1. 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).
2. 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.
3. 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.
4. 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.

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.

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.

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