Step Standard 6

Student Teaching Evaluation of Performance (STEP) Template

Table of Contents

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

3
STEP Standard 2 – Writing Standards-Based Measurable Objectives and the Learning Goal 4
STEP Standard 3 – Assessment and Data Literacy 5

STEP Standard 4 – Unit and Lesson Planning

7

STEP Standard 5 – Implementation of Instructional Unit

11
STEP Standard 6 – Analysis of Student Learning 12
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 14

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 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).

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: Module 5 Lesson 7

Unit Title: Lesson 7: I can relate addition using manipulatives to a written vertical method. (2.NBT.B.7, 2.NBT.B.9)

National or State Academic Content Standards: 2.NBT.B.7 Explain why addition and

subtraction strategies work, using place

value and the properties of operations.

Learning Goal: The students learning goal is set up math problems in the proper way and learn the fundamentals of addition and subtraction.

Measurable Objectives: Use place value understanding and

properties of operations to add and subtract.

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.

2.NBT.7 Assessment
The scoring criteria for our assessment will be graded by Mastery Connect. With Mastery Connect it shows if the students have Mastered the assessment, On Track, or below

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.

Pre-Test:
Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” ”

Number of Students

Highly Proficient (90%-100%)

0

Proficient

(80%-89%)

7

Partially Proficient

(70%-79%)

2

Minimally Proficient

(69% and below)

8

Pre-Assessment Analysis: Whole Class

As a whole the class did pretty well. Due to this being our first week on three-digit subtraction.

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.

2.NBT.7 Assessment

© 2021. Grand Canyon University. All Rights Reserved. Page 20 of 20

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: 2nd

Unit/Subject: Math

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.

2.NBT.7

2.NBT.7

2.NBT.7

2.NBT.7

2.NBT.7

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

Using their knowledge about place value, students will be able to compare as well as order numbers.

By the end of this lesson, students will be able to use numbers to show up to thousands place value.

On completion of this lesson, students will have developed the ability to write and read numbers to 1000

Students will be able to understand that when the order of the digits of a number are changed, the value of the number also changes.
They will also learn how to identify various place value digits within a number.

On completion of this lesson, students will have developed skills to share and evaluate solution strategies for subtraction and addition of varied problems within 1000

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

Order, compare, greater than, less than

Standard form, place value

Place values, block party, base-ten numerals, standard form, expanded form.

Digit, place value, smallest, biggest, worth

Addition, subtraction, steps, tens, standard form.

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Megan Early’s Greater Than or Less Than, linking cubes, instructions for Place Value Game, deck of cards, Expandable Numbers worksheet, Greater Than Less Than Equal To worksheet

Paper, board, markers, Place Value Unscramble Worksheet, small whiteboards, blocks with up to thousands place value

Pencils, tape, worksheets for ones, tens, and hundreds, one block unit cubes, ten block rods, hundred block flats, index cards having 3-digit numbers written on them, markers, and dry erase boards.

Whiteboard, whiteboard markers, place value blocks with ones, tens, hundreds, and thousands, large number cards with 0-9 digits written on construction paper, Place Value Mat for 5-digit numbers, Place Value Hop worksheet.

Personal whiteboard, students work samples.

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

From the numbers given, which one takes up a greater space? What number is represented by the given set? From the numbers provided, which one is greater? How do you know that the number is greater? Can you tell me how you arrived at the answer?

How can groups of 10 be used to tell the total number of items altogether?
If we have 10 cups each containing 10 small marbles, is it possible to make new groups (e.g. of 50 or 100) using these groups of 10?
What new groups can be formed and how many marbles are in each group?

How many of us have ever attended a block party (a party that is held for every person living on a neighborhood block)?
What was the street address/number of the party?
How many blocks away was the party from your home?

What do you understand by the term place value?
What would happen if two digits of a number are interchanged? Would the value of the number remain the same or it will change?
How can you tell that a number is bigger or smaller than another?

If Sara walked 66 steps in the first minute and 59 steps in the second minute, how many steps did she walk during the two minutes?
How many more steps did she walk in the first minute than in the second minute?
If you have a number such as 19, what can you add to it to make the next ten?

Anticipatory Set

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

Locate the video “Comparing Numbers – Greater Than Less Than” and play it in class. Ask the students to name place values and state what they understand about them. Display the ones cube and a hundred block as visual aids to the students and ask them to state if the two have the same value. Repeat step above using the ones cube and tens block.

Play a place value video from Study Jams

Have the students play the Block Party game

Have the students watch the “Place Value Story” video on YouTube. Remind students about what has been learned about place values so far.

Start with a recap on addition and subtraction. Inform students that during the lesson, they will learn how to add and subtract numbers up to 1000 using different strategies.

Presentation of Content

Multiple Means of Representation

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

Students with visual problems will be given bigger numbers. Fast learners and early finishers will be given more numbers to compare. Slow learners will be given less numbers to compare. Use manipulatives to illustrate and reinforce understanding of place value.
The vocabulary will be defined in both English and first language for ELLs.
Assign a buddy to assist students performing below grade level.

Use bigger fonts for learners with visual problems by allowing them to access more place value blocks, use simple language and more visuals for ELLs, give students with gifted abilities more four-digit addition problems.
The vocabulary will be defined in both English and first language for ELLs.
Assign a buddy to assist students performing below grade level.

Use bigger fonts for learners with visual problems by allowing them to access more place value blocks, use simple language and more visuals for ELLs, give students with gifted abilities more four-digit addition problems.
The vocabulary will be defined in both English and first language for ELLs.
Assign a buddy to assist students performing below grade level.

The vocabulary will be defined in both English and first language for ELLs.
Students with visual problems will be given bigger numbers. Fast learners and early finishers will be given more numbers to compare. Slow learners will be given less numbers to compare. Use manipulatives to illustrate and reinforce understanding of place value.
Assign a buddy to assist students performing below grade level.

Provide students with conversation starters to improve the quality of their pair-share conversations. Examples of conversation starters for students include I noticed that you…
Your answer is different from/same as mine because…
Assign a buddy to assist students performing below grade level.

Multiple Means of Representation Differentiation

Explain 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 finish early and may need additional sources/support)

ELL – use of more visuals, modifying vocabulary, use of cooperative learning, connecting new information to past knowledge.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Gifted students and early finishers – give them more tasks, more challenging activities.

ELL – use of more visuals, modifying vocabulary, use of cooperative learning, connecting new information to past knowledge.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning. Gifted students and early finishers – give them more tasks, more challenging activities.

ELL – use of more visuals, modifying vocabulary, use of cooperative learning, connecting new information to past knowledge.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Students with gifted abilities and early finishers – give them more tasks and more challenging activities.

ELL – if possible, ELLs will be allowed to describe place value in their first language.
Assistive technology such as computers, screen readers, and software for voice recognition for students with special needs.
Students with gifted abilities and early finishers will be challenged to create their own 4-digit and 5-digit number cards.

ELL – use simple language when teaching and giving instructions.
Assistive technology such as computers, screen readers, and software for voice recognition for students with special needs.
Challenge students with gifted abilities and early finishers to try more methods of subtraction and addition and solve more structured problems.

Application of Content

Multiple Means of Engagement

How will students explore, practice, and apply the content?

Ask students to order and/or arrange numbers independently. Have students practice on using expanded form by working on the Expandable Numbers worksheet. Allow students to use relevant worksheets to compare more than two numbers.

Give students place value unscramble worksheets, whiteboards, and markers. Ask them to place the whiteboards on the floor and write ones, tens, hundreds, and thousands on them.

Guide the students through a game where they practice the value of every digit in a three-digit number. Here, students are divided into three block parties – yellow team to represent ones, brown team to represent tens, and red team to represent hundreds.

Display four cards with four different numbers. Challenge the students to change the orders of the digits in the numbers so that they can make the largest number possible.

Ask two students to come in front. Instruct the first one to start walking around as other students count his/her steps. He/she will walk until you tell him/her to stop. Ask the second student to do the same and make sure he/she walks more/less steps than the first student. The rest of the class will record the number of each student’s steps. Ask the class to determine who walked more/less steps and by how many?

Multiple Means of Engagement Differentiation

Explain 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 finish early and may need additional sources/support)

ELL – use manipulatives, speaking slowly and giving students time to formulate their responses, use sentence frames, prompt students to respond non-verbally.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Gifted students and early finishers – give them more tasks, more challenging activities.

ELL – use manipulatives, speaking slowly and giving students time to formulate their responses, use sentence frames, prompt students to respond non-verbally.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Gifted students and early finishers – give them more tasks, more challenging activities.

ELL – Show a picture of block party to help them understand. Give them a notecard with a 4-digit number on it with labeled place values.
Students with special needs – use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Students with gifted abilities and early finishers – challenge them to make their own standard and expanded form of numbers with the thousands place value.

ELLS – describe vocabulary words in both English and the student’s first language.
If possible, learners will be allowed to give a definition of the place value in their language.
Students with special needs will be facilitated to use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
For students with gifted abilities and early finishers, challenge them to create their own 4-digit and 5-digit number cards.

ELLS – describe vocabulary words in both English and the student’s first language.
If possible, learners will be allowed to give a definition of the place value in their language.
Assign a buddy to assist students performing below grade level.
Students with special needs will be facilitated to use assistive technology such as computers, screen readers, and software for voice recognition. Use collaborative activities, explicit modelling, and cooperative learning.
Students with gifted abilities and early finishers – give them more involving tasks such as addition and subtraction of numbers above 1000

Assessment of Content

Multiple Means of Expression

Formative and summative assessments used to monitor student progress and modify instruction.

Formative assessment – pick a number and display it for the learners to see. Ask them first to draw cards from the deck with numbers less than or greater than the displayed number.
Summative assessment – have the students complete an exercise where they are required to figure out tens and ones and write each digit in its correct column. Have children complete an expanded form exercise. Have students complete an exercise of comparing numbers by identifying which number is less than or greater than the other.

Formative assessment – move around the class during the lesson checking on groups and observing what individuals are doing. Take note of struggling students and provide assistance.
Summative assessment – ask learners to work on the problems on the work sheets.

Formative assessment – move around the class when students are working to see if they understand the place value concepts and correct them where necessary.
Summative assessment – have the students complete the hundreds, tens, and ones worksheet that has questions to help test their understanding.

Formative assessment – ask students to complete the given Place Value Hop worksheets. Walk around the class and help those with problems.
Summative assessments – give a short test at the end of the lesson to test students’ understanding.

Formative assessment – move around the room and observe students do given addition and subtraction tasks. Help those who need to be assisted.
Summative assessment – administer a problem set with various types of addition and subtraction of numbers up to 1000 at the end of the lesson.

Multiple Means of Expression Differentiation

Explain 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 finish early and may need additional resources/support)

ELL – use simple language during assessments, use visuals and manupulatives, allow students to give non-verbal responses if need be.
Students with special needs – using a larger font, use fewer questions per page, make fair accommodations such as allowing them more time to complete an assessment, and provide memory supports.
Students with gifted abilities – give them more difficult tasks, give them questions with concepts from immediate future lessons, give them more word problems to help them utilize their ability.
Early finishers – let them do more questions, ask them to identify questions they may have a problem with and start figuring out how it can be done.

ELL – use simple language during assessments, use visuals and manupulatives, allow students to give non-verbal responses as appropriate.
Students with special needs – using a larger font, use fewer questions per page, make fair accommodations such as allowing them more time to complete an assessment, and provide memory supports.
Students with gifted abilities – give them more difficult tasks, give them questions with concepts from immediate future lessons, give them more word problems to help them utilize their ability.
Early finishers – let them do more questions, ask them to identify questions they may have a problem with and start figuring out how it can be done.

ELL – write down some numbers in different forms (number names, base-ten numerals, and expanded forms). Generate a word bank with the following words – base-ten, expanded, and number names and ask learners to name every number and the form it is in.
Students with special needs will be given questions with a larger font, use fewer questions per page, make fair accommodations such as allowing them more time to complete an assessment, and provide memory supports.
Students with gifted abilities – give them more difficult tasks, give them questions with concepts from immediate future lessons, give them more word problems to help them utilize their ability.
Early finishers will be asked to explain the process they followed when figuring out how to write numbers in base-ten numerals.

ELL – give a sentence stem to help students share how they arrived at their answers.
Students with special needs – give them questions with a larger font, use fewer questions per page, make fair accommodations such as allowing them more time to complete an assessment, and provide memory supports.
Students with gifted abilities – give them more difficult tasks, give them questions with concepts from immediate future lessons, give them more word problems to help them utilize their ability.
Early finishers will be asked to explain how they arrived at their answers

ELL – give a sentence stem to help students share how they arrived at their answers.
Students with special needs – give them questions with a larger font, use fewer questions per page, make fair accommodations such as allowing them more time to complete an assessment, and provide memory supports.
Students with gifted abilities – give them more difficult tasks, give them questions with concepts from immediate future lessons, give them more word problems to help them utilize their ability.
Early finishers will be asked to explain how they did the additions and subtractions.

Extension Activity and/or Homework

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as 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.

Guide the students through a Place Value Game using a deck of cards. Allow students to play the game in small groups. This game will help students understand the place value concept which will help them master other math concepts.

Guide the students on how to make number scrambles. Next, ask them to create their own number scrambles and take turns in solving them.

Number hunt – ask the children to walk around the school, identify numbers with one, two and three digits. They will then record the numbers and read the numbers out loud. Discuss the numbers with them and ask them to identify the digits in the position of ones, tens, and hundreds. Students can also be asked to identify the smallest and largest number.

Ask students to think of different 4-digit and 5-digit numbers, interchange various digits within the numbers and explain how the original number changes – does it increase in value or decrease? Students will also write the place value of each digit in their numbers and write their expanded forms.

Assign students homework with students having all types of addition and subtraction strategies learned during the lesson.

STEP Standard 5 – Implementation of Instructional Unit

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.

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://web.microsoftstream.com/video/1a442bf0-b199-409a-9e05-5dc3bfa49710

I do apologize the videos starts off with lesson 26. It was recorded with the wrong slide showing

Summary of Unit Implementation:

In this Unit we talked on addition and subtraction. We tied in lesson 5& 7 together due to them being on the same subject. When combining these lessons, it introduced my students the multiple ways to add and subtraction.

Summary of Student Learning:

The students learning perception of this lesson was a success. The students were engaged and very interested in knowing what the lesson was about. The way each student answers the question when I called on them. The lesson was new, but it went over different steps to solve a problem. I wanted to make sure all the students understood what the lesson was going over. I was proud that my lesson went exactly how I wanted it to go.

Reflection of Video Recording:

This video recording is one of the first that I was semi nervous, but I knew I was teaching the way I knew how. When looking at the recording I was proud that it turned out well. I made sure my students were engaged and that I spoke clearly while teaching the lesson. In the video you can see the excitement I had and the excitement my students had while working with me.

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%)

0

5

Proficient

(80%-89%)

7

6

Partially Proficient

(70%-79%)

2

4

Minimally Proficient

(69% and below)

8

8

Post-Test Analysis: Whole Class

As a whole class the students did better than before. The numbers went up due to more students being present.

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 Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

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).

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

Number of Students

Pre-Test

Number of Students

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

Number of Students

Pre-Test

Number of Students

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 finding 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.

Short-Term Goal

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

1.

2.

3.

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:

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

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

Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example:
1/31/18: Join AACTE

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