In a previous course you created a classroom management plan. Based on the demographics of your student teaching placement and wh

©2022. Grand Canyon University. All Rights Reserved.

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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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

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

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

©2022. Grand Canyon University. All Rights Reserved.

GRAND CANYON UNIVERSITY STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate First Name:

Teacher Candidate Last Name:

Student ID:

Email Address:

Phone: State:

Program of Study:

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS A. GEOGRAPHIC LOCATION

Cooperating School State: If “Other” School State Selected, Specify:

Cooperating School City:

Population of City: School Classification: If “Other” Classification Selected, Specify:

Facility Setting: Stability of Community: Perception of the Level of Community Support:

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.  Cite the references used for this information.

Angela Richards 20690254 [email protected] 5407170034 VA- Virginia

M.Ed. in Special Education

VA- Virginia Bealeton

4870 Public

Rural State of Decline Low

©2022. Grand Canyon University. All Rights Reserved.

B. DISTRICT DEMOGRAPHICS

District Name: District Grades Served:

Number of Schools in District:

Number of Students Enrolled in District:

Percentage of Students in the District Receiving Free 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.

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.  Cite the references used for this information.

Pre K-12

20 11,140 47.1%

©2022. Grand Canyon University. All Rights Reserved.

C. SCHOOL DEMOGRAPHICS

Cooperating School Name:

Cooperating School Grades Served:

Title One (I):

Number of Students Enrolled in School:

Percentage of Students in the School Receiving Free or Reduced-Price Lunch:

Academic Achievement Ranking/Label of the 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.

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 E-Signature:

Date:

Angela Richards (Feb 21, 2022 17:47 EST) Angela Richards

6-9 Yes

652 46%

Feb 21, 2022

1. District Name: Fauquier County Public School District
2. School Name: Cedar Lee Middle School
3. School Academic Achievement: Bottom 50 of all schools in Virginia
4. School Analysis: Cedar Lee Middle School has had no growth in population and the teacher count has remained the same for the past five years. Minority enrollment is at 43% which consist of Hispanics. The diversity score of the school is .60%. This affects the classroom in many areas. Schools should try to be diverse so that students will see the diversity among staff and administration Some students may look up to individuals who "look like them". They become roll models for the students. Many students speak Spanish but there are only 3 or 4 teachers that speak Spanish. Students come from different backgrounds, they have different cultures and beliefs and growing diversity helps everyone in growing to accept and understand others who are different from we may be. By introducing diversity at a young age, students are more likely to be great successors after school because they have learned how to accept others and respect peoples differences. Class instruction can be affected if you have ELL students who may not comprehend everything that is being taught because of the language barrier. The student's parents are not always able to help because they may only speak Spanish. This will cause the pace of teaching to be slow and other students will become bored if the teacher is teaching to slow. Students may be disruptive or may have unacceptable behaviors because they are bored in the classroom. Reference: Cedar Lee Middle School: Public School Review (2020).
5. District Statistical Data: The demographic data for Cedar Lee Middle School is as follows: There are 632 students enrolled at Cedar Lee Middle School. The racial breakdown is 52.2% white, 30.7% Hispanic, and 9.0% Black and 8.1% other. The student/teacher ratio is 11:1. The school population is composed of 45% females and 55% males. Cedar Lee Middle School has 47% of students who are economically disadvantaged. 74% of Cedar Lee's students scored at or above proficiency in math and 71% scored at or above proficiency in reading. Reference: U.S. News and Education. (2022, 01). U.S. News World Report L.P.
6. District Analysis: Demographics can affect the delivery, planning and assessment of your unit lesson in different ways. As teachers, we have to be able to predict how many students will be enrolled in our schools based on the trend of the population. Classrooms will be smaller if the population declines and if the population of the community continues to grow, the schools will become overcrowded and the classrooms will have more students. When the student/teacher ration increases, one on one time with students become distinct and small group lessons become less. Classroom planning may be affected because if classes are larger and if all students are not understanding the lesson, it will take longer to teacher the subject matter and the teacher will be moving at a slower pace. This will affect your weekly planning and you will not complete everything you had planned for that particular day or even week. Everyone doesn't learn at the same pace and this has to be kept into consideration. In rural areas such as Bealeton, Virginia many parents commute into the city to find work. Parents may travel an hour or more to work. This means that they leave their homes early and children are left at home to get ready for school on their own. The student may decide to stay home because their parents are not there to make them go to school. This will affect the student's assessments because they have missed vital information on the day that they missed school. Attendance has to be regular in order for students to keep up with what is happening in the classroom. Reference: Hodgkindon, H.J. (2000). Educational Demographics: What Teachers Should Know. Retrieve February 21, 2022
7. Geographic Location Analysis: Demographic data helps teachers in understanding all parts of the educational system. The perception data helps teachers comprehend what our students, their parents, teachers, and other stakeholders think about our learning environment. Demographic data also establishes the framework and rational for the development of teacher planning. It helps determine the need for education and the nature and type of education. Barriers that may affect planning in the classroom may include inadequate funding, poor management of the school and/or the classroom. There may be lack of student accountability in the classroom. Attendance plays a huge factor in a students education along with peer pressure. Students may be distracted in class and this can affect the assessment process. The unit lessen must involve the student and should be lined with the student's interest. If the lesson is boring and all the students are doing is listening and not interacting with the teacher may affect the focus of the student. Keep the student engaged and motivated. These are some of the factors that can affect the planning, delivery and assessments of a unit lesson in the classroom. Reference: World Population Review (2022) Retrieved February 21, 2022
8. 1. 2022-02-22T04:52:10-0800
   2. Agreement certified by Adobe Sign

©2022. Grand Canyon University. All Rights Reserved.

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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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

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

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

©2022. Grand Canyon University. All Rights Reserved.

GRAND CANYON UNIVERSITY STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate First Name:

Teacher Candidate Last Name:

Student ID:

Email Address:

Phone: State:

Program of Study:

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS A. GEOGRAPHIC LOCATION

Cooperating School State: If “Other” School State Selected, Specify:

Cooperating School City:

Population of City: School Classification: If “Other” Classification Selected, Specify:

Facility Setting: Stability of Community: Perception of the Level of Community Support:

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.  Cite the references used for this information.

Angela Richards 20690254 [email protected] 5407170034 VA- Virginia

M.Ed. in Special Education

VA- Virginia Bealeton

4870 Public

Rural State of Decline Low

©2022. Grand Canyon University. All Rights Reserved.

B. DISTRICT DEMOGRAPHICS

District Name: District Grades Served:

Number of Schools in District:

Number of Students Enrolled in District:

Percentage of Students in the District Receiving Free 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.

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.  Cite the references used for this information.

Pre K-12

20 11,140 47.1%

©2022. Grand Canyon University. All Rights Reserved.

C. SCHOOL DEMOGRAPHICS

Cooperating School Name:

Cooperating School Grades Served:

Title One (I):

Number of Students Enrolled in School:

Percentage of Students in the School Receiving Free or Reduced-Price Lunch:

Academic Achievement Ranking/Label of the 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.

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 E-Signature:

Date:

Angela Richards (Feb 21, 2022 17:47 EST) Angela Richards

6-9 Yes

652 46%

Feb 21, 2022

1. District Name: Fauquier County Public School District
2. School Name: Cedar Lee Middle School
3. School Academic Achievement: Bottom 50 of all schools in Virginia
4. School Analysis: Cedar Lee Middle School has had no growth in population and the teacher count has remained the same for the past five years. Minority enrollment is at 43% which consist of Hispanics. The diversity score of the school is .60%. This affects the classroom in many areas. Schools should try to be diverse so that students will see the diversity among staff and administration Some students may look up to individuals who "look like them". They become roll models for the students. Many students speak Spanish but there are only 3 or 4 teachers that speak Spanish. Students come from different backgrounds, they have different cultures and beliefs and growing diversity helps everyone in growing to accept and understand others who are different from we may be. By introducing diversity at a young age, students are more likely to be great successors after school because they have learned how to accept others and respect peoples differences. Class instruction can be affected if you have ELL students who may not comprehend everything that is being taught because of the language barrier. The student's parents are not always able to help because they may only speak Spanish. This will cause the pace of teaching to be slow and other students will become bored if the teacher is teaching to slow. Students may be disruptive or may have unacceptable behaviors because they are bored in the classroom. Reference: Cedar Lee Middle School: Public School Review (2020).
5. District Statistical Data: The demographic data for Cedar Lee Middle School is as follows: There are 632 students enrolled at Cedar Lee Middle School. The racial breakdown is 52.2% white, 30.7% Hispanic, and 9.0% Black and 8.1% other. The student/teacher ratio is 11:1. The school population is composed of 45% females and 55% males. Cedar Lee Middle School has 47% of students who are economically disadvantaged. 74% of Cedar Lee's students scored at or above proficiency in math and 71% scored at or above proficiency in reading. Reference: U.S. News and Education. (2022, 01). U.S. News World Report L.P.
6. District Analysis: Demographics can affect the delivery, planning and assessment of your unit lesson in different ways. As teachers, we have to be able to predict how many students will be enrolled in our schools based on the trend of the population. Classrooms will be smaller if the population declines and if the population of the community continues to grow, the schools will become overcrowded and the classrooms will have more students. When the student/teacher ration increases, one on one time with students become distinct and small group lessons become less. Classroom planning may be affected because if classes are larger and if all students are not understanding the lesson, it will take longer to teacher the subject matter and the teacher will be moving at a slower pace. This will affect your weekly planning and you will not complete everything you had planned for that particular day or even week. Everyone doesn't learn at the same pace and this has to be kept into consideration. In rural areas such as Bealeton, Virginia many parents commute into the city to find work. Parents may travel an hour or more to work. This means that they leave their homes early and children are left at home to get ready for school on their own. The student may decide to stay home because their parents are not there to make them go to school. This will affect the student's assessments because they have missed vital information on the day that they missed school. Attendance has to be regular in order for students to keep up with what is happening in the classroom. Reference: Hodgkindon, H.J. (2000). Educational Demographics: What Teachers Should Know. Retrieve February 21, 2022
7. Geographic Location Analysis: Demographic data helps teachers in understanding all parts of the educational system. The perception data helps teachers comprehend what our students, their parents, teachers, and other stakeholders think about our learning environment. Demographic data also establishes the framework and rational for the development of teacher planning. It helps determine the need for education and the nature and type of education. Barriers that may affect planning in the classroom may include inadequate funding, poor management of the school and/or the classroom. There may be lack of student accountability in the classroom. Attendance plays a huge factor in a students education along with peer pressure. Students may be distracted in class and this can affect the assessment process. The unit lessen must involve the student and should be lined with the student's interest. If the lesson is boring and all the students are doing is listening and not interacting with the teacher may affect the focus of the student. Keep the student engaged and motivated. These are some of the factors that can affect the planning, delivery and assessments of a unit lesson in the classroom. Reference: World Population Review (2022) Retrieved February 21, 2022
8. 1. 2022-02-22T04:52:10-0800
   2. Agreement certified by Adobe Sign