Student Teaching Evaluation of Performance (STEP) Template · Web viewSTEP Standard 1 - Contextual Factors: Knowing Your School and Community3. STEP Standard 2 - Writing Standards-Based

Student Teaching Evaluation of Performance (STEP) Template

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3STEP Standard 2 - Writing Standards-Based Measurable Objectives and the Learning Goal............................................................................................................4STEP Standard 3 - Assessment and Data Literacy....................................................5STEP Standard 4 - Unit and Lesson Planning...........................................................7STEP Standard 5 - Implementation of Instructional Unit.......................................11STEP Standard 6 - Analysis of Student Learning...................................................12STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14


STEP Standard 1 - Contextual Factors: Knowing Your School and CommunityStudent 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 Learning Management System (LMS).

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).

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 Learning Management System (LMS).


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STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning GoalsPart 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: Math

Unit Title: Spring

National or State Academic Content Standards:

South Carolina College and Career Ready Standards for Mathematics.

Measurement and Data Analysis.

K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.

Learning Goal:

I want my students to be able to sort and classify spring related words and pictures.

Measurable Objectives:

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do in spring, what we wear in spring, with 100 percent accuracy.

What categories are you thinking of? Please provide the potential categories, and make it clear whether or not students will need to come up with the categories or if you are going to provide them.

Again, what categories are you referring to? Will students need to pick their own categories, or are you providing the categories for them?

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

Sorting and Classifying

Learning Goal: I want my students to be able to sort and classify spring related words and pictures.

Measurable Objective: At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do in spring, what we wear in spring, with 100 percent accuracy.

Materials: power point with 3 categories, spring related images and words

Instructions: *One on one instruction

I will ask the child the question (What do we see in spring?). The child will drag the images and the words that fit into each category.

-In the assessment, fill in the box with a check mark for yes and no

Assessment:

Ability to sort and classify spring related words and

pictures into at least 3 categories.

Yes No How many categories?

What do we see in spring?What do we do in spring?What do we wear in spring?

Rubric:


Learning Objective

Minimally Proficient

Partially Proficient

Proficient Highly Proficient

Ability to sort and classify

spring related words and

pictures into at least 3

categories.

The child cannot sort and classify

spring related words or

pictures into any categories.

The child can sort and classify


pictures into 1/3 categories.







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.

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do in spring, what we wear in spring, with 100 percent accuracy.

Number of Students

Highly Proficient (90%-100%) 3

Proficient (80%-89%) 5

Partially Proficient (70%-79%) 13

Minimally Proficient (69% and below) 5

Pre-Assessment Analysis: Whole Class

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

Sorting and Classifying

Learning Goal: I want my students to be able to sort and classify spring related words and pictures.


Measurable Objective: At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do in spring, what we wear in spring, with 100 percent accuracy.

Materials: power point with 3 categories, spring related images and words

Instructions: *One on one instruction

I will ask the child the question (What do we see in spring?). The child will drag the images and the words that fit into each category.

-In the assessment, fill in the box with a check mark for yes and no

Assessment:

Ability to sort and classify spring related words and

pictures into at least 3 categories.

Yes No How many categories?

What do we see in spring?What do we do in spring?What do we wear in spring?

Rubric:

Learning Objective



Proficient Highly Proficient

Ability to sort and classify

spring related words and

pictures into at least 3

categories.

The child cannot sort and classify


pictures into any categories.











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:

Unit/Subject:

Day 1 Day 2 Day 3 Day 4 Day 5National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented.

Measurement and Data Analysis.K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.





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

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring,

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring,

At the end of the lesson, students will be able to sort and classify spring related words and pictures into at least 3 categories, including: what we see in spring, what we do in spring,


spring, what we do in spring, what we wear in spring, with 100 percent accuracy.

in spring, what we wear in spring, with 100 percent accuracy.

what we do in spring, what we wear in spring, with 100 percent accuracy.

what we do in spring, what we wear in spring, with 100 percent accuracy.

what we wear in spring, with 100 percent accuracy.

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

blooming, flowers, plants, trees, grass, birds, butterflies, hatching

spring, weather, sunny, rainy, cool, warm

picnic, fly a kite, planting, gardening, splash in puddles, look for insects

raincoat, umbrella, rainboots, t-shirt, shorts, sandals, dress

classify, sort

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

Power point, computer (zoom meeting), spring poster, seesaw website, “Seasons, Spring” book and YouTube song

Power point, computer (zoom meeting), weather poster set, seesaw website YouTube book and song

Power point, computer (zoom meeting), seesaw website, YouTube book and song

Power point, computer (zoom meeting), boy poster with clothing, seesaw website, YouTube book and song

Power point, computer (zoom meeting), weather poster set, spring poster, boy poster with clothing, bean plant, puppy, seesaw website

Depth of Knowledge Lesson QuestionsWhat 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

What can you see in spring?What can grow or blossom in spring?What color is the grass before it begins to grow in spring?What color is the grass after it grows in spring?Is there anything special about animals during spring?What animals do you know that hatch during spring?

What’s the weather like in spring? What does it look outside? Does the weather stay consistent (meaning the same everyday?) Is it always sunny?Is it always rainy?Is it always cold, cool, warm, or hot?Why do you think it rains a lot in spring?

What do you do in spring?What types of things can you do in rainy weather?What types of things can you do in windy weather?

What do you wear in spring?What is the weather like in spring?Does the weather stay the same every day in spring?What do you wear if it is raining outside?What clothes do you wear when the weather is warm?What clothes do you wear when the weather is cool?

What is the weather today?What type of clothes do you think the boy (poster) should wear today?What’s type of weather do we have in spring?What kinds of things can you see in spring?What animals can you see in spring?What kinds of things can you do in spring?What type of clothes do you wear in spring?

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

It’s spring time and the weather is getting warmer. Who likes to go outside and play? What do you

Has anyone been outside today? What is the weather like today? Was the weather the exact same yesterday?

The weather is getting warmer each day, which means it is time for fun outside activities. What kind

Has anyone been outside to play today? Can someone tell us what they wore when they went outside?

As our week is coming to an end, let’s talk about some of the things we learned. The weather can change a


see when you’re outside? What colors do you see? Have you noticed any new animals? Spring is a time for new life so you may be seeing and hearing baby birds or chicks.

We are in the season of Spring. What kind of weather have you seen recently during spring? A lot of rain, wind, and sunshine.

of things do you and your family like to do in warm weather? Uh oh, but sometimes the weather may be a little rainy and windy. During thunderstorms, we must stay in, but what could we do during little rain showers? Have you ever put on your rain coat and rain boots and splashed in some rain puddles?

The weather changes a lot in spring, so we may wear a lot of different style clothing. We must dress for the sunny, cool, windy, and rainy days. What different types of clothing can you tell me you wear during spring?

lot during the spring which gives us different opportunities to do different activities. It also means that we must have a variety of clothing to match the weather each day. This sunny and rainy weather begins to turn everything colorful again.

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

What can you see in Spring?

Introduce the topic of spring by reading the book, “Seasons, Spring.” Start a weather chart for the week (because we are learning to classify, but we will go over weather more thorough on a different day). Ask the children what they can see in spring. As they answer, ask questions to get more answers. For example: What

What is the weather like in Spring?

Introduce the topic of weather in spring with the YouTube read aloud, “How do you know it’s Spring.” (The book describes different weathers in spring, like, sunny, rainy, cloudy, windy, cool). Hold up cards to see if the children can already read these weather words, help them if needed. Use the weather chart created yesterday and the weather board to go

What do you do in spring?

Listen to the YouTube story, “When Spring Comes.” Introduce the topic by telling a story about what my family and I did yesterday. (The weather was very sunny and windy yesterday, so me and my kids flew kites and later planted some beans). Show the students some resent beans that had already been planted and was already growing. Talk

What do you wear in spring?

Introduce the topic of what we wear in spring with a YouTube song called, “Seasons and Clothes.” Talk about the weather again and add to the weather chart. Show the little boy poster and the different clothes that come with him. Ask the children to tell you what the boy should wear on a nice spring day, on a rainy day, and today. Explain that the

Review

Today is review day so we will go over all the last four days topics. Begin with another YouTube video. This is not a book, it’s more of a short movie clip, called “Spring.” Add the last day of the weather to our weather chart and talk about the outcome (how many days was it sunny, etc.). Complete the classifying chart on spring together as a class. Have students add images to each


animals can you see that you don’t usually see in the winter. Tell the children to get up from the computer (if possible) and look outside. Tell them to not just look but observe. Show the images on the power point that give some examples of what we see in spring. Play the song, “Spring is Here” from YouTube. At the end of the lesson, allow each child to tell something they can see in spring.

over the weather for today. Ask a child to go look outside and describe the weather to the class. Add the correct image and word that matches today’s weather. Fill in a weather classifying chart with the class. The chart will already have the images at the top, have each child read a word (cloudy, sunny, etc.) and tell which category it fits into. End class with a movement song about weather.

Book-https://www.youtube.com/watch?v=s_fIEWViJyE

about what helps the beans and other plants to grow and why most plants and flowers grow in the spring. Have each child tell what they enjoy doing in nice spring weather. Show the images that show some things we can do in spring. End class with another spring song from YouTube.

Book-https://www.youtube.com/watch?v=IHgxFFxWV0Y

weather in spring can be unpredictable at times (one day might be sunny and hot, the next cold and rainy, then cold and cloudy). Show images of clothing and have each child add to the clothing chart for what we might wear in spring.

Song-https://www.youtube.com/watch?v=2WOMO4o8oD8

category (what can we see in spring, what can we do in spring, etc.). Complete the 5 senses of spring as a class (I can see ____. I can taste _____.). *I showed the class my dog’s new puppy since we are talking about what happens in spring*Have each child tell something they know about spring.

Video-https://www.youtube.com/watch?v=ZEb1GsqxhZc

Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:

English Language Learners (ELL)

Students with special needs

Students with gifted abilities

Early finishers (those who

ELL Students- show words and images for different types of weather in spring.

Students with special needs- have a parent join the zoom meeting with the student.

Student with gifted

ELL Students- show words and images for things we can see in spring.


Student with gifted abilities- have the

ELL Students- show words and images for things we can do in spring.



ELL Students- show words and images for what we wear in spring.



ELL Students- show words and images related to spring.


Student with gifted abilities- have the students write a


finish early and may need additional sources/support)

abilities- have the students write a sentence about what the weather is today and share it with the class.

students write a sentence about what they can see in spring during the zoom meeting and share with the class.

students write a sentence about what they can do in spring during the zoom meeting and share with the class.

students write a sentence about what they wear in spring during the zoom meeting and share with the class.

sentence about what they love about spring during the zoom meeting and share with the class.

Application of ContentMultiple Means of Engagement How will students explore, practice, and apply the content?

The children will be active in their communication in class through zoom.

Seesaw website-The children will complete a classifying activity. They will sort images of things they see in spring and other seasons (ex: bears sleeping, snow, green grass, plants growing). They will write one word of something they see in spring.


Seesaw website-The children will complete a classifying activity. They will be given the weather images and will sort the weather words that match.


Seesaw website-The children will complete a classifying activity. They will sort images of things to do in each season (ex: swim, build a snow man, fly a kite, rake leaves). They will also draw a picture of their favorite thing to do in spring.


Seesaw website-The children will complete a classifying activity. They will sort clothing from all four seasons.They will dress in their favorite spring outfit and have parents take a picture and post on our seesaw website with a list of the clothes they are wearing (shorts, sandals, etc.).


Seesaw website-The children will complete activities on the website. They will fill in their own spring classifying worksheet, like we did in class (what we see, do, wear, and the weather in spring). Students will fill in their own 5 senses of spring.

Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups:



ELL and students with special needs- students will draw a picture of one thing they see in spring.

Students with gifted abilities- students will write a full sentence

ELL and students with special needs- the students will be given the words and sort the images.

Students with gifted abilities- the students will write out the words

ELL- use cultural images.

Students with special needs- allow help from parent.

Students with gifted abilities- the student

ELL and students with special needs- students will have parents take a photo of their favorite spring clothes and draw a picture of what they are wearing.

Students with gifted

ELL- use cultural images if available (what we do in spring).

Students with special needs- students will draw pictures for the 5 senses of spring.



Early finishers (those who finish early and may need additional sources/support)

of one thing they see in spring.

for each image. will write a sentence to go with their picture of their

abilities- students will write a full sentence of what they are wearing.

Students with gifted abilities- students will add 2-3 things for each category on the 5 senses of spring sheet.

Assessment of ContentMultiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction.

Students will complete activities on the seesaw website, with skills they already know (to test their knowledge on classifying and sorting). Ex: natural vs manmade, rhyming, wild vs pets, word families.





Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups:




Early finishers (those who finish early and may need additional resources/support)

ELL- activities will have images for each word.

Students with special needs- activities will have less words and images to sort and classify.

Students with gifted abilities- activities will have more words and images to sort and classify.













Extension Activity and/or HomeworkIdentify and describe any extension activities or homework tasks as

The students will complete activities on seesaw that

The students will complete activities on seesaw that correspond

The students will complete activities on seesaw that




appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

correspond with the lesson of the day.

with the lesson of the day.

correspond with the lesson of the day.




STEP Standard 5 - Implementation of Instructional UnitYou 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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://www.youtube.com/watch?v=228n6iKQA4k&t=201s

Summary of Unit Implementation:The theme of the unit is spring, but the skill being learned is classifying and sorting. The students learned different things about spring each day, including, what we can see in spring, weather in spring, what we can do in spring, clothes we wear in spring. We had 4 lessons and 1 review day of class over zoom.

Summary of Student Learning:The students did excellent. Most students already knew a lot about spring, making it easier for them to learn the concept of classifying and sorting. There were only a few times that I had to write a comment on their work from seesaw and send it back for them to redo.

Reflection of Video Recording:I sent the video of our review day on zoom. I started the lesson showing the class my new puppy, they were so excited about that. We did a classifying and 5 senses of spring activity together as a class. The class went well. It was a little different teaching online but by the ending lesson we had more parents and more children join. They all helped fill in the 2 activities. At the end of the lesson, we allowed time for them to just talk about whatever they wanted to.


https://www.youtube.com/watch?v=228n6iKQA4k&t=201s

STEP Standard 6 - Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives and discuss what you will do to further develop students’ knowledge and skills.

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%)

3 14

Proficient

(80%-89%)5 8


(70%-79%)13 4


(69% and below)5 0

Post-Test Analysis: Whole Class Based on your analysis of the whole class post-test data, what is your interpretation of the students learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

In my pre assessment, I only had 3 students in highly proficient. In my post assessment, I had 14 students in highly proficient. 5 students moved up from minimally proficient. Out of 26 students, only 4 students fell below proficient.

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.

Before my instruction, I only had 3 students who were highly proficient in the ability to classify or sort spring related words and pictures into at least 3 categories. At the end of my instruction, I had 14 students who scored highly proficient. The students joined zoom meeting lessons and completed online activities related to the lesson.

Post-Assessment Analysis: Subgroup Selection


Using the information obtained in Standard 1(Student Academic Factors section), select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

I used the subgroup: girls.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students

Pre-Test

Number of Students

Post-Test


2 10

Proficient

(80%-89%)4 3


(70%-79%)6 0


(69% and below)1 0

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. In the chosen subgroup (just girls), I only had 2 students in highly proficient. In my post assessment, I had 10 girls in highly proficient. 1 girls moved up from minimally proficient and 6 girls moved up from partially proficient. Out of 13 girls, no girls fell below proficient.

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. Out of 13 girls, only 3 girls fell below highly proficient. I may pull those 3 girls in a small group and go over what they may have not fully grasped.

Post-Assessment Data: Remainder of Class

Number of Students

Pre-Test

Number of Students

Post-Test


1 4


Proficient

(80%-89%)1 5


(70%-79%)7 4


(69% and below)4 0

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 finding from your analysis. In the pre assessment for the remainder of the class, I only had 1 student in highly proficient. In my post assessment, I had 4 students in highly proficient. 4 students moved up from minimally proficient. Out of 13 boys, only 4 boys fell below proficient.

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.In the post assessment, out of 13 boys, there were 9 boys who fell below highly proficient. Out of the whole class, there were 13 children who fell below highly proficient and 7 who fell below proficient. I may need to go back and review some of the concepts of our lesson in small groups.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of StudyBased 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*If done online*

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

1. Add more hand-on activities for at home use. Research some at home activities the students

could do. Ex: send each child a packet of seeds or beans to grow.

2. Incorporate other categories to the lesson of the week. Ex: math Observe veteran teacher teaching math

concepts, adding math categories to our lesson. Ex: do a math sheet, add answers to each categories (all 2’s in this box, etc.).


3. Do one on one and small group instruction for struggling students (through zoom if needed).

Discuss progress with parents and schedule one on one class instruction.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to discuss the following:

Long-Term Goal: After graduating, continue with early childhood professional development.

Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students?

I chose this goal because after I graduate, I don’t plan to teach for a couple of years. I don’t want to lose my knowledge of what I have learned and don’t want to lose out on all the new knowledge that is presented because learning never stops for us. There’s always new studies and always room for learning.

End Date: By when do you expect to accomplish this goal?

I don’t want to set an ending date for this goal. There’s always going to be room for learning and growing as a teacher.

Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example:

1/31/18: Join AACTE

After I graduate, I will begin my research on online learning, webinars, and in person training. I will attend these when available. I will also begin studying for my next state test.

Resources: What resources are available to assist you in accomplishing your goal?

https://www.naeyc.org/resources/pd


Documents

Student Teaching Evaluation of Performance (STEP) Template · Web viewSTEP Standard 1 - Contextual Factors: Knowing Your School and Community3. STEP Standard 2 - Writing Standards-Based