How can the teacher observation process have a greater impact on the day-to-day instruction of math teachers? How can coaching be more specific, effective, and practical in the math classroom?

Improving Math Instruction Through Feedback is an online professional development program for K-12 educators looking to improve instructional coaching for math teachers. Based upon the research of HGSE Professor Heather Hill, the workshop provides strategies for promoting high-quality math instruction and explores the role of school leaders, instructional coaches, and peer teachers in that process. The workshop begins with an introduction to Mathematical Quality of Instruction (MQI), an observation instrument and set of protocols that support teachers, coaches, and principals in analyzing instruction and planning for improvement. You will then practice observing classrooms and engaging in coaching conversations using MQI and other protocols.  In the final portion of the workshop, you will explore strategies for using rubric-based coaching with instructional video capture in your own setting.


By completing this program you will be able to:

  • Understand the principles of effective coaching and how to leverage them to improve math instruction
  • Discover a framework for analyzing math instruction and explore the roles of teachers, coaches, and school leaders in math coaching cycles
  • Promote effective math teaching practice through observation and feedback


The online workshop will require a total of 5-7 hours of work. Participants who complete all individual assessments and contribute to group discussions will receive a certificate indicating completion of five clock hours of instruction.

Meet The Faculty

Heather Hill

Heather Hill

Jerome T. Murphy Professor in Education

Heather Hill's primary work focuses on teacher and teaching quality, and the effects of policies aimed at improving both. She is also known for developing instruments for measuring teachers’' mathematical knowledge for teaching (MKT) and the mathematical quality of instruction (MQI) within classrooms, and for work on the design and evaluation of professional development. Her other interests include knowledge use within the public sector and the role that language plays in the implementation of public policy. She has served as section chairs for the American Educational Research Association and Society for Research on Educational Effectiveness conferences, and on the editorial boards of Journal of Research in Mathematics Education and the American Educational Research Journal. She is the coauthor, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001).

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