Math Observation Protocol
The Math Observation Protocol1 articulates the vision for skillful mathematics teaching and learning, grounded in research
about how students best learn to become mathematical thinkers. Purposes include: 1) preparing lessons; 2) reflecting on
instructional practices; 3) developing professional learning on standards-aligned practice; and 4) providing feedback on
classroom practice.
Culture of Learning: Are all students engaged in the work of the lesson from start to finish?
• Students complete instructional tasks, volunteer responses, and/or ask appropriate questions.
• Students follow behavioral expectations and directions.
• Students execute transitions, routines, and procedures in an orderly and efficient manner.
• Students are engaged in the work of the lesson from start to finish; there is a sense of urgency about how time is used.
• Students and their teacher demonstrate a joy for learning through positive relationships and strong classroom culture.
Not Yet Somewhat Mostly Yes
High-Quality Mathematical Content: Does the enacted lesson reflect the Focus, Coherence, and Rigor
required by college and career ready standards for Mathematics?
• Focus: The enacted lesson focuses on the grade-level cluster(s), grade-level content standard(s), or part(s) thereof. *
• Coherence: The enacted lesson appropriately connects mathematical concepts within and/or across grades as
appropriate, reflecting the coherence in the standards. *
• Rigor: The enacted lesson intentionally targets the aspect(s) of rigor (conceptual understanding, procedural skill and
fluency, application) called for by the standard(s) being addressed. *
*Each individual indicator should be rated as either Not Yet or Yes.
Not Yet Yes
High-Quality Instructional Practices: Does the teacher employ instructional practices that allow all
students to learn the content of the lesson?
• The teacher makes the mathematics of the lesson explicit by using explanations, representations, and/or examples
beyond just showing students how to get the answer.
• The teacher provides opportunities for all students to work with and practice grade/course -level problems and tasks with
appropriate numbers and number types.
• The teacher strengthens all students’ understanding of the content by strategically sharing students’ representations
and/or solution methods.
• The teacher deliberately poses questions and/or tasks that make students’ current understanding (including
misconceptions) of the math visible and adapts the lesson to support student understanding.
• The teacher facilitates the summary of the mathematics with references to student work and discussion in order to
reinforce the focus of the lesson.
• The mathematical thinking and solutions presented by the teacher are accurate.
Not Yet Somewhat Mostly Yes
Student Ownership: Do students exhibit key mathematical practices while engaging with the content
of the lesson?
• Students do the majority of the work of the lesson.
• Students use reasoning and problem-solving skills to persevere through difficulty. When teachers provide support,
students still own the complex thinking.
• Students use appropriate tools strategically when solving problems.
• Students explain and justify their thinking beyond just stating answers.
• Students talk about and ask questions about each other's thinking in order to clarify or improve their own mathematical
understanding.
• Students use precise mathematical language in their explanations and discussions.
Not Yet Somewhat Mostly Yes
1
This tool draws heavily from Student Achievement Partners’ Instructional Practice Guide Coaching Tools (IPGs) and the Culture of Learning competency of the TNTP Core
Teaching Rubric.