Student Teaching Evaluation Of Performance Step Template

Student Teaching Evaluation Of Performance Step Templatetable Of Con

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 provided link: STEP Standard 1, Part I. After completing this section, submit the PDF into the Learning Management System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion via the provided link: STEP Standard 1, Part II. After completing this section, submit the PDF into the LMS. Ensure to save and back up your work, as closing your internet browser before signing out may result in data loss. Complete the signing process by entering your name, clicking to sign, and providing your email address to receive the signed document, which must then be submitted as instructed.

STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals

In your planning, identify the overall learning goals for your unit or lesson, along with specific learning objectives that are aligned to standards and based on student pre-assessment data. The unit should be planned for Weeks 5-7 and must align with pre- and post-assessments. Feedback from your instructor and mentor is required before teaching this unit.

Include: Unit topic, title, relevant state standards, learning goal, and measurable objectives. Attach pre-assessment data if applicable.

STEP Standard 3 - Assessment and Data Literacy

Utilize pre- and post-assessments to measure student learning before and after instruction. The pre-assessment evaluates prior knowledge, while the post-assessment assesses growth. Collaborate with your mentor to determine appropriate formative assessment strategies.

Copy and paste your planned pre- and post-assessments, along with scoring criteria. Collect and analyze this data to inform instructional modifications and evaluate effectiveness.

STEP Standard 4 - Unit and Lesson Planning

Design activities aligned with instructional goals, informed by pre-assessment data and student needs. Collaborate with your mentor to ensure standards alignment, technology integration, and differentiation strategies. Schedule lessons over multiple days, and specify resources, vocabulary, and assessment methods. Incorporate various representation and engagement strategies tailored for diverse learners, including English Language Learners, students with disabilities, and gifted students.

Include extension activities or homework that support learning objectives. Attach any relevant materials as required.

STEP Standard 5 - Implementation of Instructional Unit

Implement the planned lessons, assessing student progress with formative and summative evaluations. Video record one lesson activity, review, and reflect on your teaching. Upload the video to an accessible platform (e.g., Loom, YouTube) for review. Summarize the unit implementation, student learning outcomes, and your reflection on the lesson.

STEP Standard 6 - Analysis of Student Learning

After completing post-assessments, analyze data to determine the effectiveness of instruction and student mastery of objectives. Review whole class and subgroup data, providing interpretative reports and examples of student learning. Discuss students who have not met objectives and plan interventions for future instruction.

Compare subgroup results with the overall class to evaluate instructional impact and identify areas needing reinforcement. Use this analysis to inform next steps in instruction and goal setting.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Identify three short-term goals for improving your teaching practice based on the unit. For each, outline strategies such as professional development or observations. Also, set one long-term, specific, measurable goal with rationale, end date, action steps, and resources. This ongoing reflection ensures continuous growth and improved student outcomes.

Paper For Above instruction

Effective teaching hinges on thorough planning, implementation, and reflection cycles that are grounded in understanding student needs within their community and school environment. The Student Teaching Evaluation of Performance (STEP) provides a structured framework to guide future educators through these essential stages, ensuring a comprehensive approach that emphasizes data-driven decision-making, differentiated instruction, and reflective practice.

The initial phase, Standard 1, emphasizes the importance of understanding contextual factors. New teachers are encouraged to explore the community, district, and school environment comprehensively. Such understanding shapes instructional strategies that are responsive to student demographics, environmental influences, and academic backgrounds. By completing the relevant documentation—drawing insights from the community profiles and student demographics—teachers can design lessons that resonate with students’ lived experiences, fostering engagement and meaningful learning.

Next, Standard 2 directs educators to craft precise and measurable learning objectives aligned with state standards and informed by pre-assessment data. This step ensures that instructional goals are both targeted and achievable, providing clear benchmarks for student progress. For example, a unit on science might specify a learning goal like “Students will be able to identify the states of matter,” complemented by objectives such as “Students will classify objects as solids, liquids, or gases based on their properties.” Accurate alignment between standards, objectives, and assessments ensures coherence and facilitates targeted instruction.

Assessment literacy, addressed in Standard 3, underscores the significance of pre- and post-assessments. Pre-assessments gauge prior knowledge and inform instructional modifications, while post-assessments evaluate student mastery and growth. Teachers must design assessments with explicit scoring criteria to analyze this progress effectively. Analyzing pre-assessment data enables educators to differentiate instruction—perhaps by grouping students based on proficiency levels or tailoring activities to meet diverse needs. Such data-driven practices promote equitable learning opportunities and inform subsequent instructional adjustments.

Standard 4 emphasizes detailed unit and lesson planning. Teachers should collaboratively design activities that incorporate multiple means of representation, engagement, and expression, recognizing students’ varied learning styles and needs. Differentiation strategies for English Language Learners, students with disabilities, and gifted students ensure inclusive lessons. Integrating technology and resources enhances engagement and accessibility. The lesson plan should span multiple days, with clear objectives, vocabulary, assessment methods, and resources specified. Extension activities or homework should reinforce and extend learning, linking directly to lesson goals.

The implementation phase (Standard 5) involves executing the planned lessons and conducting formative assessments. Recording and reflecting on a lesson segment allows teachers to critically evaluate their instructional effectiveness. Uploading videos and engaging in reflective analysis helps in identifying strengths and areas for growth, fostering continuous improvement.

Analyzing student learning outcomes (Standard 6) requires educators to interpret assessment data critically. By comparing pre- and post-assessment results across whole classes and specific subgroups—such as English Language Learners or students with IEPs—teachers can determine instructional impact. This analysis reveals which strategies were successful and highlights students or groups needing additional support. Such insights guide future instruction and targeted interventions to promote mastery for all learners.

Finally, Standard 7 promotes reflective practice for sustained growth. Educators set short-term goals aimed at addressing specific instructional challenges, supported by action plans involving professional development, peer observations, or research. Establishing a long-term goal with a rationale, timeline, and resource plan fosters ongoing professional development. This cycle of reflection and planning ensures that teachers continually improve their craft, ultimately leading to enhanced student achievement and well-being.

In conclusion, the comprehensive process outlined in the STEP framework embodies the essence of reflective, data-informed, and inclusive teaching. By meticulously planning, implementing, analyzing, and reflecting, student teachers are equipped to foster enriching learning environments that meet diverse student needs, ensuring steady professional growth and meaningful educational outcomes.

References

  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
  • Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
  • Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.
  • Marzano, R. J. (2017). The New Art and Science of Teaching. ASCD.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
  • Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
  • Zeichner, K. M., & Liston, D. P. (2013). Reflective Teaching: An Introduction. Routledge.
  • National Council of Teachers of English. (2015). Standards for the Assessment of Student Teachers. NCTE.
  • U.S. Department of Education. (2016). The Future of Education: Preparing Teachers for the 21st Century. ED.gov.

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