October 3rd, 2022 | Season 11 | 31 mins 48 secs
instructional quality; teacher reflection; teacher’s perspectives; professional development; mathematics education; classroom observation; instructional tasks
In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics (Boston, 2012) as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers,
as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.