Student Teaching Evaluation of Performance (STEP) TemplateTable 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 7 STEP Standard 5 - Implementation of Instructional Unit 10 STEP Standard 6 - Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13 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: Click here to enter text. Unit Title: Click here to enter text. National or State Academic Content Standards Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed. Learning Goal Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit? Measurable Objectives List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives. 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. Copy and paste, or insert a picture of the pre-assessment. 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. Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De .

1. Student Teaching Evaluation of Performance (STEP)
TemplateTable 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 7
STEP Standard 5 - Implementation of Instructional Unit 10
STEP Standard 6 - Analysis of Student Learning 11
STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress 13
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

2. 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: Click here to enter text.
Unit Title: Click here to enter text.
National or State Academic Content Standards

3. Include both the standard code and the title. Be sure to only
include standards you will provide instruction for and that will
be assessed.
Learning Goal
Provide the overall learning goal for this unit. What do you
want students to know and be able to do at the end of the unit?
Measurable Objectives
List the measurable objectives for this unit. Make sure the
objectives are measureable and only include the objectives you
plan to assess and you have evidence the students have met or
not met the objectives.
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.
Copy and paste, or insert a picture of the pre-assessment.

4. 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.
Pre-Test: Administer, collect, and score the pre-test. Enter data
in the Table for Whole Class Pre-Test Results by LG.Complete.
Replace information with your information. Delete or add
columns as needed by highlighting the area, right click, enter
"De Delete” or Insert.”" "
Number of Students
Highly Proficient (90%-100%)
#
Proficient
(80%-89%)
#
Partially Proficient
(70%-79%)
#
Minimally Proficient
(69% and below)
#
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to
your selection of national or state academic content standards,
the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect
this data could have on the planning, delivery, and assessment
of your unit.
Post-Assessment –Copy and paste the post-assessment you plan
to use to assess the students’ knowledge of the topic after

5. 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.
Copy and paste, or insert a picture of the post-assessment.
© 2019. Grand Canyon University. All Rights Reserved.
Page 12 of 13STEP Standard 4 - Unit and
Lesson Planning
Note: When implementing the unit of study, you will be
choosing one of these activities to video record, review, and
reflect on your teaching later in the STEP process,
Day 1
Day 2
Day 3
Day 4
Day 5
Title of Lesson or Activity
The Twelve Gods of Mount Olympus
Prometheus and Pandora
Demeter and Persephone
Arachne the Weaver
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Standards and Objectives
Students will continue to build on their knowledge of Ancient
Greek Civilizations.
I will remind my students that Ancient Greeks believed in many
Gods and Goddess where they all live in Mount Olympus
Students will identify the myth tries to explain.

6. Students will compare and contrast two Greek Myths. Students
will explain the purpose of a myth and what they are tryi ng to
explain.
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Academic Language and Vocabulary
Students will ask and answer questions with the 5 W such
questions as who, what, where, when, why, and how to
demonstrate understanding....
Students will demonstrate understanding of the tier 2 word
amusing
Students will demonstrate an understanding of the tier 2
vocabulary words retrieve. Students will also learn that there
are multiple meanings of the word pine
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Summary of Instruction and Activities for the Lesson
When the students enter the room I will introduce them to our
read aloud. I will have a map and a globe where I can have the
students locate Greece. I will remind them that this is the place
where many myths originated.
We will go over what we have already learn about fiction and
myths
I will read the read allow and show the images that goes to the
story. This should only take 10 minutes after the story is
completed, we will go over comprehension questions takes
about 10 minutes. I will also explain what a spectators
Students will come sit on the reading rug.
I will have a student locate the country of Greece. I will
remind my students that they will hear about myths over the
next several days
I would remind them about what makes a god or goddess.
I have a poster in the classroom of the 12 Greek Gods I will

7. remind the students what are their names and what are they the
God of.
I will read the read aloud, and ask questions during and after
the reading.
I will bring a pomegranate seeds and plants tha t grow in the
spring and summer.
I will create a season chart showing the seasons where we live.
I will ask my students when Persephone would live with
Demeter..
I will introduce the read along. I will remind the students that
the day before we read Prometheus and Pandora. I will prompt
my students to recall what they remember about that story.
I will read the story.
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Differentiation
What are the adaptations or modifications to the
instruction/activities as determined by the student factors or
individual learning needs?
I will have my ESL students dictate facts using vocabulary that
they know as I record their answers.
For those students who are transitioning I will have them dictate
phrases using familiar vocabulary words with their shoulder
partner. For my higher students I will have them write facts
using their new vocabulary independently.
I will help my ESL students’ sequences images in the story as
well as help them identify key vocabulary words that are related
to the images.
For those students who are expanding tthese students will be
able to sequence images from the story with support for content
and transitioning. For those students that are bridging These
students will be able to sequence the images and retell the story
using words such as first, next and last.
Thumbs up/Thumps Down.
I will ask my students if what I say is a characteristic of a

8. Greek myth put your thumbs up if not a characteristic of a
Greek myth put your thumb down
I will ask them if nonfictional stories about real things that
really happened. Their thumbs should be down.
Do myth try to explain things that happen in nature thumbs
should be up
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Required Materials, Handouts, Text, Slides, and Technology
Flip book for Greek Myths, Image cards for Greek Myths,
Knowledge workbooks,
Map of Greece Globe
A wooden box Flip book for Greek Myths, Image Cards Journal
and Knowledge workbook
Pomegranate seed,
Flip book for Greek Myths, Image Cards Journal and
Knowledge workbook
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Instructional and Engagement Strategies
?
I will keep my student engaged in my read aloud by giving my
students a secret way to answer questions. This is great for my
students who are afraid to answer questions.
I will use think pair share which is a good way to have the kids
develop their own thoughts before discussing it with partners. I
teach second grade, and although, I will also have partners read
a section, think about a question or prompt on their own and
then discuss with their partner. I’ll also have them write a
response in a journal or sticky note before sharing with the
partner. I then have students share their responses with the class
for a deeper discussion.”
I will encourage both reading and writing with Interactive
Reading Journals. Students use prose, lists, diagrams, etc. to
express their ideas, questions and feelings about what they read

9. On one side, during their first reading, they write questions, one
per page. (You can give them sentence stems or verbs to make
their questions higher-order.) On a second reading (often a
partner read,) they pass their journals around and answer each
others’ questions. I participate with my own journal as well. My
students are ELLs, and I usually sit by a few of the lower ones
and transcribe their questions, so others can read them.
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Formative Assessments
How are you going to measurethe learning of your students
throughout the lesson?
Students will record key information about Zeus
Students will record information about a characters point of
view from the Greek myth. “Prometheus and Pandora
Students will write 2 to 3 sentences about aa character from the
Greek Myth Promeheus and Pandora
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Summative, Post- Assessment
What post-assessment will measure the learning progress? Note:
This can be thesame 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: If you are turning your video in through
OneDrive, just note it here.

10. Summary of Unit Implementation:
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Summary of Student Learning:
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Reflection of Video Recording:
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STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class -Once you have assessed your
students’ learning on the topic, collect and analyze the post-test
data to determine the effectiveness of your instruction and
assessment.
Number of Students
Pre-Test
Number of Students
Post-Test
Highly Proficient (90%-100%)
##
Proficient
(80%-89%)
##
Partially Proficient
(70%-79%)
##
Minimally Proficient
(69% and below)
##
Post-Test Analysis: Whole Class
Based on your analysis of the whole class 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.

11. Based on the whole class post-test data, write one paragraph
analyzing the effectiveness of your instruction and assessment
and effect on student learning. Cite examples and provide
evidence of student learning to support this analysis.
Post-Assessment Analysis: Subgroup Selection Pre-Test -
Administer, collect, and score the pre-test. Enter data in the
Table for Whole Class Pre-Test Results by LGComplete.
Replace information with your information. Delete or add
columns as needed by highlighting area, right click, “Delete ”
or “Insert.”
Using the information obtained in Standard 1, select one
subgroup population to focus on for this analysis. Provide a
brief rationale for your selection (1-3 sentences).
Post-Assessment Data: Subgroup (Gender, ELL population,
Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test
Number of Students
Post-Test
Highly Proficient (90%-100%)
##
Proficient
(80%-89%)
##
Partially Proficient
(70%-79%)
##
Minimally Proficient
(69% and below)
##
Post-Assessment Analysis: Subgroup

12. 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
Pre-Test
Number of Students
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

13. 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.
Short-Term Goal
Plan to Reach the Goal (i.e., professional development, research
on the Internet, observation of a veteran teacher, etc.)
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