Mathematics Classroom Observation Protocol for Practices (MCOP²): A validation study

Teacher Educator-Embedded Professional Learning Model

“…As such, future explorations of teacher educator-embedding would benefit from the type of quantitative analysis that could be provided by instruments such as the Mathematics Classroom Observation Protocol for Practices (Gleason, Livers, & Zelkowski, 2017). Finally, a significant challenge to the teacher educator-embedded professional learning model is the notion of 'scaling-up,' in the sense of expanding the number of teachers, schools, and districts engaging in the intervention.…”

Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

“…The Mathematical Classroom Observation Protocol for Practices (MCOP 2 ) Because it is important to help novice collegiate mathematics instructors consistently engage undergraduate students in their mathematics learning, we chose to modify an existing protocol (the MCOP 2 , Gleason et al 2015) that was mathematics-specific and attended to strategies for engaging students (i.e., active learning techniques). Gleason et al's (2017) validation study indicated that the MCOP 2 is a reliable protocol for assessing K-16 mathematics classrooms, explicitly explaining, MCOP 2 . .…”

“…Therefore, we believe that an observation protocol designed to support GSIs' facilitation of mathematics tasks should document these aspects of teacher facilitation that Gleason et al (2017) described. Third, GSIs can help students retain information by engaging students in meaning making during class.…”

“…As Gleason et al (2017) noted, terminology used in the rubrics could be a barrier to some observers' use, and there were a few rubric items that could be reworded to clarify what the language/practices meant to allow GSIs (esp., those who are less familiar with National Standards documents) to more easily apply the protocol. For instance, we reworded the rubric descriptions for the sixth item on the MCOP 2 (The lesson involved fundamental concepts of the subject to promote relational/conceptual understanding, IV.B in the GSIOP, Appendix) because it mentioned "as described by the appropriate standards."…”

“…Since Gleason et al (2017) suggested that the MCOP 2 should be used to capture more than one classroom episode for the same instructor, most novices were observed by their mentor three times during a single semester. In some cases, only one or two observations could be arranged.…”