Using Inquiry-based Teacher Evaluation to Grow Teaching Practice

Abstract

This project, based on a qualitative study, explores the impact of the use of an inquiry cycle within a teacher evaluation process on teaching practice and student learning. Combining the research on effective teacher networks, a research-based instructional framework and a teacher evaluation rubric based on the instructional framework, I explore how utilizing an inquiry cycle effects teacher learning about instructional practice. Findings suggest that the use of an inquiry cycle provides a structure for a growth orientation within the teacher evaluation process. Findings suggest that the inquiry cycle creates job-embedded learning opportunities for teachers and principals to work together on questions of instructional practice and student learning. Findings also suggest that the use of an instructional framework and rubric keep teachers and principals focused on manageable and measurable steps for improving instructional practice. This study suggests that a strengths-based stance within an inquiry cycle helps to create a collaborative culture amongst teachers and principals, shifting the evaluation process from a compliance requirement to a learning process that impacts teacher learning with a direct connection to student learning behaviors. Implications for successful implementation of an inquiry-based teacher evaluation process are also considered.