Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Ohio from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective student growth measures: Ohio currently requires student academic growth to comprise 50 percent of a principal's evaluation rating. However, it is unclear at this point how new legislation may affect this requirement.
Link to Teacher Effectiveness/Instructional Leadership: Ohio's grading rubric for a principal's professional practice rating includes measures of instructional leadership. Specifically, to be rated accomplished, a principal must be able to support "the recruitment and selection of staff members who can ensure that the vision of the school is realized and retains productive staff, and implements incentives that ensure continued motivation. The principal systematically completes teacher evaluations that include substantive feedback that results in measurable improvements in instruction and assessment."
Improvement Plans: Ohio does not require that principals rated less-than-effective be placed on improvement plans. However, the state's model requires a plan when one or more areas are rated as ineffective or the overall performance is rated as ineffective.
Surveys: Ohio state policy does not mention surveys for the purposes of principal evaluation.
Ohio Revised Code 3319.02, -112, -16 SB 216 (2019) Principal Evaluations http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-Principal-Evaluation-System-OPES Standards: Teaching/Educator-Evaluation-System/Ohio-Principal-Evaluation-System-OPES/Principal-Performance-Ratings/Standards_Principals_sept07.pdf.aspx
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Ohio should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
Require or explicitly allow surveys.
Ohio should require—or at the very least, explicitly allow—survey data to be included in a principal's evaluation rating. These data could be derived from school climate, teacher, student, or school community surveys and are necessary to provide data about a principal's overall leadership of the school community.
Ohio recognized the factual accuracy of this analysis. The state also indicated that principal evaluations will be revised to align with teacher evaluation revisions.
7G: Principal Effectiveness
Research demonstrates that there is a clear link between school leadership and school outcomes. Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures. Principals vary significantly in their effectiveness, and research suggests that high-quality principals positively affect student achievement, in-school discipline, parents' perceptions of schools, and school climates. Further, principals affect teacher retention and recruitment; effective principals are more adept at retaining effective teachers and removing ineffective teachers. The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students. Because principals are an essential component of creating successful schools, their effectiveness should be regularly evaluated by trained evaluators on systems that include objective measures. Such systems will help to ensure that all principals receive the feedback and support necessary to improve their practice and, ultimately, student and school outcomes.