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Observation Training Domain Activities
Complete the following activities for each domain:
- Understand the domain
- Distinguish between performance levels
- Type and quality of evidence
- Identify performance level based on evidence
The descriptor, rubric, and critical attribute for each domain is listed after the activities.
Activity 1: Understand the Domain
In this activity, you will explore the domain in depth.
Instructions
- Talk: Discuss with one or two others how the practice reflected in this domain in the box above is important for excellent leadership. (five minutes)
- Write: Summarize your thoughts about the necessity of this practice for leading a great school. (two minutes)
- Share: Share 1–3 phrases that summarize your thoughts on the importance of this practice. (three minutes)
- Agree: Generate a summary statement that captures the main agreements related to the necessity of this practice. (three minutes)
Activity 2: Distinguish between Performance Levels
In this activity, you will explore the performance levels.
Instructions
- Review: Review the observation instrument language for the domain in the corresponding table (tables 1–7). (two minutes)
- Highlight: Highlight or circle the key phrases that distinguish one performance level from the next. Annotate as needed. (five minutes)
- Agree: Agree on the key similarities and differences between each level of practice. (three minutes)
Activity 3: Type and Quality of Evidence
In this activity, you will discuss what type and quality of evidence might signify performance at different levels.
Guiding Question
Given that the principal is performing at the highest level in the domain, what types and quality of evidence could you use to justify your assessment of this performance? It may be helpful to review the critical attributes associated with this domain to stimulate your thinking.
- Think: Jot down some ideas and note whether the evidence is indirect or direct. (three minutes)
- Share: Share your ideas with the group. (three minutes)
- Identify: Note areas where the group agrees and where there may be open questions. (five minutes)
Activity 4: Identify Performance Level Based on Evidence
In this activity, you will determine the performance level based on evidence.
A. Evidence
Individually list the evidence:
- List evidence in table below in the appropriate column.
- Label whether the evidence is a principal action or an outcome of an action.
- Review the evidence and assign a score based on this evidence according to the instrument language for the domain. The score must be between 1 and 4 but may contain one decimal place, e.g. 3.5.
B. Scoring
In a small group (one or two others):
- Discuss your provisional score and how this was justified by the evidence.
- Identify the relative importance of difference pieces of evidence and how this impacted your evaluation.
- Agree on a final score.
In the larger group:
- Share your final score with a brief justification for the score. Include any additional information that would help support your decision on a final score for this domain.
- Note any evidence that might be used for other domains.
The descriptor for Domain 1—Mission, Vision and Core Values is: 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.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions that develop, advocate and enact a shared mission, vision, and set of core values of high-quality education for each student's success. Shared ownership by staff and students leads to significant improvements in or sustained excellence of the educational environment. | The principal plans, implements and supports actions that develop, advocate and enact a shared mission, vision, and set of core values of high-quality education for each student's success resulting in a positive impact on the educational environment. | The principal is inconsistent in planning, implementing and supporting actions associated with mission, vision and core values or these actions have limited or no positive impact on the educational environment. | The principal's actions or attitude regarding the development and enactment mission, vision, and core values have a negative impact on the educational environment. |
Critical Attributes for Domain 1
- Collaborate to develop an educational mission for the school to promote the academic success and well-being of each student.
- Using relevant data, develop and promote a vision for the school on the successful learning and development of each child.
- Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.
- Strategically develop, implement, and evaluate actions to achieve the vision for the school.
- Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students.
The descriptor for Domain 2—Curriculum, Instruction, and Assessment is: Develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions that develop and support rigorous, coherent systems of curriculum, instruction, and assessment for each student. Shared ownership by staff leads to significant improvements in or sustained high levels of student success. | The principal plans, implements and supports actions that develop and support rigorous, coherent systems of curriculum, instruction, and assessment for each student resulting in a positive impact on student success. | The principal is inconsistent in planning, implementing and supporting actions that develop and support rigorous, coherent systems of curriculum, instruction, and assessment or these actions have limited or no positive impact on student success. | The principal’s actions or attitudes regarding the development and support of systems of curriculum, instruction and assessment have a negative impact on student success. |
Critical Attributes
- Implement coherent systems of curriculum, instruction, and assessment that embody high expectations for student learning, align with academic standards, and are culturally responsive.
- Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success.
- Ensure instructional practice that is intellectually challenging, authentic to student experiences, and is differentiated and personalized.
- Promote the effective use of technology in the service of teaching and learning.
- Employ valid, developmentally appropriate assessments and use the assessment data to monitor student progress and improve instruction.
The descriptor for Domain 3—Professional Capacity of School Personnel is: Effective educational leaders develop the professional capacity of school personnel to promote each student's academic success and well-being.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions to develop the professional capacity and practice of school personnel to promote each student’s success. Shared ownership by staff leads to significant improvements in or sustained high levels of staff performance. | The principal plans, implements and supports actions that develop the professional capacity and practice of school personnel to promote the success of each student resulting in a positive impact on staff performance. | The principal is inconsistent in planning, implementing and supporting actions that develop the professional capacity and practice of school personnel or these actions have limited or no positive impact on staff performance. | The principal’s actions or attitudes regarding the development of the professional capacity and practice of school personnel have a negative impact on staff performance. |
Critical Attributes
- Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.
- Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth.
- Deliver actionable feedback about instruction and other professional practice through valid, research anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills and practice.
- Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.
- Develop workplace conditions for teachers and other professional staff that promote effective professional collaboration, development, practice, and student learning.
- Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.
The descriptor for Domain 4—Equity and Cultural Responsiveness is: Effective educational leaders strive for equity of educational opportunity and culturally-responsive practices to promote each student's academic success and well-being.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions that promote equity of educational opportunity and cultural responsiveness for each student. Shared ownership by staff and students leads to significant improvements or sustained high levels of equity and responsiveness in the educational environment. | The principal plans, implements and supports actions that promote equity of educational opportunity and cultural responsiveness for each student resulting in a positive impact on equity and responsiveness. | The principal is inconsistent in planning, implementing and supporting actions that promote equity of educational opportunity and cultural responsiveness for students or these actions have limited or no positive impact on equity and responsiveness. | The principal’s actions or attitudes regarding equity of educational opportunity and a culturally responsive climate for students have a negative impact on equity and responsiveness. |
Critical Attributes
- Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.
- Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.
- Develop student policies and address student misconduct in a positive, fair, and unbiased manner.
- Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
- Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.
The descriptor for Domain 5—Community of Care and Support for Students is: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions that cultivate an inclusive, caring, and supportive school community for each student. Shared ownership by staff and students leads to significant improvements in or sustained excellence in the care and support of the school community. | The principal plans, implements and supports actions that cultivate an inclusive, caring, and supportive school community for each student resulting in a positive impact on the care and support of the school community. | The principal is inconsistent in planning, implementing and supporting actions that cultivate an inclusive, caring, and supportive school community for each student or these actions have limited or no positive impact on the care and support of the school community. | The principal’s actions or attitudes regarding the cultivation of a community of care and support for students have a negative impact on the school community. |
Critical Attributes
- Build and maintain a safe, caring, and healthy school environment. Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.
- Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.
- Cultivate and reinforce student engagement in school and positive student conduct.
- Infuse the school’s learning environment with the cultures and languages of the school’s community.
The descriptor for Domain 6—Meaningful Engagement of Families and Community is: 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.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently plans, implements and supports actions that engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s success. Shared ownership by staff and students leads to significant improvements or sustained excellence in community engagement. | The principal plans, implements and supports actions that engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s success resulting in a positive effect on community engagement. | The principal is inconsistent in planning, implementing and supporting actions that engage families and the community in meaningful, reciprocal, and mutually beneficial ways or these actions have limited or no positive impact on community engagement. | The principal’s actions or attitudes regarding engagement of families and community have a negative impact on community engagement. |
Critical Attributes
- Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.
- Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.
- Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.
- Develop and provide the school as a resource for families and the community.
- Advocate publicly for the needs and priorities of students, families, and the community.
The descriptor for Domain 7—Operations and Management is: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| The principal consistently manages school operations and resources to promote each student’s success. Shared ownership by staff and students leads to a school that runs smoothly and efficiently. | The principal manages school operations and resources to promote each student’s success resulting in a positive impact on how the school is run. | The principal is inconsistent in managing school operations and resources or these actions have limited or no positive impact on how the school is run. | The principal’s management of school operations and resources negatively impacts how the school is run. |
Critical Attributes
- Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.
- Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement.
- Are responsible, ethical, and accountable stewards of the school’s monetary and nonmonetary resources, engaging in effective budgeting and accounting practices.
- Protect teachers’ and other staff members’ work and learning from disruption.
- Employ technology to improve the quality and efficiency of operations and management.
- Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement.
- Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.
- Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation.
- Develop and manage productive relationships with the central office and school board.
- Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.