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    Step Standard 1 Part I - Signed

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    Step Standard 1 Part I - Signed

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    step standard 1 part i - signed

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    Step Standard 1 Part I - Signed

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    of 4

    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:
    Darnelle
    Last Name:
    King 20643251
    Email Address: Phone: (347) 940-9217 State:
    [email protected] NY- New York
    Program of Study:
    M.Ed. in Early Childhood Education

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


    A. GEOGRAPHIC LOCATION
    Cooperating School State: If “Other” School State Cooperating School
    NY- New York Selected, Specify: City: Bronx

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


    1,438,000 Charter Selected, Specify:
    Facility Setting: Stability of Community: Perception of the Level
    Urban State of Growth of Community Support: Medium

     Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
     Cite the references used for this information.
    School locale has said to have an impact on students' academic performance whereas resources are available (Zhang, 2006). Based on research, rural schools perform subpar
    when compared to schools in urban cities because of funding, community engagement and socioeconomic status. A school in urban cities might have less family and
    community engagement due to economic progress which can directly affect students' success during this unit of delivery.

    ©2018. Grand Canyon University. All Rights Reserved.


    B. DISTRICT DEMOGRAPHICS
    District Name: District 11 District Grades Served:
    Prek-12

    Number of Schools in Number of Students Percentage of Students in


    District: 37060 Enrolled in District: 36455 the District Receiving Free 79%
    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.
    District 11 has a student population where 53% is male and 47% female. 38% is black or African American, 43% Hispanic or Latino, while 9% is white. The district has 12% of its
    population English Language Learners and 22% students with disabilities.

     Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
     Cite the references used for this information.
    The district is very diverse. This can directly impact planning, delivery and assessment of my unit because I have to ensure that my lessons are inclusive and meet children's
    needs in a supportive environment. When planning unit, I have to include differentiation strategies for both the English language learners and students with disabilities.

    ©2018. Grand Canyon University. All Rights Reserved.


    C. SCHOOL DEMOGRAPHICS
    Cooperating School The Bronx Charter Schools for Better Cooperating School Title One (I):
    Prek-5 Yes
    Name: learning Grades Served:
    Number of Students Percentage of Students in Academic Achievement 4
    Enrolled in School: 573 the School Receiving Free 80.6% 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.
    Factors such as free or reduced-priced lunch percentage can give an indication of economic status. Students who are from homes which lacks proper nutrition can impact their
    educational success. Zhang (2016) outlined how children from homes that are economically challenged find it more difficult to concentrate at school or at home.

    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: Darnelle King
    Darnelle King (Nov 15, 2020 16:22 EST)
    Nov 15, 2020

    ©2018. Grand Canyon University. All Rights Reserved.

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