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Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts

By Haiwen Chu, Rebecca Perry, Frances Reade, Stacy Marple


This report describes how teachers participating in the Math in Common (MiC) initiative* made significant shifts in their instruction to help students master the Common Core State Standards in Mathematics (CCSS-M).

The report describes an analyses of observation data on eight dimensions of classroom mathematics instruction. These analyses are drawn from our complete set of classroom observation data. The report begins by describing the classroom observation protocol used and the dimensions of classroom instruction observed using the protocol. It presents findings on the instructional variability seen across classrooms and districts.

Drawing on classroom transcripts and observation data, the report also describes highly rated classrooms across the various dimensions observed, and how administrators and others can support CCSS-M–aligned instruction. Several recommendations for conducting effective classroom observations are offered.

Download this report and the Evaluation Brief to learn more.

Read the entire series of summative evaluation reports and the Executive Summary at

*The MiC initiative, funded by the S. D. Bechtel, Jr. Foundation, aimed to support 10 California districts in implementing the Common Core State Standards in Mathematics (CCSS-M) and improving mathematics teaching and learning in grades K–8. This report is part of a six-part series summarizing key findings from the five-year initiative. 

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Copyright: 2019
Format: PDF
Pages: 36
Publisher: WestEd