Professional Documents
Culture Documents
When preparing for a new job, a gaps analysis will help you identify what additional skills you may need or desire. Writing a gaps analysis involves
knowing what skills you want to master and the levels of skills you already have to determine the difference between the two. The gaps analysis will
also detail what you need to do to reduce the gap.
RANKING STANDARD
10 Professionalism Most competent
9 Positive Learning Environment
8 Assessment Uses
7 Communication
6 Instructional Strategies
5 Instructional Planning
4 Assessment Strategies
3 Differentiation
2 Professional Knowledge
1 Academically Challenging Environment Least Competent
Planning
1. Professional Knowledge __2.96 (3)__ (Score)
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing
relevant learning experiences.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Addresses appropriate curriculum Competent – Self
standards and integrates key Self Score: 3
content elements.
I use the defined standards to
determine curriculum and key
elements. (edTPA)
Facilitates students’ use of higher- Competent – SC, Self
level thinking skills in instruction. Self Score: 3
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Instructional Delivery
3. Instructional Strategies ___3.0___ (Score)
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning
and to facilitate the students’ acquisition of key knowledge and skills.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Engages students in active Competent – SC, HT, Self
learning and maintains interest.
Builds upon students’ existing Competent – SC, HT, Self
knowledge and skills.
Reinforces learning goals Competent – HT, Self
consistently throughout the lesson.
Uses a variety of research-based Competent – HT
instructional strategies and
resources.
Effectively uses appropriate Competent – HT
instructional technology to
enhance student learning.
Communicates and presents Competent – SC, HT, Self
material clearly, and checks for
understanding.
Develops higher-order thinking Competent – SC, HT
through questioning and problem-
solving activities.
Engages students in authentic Needs Growth
learning by providing real-life
examples and interdisciplinary
connections.
4. Differentiated Instruction ___2.9 (3)__ (Score)
The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning
differences.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Differentiates the instructional Needs Growth
content, process, product, and
learning environment to meet Self Score:
individual developmental needs.
Provides remediation, enrichment, Competent – SC, HT, Self
and acceleration to further student
understanding of material. Self Score: 3
Uses flexible grouping strategies to Competent – HT, Self
encourage appropriate peer
interaction and to accommodate Self Score: 3
learning needs/goals
Uses diagnostic, formative, and Competent – SC, HT, Self
summative assessment data to
inform instructional modifications Self Score: 3
for individual students.
Develops critical and creative Competent – SC, HT, Self
thinking by providing activities at
the appropriate level of challenge Self Score: 3
for students.
Demonstrates high learning Competent – SC, HT, Self
expectations for all students
commensurate with their Self Score: 3
developmental levels.
Assessment Of and For Learning
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Aligns student assessment with the Competent – HT, Self
established curriculum and
benchmarks.
Involves students in setting Needs Growth
learning goals and monitoring their
own progress.
Varies and modifies assessments to Competent – SC, HT, Self
determine individual student needs
and progress.
Uses formal and informal Competent – SC, HT, Self
assessments for diagnostic,
formative, and summative
purposes.
Uses grading practices that report Competent – HT, Self
final mastery in relationship to
content goals and objectives.
Uses assessment techniques that Competent – SC, HT, Self
are appropriate for the
developmental level of students.
Collaborates with others to develop Competent – HT, Self
common assessments, when
appropriate.
6. Assessment Uses ___3.0____ (Score)
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery
methods, and to provide timely and constructive feedback to both students and parents.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Uses diagnostic assessment data to Competent – SC, HT
develop learning goals for
students, to differentiate
instruction, and to document
learning.
Plans a variety of formal and Competent – HT
informal assessments aligned with (strong)
instructional results to measure
student mastery of learning
objectives.
Uses assessment tools for both Competent – SC, HT
formative and summative purposes
to inform, guide, and adjust
instruction.
Systematically analyzes and uses Needs Growth
data to measure student progress,
to design appropriate Competent – SC, HT
interventions, and to inform long- GROW – SC – to inform long-term
and short-term instructional
decisions.
Shares accurate results of student Competent – HT
progress with students, parents, (shares with students)
and key school personnel.
Provides constructive and frequent Competent – SC, HT
feedback to students on their
progress toward their learning
goals.
Teaches students how to self-assess Competent - HT
and to use metacognitive strategies
in support of lifelong learning.
Learning Environment
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Responds to disruptions in a Competent – SC, HT, Self
timely, appropriate manner.
Establishes clear expectations for GROW – SC
classroom rules, routines, and
procedures and enforces them
consistently and appropriately.
Models caring, fairness, respect, Competent – SC, HT, Self
and enthusiasm for learning.
Promotes a climate of trust and Competent – SC, HT, Self
teamwork within the classroom.
Promotes respect for and Competent – HT
understanding of students’
diversity, including – but not
limited to – race, color, religion,
sex, national origin, or disability.
Actively listens and pays attention Competent – SC, HT, Self
to students’ needs and responses.
Creates a warm, attractive, Competent - Self
inviting, and supportive classroom
environment.
Arranges the classroom materials Competent - HT
and resources to facilitate group
and individual activities.
8. Academically Challenging Environment ___2.76___ (Score)
The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Maximizes instructional time. Competent – Self Create lesson plans that keep Material:
Self Score: 2.75 students at the zone of proximal
development. This will hold Understanding by Design by
student engagement. Wiggins & McTighe
Colleagues at North
Habersham Middle School
Colleagues at North
Habersham Middle School
Communicates high, but Competent – HT I will learn more about middle Material:
reasonable, expectations for Self Score: 2 school students by reading articles
student learning. on-line and through discussion Scholarly articles accessible
While I am competent in with experienced teachers. on-line
communicating expectations for
learning with the high school Once I have a better understanding
students I had at North Hall High of expectations for 6th grade math
School, I am not confident about students I will communicate Differentiation in Middle &
this indicator with 6th grade appropriate expectations High School by Doubet &
students. High but reasonable incrementally. Hockett
expectations will be different for
6th graders, and I have had very
little experience teaching kids of Human:
this age.
Experienced 6th grade math
teachers (Jennifer Fowler,
Keith Berry)
Colleagues at North
Habersham Middle School
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Carries out duties in accordance Competent – HT, Self
with federal and state laws, Code
of Ethics, and established state
and local school board policies,
regulations, and practices.
Maintains professional demeanor Competent – SC, HT, Self
and behavior (e.g., appearance,
punctuality and attendance).
Respects and maintains Competent – HT, Self
confidentiality.
Evaluates and identifies areas of Competent – SC, HT, Self
personal strengths and weaknesses
related to professional skills and
their impact on student learning
and sets goals for improvement.
Participates in ongoing Competent – SC, HT, Self
professional growth activities
based on identified areas for
improvement (e.g., mentoring,
peer coaching, course work,
conferences) and incorporates
learning into classroom activities.
Demonstrates flexibility in Competent – HT
adapting to school change.
Engages in activities outside the Competent – SC, HT, Self
classroom intended for school and
student enhancement.
10. Communication ___3.0___ (Score)
The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance
student learning.
TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)
Uses verbal and non-verbal Competent – SC, Self
communication techniques to
foster positive interactions and
promote learning in the classroom
and school environment.
Engages in ongoing Competent – HT
communication and shares
instructional goals, expectations,
and student progress with families
in a timely and constructive
manner.
Collaborates and networks with Competent – SC, HT, Self
colleagues and community to
reach educational decisions that
enhance and promote student
learning.
Uses precise language, correct Competent – SC, HT, Self
vocabulary and grammar, and
appropriate forms of oral and
written communication.
Explains directions, concepts, and Competent – SC, HT, Self
lesson content to students in a
logical, sequential, and age-
appropriate manner.
Adheres to school and district Competent – HT. Self
policies regarding communication
of student information.
Creates a climate of accessibility Competent – HT, Self
for parents and students by
demonstrating a collaborative and
approachable style.
Listens and responds with cultural Competent – SC, HT, Self
awareness, empathy, and
understanding to the voice and
opinions of stakeholders (parents,
community, students, and
colleagues).
Uses modes of communication that Competent - HT
are appropriate for a given
situation.