Utilizing an Inquiry-Agnostic Framework to Advance the Development of a Holistic Teacher Evaluation Tool

Abstract

This paper introduces the development of the CP²R Classroom Observation and Evaluation Tool, an innovative, holistic, and reflective tool designed to assess teachers through four critical domains: Capacity, Passion, Presence, and Relevance. We apply an inquiry-agnostic model, the A+ Inquiry framework, to advance the development of the tool and address the limitations of current teacher evaluation systems. The researchers conducted a mixed-methods study to determine K-12 educational leaders' perceptions of the tool. The findings suggest that educational leaders find the CP²R classroom observation and evaluation tool highly relevant. Nevertheless, significant concerns exist about its feasibility within the given time frame allotted to leaders to conduct classroom observations. Recommendations for improving the tool include simplifying its format, enhancing clarity, providing additional resources, and offering comprehensive training. Overall, findings indicate that the evaluation tool can potentially support teacher growth, improve teacher-supervisor relationships, and ultimately enhance student learning outcomes.