AASA Journal of Scholarship and Practice
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.
AASA: The School Superintendents Association
superintendent, leadership, school administration
Kowalski, Theodore J. and Dolph, David Alan, "Principal Dispositions Regarding the Ohio Teacher Evaluation System" (2015). Educational Leadership Faculty Publications. 16.
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Administration Commons, Other Educational Administration and Supervision Commons, Special Education Administration Commons, Urban Education Commons