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

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Title: Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts
Language: English
Authors: Chu, H., Perry, R., Reade, F., Marple, S., WestEd
Source: WestEd. 2019.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 36
Publication Date: 2019
Document Type: Reports - Evaluative
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Educational Change, Mathematics Instruction, School Districts, Standards, Teaching Methods, Elementary School Teachers, Middle School Teachers, Lesson Plans, Alignment (Education), Teacher Attitudes, Classroom Communication, Observation, Correlation, Curriculum Implementation
Geographic Terms: California
Abstract: Although mathematics standards have changed dramatically in recent years, teaching mathematics is as complex as it has always been. Some would argue that mathematics teaching has become even more complex, with the implementation of the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010), as teachers are being asked to make significant shifts in their instruction. The Math in Common (MiC) initiative was launched to support CCSS-M implementation in grades K-8 in 10 California school districts. As part of its evaluation of MiC, WestEd conducted classroom observations in participating MiC districts to document K-8 teachers' instructional shifts related to the CCSS-M. The research staff visited elementary and middle school classrooms in nine MiC school districts, during the 2015-16, 2016-17, and 2017-18 academic years, to observe and analyze mathematics lessons, using an observation protocol adapted for this project. Participants from MiC teams often joined the authors during the observations and debriefed afterwards. This report describes additional analyses of observation data on eight dimensions of classroom mathematics instruction. These analyses are drawn from the complete set of classroom observation data: 201 lesson observations, representing more than 130 hours of observation over three years. The authors begin the report by describing their classroom observation protocol and the dimensions of classroom instruction that was observed using this protocol. The authors then present findings on the instructional variability that they saw across classrooms and districts. Next, drawing on classroom transcripts and observation data, they discuss what highly rated classrooms looked like across the various dimensions that they observed, and how administrators and others can support this sort of CCSS-M--aligned instruction. The report concludes with several recommendations for conducting effective classroom observations. The primary goal with this report is to share with teachers and administrators what the authors have learned about how particular elements of CCSS-M--aligned instruction look and feel when implemented effectively in the classroom. They also wish to stimulate discussion in the field about what kinds of information can best help educators understand standards implementation, and to share emerging insights from our experience trying to measure shifts in mathematics instruction.
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED601889
Database: ERIC
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  Data: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: Although mathematics standards have changed dramatically in recent years, teaching mathematics is as complex as it has always been. Some would argue that mathematics teaching has become even more complex, with the implementation of the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010), as teachers are being asked to make significant shifts in their instruction. The Math in Common (MiC) initiative was launched to support CCSS-M implementation in grades K-8 in 10 California school districts. As part of its evaluation of MiC, WestEd conducted classroom observations in participating MiC districts to document K-8 teachers' instructional shifts related to the CCSS-M. The research staff visited elementary and middle school classrooms in nine MiC school districts, during the 2015-16, 2016-17, and 2017-18 academic years, to observe and analyze mathematics lessons, using an observation protocol adapted for this project. Participants from MiC teams often joined the authors during the observations and debriefed afterwards. This report describes additional analyses of observation data on eight dimensions of classroom mathematics instruction. These analyses are drawn from the complete set of classroom observation data: 201 lesson observations, representing more than 130 hours of observation over three years. The authors begin the report by describing their classroom observation protocol and the dimensions of classroom instruction that was observed using this protocol. The authors then present findings on the instructional variability that they saw across classrooms and districts. Next, drawing on classroom transcripts and observation data, they discuss what highly rated classrooms looked like across the various dimensions that they observed, and how administrators and others can support this sort of CCSS-M--aligned instruction. The report concludes with several recommendations for conducting effective classroom observations. The primary goal with this report is to share with teachers and administrators what the authors have learned about how particular elements of CCSS-M--aligned instruction look and feel when implemented effectively in the classroom. They also wish to stimulate discussion in the field about what kinds of information can best help educators understand standards implementation, and to share emerging insights from our experience trying to measure shifts in mathematics instruction.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 36
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Standards
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Observation
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      – SubjectFull: Correlation
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: California
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      – TitleFull: Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts
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