Document Type

Article

Publication Date

Winter 2015

Publication Source

AASA Journal of Scholarship and Practice

Abstract

The Ohio Teacher Evaluation System (OTES) was first implemented during the 2013-14 school term. This study examined principals’ dispositions at the end of this school term. Findings revealed several major concerns. The most prominent were (a) not having sufficient time to implement the program properly, (b) basing a teacher’s performance heavily on student value-added data, and (c) being required to assist teachers in developing their annual improvement plans. Three independent variables, teaching experience, administrative experience, and level of school assignment, were found to have only a low level of association with principal dispositions. With respect to teacher evaluation generally, findings here were consistent with earlier studies reporting mixed principal dispositions; with respect to OTES specifically, findings here were consistent with studies in other states reporting that principal dispositions were more negative than positive.

ISBN/ISSN

1550-9850

Document Version

Published Version

Comments

Creative Commons Attribution License: Non-commercial, No Derivatives (CC-BY-NC-ND)

Publisher

AASA: The School Superintendents Association

Volume

11

Issue

4

Peer Reviewed

yes

Keywords

superintendent, leadership, school administration