Student Teaching Evaluation of Performance (STEP) Standards

Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
TOC \h \u \z STEP Standard 1 - Contextual Factors: Knowing Your School and Community3STEP Standard 2 - Writing Standards-Based Measurable Objectives and the Learning Goal4STEP Standard 3 - Assessment and Data Literacy5STEP Standard 4 - Unit and Lesson Planning7STEP Standard 5 - Implementation of Instructional Unit11STEP Standard 6 - Analysis of Student Learning12STEP Standard 7 - Reflecting on Instruction to Improve Student Progress14
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following link:
HYPERLINK "https://secure.na1.echosign.com/public/esignWidget?wid=CBFCIBAA3AAABLblqZhATG0_dF8__7-3Ykty38t56OTDk-RXIk7RwTjynan_NgMvZXgiYmFoJmDyciLJeMvc*" STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
Please note, that in order to submit this assignment, you must:
1 Complete each section of the STEP Standard 1
* Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document.  When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.
2 Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address. 
* An initial email will be sent to you to confirm your email address. 
* A completed copy of the document will be emailed to you within minutes of confirming your email address.
3 After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives. Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.
Unit Topic: World in Transition
Unit Title: The Dynamic World
National or State Academic Content Standards: Concept 2. PO 2. Recognize how art (e.g., porcelain, poetry), architecture (e.g., pagodas, temples), and inventions (e.g., paper, fireworks) in Asia contributed to the development of their own and later civilizations.
People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and competition.
Learning Goal: Recognize that there are other civilizations and cultures outside of the United States and introduce the concept of diversity and inclusion.
Measurable Objectives: Lesson retention, question formulation, and collaboration with peers and classmates.
If you would like feedback on your pre-assessment for alignment prior to administering, copy it in here.
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Pre-Assessment for Animals
1 What sounds does your favorite animal make?
2 Can you name three animals that you see every day?
3 Can you draw a picture of your favorite animal?
4 Name three animals you know.
5 Name the color of your pet at home.

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: Correctly answers all 5 questions.

0

Proficient: Correctly answers 4 out of 5 questions.

0

Partially Proficient: Correctly answers 2-3 out of 5 questions.

3

Minimally Proficient: Correctly answers 1 or less questions.

3

Pre-Assessment Analysis: Whole Class

Based on the results of the pre-assessment, the learners are partially and minimally proficient. I should therefore revise the standards and the measurable objectives to provide a more engaging learning experience. I will incorporate slightly relatable level of thinking questions and focus on in-depth analysis of the topic that suits my students. My objective will be to enhance the students' knowledge and understanding of the topic, rather than just reiterating what they already know. I will continually assess the students' progress and adjust the instruction as necessary to meet their needs and promote their learning.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Post-Assessment for Animals.
1 What is the name of the animal that is often referred to as the "king of the jungle"? Can you imitate its roar?
2 What sounds does your favorite animal make? Can you imitate those sounds?
3 What is the name of the animal that provides us with milk?
4 Name two animals that live on the farm.
5 Can you draw a picture of your favorite animal and show where it lives (e.g. in the forest, in the water, in the sky)?


Post-Assessment Data


Number of Students

Highly Proficient: Correctly answers all 5 questions.

0

Proficient: Correctly answers 4 out of 5 questions.

1

Partially Proficient: Correctly answers 2-3 out of 5 questions.

2

Minimally Proficient: Correctly answers 1 or less questions.

3

Post-Assessment Analysis: Whole Class

A majority of the learners still do not have a good understanding of the topic, with 3 learners being minimally proficient. The results also suggest that the instruction was not very effective in promoting the students' learning and understanding of the topic, as the majority of students did not improve knowledge about animals. It is important to note that the students still have major areas of weakness that need to be addressed. I should use this information to provide targeted support and further instruction to help these students improve their understanding of the topic.

STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: Grade 2
Unit/Subject: Social Studies [Culture and Civilizations]

Day 1

Day 2

Day 3

Day 4

Day 5

National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.

What are civilizations?

What are the various civilizations that exists in today’s world?

What are the various civilizations that exists in today’s world?

What are the differences in social and cultural practices between large cultures?

Why are all cultures equal? (diversity and inclusion)

Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.

4FL-F2. Identify on a map the countries where the target language is spoken and the major cities and geographical features
4FL-F3. Use culturally appropriate language and behaviors in basic school and social situations

4FL-F2. Identify on a map the countries where the target language is spoken and the major cities and geographical features
4FL-F3. Use culturally appropriate language and behaviors in basic school and social situations

4FL-F1. Identify and discuss (in English, if necessary) typical behaviors from the target culture in a variety of specific settings
4FL-F3. Use culturally appropriate language and behaviors in basic school and social situations

7FL-F3. Create original materials (e.g., short stories, poems, crafts) to exchange with classes in other communities or countries

7FL-F3. Create original materials (e.g., short stories, poems, crafts) to exchange with classes in other communities or countries
7FL-F4. Present information to others (in English, if necessary) about the target language and culture

Academic Language General academic vocabulary and content-specific vocabulary included in the unit.

Culture - a set of beliefs that a nation, community, or group of individuals share for a significant period of time and which has been passed down through generations.
Civilizations - are nation-states that have developed their own identity, independence, and a certain degree of economic power. (for this lesson, this will be limited to the current largest nation-states for the mean time)
Traditions - a part of the cultural repertoire of the target community, which is usually repeated and observed even in the current-day setting.
Equality and diversity - the principle that all cultures are the same and that there are no culture which is more advanced or complex than the other.

Culture - a set of beliefs that a nation, community, or group of individuals share for a significant period of time and which has been passed down through generations.
Civilizations - are nation-states that have developed their own identity, independence, and a certain degree of economic power. (for this lesson, this will be limited to the current largest nation-states for the mean time)
Traditions - a part of the cultural repertoire of the target community, which is usually repeated and observed even in the current-day setting.
Equality and diversity - the principle that all cultures are the same and that there are no culture which is more advanced or complex than the other.

Culture - a set of beliefs that a nation, community, or group of individuals share for a significant period of time and which has been passed down through generations.
Civilizations - are nation-states that have developed their own identity, independence, and a certain degree of economic power. (for this lesson, this will be limited to the current largest nation-states for the mean time)
Traditions - a part of the cultural repertoire of the target community, which is usually repeated and observed even in the current-day setting.
Equality and diversity - the principle that all cultures are the same and that there are no culture which is more advanced or complex than the other.

Culture - a set of beliefs that a nation, community, or group of individuals share for a significant period of time and which has been passed down through generations.
Civilizations - are nation-states that have developed their own identity, independence, and a certain degree of economic power. (for this lesson, this will be limited to the current largest nation-states for the mean time)
Traditions - a part of the cultural repertoire of the target community, which is usually repeated and observed even in the current-day setting.
Equality and diversity - the principle that all cultures are the same and that there are no culture which is more advanced or complex than the other.

Culture - a set of beliefs that a nation, community, or group of individuals share for a significant period of time and which has been passed down through generations.
Civilizations - are nation-states that have developed their own identity, independence, and a certain degree of economic power. (for this lesson, this will be limited to the current largest nation-states for the mean time)
Traditions - a part of the cultural repertoire of the target community, which is usually repeated and observed even in the current-day setting.
Equality and diversity - the principle that all cultures are the same and that there are no culture which is more advanced or complex than the other.

Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.

Blackboard, audio-visual device, papers, pencils

Blackboard, audio-visual device, papers, pencils

Blackboard, audio-visual device, papers, pencils, maps, and coloring materials

Blackboard, audio-visual device, papers, pencils, maps, and coloring materials, large bond papers, glue, and picture printouts

Blackboard, audio-visual device, papers, pencils, maps, and coloring materials, large bond papers, glue, and picture printouts

Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
* Level 1: Recall
* Level 2: Skill/Concepts
* Level 3: Strategic Thinking
* Level 4: Extended Thinking

Level 1: Recall
What is a country?
Name two different countries.
What is a traditional dance from a specific culture?
What is a cultural monument or building?
What is a festival celebrated in a specific culture?
Level 2: Skill/Concepts
How are different countries different from each other?
How do traditional dances reflect a culture's beliefs and values?
How do cultural monuments and buildings represent a country's history and heritage?
How do festivals bring people in a culture together and celebrate their traditions?
How can you learn about the cultures and civilizations of other countries?
Level 3: Strategic Thinking
How can you compare and contrast two different cultures based on their traditional dances and festivals?
What can you learn about a culture by studying its cultural monuments and buildings?
How do cultural traditions change over time and why?
How can you determine the importance of a festival or monument in a specific culture?
How can you use resources to research the cultures and civilizations of different countries?
Level 4: Extended Thinking
How do different cultures and civilizations influence each other and why?
How can the study of different cultures and civilizations help to promote understanding and respect among people from different backgrounds?
In what ways do cultural traditions shape a country's identity and history?
How does globalization impact traditional cultures and civilizations, and what are the effects of this impact?
How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?

Level 1: Recall
What is a country?
Name two different countries.
What is a traditional dance from a specific culture?
What is a cultural monument or building?
What is a festival celebrated in a specific culture?
Level 2: Skill/Concepts
How are different countries different from each other?
How do traditional dances reflect a culture's beliefs and values?
How do cultural monuments and buildings represent a country's history and heritage?
How do festivals bring people in a culture together and celebrate their traditions?
How can you learn about the cultures and civilizations of other countries?
Level 3: Strategic Thinking
How can you compare and contrast two different cultures based on their traditional dances and festivals?
What can you learn about a culture by studying its cultural monuments and buildings?
How do cultural traditions change over time and why?
How can you determine the importance of a festival or monument in a specific culture?
How can you use resources to research the cultures and civilizations of different countries?
Level 4: Extended Thinking
How do different cultures and civilizations influence each other and why?
How can the study of different cultures and civilizations help to promote understanding and respect among people from different backgrounds?
In what ways do cultural traditions shape a country's identity and history?
How does globalization impact traditional cultures and civilizations, and what are the effects of this impact?
How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?

Level 1: Recall
What is a country?
Name two different countries.
What is a traditional dance from a specific culture?
What is a cultural monument or building?
What is a festival celebrated in a specific culture?
Level 2: Skill/Concepts
How are different countries different from each other?
How do traditional dances reflect a culture's beliefs and values?
How do cultural monuments and buildings represent a country's history and heritage?
How do festivals bring people in a culture together and celebrate their traditions?
How can you learn about the cultures and civilizations of other countries?
Level 3: Strategic Thinking
How can you compare and contrast two different cultures based on their traditional dances and festivals?
What can you learn about a culture by studying its cultural monuments and buildings?
How do cultural traditions change over time and why?
How can you determine the importance of a festival or monument in a specific culture?
How can you use resources to research the cultures and civilizations of different countries?
Level 4: Extended Thinking
How do different cultures and civilizations influence each other and why?
How can the study of different cultures and civilizations help to promote understanding and respect among people from different backgrounds?
In what ways do cultural traditions shape a country's identity and history?
How does globalization impact traditional cultures and civilizations, and what are the effects of this impact?
How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?

Level 1: Recall
What is a country?
Name two different countries.
What is a traditional dance from a specific culture?
What is a cultural monument or building?
What is a festival celebrated in a specific culture?
Level 2: Skill/Concepts
How are different countries different from each other?
How do traditional dances reflect a culture's beliefs and values?
How do cultural monuments and buildings represent a country's history and heritage?
How do festivals bring people in a culture together and celebrate their traditions?
How can you learn about the cultures and civilizations of other countries?
Level 3: Strategic Thinking
How can you compare and contrast two different cultures based on their traditional dances and festivals?
What can you learn about a culture by studying its cultural monuments and buildings?
How do cultural traditions change over time and why?
How can you determine the importance of a festival or monument in a specific culture?
How can you use resources to research the cultures and civilizations of different countries?
Level 4: Extended Thinking
How do different cultures and civilizations influence each other and why?
How can the study of different cultures and civilizations help to promote understanding and respect among people from different backgrounds?
In what ways do cultural traditions shape a country's identity and history?
How does globalization impact traditional cultures and civilizations, and what are the effects of this impact?
How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?

Level 1: Recall
What is a country?
Name two different countries.
What is a traditional dance from a specific culture?
What is a cultural monument or building?
What is a festival celebrated in a specific culture?
Level 2: Skill/Concepts
How are different countries different from each other?
How do traditional dances reflect a culture's beliefs and values?
How do cultural monuments and buildings represent a country's history and heritage?
How do festivals bring people in a culture together and celebrate their traditions?
How can you learn about the cultures and civilizations of other countries?
Level 3: Strategic Thinking
How can you compare and contrast two different cultures based on their traditional dances and festivals?
What can you learn about a culture by studying its cultural monuments and buildings?
How do cultural traditions change over time and why?
How can you determine the importance of a festival or monument in a specific culture?
How can you use resources to research the cultures and civilizations of different countries?
Level 4: Extended Thinking
How do different cultures and civilizations influence each other and why?
How can the study of different cultures and civilizations help to promote understanding and respect among people from different backgrounds?
In what ways do cultural traditions shape a country's identity and history?
How does globalization impact traditional cultures and civilizations, and what are the effects of this impact?
How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?

Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Asking about personal experiences:
Activating students' prior knowledge and gaining their interest in the upcoming content can be achieved by incorporating experiences and perspectives into the questions. For example:

Incorporating hands-on activities:
Incorporating hands-on activities, such as creating a virtual tour of cultural monuments or a presentation on a traditional festival, to allow students to apply and demonstrate their understanding.

Sharing personal enjoyable experiences:
Asking students to share their experiences with festivals or traditional dances from their own culture, which can connect their prior knowledge with the topic of different cultures and civilizations.
Using real-life examples and images, such as monuments or buildings, to make the content more tangible and engaging for students.

Short Reflection on the effects of various civilizations to their everyday lives:
Encouraging students to make connections between the topic of different cultures and civilizations and their own experiences, such as asking them to reflect on how cultural traditions shape their own identity.

Interaction, collaboration, and presentation of art work:
Using open-ended questions that allow for multiple perspectives and encourage critical thinking, such as "How can you use what you have learned about different cultures and civilizations to appreciate and celebrate the diversity of the world?"
By activating students' prior knowledge and incorporating interactive and thought-provoking questions, students will be more motivated and engaged in learning about different cultures and civilizations.

Presentation of Content

Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.

The presentation would not only be limited to the use...