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Full text release has been delayed at the author's request until December 16, 2025

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OPES 2.0 in Review: A Sequential Explanatory Evaluation of Mandated Principal Evaluation in Ohio

Reynolds, Katie Tollison
http://orcid.org/0000-0002-6606-0335
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1701443279437352

Abstract Details

2023, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
The Ohio Principal Evaluation System 2.0 (OPES 2.0) serves as the primary tool for assessing principal effectiveness in Ohio. This research explores Ohio principals' experiences with OPES 2.0 and how OPES 2.0 influences professional growth. It also identifies factors that either support or hinder successful evaluation outcomes. Using a sequential explanatory mixed methods approach, the study analyzed principals' perceptions of OPES 2.0, the competency of evaluators, impact on professional habits and development, and the challenges faced in OPES 2.0 implementation. The findings reveal that principals have ambivalent views about OPES 2.0. In its inaugural year of mandated use, strong negative sentiments were prevalent. Furthermore, inconsistent implementation across districts—often missing key evaluation components—led to varied experiences for principals, obstructing their ability to leverage evaluation results for growth. While principals believed they understood the system and trusted their evaluators' capabilities, they were unsure about the flexibility permitted in implementing OPES 2.0. Notably, principals with less than five years of experience found OPES 2.0 less beneficial for their growth compared to their more experienced counterparts. Principals were evenly divided on whether OPES 2.0 positively affected their professional practices and development. The study underscores the need for enhancements at all principal evaluation stages—planning, monitoring, assessment, and appraisal—and across all structural levels, from state to individual principal. These findings offer a foundation for state agencies and school districts to gauge the effectiveness and perceived value of the new state principal evaluation model. Crucially, the study highlights that certain aspects of OPES 2.0 implementation in 2022-2023 impeded its main objectives to foster professional growth in principals and improve school outcomes.
Thomas Lasley (Committee Chair)
Meredith Wronowski (Committee Member)
Susan Brown (Committee Member)
Larry Smith (Committee Member)
David Dolph (Committee Member)
261 p.
Education; Education Policy; Educational Leadership; School Administration
Professional development; Principal self-evaluation; School performance standards; Administrators’ professional performance standards and school leadership and reforms; Ohio Standards for Professional Development; Ohio Standards for Principals; Principal preparation; Principal licensure; School leadership; State education policy

Recommended Citations

Citations

  • Reynolds, K. T. (2023). OPES 2.0 in Review: A Sequential Explanatory Evaluation of Mandated Principal Evaluation in Ohio [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1701443279437352

    APA Style (7th edition)

  • Reynolds, Katie. OPES 2.0 in Review: A Sequential Explanatory Evaluation of Mandated Principal Evaluation in Ohio. 2023. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1701443279437352.

    MLA Style (8th edition)

  • Reynolds, Katie. "OPES 2.0 in Review: A Sequential Explanatory Evaluation of Mandated Principal Evaluation in Ohio." Doctoral dissertation, University of Dayton, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1701443279437352

    Chicago Manual of Style (17th edition)

dayton1701443279437352
© 2023, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.