Ohio Principal Evaluation System

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This document summarizes feedback from principals, evaluators, and superintendents regarding their first experiences using the Ohio Principal Evaluation System (OPES) in 2011-2012. Key findings include that training was found to be helpful but clarity around the process was still needed. Participants felt the evaluation process was generally positive and collaborative but saw room for more consistency. They noted that piloting time was important to fully implement and gain buy-in for the new system. There were also concerns about reliably incorporating student performance measures into principal evaluations.

Education

Ohio Principal
Evaluation System
A Snapshot of Implementation in 2011-2012

Jill Lindsey, PhD
Suzanne Franco, EdD
Ted Zigler, EdD

Wright State University’s OERC Team

Funded by the Ohio Education Research Center

Purpose

To gather feedback from principals, evaluators
and superintendents regarding first use
experiences

Design

• Criterion sampling

• Phone and in-person interviews with
superintendents

• Focus group interview with evaluators

• Focus group and individual interviews with
principals evaluated using OPES

Guiding Questions related to

• Implementation
• Training
• 50% student performance measures
• Challenges
• Perceptions
• Comparison with past practice
• Advice

Sample
• Five Superintendents of the six districts in region with
three or more trained in OPES agreed to be interviewed
• All RttT Districts
• All Typology 6 or 7 (urban/suburban with
high median income)
• Varied enrollment ( 2000-5000) with 5-13
Principals
• Varied % free/reduced lunch population (4-
40%)

• One district partially implementing as a pilot
• Second largest
• Highest % free-reduced lunch
• 8 Principals evaluated with OPES

Superintendent Findings

• All completed four sessions of training & found
training to be very helpful

• Not implementing or not fully implementing

• Greater focus on teacher evaluation changes

• All currently using Danielson model for teacher
evaluation and satisfied but adapting

• OPES an improvement over past practice

Evaluator Findings

• All completed four sessions of training and found
scenarios to be especially helpful but a lack of clarity
around latitude
• Modified rubric and forms
• Prompted great conversations
• Too much variation between evaluators
• Time concerns
• Equity concerns about use of student growth measures

Principal Findings
• Did not receive training- need training

• Pilot process, no student performance/growth measured used, not
part of official record

• Varied experiences in number of meetings and artifact
expectations

• Best evaluation experience, affirming, very collaborative, lots of
conversation and input

• Fit well with other district and building processes/goals

• Concerns about use of student performance measures

• Created empathy in teachers

Common Findings Across
Groups
• Training helpful and needed; need clarity

• Is a very positive, collaborative process

• Need more consistency in process

• Piloting time is essential for best use & buy-in

• Student Performance/growth component must be
established

• OTES and OPES intertwined

Questions

If you wish to contact us for more information:

Jill.Lindsey@wright.edu

Suzanne.Franco@wright.edu

Ted.Zigler@wright.edu

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