GTPA Data Scenarios: Evidence to Practice

Frequently Asked Questions for Preservice Teachers

These FAQs are for preservice teachers completing a GTPA using a Data Scenario and are to be read in conjunction
with the Preservice Teacher Booklet 2020 and resources for the GTPA Data Scenarios.

Q1: What is a GTPA Data Scenario?

A1: A GTPA Data Scenario is a collation of authentic data relating to classroom practices. It Includes
information about the school and classroom context. It also provides information about students’ prior
learning. This is provided to inform your approach to planning for student learning and teaching, taking
account of readiness to proceed. The scenario also presents assessment evidence for your formative
assessment purposes (including improving teaching and learning) and summative assessment purposes
(including grading and reporting student outcomes).
The Data Scenario is designed to provide the main basis for your GTPA submission. It is important that
you consider how you would supplement this evidence, consistent with your intended practices,
pedagogic decision-making and relevant informing policy, school materials and published research. Your
submission should address particular development needs of the whole class and individual students. This
includes teaching and assessment adjustments.
Q2: How much time do I have to complete the GTPA if I am using a Data Scenario?
A2: You have four weeks to complete your GTPA if you are using a Data scenario. It is recommended that you
familiarise yourself with the assessment and Data Scenario in the initial two-week period and complete
the GTPA in the remaining time, using the supplied Data Scenario and additional evidence methods that
you have identified as appropriate.
Q3: Do I need to address all five practices as presented in the GTPA (Preservice Teacher Booklet 2020)?
A3: Yes. It is essential that you address all five practices. The continuing expectation is that you will embed
segments of relevant evidence throughout your GTPA to show aspects of your pedagogy and decision-
making.
Q4: What is meant by embedding my evidence throughout my GTPA submission?
A4: The GTPA is designed for preservice teachers to demonstrate professional preparedness. This is taken to
include preparedness for the practices throughout the full cycle of planning, teaching and assessing, and
also your pedagogic decision-making. Embedding of evidence throughout your GTPA is the way you can
show this, with the embedded evidence, including annotations and relevant commentary, showing both
practices and decision-making. This means that you will need to cut and paste your evidence into each
practice of your submission.
Q5: What evidence must I include?
A5: Required evidence for each practice is outlined in the Preservice Teacher Booklet 2020.
Q6: Am I required to plan a full learning sequence for my teaching and assessment for formative and
summative purposes over a period of four weeks (minimum)?
A6: Yes. You are to plan a sustained learning sequence that would be delivered over a period of four weeks
(minimum). Refer to the Preservice Teacher Booklet 2020 for further information.

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Q7: My teaching philosophy and chosen pedagogical approaches do not align with the samples in the
scenario. How do I construct my responses to include both?
A7: Your teaching philosophy and chosen pedagogical approaches may not always align with those taken by
your placement school and your future place of employment. In your GTPA response, you have the
opportunity to show how you would respond in applying your teaching philosophy and chosen
pedagogical approaches within the framing of the school’s pedagogical framework. You are also required
to demonstrate how you could reflect on the effectiveness of those approaches. You should consider:
What other strategies may support student learning that may not be specifically identified in the
pedagogical framework of the school but have been identified in the research as useful for a student who
has these particular learning or disability characteristics?
Q8: If I am to plan a full learning sequence that is inclusive of the unit overview, the assessment activities
(including assessment for formative and summative purposes) and related marking guide/statement of
criteria and standards, how does this sit alongside the provided summative assessment task and collected
data?
A8: Often it is the case, when on your professional experience, that the school provides you with the learning
sequence and/or the assessment task. In these situations, you are required to work with the materials
that the school provides. In your GTPA Data Scenario, the student assessment work samples are
produced in response to the designed assessment task, so it makes sense to use the task as provided.
You have the opportunity to suggest improvements to the summative assessment task when you reflect
on the alignment of the task with the curriculum and the validity of the task in producing student
responses that align with the learning objectives for this unit of work.
You should plan your learning sequence based on the curriculum, assessment task and school/class
context information provided in the Data Scenario.
The formative student work samples identify how three focus students of differing abilities have
responded to the task. At this point, you need to consider what further support students may need to
progress their learning. You should consider how your lesson plans could be developed to extend or
scaffold learning so that students may achieve the established learning goals. What further evidence may
be required to discern the best way forward?
The summative work samples provide evidence of student learning. Analyse these responses and
consider the next-step learning these students require to learn core concepts or extend their learning.
Consider the literacy and/or numeracy skills that could have inhibited progress and the types of learning
experiences that will be needed to support the learning of these students.
Q9: Can I use data that I have collected in a professional experience placement completed in an earlier year in
my degree studies?
A9: No. The GTPA is to be undertaken in the final year of your studies.
Q10: Can I use data from my final year professional experience placement (undertaken between January and
April 2020: Term 1) that was disrupted due to COVID-19 and that remains incomplete, due to school
closures?
A10: Yes. In this case, the priority is for you to consider the fitness-for-purpose and sufficiency of the data that
you have already collected. In the circumstances of a partially completed professional experience
placement, you could consider drawing on the data you collected, collated and used in your placement
together with the data provided in a relevant Data Scenario and use both sets in combination, and as
appropriate. This would be possible only in the case where the final year professional experience
placement data aligns with the Data Scenario context, that is, same year level and curriculum content.
If you are commencing a placement between May and December 2020 (Terms 2-4), you will not be able
to supplement data collected over the course of your placement with a Data Scenario.
If you have completed a sustained placement of four weeks (minimum) in one class (this may be
constituted by a single year level or a range of year levels as in composite or multi-age classes), you are
to complete the GTPA as originally designed.

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If you have not completed a sustained placement of four weeks (minimum) in one class, you are to
complete your GTPA using a Data Scenario.
Q11: If I have the potential to draw from data previously collected during a final year professional experience
placement that was interrupted due to COVID 19, what should guide my consideration as to whether I
combine the data sets or just use the GTPA data provided to me?
A11: Requirement: Combining the data would be possible only in the case where the final year professional
experience placement data align with the Data Scenario context, that is, same year level and curriculum
content.
The provided Data Scenarios have been designed to canvass multiple phases of learning and curriculum
areas. If you have undertaken a partial placement between January and April 2020 (Term 1), you may
supplement your collected data with a Data Scenario, only where it satisfies the above requirement. In
this case, the priority is for you to consider the fitness-for-purpose and sufficiency of the data that you
have already collected. If you are unable to supplement your collected data with a Data Scenario, you are
to complete the GTPA as a Data Scenario only.
Q12: Normal data collection processes in the class have been disrupted by COVID-19. Can I still complete the
GTPA?
A12: Yes. However, the GTPA is completed in a practicum of 4 weeks (minimum) duration and involves the
collection of sufficient data to inform planning, teaching and assessment. If you have been unable to
meet any of these conditions, you need to use the provided Data Scenario to complete your GTPA.
Q13: Do I have to use all the data in the GTPA Data Scenario that I am given?
A13: No. You can select from the scenario and additional materials (see below). The important point is that
you show your intended practice, including how you plan for your pedagogy and your related reflection
of your intended actions. The scenario is also designed to support your presentation of what you would
look for and draw on to see the impact of your planned approaches to learning, teaching and
assessment. What means will you use to discern changes in student learning or possible signs of growth,
as well as signs of what may have been barriers to student learning?
Q14: Do I have to nominate additional data sources?
A14: You should supplement the scenario materials by designing and submitting other teaching, learning and
assessment data collection approaches. The pedagogic reasoning should make clear the intended
purposes of these materials and how they would gauge the impact of these on students as a class and
individually, where they link to differentiation.
Q15: What attention should I give to teaching literacy and numeracy?
A15: Literacy requirements and numeracy requirements of learning in all curriculum areas should be explicitly
taught and assessed. This is an essential part of teaching in each year level throughout the phases of
schooling.
Q16: Can I create mock work samples, based on an assessment task that I develop, for discussion?
A16: No. You are required to use the provided student work samples or work samples that you have collected
in a partially completed final year placement undertaken in January to April 2020 (Term 1).
Q17: How do I reflect on data choices, given that they have been provided to me in the Data Scenario?
A17: You can reflect on whether the data you have been provided in the Data Scenario were sufficient to
inform your planning, and then suggest further data that would have been useful to make informed
planning, teaching and assessment decisions. It is necessary to indicate why this additional data would
have been useful, referring to relevant informing research/theory, as expected in each practice.
Q18: Do I choose my focus students?
A18: There is no need for you to choose focus students. You are to use the data provided for the focus
students in the provided GTPA Data Scenario.

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Q19: I have been provided data for formative purposes. How do I show that I would want to collect other
formative data for this scenario?
A19: Determine what formative assessment you would intend to use for your teaching sequence based on
your provided data. This could include any specific instruments, tools, observations and consultations.
You are encouraged to design and collect other approaches to formative assessment. This could include,
for example, an observation schedule and consultation.
Q20: When reflecting on teaching, do I reflect on data provided in the scenario, with the assumption that it was
a result of my teaching?
A20: No. Reflecting involves consideration of the sufficiency of the provided data to inform planning and
teaching decisions. You should consider: What other data would have been useful when planning? How
did the pedagogic framework of the school influence selected teaching strategies and what other
strategies may have been beneficial for the learning of these students outside of this pedagogic
framework? Did the summative assessment task adequately assess the identified curriculum? Did the
assessment task provide an opportunity for all students to show their learning? If so, how? If not, how
could the assessment task be modified?
Q21: If I am drawing from the Data Scenarios, am I assessing the impact of the preservice teacher who
provided the data?
A21: No. You are not assessing the impact of the preservice teacher who provided the data. You will be
appraising the pedagogic decision-making and assessment evidence, including formative and summative
assessment data, and commenting on what the evidence shows about learner growth and response to
learner needs. You should consider: What further support and teaching strategies could be put in place
for the whole class and for the focus students? How could learning have been better tracked so that
interventions could be implemented at the time of need? Could the assessment have been conducted
differently to facilitate student engagement? How does the research support your analysis and
suggestions?
Q22: How will I demonstrate my teaching impact?
A22: It is essential that you read the GTPA Preservice Teacher Booklet 2020 for each practice very carefully. It
is also essential that you review the full suite of data provided and also those additional evidence types
that you would intend using. Discuss the evidence that shows, for example, how the students did not
understand a concept and what actions you would take in next-step teaching. You could also consider
the range of responses evident in the provided scenario and how you would provide interventions to
extend some students and to close gaps in expected learning for others. On review, what is the
relationship between the entry-level data provided to inform teaching and the assessment data
provided? What does this suggest about impact and what additional confirmatory evidence would be
needed for you to be confident that students are ready to proceed?
Q23: How do I reflect on and appraise my intended teaching, based on a Data Scenario?
A23: You will use the language ‘could’ and would’ when reflecting and appraising your Data Scenario. For
example: What differentiation would you use and what adjustments would you make to teaching, based
on the data?
Q24: How do I develop my cognitive commentary?
A24: Based on your own judgement of student data for summative purposes you will be able to complete a
cognitive commentary for each of your three focus students. (You develop three in total).
Q25: A judgement has already been made on the data for summative purposes for my three focus students. Do
I need to make my own judgement on the quality of the student work prior to moderation?
A25: Yes. Prior to moderation you are to make your own judgement on the student work, taking into account
the curriculum and achievement standards. You can use the Criteria and Standards Specifications for the
Summative task (section 2.2 in your Data Scenario) to record your judgements for each focus student. For

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moderation purposes, you consider how your judgement is similar to or different from the judgement
already made in your Data Scenario.
Q26: I have considered the differences and similarities between my own judgement of student data for
summative purposes with the judgements provided in the Data Scenario. Do I have to moderate with a
peer?
A26: Yes. Your peer can follow the same process that you have adopted in moderating the data for summative
purposes for each focus student. Discuss the similarities and differences between the judgements you
have both made, and the judgement provided to you in the Data Scenario. Ensure you complete your
Evidence of moderation practice: Summative assessment of the GTPA learning sequence. Evidence of
completed moderation is required. This could be achieved by exchanging the scoring that you and your
peer/colleague have completed and include these in your submission.
Q27: I have moderated the student data for summative purposes for each of my focus students. When
completing my Evidence of moderation practice: Summative assessment of the GTPA learning sequence,
am I moderator 1 or 2?
A27: Your peer is moderator 1 and you are moderator 2. This is a mandatory requirement. Make sure this
document is complete, including signatures.
Q28: My state/territory has its own curriculum framework. Can I adapt the material relating to curriculum in
my Data Scenario to my state/territory curriculum framework?
A28: Yes. For example: You teach in NSW and your scenario is based on the Australian Curriculum. You may
adapt the curriculum in your scenario to suit the NSW curriculum.
Q29: There is no Data Scenario for my teaching area/specialisation. What should I do?
A29: Discuss this matter with your course coordinator.
Q30: My placement is only for three weeks. Can I complete a regular GTPA?
A30: No. The requirement of the GTPA is for a professional experience placement of four weeks minimum
duration. This has not changed. A placement of three weeks does not meet the requirements for
completion of the GTPA.
If you undertake a school placement between May and December 2020 (Terms 2-4) that will not include
a sustained period of four weeks (minimum) in one class (this may be constituted by a single year level or
a range of year levels as in composite or multi-age classes), you are to complete the GTPA using a Data
Scenario.
Q31: I started my practicum in Term 2 and am completing it in Term 3 after an extended break. Can I complete
the GTPA as intended?
A31: No. The requirement for the GTPA is that you complete a sustained placement of four weeks (minimum)
in a single class. If these conditions cannot be met, you need to consult with your university for how to
address this. Refer to Q10/A10 for further information.
Q32: My practicum is an online context, involving synchronous teaching. Can I complete a regular GTPA?
A32: You are to read carefully the specifications in the GTPA Preservice Teacher Booklet 2020 and determine if
the online context of your placement allows you to complete the assessment in its entirety. You need to
ensure that your professional experience in an online context allows you to demonstrate your practice
across a full cycle of planning, teaching and assessing. If you are in doubt, please see your course
coordinator for advice.
Q33: What attention should I give to theory and practice connections in how I make decisions about teaching,
learning and assessment?
A33: Theory and practice connections are to be evident in each of the five GTPA practices.
Q34: Do word limits still apply?
A34: Yes. Please refer to the Preservice Teacher Booklet 2020.

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Q35: What are the expectations for academic writing in the GTPA?
A35: As mentioned in the Preservice Teacher Booklet 2020, adherence to the accepted conventions for clear
and coherent communication is expected. This includes fluency of expression; accurate spelling,
punctuation and grammar; and use of appropriate professional terminology.
Q36: Am I required to reference in my GTPA?
A36: Yes. You are required to reference all published research and curriculum and policy materials that you
have used to inform, reflect on and appraise your practice. You are required to use APA (6th edition)
referencing style. If you are drawing on materials developed by your supervising teacher/s, in the
situation of a partially completed professional experience placement, you should acknowledge
authorship by the teacher and school (anonymised in full).
Q37: Given the current circumstances, do I have to complete the GTPA?
A37: Yes. The successful completion of a teaching performance assessment (TPA) is a requirement for
graduation from an initial teacher education program. You cannot graduate if you do not successfully
complete a TPA.

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