at home to get
ready for school on their own. The student may decide to stay
home because their parents are not there to make them go to
school. This will affect the student's assessments because they
have missed vital information on the day that they missed
school. Attendance has to be regular in order for students to
keep up with what is happening in the classroom.
Reference:
Hodgkindon, H.J. (2000). Educational Demographics: What
Teachers Should Know. Retrieve February 21, 2022
Geographic Location Analysis: Demographic data helps teachers
in understanding all parts of the educational system. The
perception data helps teachers comprehend what our students,
their parents, teachers, and other stakeholders think about our
learning environment. Demographic data also establishes the
framework and rational for the development of teacher
planning. It helps determine the need for education and the
nature and type of education. Barriers that may affect planning
in the classroom may include inadequate funding, poor
management of the school and/or the classroom. There may be

lack of student accountability in the classroom. Attendance
plays a huge factor in a students education along with peer
pressure. Students may be distracted in class and this can affect
the assessment process. The unit lessen must involve the student
and should be lined with the student's interest. If the lesson is
boring and all the students are doing is listening and not
interacting with the teacher may affect the focus of the student.
Keep the student engaged and motivated. These are some of the
factors that can affect the planning, delivery and assessments of
a unit lesson in the classroom.
Reference:
World Population Review (2022) Retrieved February 21, 2022
2022-02-22T04:52:10-0800Agreement certified by Adobe Sign
(STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the
process for preparing and implementing a unit of instruction.
By understanding the community and school environment and
the makeup of the classroom, 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.
You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of
your student teaching classroom. Utilize the district or school
website, your cooperating
teacher/mentor, or school administrator for this information.
You may also use your state Department of Education website
for statistical data on community
and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
C. School Demographics
APA format is not required, but solid academic writing is
expected. This assignment uses a rubric. Review the rubric prior
to beginning the assignment to
become familiar with the expectations for successful
completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is located in
Class Resources if you need
assistance.

Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as
directed in the course syllabus.
a. 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.
address.
within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space
for grading.

(STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:
Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL,
& CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooperating School
City:

Population of City: School Classification: If “Other”
Classification
Selected, Specify:
Facility Setting: Stability of Community: Perception of the
Level
of Community Support:
Angela Richards 20690254
[email protected] 5407170034 VA- Virginia
M.Ed. in Special Education
VA- Virginia Bealeton
4870 Public
Rural State of Decline Low
B. DISTRICT DEMOGRAPHICS
District Name: District Grades Served:
Number of Schools in

District:
Number of Students
Enrolled in District:
the District Receiving Free
data relating to the population and particular groups within it,
for your cooperating school
district.

Pre K-12
20 11,140 47.1%
C. SCHOOL DEMOGRAPHICS
Cooperating School
Name:
Cooperating School
Grades Served:
Title One (I):
Number of Students
Enrolled in School:
the School Receiving Free
Academic Achievement
Ranking/Label of the
School:
on the planning, delivery, and assessment of your unit.
sed for this information.

AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is
accurate, true, and in compliance with GCU policy guidelines,
to the best of my ability to do so.
NOTE: The data entered into this document may be audited for
accuracy. Students who engage in fabricating, falsifying,
forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to
sanctions for violating GCU academic integrity policies, which
may include expulsion from GCU.
Teacher Candidate
E-Signature:
Date:
Angela Richards (Feb 21, 2022 17:47 EST)
Angela Richards
6-9 Yes
652 46%
Feb 21, 2022
https://adobefreeuserschannel.na1.documents.adobe.com/verifie

r?tx=CBJCHBCAABAA1Psf3GCaCyCHEn501NEqgvkPkpDIjb9
v
District Name: Fauquier County Public School DistrictSchool
Name: Cedar Lee Middle SchoolSchool Academic Achievement:
Bottom 50 of all schools in VirginiaSchool Analysis: Cedar Lee
Middle School has had no growth in population and the teacher
count has remained the same for the past five years. Minority
enrollment is at 43% which consist of Hispanics. The diversity
score of the school is .60%. This affects the classroom in many
areas. Schools should try to be diverse so that students will see
the diversity among staff and administration Some students may
look up to individuals who "look like them". They become roll
models for the students. Many students speak Spanish but there
are only 3 or 4 teachers that speak Spanish. Students come from
different backgrounds, they have different cultures and beliefs
and growing diversity helps everyone in growing to accept and
understand others who are different from we may be. By
introducing diversity at a young age, students are more likely to
be great successors after school because they have learned how
to accept others and respect peoples differences. Class
instruction can be affected if you have ELL students who may
not comprehend everything that is being taught because of the
language barrier. The student's parents are not always able to
help because they may only speak Spanish. This will cause the
pace of teaching to be slow and other students will become
bored if the teacher is teaching to slow. Students may be
disruptive or may have unacceptable behaviors because they are
bored in the classroom.
Reference:
Cedar Lee Middle School: Public School Review (2020).
District Statistical Data: The demographic data for Cedar Lee
Middle School is as follows: There are 632 students enrolled at
Cedar Lee Middle School. The racial breakdown is 52.2% white,
30.7% Hispanic, and 9.0% Black and 8.1% other. The

student/teacher ratio is 11:1. The school population is composed
of 45% females and 55% males. Cedar Lee Middle School has
47% of students who are economically disadvantaged. 74% of
Cedar Lee's students scored at or above proficiency in math and
71% scored at or above proficiency in reading.
Reference:
U.S. News and Education. (2022, 01). U.S. News World Report
L.P.District Analysis: Demographics can affect the delivery,
planning and assessment of your unit lesson in different ways.
As teachers, we have to be able to predict how many students
will be enrolled in our schools based on the trend of the
population. Classrooms will be smaller if the population
declines and if the population of the community continues to
grow, the schools will become overcrowded and the classrooms
will have more students. When the student/teacher ration
increases, one on one time with students become distinct and
small group lessons become less. Classroom planning may be
affected because if classes are larger and if all students are not
understanding the lesson, it will take longer to teacher the
subject matter and the teacher will be moving at a slower pace.
This will affect your weekly planning and you will not complete
everything you had planned for that particular day or even
week. Everyone doesn't learn at the same pace and this has to be
kept into consideration. In rural areas such as Bealeton,
Virginia many parents commute into the city to find work.
Parents may travel an hour or more to work. This means that
they leave their homes early and children are left at home to get
ready for school on their own. The student may decide to stay
home because their parents are not there to make them go to
school. This will affect the student's assessments because they
have missed vital information on the day that they missed
school. Attendance has to be regular in order for students to

keep up with what is happening in the classroom.
Reference:
Hodgkindon, H.J. (2000). Educational Demographics: What
Teachers Should Know. Retrieve February 21, 2022
Geographic Location Analysis: Demographic data helps teachers
in understanding all parts of the educational system. The
perception data helps teachers comprehend what our students,
their parents, teachers, and other stakeholders think about our
learning environment. Demographic data also establishes the
framework and rational for the development of teacher
planning. It helps determine the need for education and the
nature and type of education. Barriers that may affect planning
in the classroom may include inadequate funding, poor
management of the school and/or the classroom. There may be
lack of student accountability in the classroom. Attendance
plays a huge factor in a students education along with peer
pressure. Students may be distracted in class and this can affect
the assessment process. The unit lessen must involve the student
and should be lined with the student's interest. If the lesson is
boring and all the students are doing is listening and not
interacting with the teacher may affect the focus of the student.
Keep the student engaged and motivated. These are some of the
factors that can affect the planning, delivery and assessments of
a unit lesson in the classroom.
Reference:
World Population Review (2022) Retrieved February 21, 2022
2022-02-22T04:52:10-0800Agreement certified by Adobe Sign
Beneficence and Nonmaleficence
Beauchamp & Childress (2009) cite, “beneficence is a group of

norms pertaining to relieving, lessening, or preventing harm and
providing benefits and balancing benefits against risk and cost”
(p.13). Health care organizations often employ risk benefit
analysis data as a means to weigh the risk of harm associated
with creating a new service sector. An example would be a
long-term care organization offering their patients in-house
physical therapy and the benefits of such to both their patients
and the health care organization, with the possible harm
associated with a new service and an increase in malpractice
law suits. It is important to note that decision makers employ a
vast array of analysis centered on both qualitative and
quantitative data before final decisions are made.
Nonmaleficence is a necessary component regarding physical
therapy departments and centers on the caregiver not inflicting
harm (Beauchamp & Childress 2009). A primary example would
be residents receiving physical therapy (PT) after knee or hip
replacement surgery. The physical therapist must be conscious
of the possibility of inflicting harm through over rotation and
weight bearing issues. The question often remains for many
facilities, are the risks and costs of inflicting possible harm
outweighed by the benefits of possible positive health care
outcomes for their residents and the surrounding community.
Long-term care organizations often juggle beneficence and
nonmaleficence issues as they try to provide improved access
and quality health care to their residents.
In-House vs. External Physical Therapy
Over the next twenty years the baby boomers will expect a
greater degree of services and in-house physical therapy
departments will be no exception.
Applying principles of beneficence, the physical therapy
departments are responsible for a vast array of duties regarding
the emotional and physical stability of the residents. These
duties include strategic care plans coordinated with RN’s in
order to reduce the possibility of inflicting harm
(nonmaleficence) and seeing to resident family needs such as
long-term care education, and realistic expectations of care.

Physical therapy department’s primary objective is to present to
the resident and their family easy access to quality short and
long-term care physical restoration processes. Yet a consistent
component of care pertaining to nursing homes often centers on
the emotional rehabilitation process that is often needed after
joint replacement surgeries, falls resulting in fractured hips,
legs, and arms. With proper PT (physical therapy), nutrition,
and emotional guidance, the residents are often able to return
home within 30 to 90 days. If long-term care organizations did
not offer in-house physical therapy, many residents such as
individuals on Medicaid would not have the monetary means to
obtain therapy outside of the nursing facility. Therefore, the
administrator and board of directors must weigh the issues of
beneficence and nonmalefience in terms of offering such
services or negating such service in light of possible litigation
issues upon injuries succumb via the in-house PT department.
Regarding this particular case, facilities often employ
cost/benefit analysis in order to determine the appropriate
course of action. Questions remain, centering on beneficence
and nonmalefience, do the costs of possible litigations,
accidentally inflicted harm outweigh the benefits for both the
facility (increasing census based on offering in-house PT) and
the residents who cannot afford to leave the facility and seek
private physical therapy. There must be a way to assign risk
levels to a particular vulnerability that takes multiple factors
into consideration. Gapenski (2006) cites, “the most interesting
part of risk assessment is that each and every circumstance you
encounter will require its own customized criteria to properly
determine a rating” (p.12). The answers seem to fall within
shades of gray, applications of both beneficence and
nonmalefience will undoubtedly influence decision makers as
they struggle with cost-benefit analysis, yet implement moral
applications to balance the avoidance of harm, yet also take
specific actions (physical therapy) that will benefit the
residents/patients..
References

Beauchamp, T., Childress, J. (2009). Principals of Biomedical
Ethics. New York, NY. Oxford University Press.
Gapenski, L.C. (2006). Understanding health care finance
management. Washington, DC. Health Administration Press.
Dr. Robert C. Smiles, Ph.D. Assistant Professor, University of
Arizona Global Campus

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