Gaps Analysis

What is a Gaps Analysis?

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.

Professional Gaps Analysis

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
(Desired Performance)
Addresses appropriate curriculum
standards and integrates key
content elements.
Facilitates students’ use of higher-
level thinking skills in instruction.
Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(material & human)
Competent – Self
Self Score: 3
I use the defined standards to
determine curriculum and key
elements. (edTPA)
Competent – SC, Self
Self Score: 3

I use questioning during instruction

Demonstrates ability to link
present content with past and
future learning experiences, other
subject areas, and real-world
experiences and applications.
and class discussions to first
encourage recall and then to apply
that to the current content or other
concepts.
Needs Growth
Self Score: 2.25
I am able to connect present
content with prior learning, but I
have trouble linking to future
learning other subject areas, and
real-world experiences.
I plan to work with students to
better understand their interests
and experience, and then use this
knowledge as inspiration for
applications.
I plan to create more hands-on
learning activities to support
students link from concrete to
abstract thinking.
Material:
Communication with my
students
Suggestions and tips from the
GA math standards web site
Human:
Experienced 6th grade math
teachers (Jennifer Fowler,
Keith Berry)

Piedmont College mentors

Demonstrates accurate, deep, and
current knowledge of subject
matter.
Exhibits pedagogical skills relevant Needs Growth
to the subject area(s) taught and
best practice based on current
research.
Bases instruction on goals that
reflect high expectations for all
students and a clear understanding
of the curriculum.
Displays an understanding of the
intellectual, social, emotional, and Self Score: 3
physical development of the age
group.
Needs Growth
Self Score: 2.5
It has been so long since I
completed and used my math
degree that my knowledge is not as
deep or as current as it was.
Self Score: 2
Most of the mathematical
instruction I have seen has been
direct instruction during a mini
lesson followed by individual
practice.
Competent – SC, Self
Self Score: 3
Instruction goals are based on
meeting or exceeding state
mathematical standards.
Competent – SC
I am extremely empathetic, so I can
easily pick up on students’
dispositions toward math as well as
their current “situations.”
I think this will be easier with 6th
grade math, but I plan to study the
content for each standard before I
begin the unit in class. This
approach will update my
knowledge before I begin the unit.
I will research common
pedagogical strategies used in
teaching math in on-line
publications.
I will research techniques often
used teaching 6th grade students.
I plan to participate in and utilize
team planning at North Habersham
Middle School.
Material:
Class set of 6th grade math
books
Human:
Other 6th grade math teachers
at North Habersham Middle
School
Material:
Suggestions and tips from the
GA math standards web site
Human:
Experienced 6th grade math
teachers (Jennifer Fowler,
Keith Berry)
Colleagues at North
Habersham Middle School
2. Instructional Planning ___3.0___ (Score)
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated
needs of all students.

TAPS Performance Indicators Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(Desired Performance) (material & human)

Analyzes and uses student learning Competent – SC, HT, Self

data to inform planning.

Develops plans that are clear, Competent – HT

logical, sequential, and integrated
across the curriculum (e.g., long-
term goals, lesson plans, and
syllabi).
Plans instruction effectively for Competent – Self
content mastery, pacing, and
transitions.
Plans for instruction to meet the Competent – HT, Self
needs of all students.
Aligns and connects lesson Competent – HT, Self
objectives to state and local school
district curricula and standards,
and student learning needs.
Develops appropriate course, unit, Competent – SC, HT
and daily plans, and is able to
adapt plans when needed.

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

5. Assessment Strategies ___3.0____ (Score)

The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and
appropriate for the content and student population.

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

7. Positive Learning Environment ___3.15___ (Score)

The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

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
(Desired Performance)
Maximizes instructional time.
Current Level of Performance Proposed Actions to Fill the Gap Identified Resources
(material & human)
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

Create classroom procedures that Differentiation in Middle &

include time for warm up and High School by Doubet &
conclusions so that it is an Hockett
expected routine for students to be
engaged for the whole class
period. Human:

Experienced 6th grade math

teachers (Jennifer Fowler,
Keith Berry)

Colleagues at North
Habersham Middle School

Piedmont College mentor

Conveys the message that mistakes Competent – SC, HT, Self

should be embraced as a valuable Self Score: 3
part of learning.
I constantly encourage students to
try individually, in groups, or at the
board by ensuring them that the
whole class will be learning with
them regardless of whether their

Encourages productivity by
providing students with
appropriately challenging and
relevant material and assignments. I strive to constantly encourage
Provides transitions that minimize Need Growth
loss of instructional time.
Communicates high, but
reasonable, expectations for
student learning.
approach is flawless or if it
contains a mistake. I remind
students that we all learn more
from mistakes than if we never
mess up.
Competent – SC, HT, Self
Self Score: 3
students in their academics with
challenges, relevant content, and
assignments.
Self Score: 2
It is difficult to keep students
focused during transitions. They
see it as the perfect opportunity to
talk and catch up with friends in
class or check their phones.
Competent – HT
Self Score: 2
While I am competent in
communicating expectations for
learning with the high school
students I had at North Hall High
Create classroom procedures for Materials:
common transitions that occur
during instruction time. Classroom layout
Step back and observe transitions Seating Charts
in my classroom to identify what is
working and what is creating a Human:
problem.
Experienced 6th grade math
teachers (Jennifer Fowler,
Keith Berry)
Colleagues at North
Habersham Middle School
Piedmont College mentor
I will learn more about middle Material:
school students by reading articles
on-line and through discussion Scholarly articles accessible
with experienced teachers. on-line
Once I have a better understanding
of expectations for 6th grade math
 School, I am not confident about
this indicator with 6th grade
students. High but reasonable
expectations will be different for
6th graders, and I have had very
little experience teaching kids of
this age.
students I will communicate
appropriate expectations
incrementally.
Differentiation in Middle &
High School by Doubet &
Hockett
Human:
Experienced 6th grade math
teachers (Jennifer Fowler,
Keith Berry)

Colleagues at North
Habersham Middle School

Piedmont College mentor

Provides academic rigor, Competent – SC, HT, Self

encourages critical and creative
thinking, and pushes students to
achieve goals.
Encourages students to explore
new ideas and take academic risks. Self Score: 3
Self Score: 3
I like to use questioning during
direct instruction not only to
informally assess students but to
push them so that they don’t
encounter higher levels of rigor,
critical thinking, or creative
thinking during summative
assessments.
Competent – SC, HT

One way I encourage students to

take academic risks is to speak up
during class or volunteer to go to
the board. I remind them that we
are all there learning together and
that we can all learn if a mistake
were to be made.
Professionalism and Communication

9. Professionalism ___3.3___ (Score)

The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support
student learning, and contributes to the profession.

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.