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Development Profile Report

Please Note

Information provided here is intended for development and review purposes. Overall Composite Score rankings presented on the previous page are specifically for screening.
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How To Use Development Profile Report Details

For development analysis, Sketch details are organized into Behavior Themes and Attributes. There is always at least one Attribute in each Behavior Theme.
Each section is clearly identified and each Behavior Theme and Attribute is described in some detail.
Each Attribute is assessed in the Sketch using multiple questions. The results are presented by Attribute and Behavior Theme, not by question.

Interpreting Scores

Each question is scored on a scale from -2 to +2 where -2 = DEVELOPMENTAL, and +2 = STRENGTH.

Results are compiled two different ways, each way providing different information and different perspective in each Attribute and Behavior Theme.

The Composite score is calculated by adding the score from each question that is part of the Behavior Theme or Attribute. This score tends to strongly reflect strengths or weaknesses. The Composite result shows the score achieved out of a maximum possible.

The Average score (the Assessment value) is calculated by averaging the score from each question that is part of the Behavior Theme or Attribute. This score tends to reflect degree of consistency in the candidate and can show degree of confidence in the sketch results.
Confidence is calculated using Standard Deviation, which is a measure of the amount of variation in the question results. The Standard Deviation is shown by the small black horizontal line with little end-caps. The range indicated shows where there is a 90% chance that any new data collected from this individual will fall. Keep in mind that when there is a relatively small dataset, such as here, one must be careful when applying statistics and should look closely at the individual and the results of each separate attribute.

The Average score shows where the combined results fall on the -2 to +2 scale and is used to characterize the Theme result as DEVELOPMENTAL, FUNCTIONAL, or STRENGTH.

Result Implications and Development Suggestions

The score from each attribute reflects level of awareness and integration of the concepts and behaviours being measured. The Implication summary presented is specific the level scored in the Sketch and is intended to offer development suggestions for improving understanding and integration of the concepts and behaviours being measured

Participant Name: Peter Pillsbury

Behavior Theme: Affiliation

Successful teachers have positive relationships with students and all other stakeholders within the learning community.  They demonstrate caring and empathy.  These teachers communicate openly with everyone and seek input that might improve what they can do for students.  They listen to others and are especially open to what students have to say.

  • Building Relationships: This teacher endeavors to build positive, caring relationships with students and others.
  • Open Communication: This teacher communicates openly and clearly, seeks input from others and listens.
  • Sensitivity: This teacher demonstrates empathy and concern for the emotional and physical well being of others.  Helping students with personal problems and to constructively solve inter-personal problems is a priority for this teacher

Theme Composite Score: 2
Theme Average Score:1
Score Distribution
Each bar represents number of questions with score indicated on horizontal axis.

Theme Average Score Strength: Scattered: Behavior Theme Composite result confidence is mixed. Suggest reviewing Attribute Responses separately



The successful teacher is friendly and caring and builds personal and positive relationships with students and adults. This teacher wants to know everything possible about their students' lives.

Raw Data
Question Score: 2 Excellent

Attribute Average Score: 2

Attribute Implication

This teacher may have a high level of ability to build personal, positive, caring and supportive relationships with students and others.  Likely, this teacher understands the importance of students knowing that he/she cares about them as individuals.

Questions for Reflection

In what ways does the relationship I build with students impact their learning?

What are three-four things I do to build positive, caring and supportive relationships with students and others?

Suggested behaviors:

  • taking time each day to connect personnally with a few students
  • greeting students at the door when they come in and inquiring about their life, make get to know you calls to parents
  • ask students and others questions about their life beyond school
  • have a "get to know you" sheet for students to fill our at the beginning of the year and then follow up on what is learned from these surveys

Suggested Reading

Teaching with Love and Logic, Fay & Funk, Chapter 2

Tuesdays with Morrie, Albon

Freedom to Learn, Chapter 4, Rogers,

Qualities of Effective Teachers, Stronge



The successful teacher first seeks to understand by listening to what others are thinking and feeling and then provides encouragement and support.

Raw Data
Question Score: 0 Marginal

Attribute Average Score: 0

Attribute Implication
Under Construction

Questions for Reflection
Under Construction

Suggested Reading
Under Construction

Behavior Theme: Extended Learning

Theme Composite Score: 2
Theme Average Score: 2

Theme Average Score Strength: No Variation, not calculated



The successful teacher believes that it is important for students to apply, whenever possible, what they are learning to real-life situations or at least make connections between what they are learning and the world beyond school.

Raw Data
Question Score: 2 Excellent

Attribute Average Score: 2

Attribute Implication

This teacher believes that it is important to engages students in activities and projects that extend what is being learned, whenever possible, into real-life situations.

Questions for Reflection

What are some of the strategies I use to get students actively engaged in applying what they are learning to real-life situations

Related behaviors:

  • Students are applying what they are learning to real-life situations.
  • Whenever possible, learning is made concretly relevant to real-life or student experience.
  • Students engaged in real life application projects.
  • Using technology to extend learning.

Suggested Reading

21st Century Skills, Trilling and Fadel

A Whole New Mind, Pink