ANALYZING STUDENTS’ WORK TO REFLECT ON INSTRUCTION: THE INSTRUCTIONAL QUALITY ASSESSMENT AS A TOOL FOR INSTRUCTIONAL LEADERS

In this article, we discuss how instructional leaders can use collections of students’ work and the Instructional Quality Assessment (IQA) Mathematics rubrics to initiate conversations with groups of mathematics teachers and to monitor the success of professional development initiatives and curricular implementation efforts. In our work, collections of students’ work are used to reflect on instructional practice, by considering the nature of instruction that supported students to produce the mathematical work and thinking. We ground the discussion in specific examples from two studies in which collections of students’ work and the IQA rubrics were used to diagnose the effectiveness of professional development and curriculum implementation efforts, engage teachers in reflecting on practice, and inform next steps in the instructional change process.