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Student Teaching Evaluation of Performance (STEP)
Template
© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 24

Table 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 ....................................................5
STEP Standard 4 - Unit and Lesson Planning .........................................................14
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................22
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........24

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: North America
Unit Title: The Physical and Cultural Geography of North America
National or State Academic Content Standards
“SS.6-8.WGGS.14. Describe the factors that shape identity - including institutions, religion, language, social
class, geography, culture, and society” (Nevada Department of Education, 2018).
“SS.6-8.WGGS.24. Describe the roles of political, civil, and economic organizations in shaping people’s
lives” (Nevada Department of Education, 2018).
“SS.6-8.WGGS.28. Analyze and explain the cultural, physical, and environmental characteristics of places
and regions and how these affect the lives of the people who live there” (Nevada Department of Education,
2018).
“SS.6-8.WGGS.31. Explain how the relationship between the environmental characteristics of place and the
production of goods influence the spatial patterns of world trade” (Nevada Department of Education, 2018).
Learning Goal
Students will gain a better understanding and be able to articulate how history and physical
geography have shaped North America’s diverse cultural identity.
Measurable Objectives
1. Students will be able to detail why physical geography has affected the development of
the United States and Canada.
2. Students will be able to identify and compare the factors that cause variations in the
climate and vegetation present in the United States and Canada.
3. Students will be able to describe the three main factors that have influenced the cultural
geography of the United States.
4. Students will make observations on how immigration and physical geography have
influenced the cultural geography of Canada.
5. Students will connect how the distribution of national resources impacts the economy of
the United States and Canada.
6. Students will investigate how human actions have modified the environment of the
United States and Canada.
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.

Grading Criteria
Each matching and multiple choice are worth one point. The short answer/essay is worth 2
points on the pretest, but will be worth more on the post. The rubric for the short answer/essay is
simple. For the pretest, students must have mentioned cold temperatures or frozen ground to
receive one point. They received a second point if they mentioned cost and/or infrastructure. If
none of those were mentioned, zero points were awarded. For the post test, all four factors must
be mentioned in order for a student to receive all points on the essay and exceed expectation.
Every factor not included will be a deduction on the rubric. For the post test, spelling and
grammar will be considered but may be used as additional points if I choose to amend this test.

Falls Far Below Approaches Meets Exceeds
Essay discusses Essay does not Essay describes Essay describes Essay uses all
temperatures, describe any of one factor at least 2 factors, four factors to
permafrost, the factors ideally 3 address arctic
lack of Canada’s lack of
infrastructure development
and cost
Spelling, Errors are Frequent errors Essay contains Essay is free of
Puncuation, throughout and that detract from some errors, but spelling and
and Grammar impede the intent of the not enough to grammatical
understanding of writing detract from errors
the writing intent of the
writing
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 (90%-100%) 2

Proficient
(80%-89%) 11
Partially Proficient
(70%-79%) 20
Minimally Proficient
(69% and below) 139
Pre-Assessment Analysis: Whole Class
At this time, I do not plan to change any of my written objectives or the learning goal since the pretest
was written with both in mind. The standards all still apply for the same reason.
The pre-assessment was used in a way to introduce the students to the new unit, but also as a formative
assessment to gauge what they already know. A very similar assessment will be accomplished at the end
of the unit to show students how much they have learned and as a summation to the unit.
I was not surprised by the data provided by the pretest. I did expect a few more students to fall in the
partially proficient range, but I think many were intimidated by needing to answer a short/long answer
question about something they weren’t entirely familiar with. I will be keeping the test questions in mind
as I plan and execute my upcoming lessons and ensuring that all meet the standards and objectives for the
overall unit.

Since there did seem to be an issue with the short/long answer, I may give the students more
opportunities to practice that skill in a less stressful way by asking deeper thinking questions as a bell
ringer a couple times a week.
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 the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

Grading Criteria
Each matching and multiple choice are worth one point. The short answer/essay is worth 2 points
on the pretest, but will be worth more on the post. The rubric for the short answer/essay is
simple. For the pretest, students must have mentioned cold temperatures or frozen ground to
receive one point. They received a second point if they mentioned cost and/or infrastructure. If
none of those were mentioned, zero points were awarded. For the post test, all four factors must
be mentioned in order for a student to receive all points on the essay and exceed expectation.
Every factor not included will be a deduction on the rubric. For the post test, spelling and
grammar will be considered but may be used as additional points if I choose to amend this test.
Falls Far Below Approaches Meets Exceeds

Essay discusses Essay does not Essay describes Essay describes Essay uses all
temperatures, describe any of one factor at least 2 factors, four factors to
permafrost, the factors ideally 3 address arctic
lack of Canada’s lack of
infrastructure development
and cost
Spelling, Errors are Frequent errors Essay contains Essay is free of
Puncuation, throughout and that detract from some errors, but spelling and
and Grammar impede the intent of the not enough to grammatical
understanding of writing detract from errors
the writing intent of the
writing

STEP Standard 4 - Unit and Lesson Planning
Day 1 Day 2 Day 3 Day 4 Day 5
Title of Lesson Regional National PNW 8 North Weather
or Activity Atlas: U.S. Inspirer: Traits of America Climate Text
and Canada Economy Culture Physical Study
Map
Standards and Objective: Objective: Objective: Objective: Objective:
Objectives Students will Students will Students Students Students will
What do describe discuss will identify will locate identify
students need physical and natural culture traits and label climate and
to know and be cultural resource and specific to major weather
geographical
able to do for agricultural the PNW physical features of the
aspects of the
each day of the United States activities in region of features of U.S. and
unit? and Canada. the United North North Canada.
Standards: States. America. America. Standards:
“SS.6- Standards: Standards: Standards: “SS.6-
8.WGGS.4. “SS.6- “SS.6- “SS.6- 8.WGGS.2.
Gather 8.WGGS.4. 8.WGGS.14. 8.WGGS.27. Evaluate various
relevant Gather Describe the Utilize and interpretations
information relevant factors that construct to answer
from multiple information shape identity maps, charts, compelling
texts and from multiple - including and other questions within
evaluate the texts and institutions, geographic and across
sourcing, evaluate the religion, representatio disciplines”
context, and sourcing, language, ns to explain (Nevada
corroboration context, and social class, and analyze Department of
of the texts corroboration geography, regional, Education,
with close of the texts culture, and environment 2018).
reading and with close society” al, and
discipline reading and (Nevada cultural
specific skills” discipline Department characteristic
(Nevada specific of Education, s of various
Department of skills” 2018). “SS.6- places
Education, (Nevada 8.WGGS.28. around the
2018). Department of Analyze and world”
“SS.6- Education, explain the (Nevada
8.WGGS.28. 2018). cultural, Department
Analyze and physical, and of Education,
explain the environmenta 2018)
cultural, l
physical, and characteristic
environmental s of places
characteristics and regions
of places and and how
regions and these affect
how these the lives of
affect the lives the people
of the people who live

who live there”
there” (Nevada
(Nevada Department
Department of of Education,
Education, 2018)
2018).
Academic No No No No chinook
Language and vocabulary vocabulary vocabulary vocabulary supercell
Vocabulary during this during this during this during this timberline
What academic lesson. lesson. lesson. lesson.
language will Many of the
students may be
you emphasize
unfamiliar with
and teach each
these terms.
day during this
unit?
Summary of Lesson will Class will Class will Bell ringer: Class will
Instruction begin with a begin with a begin with a add the begin with a
and Activities bell ringer bell ringer bell ringer rivers to the bell ringer
for the Lesson asking a asking for 3 which asks physical activity…prob
How will the question economic students to maps. The ably pertaining
instruction and about a video activities recall what remainder to the new
activities flow? clip watched that occur in the 8 traits of the vocabulary.
Consider how on the the U.S. of culture period will Students will
the students previous day. Flocabulary are. From be answer
will efficiently Students will will be there the dedicated to questions on
transition from be instructed watched for students will completing climate and
one to the next. to open to current be directed the physical weather using
page 114 in events and to Google maps of the text book
the text from questions Classroom North pages 138-142.
which I will answered as where they America. The exit
show them a class. will use the While they question will
how the Introduction assigned are be “list the
following to U.S. and graphic working, I major climate
pages give a Canada organizer to will regions of the
glimpse of video clips enter the circulate to United States
the watched. traits of assist and and Canada”
geography of Since the culture they play short on a google
the U.S. and bell ringer identify in clips of a form.
Canada. was used to the PNW Canada
They will introduce Globetrekke Globetrekke
then be economic r video. r that
instructed to activities, we highlights
open a will move the physical
document in straight into environmen
Google playing t
Classroom National
where they Inspirer:

will answer United
20 questions States. This
about the game will
Regional further teach
Atlas pages. the students
The will economic
accomplish activities and
this by their how
tables. The resources are
class will distributed
then discuss through the
to ensure all United
answers have States.
been found
and are
correct.
Differentiatio The class Students are No SPED Some of the
n was directed working in differentiati students students with
What are the to work groups…no on needed. will be IEPs may be
adaptations or together in further given a paired with
modifications their table differentiatio slightly other students.
to the groups to n needed. modified I will work a
instruction/acti answer a map and a small group
vities as small set of list of the with some. All
determined by questions. required the rest will
the student No further elements. collaborate to
factors or differentiatio work the
individual n needed. assignment.
learning needs?
Required Google National PNW North Google
Materials, Classroom, Inspirer Globetrekke America Classroom,
Handouts, Google doc, game and r video, physical Climate/Weath
Text, Slides, doc. camera, handouts, projector, map er questions,
and World doc. camera, Google outline, World
Technology Geography Flocabulary, Classroom, colored Geography and
and Cultures The World iPad or pencils, Cultures
textbook, and Its phones, document textbook,
iPads or People composition camera, iPads/phones,
phones, video, books composition document
composition Google slide books, camera, white
books for bell World board for
ringer, Geography teaching
pencils and vocab, Google
Cultures form for exit
textbook, question
maps on

Google
Classroom
Instructional Effective Cooperative Activating Hands on Discovery
and questioning learning prior learning learning
Engagement knowledge
Strategies Discovery Current Effective
What strategies learning Events Notebooking questioning
are you going
to use with Hands on Cooperative
your students Learning learning
to keep them
engaged Academic
throughout the Vocabulary
unit of study?
Formative As we Thumbs Bell ringer: The best I Exit ticket: List
Assessments discussed the up/down List the 8 can do here the 8 major
How are you answers, I about traits of is have the climate regions
going to asked follow understandin culture students of the United
measure the on questions g of U.S. complete as States and
learning of to several of resources. The other much of the Canada
your students the written formative maps as
throughout the questions in comes in the possible
lesson? order to students during
gauge class being able to class. This
understandin pick those establishes
g of the traits from a procedure
concepts. travel video. and
expectation
s, but also
gives me a
chance to
correct and
ensure they
understand
why they
are being
asked to
complete
such a
daunting
task.

Summative,
Post-
Assessment
What post-
assessment will
measure the
learning
progress?
Note: This can
be the same 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.
Summary of Unit Implementation:

Click here to enter text.

Summary of Student Learning:
Reflection of Video Recording:


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 Number of Students
Pre-Test 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.
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
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.)

Pre-Test Post-Test
Highly Proficient
(90%-100%) # #

Proficient
(80%-89%) # #
Partially
Proficient
# #
(70%-79%)
Minimally
Proficient
# #
(69% and below)
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.
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

Pre-Test 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 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.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Click here to enter text. Click here to enter text.

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Student Teaching Evaluation of Performance (STEP)

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 24

Student Teaching Evaluation of Performance (STEP) Template ..............................1

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 24

Part I: Community, District, School, and Classroom Factors

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Unit Title: The Physical and Cultural Geography of North America

National or State Academic Content Standards

STEP Standard 3 - Assessment and Data Literacy

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Highly Proficient (90%-100%) 2

Pre-Assessment Analysis: Whole Class

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Falls Far Below Approaches Meets Exceeds

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Summary of Unit Implementation:

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Reflection of Video Recording:

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Post-Test Analysis: Whole Class

Post-Assessment Analysis: Subgroup Selection

Number of Students Number of Students

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Post-Assessment Analysis: Subgroup

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Post-Assessment Analysis: Subgroup and Remainder of Class

© 2018. Grand Canyon University. All Rights Reserved. Page 23 of 24

STEP Standard 7 – Reflecting on Instruction to Improve Student

Plan to Reach the Goal (i.e., professional

2. Click here to enter text. Click here to enter text.

3. Click here to enter text. Click here to enter text.

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