GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART I

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community and school environment and the makeup of the classroom, 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. You are expected to teach the
unit you are preparing by the end of week 8.

Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.

Complete STEP Standard, 1 Part I that includes:

A. Geographic Location
B. District Demographics
C. School Demographics

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1, Part I as directed in the course syllabus.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 A copy will be sent to the email address you provided in the signing process.

3. Submit a completed copy to the appropriate LoudCloud submission space for grading.

©2018. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
Kylie Fitzgerald 20487140
First Name: Last Name:
Email Address: Phone: 5417336008 State:
ky.fitz8@gmail.com OR
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS

A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State Cooperating School
OR Selected, Specify: City: Springfield

Population of City: School Classification: If “Other” Classification

62,353 Public Selected, Specify:
Facility Setting: Stability of Community: Perception of the Level
Suburban State of Growth of Community Support: High

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
The geographic location of the community the school is in has a great impact on the planning, delivery, and assessment of a unit. When planning for a unit I must consider the
community where the school is at to find out the attitude students will have towards school, how students will be prepared for school both emotionally and literally with
supplies both at school and at home (Renner, n.d.). Students may not complete homework due to missing simple school supplies, a computer at home to use for homework, or
parents that are able to help them (Renner, n.d.). The geographic location can also impact the classroom management due to the setting being in a suburban area students may
have disciplinary issues but parent may not help due to them being unable to attend any student-teacher conferences (Renner, n.d.). Although in a suburban area students still
have poverty issues that can be a huge part in planning, delivering, and assessing students in the classrooms even if our community is in a state of growth families are still stuck
in a low socioeconomic slump. Although this can be hard it is still possible to help students learn and grow knowledge of these in this geographic location.

Renner, R. (n.d.). What Contextual Factors Will Influence Classroom Management?. Retrieved from https://www.theclassroom.com/contextual-factors-influence-classroom-
management-7857038.html

©2018. Grand Canyon University. All Rights Reserved.

 B. DISTRICT DEMOGRAPHICS
District Name: District Grades Served:
Springfield Public Schools 19 K-12

Number of Schools in Number of Students Percentage of Students in

District: 22 Enrolled in District: 10,639 the District Receiving Free 65%
or Reduced-Price Lunch:
 Describe the district demographic data, including statistical data relating to the population and particular groups within it, for your cooperating school
district.
In Springfield Public School District there are 10,639 students. In this district in grade 3, 48% of students are English Language Learners (ELL) meeting state grade level
expectations; this is an increase of 6% from the previous year. Students in this school district are also progressing in English language arts and mathematics at an average pace
from third to eighth grade. Within the district population there were 11% of students that were ever English language learners and with 18% of students with disabilities. In the
Springfield Public School District the demographic percentage of students are 1% American Indian/Alaska Native, 1% Asian, 1% Black/African American, 22% Hispanic/Latino,
7% Multiracial, <1% Native Hawaiian/Pacific Islander, and 67% White.

At-A-Glance School and District Profiles. (2018). Retirved from https://www.ode.state.or.us/data/reportcard/reports.aspx

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
The Springfield Public School District is a large school district with many schools full of diverse students that must be considered when working at various schools in its district.
Students all vary in age, gender, personal interests, and culture from where they come from in the area (Renner, n.d.). Due to open enrollment in many schools in the district
students can come from all over the area to different schools of their choosing. This can lead to varying needs and socioeconomic status I must consider when planning,
delivering, and assessing my unit. This will lead to classroom management and modifications to lessons due to the population diversity of students. Modifications can be in the
form of varying lengths of the unit or individual lessons, number of visual presentations, or time to work on assignments in class (Hodgkinson, 2001). While also always
considering the high percentage of students in the district receiving free or reduced lunch that may need additional help. Considering all these in this large district is extremely
important in any unit.

Hodgkinson, H. (2001, January). Educational Demographics: What Teachers Should Know. The Changing Context of Education, 58(4). Retrieved from
http://www.ascd.org/publications/educational-leadership/dec00/vol58/num04/Educational-Demographics@-What-Teachers-Should-Know.aspx

Renner, R. (n.d.). What Contextual Factors Will Influence Classroom Management?. Retrieved from https://www.theclassroom.com/contextual-factors-influence-classroom-
management-7857038.html

©2018. Grand Canyon University. All Rights Reserved.

 C. SCHOOL DEMOGRAPHICS
Cooperating School Cooperating School Title One (I):
Name: Yolanda Elementary School Grades Served: K-5 No

Number of Students Percentage of Students in Academic Achievement

Enrolled in School: 400 the School Receiving Free 48% Ranking/Label of the Excellent
or Reduced-Price Lunch: School:
 Discuss the possible effect these characteristics could have on the planning, delivery, and assessment of your unit.
 Cite the references used for this information.
It is extremely important to consider the effect these characteristics of school demographics has on planning, delivery and assessment. When looking at the percentage of
students in the school receiving free or reduced lunch it important to realize that this number is almost fifty percent of the school which means students may not have enough to
eat on the weekends or for dinner and they may not receiving extra help from parents because they are trying to make ends meet (Hodgkinson, 2001). So when planning it is
important to not expect parents to help their students with big projects they may only do at home but rather delivery it as a project that can be completed with the teachers help
as well as at home if wanted. At Yolanda Elementary school the demographic of student race vary from American Indian/Alaska Native, Asian, Hispanic/Latino, Multiracial, Native
Hawaiian/Pacific Islander, or White all with varying percentages (“At-A-Glance,” 2018). No matter the percentage it is important for the teacher to teach with the idea of diversity
in mind and not focus on the race anymore but rather the students socioeconomic status, cultural and community influence, and parents educational level (VanderStel, 2014).
This is important to think about when planning, delivering, and assessing your students.

At-A-Glance School and District Profiles. (2018). Retirved from https://www.ode.state.or.us/data/reportcard/reports.aspx

Hodgkinson, H. (2001, January). Educational Demographics: What Teachers Should Know. The Changing Context of Education, 58(4). Retrieved from
http://www.ascd.org/publications/educational-leadership/dec00/vol58/num04/Educational-Demographics@-What-Teachers-Should-Know.aspx

VanderStel, A. (2014). Impact of Demographics in Education. Grand Valley State University Honors Projects. Retrieved from
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1306&context=honorsprojects

AGREEMENT AND SIGNATURE

I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate Date:

E-Signature: Kylie Fitzgerald
Kylie Fitzgerald (Feb 6, 2019)
Feb 6, 2019

©2018. Grand Canyon University. All Rights Reserved.