The Instruments

The Inquiry Science Instruction Observation Protocol (ISIOP) is a structured classroom observation measure for middle and high school science. The measure is used to identify the nature and extent of inquiry science instruction.

The Instructional Practices Inventory is a teacher-led process for (a) collecting data about student cognitive engagement during class time, (b) organizing the data into user-friendly profiles, and (c) leading faculty collaborative study of the data so classroom teachers can more effectively design and implement quality learning experiences for their students.

The Instructional Quality Assessment (IQA) is a classroom observation instrument that rates the nature and quality of classroom instruction by considering students‘ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA uses the following elements to assess instruction: potential of the task, task implementation, rigor of the discussion, teacher‘s questions, and accountable talk.

The Instructional Quality Assessment Tool for Science (IQA-Science) is designed to measure how rigorous and intellectually engaging science instruction is in real classrooms. IQA-Science combines classroom observations with teachers’ assignments and samples of student work to capture what students are actually asked to do and how teachers support that work.

The Video-Based Interview Protocol for Teacher PCK in Science (Alonzo & Kim, 2015) uses video-based interviews to understand what teachers know about teaching science (their Pedagogical Content Knowledge, or PCK) and how they use that knowledge in real classrooms. Teachers watch short clips of their own teaching or examples of student thinking, then talk through what they notice and how they would respond. This helps make visible the often “tacit” knowledge that guides their decisions in the moment.

Core constructs include: culture practices inclusion, culture embraces individuals, structures, policies and leaership, and people and relationships. Core sections include: agency, expressing oneself, and leadership inclusion, supervisor questions, minority status, embracing diverse identities, bullying and harassment, retention and development, and professional development

K-TEEM is a web-based assessment designed to measure early elementary teachers' mathematical knowledge for teaching.

Making Sense of Science (Electric Circuits Assessment) is a written test that measures teachers' pedagogical content knowledge regarding electric circuits. Test items are aligned to the National Science Education Standards Benchmarks, the Full Option Science System curriculum, and the Science and Technology Concepts curriculum. Items reflect the format and content of the Trends in International Mathematics and Science Study (TIMSS) and National Assessment of Education Progress (NAEP) assessments. The measure has been used as a pre- and post-test to assess the effects of professional development programs. There is also a student written assessment with 15 linked items.

The Maslach Burnout Inventory: Educators Survey (MBI-ES) is a version of the Maslach Burnout Inventory measuring professional burnout among educators (teachers, staff, and volunteers). It contains 22 items examining emotional exhaustion, depersonalization, and personal accomplishment on a 7-point Likert scale ranging from "never" to "every day."

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mathematical Knowledge for Teaching (MKT) instrument measures the specialized knowledge of K-8 teachers of mathematics use in teaching. These measures include items that reflect the real mathematics tasks teachers face in classrooms, such as assessing student work, representing numbers and operations, and explaining common mathematical rules or procedures. Assessments composed of these problems can be used to measure the effectiveness of mathematics-focused professional development.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mathematical Quality of Instruction (MQI) is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction. Observers rate instruction across five domains: common core-aligned student practices; working with students and mathematics; richness of mathematics; errors and imprecision; and, classroom work. Although originally designed for research use, the MQI can be used as a tool to support teachers' professional development.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mathematics Scan (M-Scan) is a classroom observation tool designed to show how well mathematics instruction aligns with the vision set by the National Council of Teachers of Mathematics (NCTM). It focuses on what high-quality, standards-based math teaching looks like in practice and provides a structured way to capture that information during a lesson.

The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teachers‘ beliefs regarding mathematical instruction, students' ability to learn mathematics and teachers‘ sense of efficacy in teaching mathematics. This instrument measures mathematics efficacy beliefs in preservice teachers. The MTEBI consists of 21 items on each of two scales: Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy.

Subscales within the article are: Critical Awareness, Heritage Language Expectations, Cultural Content Integration. The authors reported that honoring students’ heritage language (i.e., Spanish) is the mediating element through which cultural content integration predicts mathematics achievement for Latino children. 

The Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) is a set of teacher knowledge assessments linked to the NRC National Science Education Standards. Assessments are broken down by grade level (K-4, 5-8, and 9-12) and by content area (physical science, earth science, space science, and life science). Assessments are multiple choice with each question asking for the scientifically correct answer (to measure subject matter knowledge) as well as the most popular incorrect answer given by students (to measure knowledge of student misconceptions). Student assessments with items linked to teacher assessments are also available.

The Modeling-Based Teaching Observation Protocol (MBTOP) is a classroom observation protocol that measures the quality of teachers’ modeling-based teaching in science. Developed by Shi and colleagues in 2021, it assesses 18 indicators of modeling-based teaching performance (MBTP) across five performance levels. The tool focuses on how well teachers engage students in scientific modeling practices, including developing, using, testing, and revising models.

The Multicultural Efficacy Scale (MES) measures teachers' multicultural efficacy and the multicultural teacher education dimensions of intercultural experiences, minority group knowledge, attitudes about diversity, and knowledge of teaching skills in multicultural settings. Subscore(s): Teacher experience with diversity; General knowledge about diversity; Efficacy with diversity; Instructional knowledge; Attitudes about diversity

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Multicultural Staff Development Teacher Survey analyzes the teachers' perceptions of multicultural education's benefits to their students and who and what is necessary for the students to receive those perceived benefits; the teachers' interest and motivation for attending a multicultural education workshop given a particular format; and the self-perceived awareness of the basic elements surrounding multicultural education.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Multicultural Teaching Competency Scale (MTCS) captures three dimensions of multicultural teaching competency: awareness, knowledge, and skills. Multicultural teaching awareness is defined as three dynamic and continuous processes reflecting teachers‘ awareness of (a) self and others as cultural beings, (b) their attitudes and biases, and (c) the need to create culturally sensitive learning environments for all students. Multicultural teaching knowledge captures teachers‘ knowledge of culturally responsive pedagogy and instructional strategies related to diverse populations, major sociohistorical and current sociopolitical realities, and cultural dynamics (e.g., ethnic identity, gender socialization, etc.) that may affect between- and within-group differences. Multicultural teaching skills are defined as teachers‘ ability to (a) actively select, develop, implement, and evaluate strategies that facilitate the academic achievement and personal development of all students; (b) select and implement culturally sensitive behavioral management strategies and interventions; and (c) participate in ongoing review and evaluation of school policies, procedures, and practices with regard to cultural responsiveness.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Teacher Support category measures a teachers' support of students as individuals and their culture. The Classroom equity category measures whether teachers are fair or equitable toward all students and the extent to which teachers try to reduce prejudice in the classroom. The integration of students' culture category examines the extent to which resources, materials, and practices that reflect multicultural teaching are used in the classroom. This category measures how well multicultural concepts are integrated into the classroom and the curriculum.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This tool was designed for self-reflection. It should not be used to evaluate performance. Principals, administrators, SEL team members, and staff members can use it to assess their personal strengths and think about how they can model those strengths when interacting with others. The tool also offers prompts that encourage thinking about strategies to promote growth across areas of social competence.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Practical Measures, Routines & Representations (PMR²) Task Analysis Tool is an observation and planning tool used to examine the level of cognitive rigor built into a mathematics task before it is taught. It helps teachers and instructional teams look closely at what students must actually think and do to complete a task successfully. The tool sorts tasks into three categories—Using Procedures, Making Sense of Procedures, and Problem Solving—based on how much reasoning, explanation, and analysis the task requires.

The current revision of the PQA includes two notable differences from earlier versions: 1) the number of content areas has increased from four to seven, and 2) the scoring system has been revised to adequately measure the full range of quality along each quality construct. As described by the authors: “The Preschool Program Quality Assessment (PQA), Second Edition, is a rating instrument designed to evaluate the quality of early childhood programs and identify staff training needs. Developed by High/Scope Educational Research Foundation, it isappropriate for use in all center‐based settings, not just those using the High/Scope educational approach. The Preschool PQA intentionally reflects “best practices” in early childhood education as a whole. The measure identifies the structural characteristics and dynamic relationships that effectively promote the development of young children, encourage the involvement of families and communities, and create supportive working environments for staff” (High/Scope Educational Research Foundation, 2003, p. 1).

The PQA can be used for a variety of purposes including both pre‐service and in‐service training initiatives, self‐assessment and monitoring. The PQA can also be used to conduct observations and provide feedback to staff. In addition, the Preschool PQA can be used as a research tool when administered by trained outside observers to document program practices, compare quality, examine the relationship between quality of care and children’s outcomes, and evaluate the effectiveness of staff development initiatives. Finally, the Preschool PQA can be used to explain research‐based practices to a variety of individuals and agencies including administrators, policymakers, and support staff in the preschool (High/Scope Educational Research Foundation, 2003).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Preservice Teacher Feedback Survey measures beliefs about classroom feedback practices and confidence in giving feedback to students. The measure is designed for use by preservice teachers to assess the extent to which their beliefs and confidence in giving feedback align with research on quality feedback. The measure has been used as a pre- and post-test to assess the effects of initial teacher education courses on assessment.

The Protocol for Language Arts Teaching Observations (PLATO) is a classroom observation protocol designed to evaluate thirteen elements of English Language Arts (ELA) instruction. It was originally developed for a study of the relationship between teachers' classroom practices and their impact on student achievement. It is currently being used as a professional development tool to support teachers' use of rigorous, research-based teaching practices. PLATO is designed to work across a variety of curricula and instructional approaches.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Quality of Classroom Instruction (QCI) measures the quality of explicit instruction. QCI examines the following eight aspects of instructional interactions: teacher modeling, instructional pacing, response time, transitions between activities, student engagement, learning success, checks of student understanding, and academic feedback. Observers assign QCI scores to each instructional aspect on a scale from 1 (low quality) to 3 (high quality) at the end of the observed lesson.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The REAL Math Toolkit Observation and Debrief Protocol is a pair of tools designed to support teachers and coaches in examining how culturally responsive and sustaining mathematics instruction shows up in a single lesson. The Observation Protocol provides a focused set of indicators tied to key features of CRSE-aligned math teaching. Observers use it during a live or recorded lesson to note specific evidence—what students and teachers say and do—that illustrates how the lesson supported belonging, affirmation, and rigorous engagement.

RESET is a special education teacher observation system that includes observation protocols aligned with evidence-based instructional practices for students with high-incidence disabilities.  Subscore(s): Explicit instruction

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Reformed Teaching Observation Protocol (RTOP) is an observational instrument used to assess the degree to which mathematics or science instruction in grades K-12 is "reformed." Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation, Content, and Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices. Subscore(s): Mathematics instruction assessment, Science instruction assessment, K-12 education, Reformed instructional practices, Classroom observation instrument, Lesson Design and Implementation

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Scale of Teacher Empathy for African American Males (S-TEAAM) measures teachers‘ conceptions of empathy and the application of empathy with Black males. Subscore(s): Empathy; Affirmation; Student-teacher relationships

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.