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

Date of Award


Degree Name

Ph.D. in Educational Leadership


Department of Educational Administration


Advisor: Thomas Lasley


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.


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

Rights Statement

Copyright © 2023, author.