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 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 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:
First Name:
LaMarcus
Last Name:
Streeter 20644347
Email Address: Phone: (662)-392-8281 State:
[email protected] MS- Mississippi
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
TN- Tennessee Selected, Specify: City: Memphis

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

1,150,000 Public Selected, Specify:
Facility Setting: Stability of Community: Perception of the Level
Urban Stable of Community Support: Low

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
The Physical location of the school is urban, and hence the scholars are well versed with the current trend that is virtual learning and the technology it entails. This familiarity
with technology allows for a better teaching and learning experience for both educators and scholars in this virtual space. The school district has issued tablets and laptops to
every student in the district allowing for a one to one ratio so that every scholar is provided the opportunity for high explicit instruction.

©2018. Grand Canyon University. All Rights Reserved.

 B. DISTRICT DEMOGRAPHICS
District Name: Shelby County Schools District Grades Served:
Pre K-12

Number of Schools in Number of Students Percentage of Students in

District: 200 Enrolled in District: 112,125 the District Receiving Free 100%
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.
Shelby County School District has a teaching staff of over 14,000 educators and 200 schools. The district has a teacher student ratio of 16 to one. The student enrollment is
112,125, and it is constantly growing over the past few years. The school district is urban and serves student from Pre K-5. The school district is also very diverse. Out of 137
school districts in the state of Tennessee, Shelby County Schools ranks 17th in diversity. The racial demographics are as followed: White 42.3%, 53.3% Black, Asian 2.6%, and
Hispanic 6%. Due to the Covid pandemic, 100% of the students enrolled in Shelby County Schools are able to receive free lunch due to a waiver by the Department of Education.
The waiver is set to end December 31st 2021.

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
The teacher student ratio in Shelby County Schools is fairly good. This allows teaching to be efficient and allows every student the opportunity to receive high quality explicit
instruction that can be differentiated. It also allows teachers the ability to be more attentive to individual student needs. There are several benefits to having such a large
amount of diversity in classrooms. Yes, it has effects on planning, instructions, and assessing students, but if done properly, the effects can be very beneficial. Diversity has a
huge impact on the performance of students. Students that attend diverse schools tend to achieve higher test scores. According to Queens University of Charlotte, students
perform better in diverse environments. To achieve lessons that promote depth of knowledge, expose students and teachers to new cultures, diverse historical figures, and new
ways of thinking, thoughtful planning is necessary. Due to this focus on catering to diverse needs and ways of thinking, students who are in socioeconomic and racially diverse
schools tend to achieve stronger academic achievement than students who are in less diverse communities and schools.

©2018. Grand Canyon University. All Rights Reserved.

 C. SCHOOL DEMOGRAPHICS
Cooperating School Hickory Ridge Elementary School Cooperating School Title One (I):
Pre K- 5 Yes
Name: Grades Served:
Number of Students Percentage of Students in Academic Achievement Award School / Level 5
Enrolled in School: 698 the School Receiving Free 96.6% Ranking/Label of the
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.
In Hickory Ridge Elementary School, nearly 97% of the students qualify for free or reduced lunch, before the Covid19 pandemic. This means that most students in the schools
come from low income families. This can have an enormous effect on planning, delivering, and assessing students. As a teacher, I have to be very deliberate in planning to
compensate for the challenges my students will face. In a lot of cases, students who come from low income homes can be affected in the following ways that can in turn effect
their ability to learn:

Healthy and well being - These components are interrelated, and one factor can intensify another. For example, unsatisfactory houses, insufficient clinical care, and poor
nutritional eating habits can influence the pace of youth illness, untimely births, and low birth weights, all of which influence a student's physical and psychological
development. Such factors impact scholars' capacity to benefit from the schooling they recieve. Living in day by day monetary difficulty can likewise unfavorably influence
scholars' psychological well-being (Winters and Cowie, 2009), self-adequacy (Conrath, 1988, 2001), mental self view (Ciaccio, 2000a, 2000b), and inspiration to do well in school
(Beegle, 2006).

Language and Literacy Development - Students who live in low income households frequently come to class behind their more well-off companions as far as proficiency and
language improvement. In Educating the Other America, Susan Neuman (2008) states that over 50 years of examination show that "kids who are poor hear fewer words with
more restricted syntactic intricacy and less discussion evoking questions, making it hard for them to rapidly obtain new words and to segregate among words" (p. 5). A critical
assortment of writing additionally focuses to contrasts in admittance to perusing materials by understudies from low-pay families in contrast with their more well-to-do peers
(Allington and McGill-Franzen, 2008).

Material Resources - Poverty frequently puts limitations on the family's capacity to give other material assets or resources to their kids too. For instance, they may have
restricted admittance to adequate day care, restricted admittance to previously or after-school care, and restricted actual space in their homes to establish private or suitable
AGREEMENT AND SIGNATURE
conditions helpful for study. They may not possess a PC or have the monetary assets important to finish out-of-class projects.

Mobility -Poverty regularly puts another sort of imperative on families - the capacity to give stable lodging or homes. Scholars frequently move starting in one place to the next
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NOTE:
scholars. 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.
Allington, R., & McGill-Franzen, A. (2008). "Got books?" Educational Leadership, 65(7), pp.20-23.
Beegle,
Teacher D. Candidate
M. (2006). See poverty . . . be the difference! Discover the missing pieces for helping people move out of Date:
poverty. Tigard, OR: Communication Across Barriers.
Ciaccio, J. (2000a).
E-Signature: "Helping kids LaMarcus Streeter
excel
Ciaccio, J. (2000b). "A teacher's chance
on state-mandated
for immortality."
LaMarcus
tests."
Streeter (Feb Education
Education
Digest,
17, 2021 22:58
Digest, 65(5),
CST) 65(6), pp.44-48.
p.21. Feb 17, 2021

Conrath, J. (1988). Full-year prevention curriculum: Secondary dropout prevention. Gig Harbor, WA: Author.
Conrath, J. (2001). "Changing the odds for young people: Next steps for alternative education." Phi Delta Kappan, 82(8), pp.585-587.
Duncan, G.J., & Brooks-Gunn, J. (1997). Consequences of growing up poor. New York: Russell Sage Foundation.
Neuman, S. B. (2008). Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools. Baltimore, MD: Paul H. Brookes.
Winters, V. E., & Cowie, B. (2009). "Cross-cultural communications: Implications for social work practice and a departure from Payne." Journal of Educational Controversy.
©2018. Grand Canyon University. All Rights Reserved.