New Jersey Principal Evaluation for Professional Learning Observation Instrument
The New Jersey Principal Evaluation for Professional Learning (NJPEPL) Observation Instrument has been designed to be used in conjunction with the New Jersey Evaluation for Professional Learning Process. Using this integrated approach will increase the effectiveness and value of the evaluation process.
Each domain in the observation instrument is tightly aligned to the Professional Standards for Educational Leaders (PSEL). However, please note the following:
- Domain 3 of the instrument (Professional Capacity of School Personnel) condenses two standards into one; PSEL 6 (Professional Capacity of School Personnel) and PSEL 7 (Professional Community for Teachers and Staff).
- Evidence for PSEL 10 (School Improvement) is collected through the development and implementation of a principal’s AchieveNJ-required Administrator Goals.
- Ethics and Professional Responsibility described by PSEL 2 are foundational job expectations for a school leader but are better addressed outside of the typical evaluation process. Therefore, they are not included in this instrument.
Evidence Collection
- Gather evidence for a principal’s effectiveness in each of the seven domains throughout pre-established windows of time (e.g. two to three months each).
- Collect a diverse sample of evidence of the principal’s actions and the impact of these actions. This broad sample may include, but is not limited to, site visits, collaborative conversations, submitted and solicited artifacts, data, and stakeholder feedback.
- If agreed to during the annual planning conference, focus evidence collection on those domains that are most aligned to Administrator Goals and priority areas for the principal’s professional learning.
- Use the “critical attributes” section associated with each domain as a non-exhaustive guide to “look-fors” but avoid using this as a checklist for compliance.
Individual Observation Score
Use the diverse sample of evidence collected during the two to three month observation window to generate a 1–4 score for each domain (scores with decimals, e.g. 3.5, are encouraged, if appropriate). It is likely that some evidence can be used for several domains.
To generate an observation score, average domain scores using the following rules: Domains 1–3 represent instructional leadership and are collectively weighted at 50% of the observation score. Domains 4–7 represent organizational leadership and comprise the other 50% of the observation score.
If, based on conversations during the annual planning conference, certain domains have been prioritized for the evaluation cycle, make appropriate adjustments to the weighting formula such that a fifty-fifty, instructional leadership or organizational leadership is maintained as much as possible.
Discuss the observation score and associated evidence with the principal during each post-observation conference, provide feedback and discuss next steps in the evaluation cycle.
Final Observation Score
Produce a final observation score for the year using either of the following methods:
- Average the individual observation scores.
- Review the portfolio of evidence collected throughout the entire year. Evaluate the evidence using the instrument language for each domain and use the prescribed domain weights to determine a final score.
Observation Domains
- Domain 1: Mission, Vision, and Core Values
- Effective educational leaders develop, advocate, and enact a shared mission, vision, and set of core values of high-quality education and academic success for, and well-being of, each student.
- Domain 2: Curriculum, Instruction, and Assessment
- Develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
- Domain 3: Professional Capacity of School Personnel
- Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
- Domain 4: Equity and Cultural Responsiveness
- Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
- Domain 5: Community of Care and Support for Students
- Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
- Domain 6: Meaningful Engagement of Families and Community
- Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
- Domain 7: Operations and Management
- Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
More information on the Domains, including critical descriptions and attributes can be found on the Observation Training Domain Activities webpage