New Jersey Department of Education

NJPEPL Observation Instrument Training Modules

NJPEPL Observation Instrument Module 2

Evidence Collection for Observations

Agenda - Evidence Collection for Observations

The second video in this set will explore the process of evidence collection during the observation process.
[This will be followed by effective observation training, scoring guidance, and finally guidance for using the NJPEPL Observation Instrument for administrators other than principals, assistant principals and vice principals.]

Evidence Collection Using the NJPEPL Observation Instrument

As described in more detail in the video for the NJPEPL Process, the principal evaluation cycle begins with an annual planning and goal setting conference. There are several outcomes for this conference including an agreement on specific observation protocols, such as timing and methods of gathering and sharing evidence. Here are several points for conversation during the planning conference:

• How can we collect evidence of the principal’s actionsand the outcomesof these actions? 
• How can we collect a diverse sample of evidence for each of the seven domains?
• How should we differentiate evidence collection for prioritized domains?
• How can we gather evidence that can be used for more than one domain?

We will consider each of these points in the next section of the video.

Diverse Sample of Evidence Showing Actions and Outcomes

Type of Observation Evidence	Examples (may include, but are not limited to)
Direct The superintendent observes while the principal is present and leading.	teacher post-observation conference instructional rounds hiring interview faculty meeting
Indirect The superintendent is not present but evaluates the principal’s effectiveness through the actions and words of others and through artifacts	a data meeting led by a teacher leader stakeholder feedback on a survey testimony of staff and students state test and benchmark testing results meeting agendas social media posts

It is important to gather a diverse sample of evidence showing both the actions of the principal and the outcomes of these actions. To help this process, consider categorizing types of evidence as “direct” or “indirect”. Direct evidence is collected while the superintendent observes and the principal is present and leading. Items may include, but are not limited to teacher post-observation conferences, instructional rounds, hiring interviews and faculty meetings.

Indirect evidence is collected when the superintendent is not present but evaluates the principal’s effectiveness through the actions and words of others and through artifacts. Examples may include, but are not limited to data meetings led by a teacher-leaders, stakeholder feedback on surveys, testimonies of staff and students, state test and benchmark testing results, meeting agendas, and social media posts

NJPEPL Observation Instrument Domain 3: Professional Capacity of School Personnel

This example shows Direct and Indirect evidence that might be gathered for Domain 3 of the NJPEPL observation instrument, professional capacity of school personnel.

The superintendent attended one of the principal’s monthly faculty meetings during which the principal previewed an upcoming PD day. Teacher-leaders facilitated the remainder of meeting, conducting data review, and leading the planning and preparation for the PD day. In this case, the superintendent witnessed the leadership of the principal directly.

The superintendent also collected indirect evidence of the principal’s practice in form of artifacts that represent the principal’s work in Domain 3.

These artifacts included agendas and meeting notes of grade level chairs leading PLCs focused on data and action, pineapple charts demonstrating teacher choice in the visitation of each other’s classrooms to observe lessons, and a schedule displaying teacher-led PD offered weekly in after-school sessions. In this example, the superintendent requested the first and third item and the principal provided the second item, feeling that this was good evidence of the way staff were owning this important work.

A word of caution on evidence collection.  While it is important to gather enough information from a variety of sources to produce an accurate evaluation, it is also important to not let this process become burdensome. Administrators should focus on developing a deliberate and targeted evidence portfolio that provides an accurate picture of a principal’s practice. This should be discussed at the annual planning and goal-setting conference and formalized in a document that provides examples of the evidence that might be used to build the portfolio.

Domain Prioritization

Priority Domains (linked to Admin goals and PDP):

• Domain 1: Mission, Vision, and Core Values
• Domain 2: Curriculum, Instruction, and Assessment

Other Domains:

• Domain 3
• Domain 4
• Domain 5
• Domain 6
• Domain 7

[Text on Screen] Gather an appropriate variety and quantity of evidence to effectively evaluate performance in each domain

Throughout the evaluation cycle, an appropriate variety and quantity of evidence spanning all domains of practice should be collected. However, a useful way to maximize opportunities for principal professional learning is to choose one or more “priority domains.” Educators should consider choosing priority domains that align with principal’s administrator goals and professional development plan. The evidence collected for a priority domain may be deeper and broader than for other domains and can lead to richer conversations during the post-observation conferences.
Decisions regarding priority domains should be made collaborative and fully discussed during the annual planning and goal-setting conference.

Gathering Evidence for Multiple Domains

[Chart highlighting evidence samples specific to Domain 2 and evidence samples specific to Domain 3 as well as evidence samples that can be attributed to both domains]

Domain 2: Curriculum, Instruction and Assessment	Domains 2 and 3	Domain 3: Professional Capacity of Staff
Benchmark two results show improved reading proficiency Data meeting agendas	Teacher-led data meetings Instructional rounds ScIP meeting agendas	Pineapple charts show teacher visits of colleagues' classrooms Score increase in observation instrument domains

There is a natural overlap and interrelationship between certain practice domains that can lead to efficient evidence collection. For example, this diagram displays two pieces of evidence that can be used to evaluate Domain 2: Curriculum, Instruction and Assessment and two pieces that can be used for Domain 3: Professional Capacity of Staff. In the center, teacher-led data meetings, instructional rounds and School Improvement Panel agendas can be used as evidence for both Domains 2 and 3.