Draft OMB Clearance Request

Promoting Student Success in Algebra I

Appendix C: Protocols for 

Professional Development for Algebra I

February 2013
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

State Official Interview

Name: Title:

State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for State Official Interview: Good morning/afternoon. First of all, thank you 

so much for being here and for being willing to participate in this study for the US Department of 

Education. Before we start, we would like to introduce ourselves, provide a little background on 

our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your state because 

districts in your state appear to have implemented professional development practices that appear 

to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. We’re 

interested in your perspective on how the state has contributed to professional development in 

Algebra I as well. I’ll talk about how this interview will go next, but for now, are there any 

questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would hear 
the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the State Official to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON STATE OFFICIAL’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for state name? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the interview, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Interviewer: If interviewee suggests that s/he cannot speak to Algebra I 

education specifically, try to focus the scope of interview as closely as possible to 

Algebra I education. For example, ask the interviewee to speak to professional 

development activities for math education in secondary school before asking the 

interviewee to provide perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying secondary 

school math education, instead of Algebra I education.
5. What roles and responsibilities have you had in developing professional development 

activities for Algebra I/secondary school math education in this state? 

What to listen for

o Leadership – Decision-making role/responsibility in design

o Collaborative – Contributing role/responsibility in design

o Administrative – Information-gathering/Scheduling/Organizing

o Liaison (e.g., Point-of-contact)

6. What roles and responsibilities have you had in implementing professional development 

activities for Algebra I/secondary school math education in this state?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

STATE-LEVEL PERSPECTIVE OF PD PROGRAM

7. Who sets qualification requirements for Algebra I/secondary school math teachers? Are 

they set by the state, district, school or math departments?

7a. What are the qualification requirements?

7b. Why were those requirements chosen?

8. Can you give me a general overview of this state’s approach to professional 

development activities for Algebra I/secondary school math education?

Note for Interviewer: This question, in particular, should be more tailored, based on 

preliminary research. For example, if they use “guidelines,” specify “guidelines” in 

place of “approach.”
9. Why did the state take this approach to professional development for Algebra 

I/secondary school math education? 

Listen for

o Required to fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To address state-specific challenges or problems

10. Please tell me about the resources this state uses to develop and implement professional 

development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many state-level personnel work on professional development activities 

for Algebra I/secondary school math education? It may help to provide a percentage.

o How much funding is allocated to professional development activities in Algebra 

I/secondary school math education? It may help to provide a percentage.

o Are any other types of resources worth noting?

11. In what ways does the state provide resources to districts to support professional 

development activities for Algebra I/secondary school math education?

12. What does the state do to make sure that districts and schools are well-informed about 

the professional development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices 

o Provide information directly to district officials/schools/targeted participants 

o Provide information indirectly through a liaison (e.g., through a designated point-ofcontact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

13. Please explain the types of training that the state provides for Algebra I/secondary 

school math education and who they are targeted for. 

Listen for

o Pairing of each type of activity/informational resource with its targeted audience (e.g., 

Workshops target existing Algebra I teachers, Seminars target Algebra I coaches, 

Orientation activities target newly-hired Algebra I) 

o Different types of training offered to state-level personnel, district-level personnel, 

school administrators, department-level personnel, and teaching personnel
Now, I’d like to get your perspective on the professional development activities that have 

had a successful impact on Algebra I/secondary school math education.

14. From your perspective, which professional development activities have had positive 

outcomes for Algebra I/secondary school math education? 

14a.For each activity identified in response to 12 - What was it about the activity that 

made it successful, in your view?

15. Which professional development activities were not successful for Algebra I/secondary 

school math education?

15a. For each activity identified in response to 13 - What was it about the activity that 

made it unsuccessful, in your view?

15b. What are the determining factors for a successful professional development 

activity in Algebra I/secondary school math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what states should prioritize in their efforts to implement successful 

professional development activities for Algebra I/secondary school math education.

16. What do you consider most critical or necessary for success?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

17. In your view, what are the most important barriers or challenges to overcome? 

18. What sets this state apart from other states’ approaches to professional development in 

Algebra I/secondary school math education?
FINAL THOUGHTS

19. Do you have any suggestions or advice for state-level officials like yourself?

20. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

District Official Interview

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Official Interview: Good morning/afternoon. First of all, thank 

you so much for being here and for being willing to participate in this study for the US 

Department of Education. Before we start, we would like to introduce ourselves, provide a little 

background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does not 

do so.
BACKGROUND INFORMATION

1. How long have you been a(n) job title for district name? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the interview, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Interviewer: If interviewee suggests that s/he cannot speak to Algebra I 

education specifically, try to focus the scope of interview as closely as possible to 

Algebra I education. For example, ask the interviewee to speak to professional 

development activities for math education in secondary school before asking the 

interviewee to provide perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying secondary 

school math education, instead of Algebra I education.

Expect the following for each type of interviewee:

For district math coordinators  Specify “Algebra I education” or “secondary 

school math education”

For district officials or PD coordinators  Specify “secondary school education”
5. What roles and responsibilities have you had in developing professional development 

activities for Algebra I/secondary school math education in this district? 

What to listen for

o Leadership – Decision-making role/responsibility in design

o Collaborative – Contributing role/responsibility in design

o Administrative – Information-gathering/Scheduling/Organizing

o Liaison (e.g., Point-of-contact)

6. What roles and responsibilities have you had in implementing professional development 

activities for Algebra I/secondary school math education in this district?

What to listen for

o Communication/Liaison

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

7. What are the common challenges or difficulties that district officials/district 

professional development coordinators/district math coordinators have in Algebra 

I/secondary school math education?

8. What are the common challenges or difficulties that students have in Algebra 

I/secondary school math education?

DISTRICT-LEVEL PERSPECTIVE OF PD PROGRAM

9. Can you give me a general overview of this district’s approach to professional 

development activities for Algebra I/secondary school math education?

Note for Interviewer: This question, in particular, should be more tailored, based on 

preliminary research. For example, if they use “guidelines”, specify “guidelines” in 

place of “approach”.

10. Why did the district take this approach to professional development for Algebra 

I/secondary school math education? Why does it differ from approaches taken by other 

districts?

Listen for

o Required to fulfill standards and/or requirements

o To address state/district-specific challenges or problems
11. Please tell me about the resources this district uses to develop and implement 

professional development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many district-level personnel work on professional development 

activities for Algebra I/secondary school math education? 

o How much funding is allocated to professional development activities in Algebra 

I/secondary school math education? It may help to provide a percentage.

o Are any other types of resources worth noting?

11a. In what ways does the state provide resources to this district to support 

professional development activities for Algebra I/secondary school math 

education?

11b. In what ways does this district provide resources to its schools to support 

professional development activities for Algebra I/secondary school math

education?

12. What does the district do to make sure that its schools are well-informed about the 

professional development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices 

o Provide information directly to district officials/schools/targeted participants 

o Provide information indirectly through a liaison 

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

13. Please explain the types of training that the district provides for Algebra I/secondary 

school math education and who they are targeted for. 

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., state-level personnel, district-level personnel, school 

administrators, department-level personnel, and teaching personnel)
Now, I’d like to get your perspective on the professional development activities that have 

had a successful impact on different skills for teaching Algebra I/secondary school math

education, like activities or guides that improve content knowledge or student engagement. 

You can mention the same activity if you believe it applies more than once.

14. What professional development activities has this district provided or recommended to:

14a. improve content knowledge of Algebra I/secondary school math?

Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures

14b.improve overall pedagogical principles or techniques for Algebra I/secondary 

school math education?

Prompt - For example:

o principles or techniques that can be used across multiple topics/classes 

o strategies or tools to engage students in Algebra I/secondary school math, 

o questioning strategies 

o techniques that use multiple representations of algebraic concepts

14c. improve specific instructional practices or materials to teach a particular 

algebraic/math concept or learning challenge?

Prompt - For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in-class activities to teach linear relationships, polynomials, 

or quadratic equations

14d.improve assessments of student knowledge and progress?

Prompts – For example:

o techniques/materials to use valid and reliable assessments of knowledge or to 

implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indicate strengths and 

weaknesses of instructional practices

o techniques to meet standardized test requirements
15. Which professional development activities or informational resources were not 

successful for Algebra I/secondary school math education?

15a. For each activity/resource identified in response to 15 - What was it about the 

activity that made it unsuccessful, in your view?

16. What can be done to improve professional development activities for Algebra 

I/secondary school math education? 

16a. What are the determining factors for a successful professional development 

activity in Algebra I/secondary school math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what districts should prioritize in their efforts to implement successful 

professional development activities and informational resources for Algebra I/secondary 

school math education. 

17. What do you consider most critical or necessary for success? 

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

18. In your view, what are the most important barriers or challenges to overcome? 

19. What sets this district apart from other districts’ approaches to professional development 

in Algebra I/secondary school math education?

20. How do the state standards influence the district’s approach to professional 

development in Algebra I/secondary school math education?

FINAL THOUGHTS

21. Do you have any suggestions or advice for district-level officials/professional 

development coordinators/math coordinators like yourself?
22. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

Math Chair/Teacher Leader/School Math Coordinator Focus Group

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Chair/Teacher Leader/School Math Coordinator Focus Group: 

Good morning/afternoon. First of all, thank you so much for being here and for being willing to 

participate in this study for the US Department of Education. Before we start, we would like to 

introduce ourselves, provide a little background on our work, and answer any questions you 

might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 
saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the respondents to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON MATH CHAIRS’/TEACHER LEADERS’/SCHOOL MATH COORDINATORS’ 

ROLES AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you held your current position at school name? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as math chair/teacher 

leader/school math coordinator.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the focus group, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Facilitator: If participants suggest that they cannot speak to Algebra I education 

specifically, try to focus the scope of the interview as closely as possible to Algebra I 

education. For example, ask the participants to speak to professional development 

activities for math education in high school before asking the participants to provide 

perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying high school 

math education, instead of Algebra I education.

3a. What roles and responsibilities do you have in developing professional development 

activities for Algebra I/secondary school math education at your school? 

What to listen for

o Leadership – Decision-making role/responsibility in design

o Collaborative – Contributing role/responsibility in design

o Administrative – Information-gathering/Scheduling/Organizing

o Liaison (e.g., Point-of-contact)
3b. What roles and responsibilities do you have in implementing professional 

development activities for Algebra I/secondary school math education at your 

school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

4. What are common challenges or difficulties that math department chairs or school 

math coordinators have in Algebra I/secondary school math education?

5. What are the common challenges or difficulties that students have in Algebra 

I/secondary school math education?

6. Does the state, district, or school provide you with training opportunities or 

informational resources to help you develop and implement professional development 

activities for Algebra I/secondary school math education or do you have to take the

initiative to seek them out? Or would you say it’s a combination?

If yes to either/both

6a. Please describe the types of opportunities. Please describe the types of informational 

resources.

What to listen for:

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks, By 

appointment)

6b. Which, if any, of those opportunities cover:

6b1. roles, policies and procedures on the development and implementation of 

professional development activities at the state level, district level, school level, 

and classroom level?

6b2. instructional design?

6b3. adult training/education? 

6b4. Algebra I/secondary school math education?
6c. Which opportunities do you find most useful for your work on developing and 

implementing professional development activities in Algebra I/secondary school math

education?

MATH CHAIR/LEADER/COORDINATOR PERSPECTIVES ON PD PROGRAM

7. Who sets qualification requirements for Algebra I/secondary school math teachers at 

your school? Are they set by the state, district, or school or math department?

7a. What are the qualification requirements?

7b. Why were those requirements chosen?

8. Can you give me a general overview of your math department’s approach to 

professional development activities for Algebra I/secondary school math education? 

Note for Facilitator: This question, in particular, should be more tailored, based on 

preliminary research. For example, if they use “guidelines”, specify “guidelines” in 

place of “approach”.

9. Why did your math department take this approach to professional development for 

Algebra I/secondary school math education? Why does it differ from approaches taken 

by other math departments?

Listen for

o Required to fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To address state/district/school/department-specific challenges or problems

10. Please tell me about the resources that your math department uses to develop and 

implement professional development activities for Algebra I/secondary school math

education?

Prompts

o Roughly how many school personnel work on professional development activities for 

Algebra I/secondary school math education? It may help to provide a percentage. 

o To what extent are external professional development providers used?

o How much funding is allocated to professional development activities in Algebra 

I/secondary school math education? 

o Are any other types of resources worth noting?
10a. In what ways does your school provide resources to your math department to 

support professional development activities for Algebra I/secondary school math

education?

11. What does your math department do to make sure that the targeted participants are 

well-informed about the professional development activities and informational 

resources for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices 

o Provide information directly to targeted participants 

o Provide information indirectly through a liaison (e.g., through a designated point-ofcontact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

12. Please explain the types of professional development activities and/or informational 

resources that your math department provides for Algebra I/secondary school math

education and who the targeted participants are.

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., school administrators, department-level personnel, and 

teaching personnel) 

Now, I’d like to get your perspective on the professional development activities and 

informational resources that have had a successful impact on different skills for teaching 

Algebra I/secondary school math education, like activities or guides that successfully 

improve content knowledge or student engagement. You can mention the same activity if 

you believe it applies more than once.

13. What professional development activities or informational resources has your school or 

math department provided or recommended to:

13a. improve content knowledge of Algebra I/secondary school math?
Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures

13b.improve overall pedagogical principles or techniques for Algebra I/secondary 

school math education?

Prompt - For example:

o principles or techniques that can be used across multiple topics/classes 

o strategies or tools to engage students in Algebra I/secondary school math, 

o questioning strategies 

o techniques that use multiple representations of algebraic concepts

13c. improve specific instructional practices or materials to teach a particular 

algebraic/math concept or learning challenge?

Prompt - For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in-class activities to teach linear relationships, polynomials, 

or quadratic equations

Listen for

o the concept or learning challenge 

13d.improve assessments of student knowledge and progress?

Prompts – For example:

o techniques/materials to use valid and reliable assessments of knowledge or to 

implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indicate strengths and 

weaknesses of instructional practices

o techniques to meet standardized test requirements

13e. improve student-teacher relationships?

Prompt – For example:

o techniques for teachers to foster a comfortable and supportive classroom 

environment

o strategies for classroom management when there are difficult students

o red flags for teachers to recognize when students don’t understand the material 
13f. improve knowledge of state standards for Algebra I/secondary school math?

13g.improve any other teaching skills?

14. Which professional development activities or informational resources were not 

successful for Algebra I/secondary school math education?

14a. For each activity/resource identified in response to 14 - What was it about the 

activity/informational resource that made it unsuccessful, in your view?

If the school/math department monitors/evaluates outcomes

Note to Facilitator: Based on responses to previous question, tailor questions according to 

whether participants can attest to the school-level or department-level procedure. If it varies, 

specify both.

15. Please explain the procedures and types of information or data that are used to 

monitor, track, and evaluate the impact of professional development activities for 

Algebra I/secondary school math education.

Mode Data Source(s) Timing/Frequency

1.

2.

3.

Listen for 

o Modes of data collection – Opinion-based surveys, knowledge-based 

assessments, Reports/Forms, Classroom observation, Secondary/Archival 

research

o Data sources – Individual PD participants, Point-of-contact (POC)/Liaison at 

each school, School records

o Timing/Frequency of data collection –Upon completion of PD activity (e.g., 

teacher survey), Annually (class performance on End-of-year exams/ grades), 

Bi-annually (Class performance twice a year before winter and summer breaks)
16. What factors does your school/math department use to identify successful professional 

development activities in Algebra I/secondary school math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what math departments/school coordinators should prioritize to get 

positive outcomes from professional development activities and informational resources for 

Algebra I/secondary school math education. 

17. What do you consider most critical or necessary for their success? 

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

18. In your view, what are the most important barriers or challenges to overcome? 

19. What sets your department apart from other math departments?

FINAL THOUGHTS

20. Do you have any suggestions or advice for math chairs/teacher leaders/school math 

coordinators like yourself?

21. Do you have anything else that you would like to add before we conclude this focus 

group?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

Principal Focus Group

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Principal Focus Group: Good morning/afternoon. First of all, thank you 

so much for being here and for being willing to participate in this study for the US Department of 

Education. Before we start, we would like to introduce ourselves, provide a little background on 

our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the respondents to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON PRINCIPALS’ ROLES AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a principal in this district and at your current school(s)? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as a principal.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the focus group, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Facilitator: If participants suggest that they cannot speak to Algebra I education 

specifically, try to focus the scope of interview as closely as possible to Algebra I 

education. For example, ask the participants to speak to professional development 

activities for math education in high school before asking the participants to provide 

perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying high school 

math education, instead of Algebra I education.

4. What roles and responsibilities have you had in developing professional development 

activities for Algebra I/secondary school math education at your school? 

What to listen for

o Leadership – Decision-making role/responsibility in design

o Collaborative – Contributing role/responsibility in design

o Administrative – Information-gathering/Scheduling/Organizing

o Liaison (e.g., Point-of-contact)
5. What roles and responsibilities have you had in implementing professional development 

activities for Algebra I/secondary school math education at your school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

SCHOOL-LEVEL PERSPECTIVE OF PD PROGRAM

6. At your school, who sets qualification requirements for Algebra I/secondary school 

math teachers? Are they set by the state, district, or school or math department?

6a. What are the qualification requirements?

6b. Why were those requirements chosen? 

7. Can you give me a general overview of your school’s approach to professional 

development activities for Algebra I/secondary school math education?

Note for Facilitator: This question, in particular, should be more tailored, based on 

preliminary research. For example, if they use “guidelines”, specify “guidelines” in 

place of “approach”.

8. Why did this school take this approach to professional development for Algebra 

I/secondary school math education? Why does it differ from approaches taken by other 

schools?

Listen for

o Required to fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To address state/district/school/department-specific challenges or problems

9. Please tell me about the resources that this school uses to develop and implement 

professional development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many school personnel work on professional development for Algebra 

I/secondary school math education? 

o To what extent are external professional development providers used?
o How much funding is allocated to professional development activities in Algebra 

I/secondary school math education? It may help to provide a percentage?

o Are any other types of resources worth noting?

10. In what ways does the state or district provide resources to your school to support 

professional development activities for Algebra I/secondary school math education?

11. What resources does your school provide to its math department for professional 

development activities in Algebra I/secondary school math education?

12. What does this school do to make sure that the targeted participants are well-informed 

about the professional development activities for Algebra I/secondary school math

education?

Listen for

o Recruitment and promotion practices

o Provide information directly to targeted participants 

o Provide information indirectly through a liaison (e.g., through a designated point-ofcontact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

13. Please explain the types of professional development activities available to Algebra 

I/secondary school math education and who the targeted participants are. 

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., school administrators, department-level personnel, and 

teaching personnel) 

Now, I’d like to get your perspective on the professional development activities that have 

had a successful impact on Algebra I/secondary school math education.

14. From your perspective, which professional development activities or informational 

resources had positive outcomes for Algebra I/secondary school math education? 
14a.What was it about the activity/informational resource that made it successful, in 

your view?

15. Which professional development activities or informational resources were not 

successful for Algebra I/secondary school math education?

15a. What was it about the activity/informational resource that made it unsuccessful, in 

your view?

16. Please explain the procedures and types of information or data that are used to 

monitor, track, and evaluate the impact of professional development activities for 

Algebra I/secondary school math education.

Mode Data Source(s) Timing/Frequency

1.

2.

3.

Listen for 

o Modes of data collection –Opinion-based surveys, knowledge-based 

assessments, Reports/Forms, Classroom observation, Secondary/Archival 

research

o Data sources – Individual PD participants, Point-of-contact (POC)/Liaison at 

each school, School records

o Timing/Frequency of data collection –Upon completion of PD activity (e.g., 

teacher survey), Annually (class performance on End-of-year exams/ grades), 

Bi-annually (Class performance twice a year before winter and summer breaks)

STRENGTHS AND WEAKNESSES

We’re interested in what schools should prioritize to get positive outcomes from 

professional development activities for Algebra I/secondary school math education. 

17. What do you consider most critical or necessary for their success? 

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation
18. In your view, what are the most important barriers or challenges to overcome? 

19. What sets your school apart from other schools?

FINAL THOUGHTS

20. Do you have any suggestions or advice for principals like yourself?

21. Do you have anything else that you would like to add before we conclude this focus 

group?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

External Provider Interview

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for External Provider Interview: Good morning/afternoon. First of all, thank 

you so much for being here and for being willing to participate in this study for the US 

Department of Education. Before we start, we would like to introduce ourselves, provide a little 

background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the respondent to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON EXTERNAL PD PROVIDER’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for school name? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the interview, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Interviewer: If interviewee suggests that s/he cannot speak to Algebra I 

education specifically, try to focus the scope of interview as closely as possible to 

Algebra I education. For example, ask the interviewee to speak to professional 

development activities for math education in secondary school before asking the 

interviewee to provide perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying secondary 

school math education, instead of Algebra I education.

5. What roles and responsibilities have you had in developing professional development 

activities for Algebra I/secondary school math education at this school? 

What to listen for

o Leadership – Decision-making role/responsibility in design
o Collaborative – Contributing role/responsibility in design

o Administrative – Information-gathering/Scheduling/Organizing

o Liaison (e.g., Point-of-contact)

6. What roles and responsibilities have you had in implementing professional development 

activities for Algebra I/secondary school math education at this school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

I’d like to get your perspective on professional development activities for Algebra I 

education specifically. Please focus on that subject area alone when you respond to 

these questions.

Note to Interviewer: If interviewee suggests that s/he cannot speak to Algebra I 

education specifically, try to focus the scope of interview data as closely as possible to 

Algebra I education. For example, ask the interviewee to speak to professional 

development activities for math education in high school before asking the interviewee to 

provide perspective on math education more generally. 

Then, tailor the following questions accordingly, for example, by specifying high school 

math education, instead of Algebra I education.

7. What are the common challenges or difficulties that teachers have in Algebra 

I/secondary school math education?

8. What are the common challenges or difficulties that students have in Algebra 

I/secondary school math education?

9. What instructional techniques or strategies do you recommend to teachers to overcome 

those problems?
EXTERNAL PD PROVIDER’S PERSPECTIVE OF PD PROGRAM

10. Can you give me an idea about your philosophy on professional development for 

Algebra I/secondary school math education?

11. What is the nature of your relationship with the Algebra I/secondary school math

teachers?

Prompts:

o Under what circumstances do you interact?

o Do they come to you or do you go to them with a problem?

o Are you accessible at any time or by appointment?

12. Please explain the types of professional development activities that you provide for 

Algebra I/secondary school math education and who they are targeted for. 

What to listen for:

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks, By 

appointment)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., teaching personnel, coaches)

13. What do you do to make sure that the teachers are well-informed about the professional 

development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices

o Provide information directly to targeted participants 

o Provide information indirectly through a liaison (e.g., through a designated point-ofcontact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

Now, I’d like to get your perspective on the professional development activities that have 

had a successful impact on different skills for teaching Algebra I/secondary school math

education, like activities or guides that improve content knowledge or student engagement. 

You can mention the same activity if you believe it applies more than once.
14. What professional development activities would you recommend to:

14a. improve content knowledge of Algebra I/secondary school math?

Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures

14b.improve overall pedagogical principles or techniques for Algebra I/secondary 

school math education?

Prompt - For example:

o principles or techniques that can be used across multiple topics/classes 

o strategies or tools to engage students in Algebra I/secondary school math, 

o questioning strategies 

o techniques that use multiple representations of algebraic concepts

14c. improve specific instructional practices or materials to teach a particular 

algebraic/math concept or learning challenge?

Prompt - For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in-class activities to teach linear relationships, polynomials, 

or quadratic equations

Listen for

o the concept or learning challenge 

14d.improve assessments of student knowledge and progress?

Prompts – For example:

o techniques/Materials to use valid and reliable assessments of knowledge or to 

implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indicate strengths and 

weaknesses of instructional practices

o techniques to meet standardized test requirements

15. What are the determining factors for a successful professional development activity in 

Algebra I/secondary school math education?
16. Which professional development activities or informational resources would you not

recommend for Algebra I/secondary school math education, if any?

16a. What was it about the activity/informational resource that made it unsuccessful, in 

your view?

17. Are Algebra I/secondary school math teachers held accountable for demonstrating 

positive outcomes or improvements after professional development activities? 

Listen for

o Rewarding response for successful outcomes or unachieved goals (e.g., awards, 

increased resource allocation)

o Punitive response for unsuccessful outcomes or unachieved goals (e.g., repeat 

professional development activity)

STRENGTHS AND WEAKNESSES

We’re interested in what professional development providers should prioritize to get 

positive outcomes from professional development activities for Algebra I/secondary school 

math education. 

18. What do you consider most critical or necessary for their success? 

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

19. In your view, what are the most important barriers or challenges to overcome? 

20. What sets your approach apart from that of other professional development providers?

EXTERNAL INFLUENCES

Professional development approaches are influenced by school policies and practices, 

which are influenced by standards and policies at the district- or state-level.

21. How do state and district standards or school policies influence your approach to 

professional development in Algebra I/secondary school math education?
22. In your view, do the standards and policies work for or against your professional 

development efforts for Algebra I/secondary school math education?

Prompt

o Do they challenge or impede successful outcomes of professional development 

activities?

22a.How so? Why/Why not?

FINAL THOUGHTS

23. Do you have any suggestions or advice for professional development providers like 

yourself?

24. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

Math Coach Interview

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Coach Interview: Good morning/afternoon. First of all, thank you 

so much for being here and for being willing to participate in this study for the US Department of 

Education. Before we start, we would like to introduce ourselves, provide a little background on 

our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the respondent to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON MATH COACH’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for school name? 

2. Please tell me a bit about your career background. What previous experience led you to 

the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the interview, I’d like to get your perspective on professional 

development activities for Algebra I education specifically. Please focus on that subject 

area alone when you respond to these questions.

Note to Interviewer: If interviewee suggests that s/he cannot speak to Algebra I

education specifically, try to focus the scope of interview as closely as possible to 

Algebra I education. For example, ask the interviewee to speak to professional 

development activities for math education in high school before asking the interviewee to 

provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying high school 

math education, instead of Algebra I education.

5. What are the common challenges or difficulties that teachers have in Algebra 

I/secondary school math education?

6. What are the common challenges or difficulties that students have in Algebra 

I/secondary school math education?
7. What instructional techniques or strategies do you recommend to teachers to overcome 

those problems?

COACH’S PERSPECTIVE OF PD PROGRAM

8. What role do coaches play in professional development activities for Algebra 

I/secondary school math education?

9. What do coaches do to make sure that the teachers are well-informed about the 

professional development activities for Algebra I/secondary school math education?

Listen for

o Provide information directly to targeted participants 

o Provide information indirectly through a liaison (e.g., through a designated point-ofcontact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, 

subscribe to listserv)

10. Please explain the types of professional development activities that coaches provide for 

Algebra I/secondary school math education and who the targeted participants are. 

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District- or State-sponsored, External professional development 

providers, Professional organizations, Educational institution)

o Length (e.g., Four 8-hour meetings, Weekly 2-hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., department-level personnel, teaching personnel) 

Now, I’d like to get your perspective on the professional development activities that have 

had a successful impact on different skills for teaching Algebra I/secondary school math

education, like activities or guides that successfully improve content knowledge or student 

engagement. You can mention the same activity if you believe it applies more than once.

11. What professional development activities would you recommend to:

11a. improve content knowledge of Algebra I/secondary school math?

Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures
11b.improve overall pedagogical principles or techniques for Algebra I/secondary 

school math education?

Prompt - For example:

o principles or techniques that can be used across multiple topics/classes 

o strategies or tools to engage students in Algebra I/secondary school math, 

o questioning strategies 

o techniques that use multiple representations of algebraic concepts

11c. improve specific instructional practices or materials to teach a particular 

algebraic/math concept or learning challenge?

Prompt - For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in-class activities to teach linear relationships, polynomials, 

or quadratic equations

Listen for

o the concept or learning challenge 

11d.improve assessments of student knowledge and progress?

12. Which professional development activities would you not recommend for Algebra 

I/secondary school math education, if any?

12a. What was it about the activity that made it unsuccessful, in your view?

13. What can be done to improve professional development activities for Algebra 

I/secondary school math education? 

14. We’re interested in what coaching programs should prioritize to get positive outcomes 

from professional development activities and informational resources for Algebra 

I/secondary school math education. What do you consider most critical or necessary 

for their success? 

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation
15. In your view, what are the most important barriers or challenges to overcome? 

FINAL THOUGHTS

16. Do you have any suggestions or advice for math coaches like yourself?

17. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professional Development Topical Area

Teacher Focus Group

Name: Title:

State: District:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Teacher Focus Group: Good morning/afternoon. First of all, thank you 

so much for being here and for being willing to participate in this study for the US Department of 

Education. Before we start, we would like to introduce ourselves, provide a little background on 

our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in Algebra I 

because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school 

mathematics and science courses considered essential for getting into college. So, it is an 

important stepping stone for success in high school and college. We selected your district 

because schools in your district have implemented professional development activities that 

appear to have promising results. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, coaches, and district staff about the approach to

professional development and how it may contribute to student success in Algebra I. With 

respect to district officials, we are interested in your perspectives on how your district’s approach 

to Algebra I professional development has been developed, implemented, and supported, as well 

as any promising outcomes. I’ll talk about how this interview will go next, but for now, are there 

any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would hear 

the recording; it would just be for own reference. If you would like us to turn off the recorder at 

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed by a 

member of the research team, but your identity will remain confidential. We will not use your 

name or attribute any quotes to you. Therefore, no one who reads the study will know that the 

statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let 

me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the respondent to confirm its accuracy if his/her initial response does not do 

so.
BACKGROUND ON TEACHERS’ ROLES AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you each of you been a teacher in this district and at your current 

school(s)? 

2. Please tell me a bit about your background. What previous experience led you to the 

position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as math teacher.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

4. What are common challenges or difficulties that teachers have in Algebra I/secondary 

school math education?

5. What are the common challenges or difficulties that students have in Algebra 

I/secondary school math education?

TEACHERS’ EXPERIENCES WITH PD PROGRAMS

For the remainder of the focus group, I’d like to get your perspective on professional 

development activities for Algebra I education. Please focus on that subject area alone 

when you respond to these questions.

Note to Facilitator: If participants suggest that that they cannot speak to Algebra I

education specifically, try to focus the scope of focus group data as closely as possible to 

Algebra I education. For example, ask the participants to speak to professional 

development activities for math education in high school before asking the participants to 

provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying high school 

math education, instead of Algebra I education.
6. Does the state, district, or school provide you with training opportunities or 

informational resources for Algebra I/secondary school math education?

6a. How do you make sure that you are well-informed about the professional 

development activities for Algebra I/secondary school math education?

Listen for

o Receive information directly to targeted participants 

o Receive information indirectly through a liaison (e.g., through a designated 

point-of-contact)

o Seek information out (e.g., accessible online 24/7, subscribe to listserv)

Now I want to ask you some questions about the professional development in Algebra I that 

you think has most contributed to your effectiveness in the classroom.

7. Can you describe this professional development in general terms? Who provides it, and 

when did you participate?

8. More specifically, how was the professional development structured? Was it more of a 

traditional or a non-traditional format?

Prompt - For example:

o By non-traditional I’m referring to a reform-type forma such as a study group, 

teacher network, mentoring relationship, committee, task force, individual 

research project, or teacher research center.

o Likewise, does the type of PD you engage in tend to be a traditional workshop or 

conference format?

9. How long was this professional development activity? Over how many weeks or 

months did it extend? [Note: be sure to note specific references to time]

10. Did you participate in this professional development activity with other teachers from 

your school? 

o Did other teachers of Algebra I attend? How many?

11. Can you tell me about the instructional style of this professional development activity?

That is, how did the facilitator communicate content to you? What were teachers doing 

during the activity?

o Note: determine the proportion of time spent in traditional lecture formats vs. 

active learning, group activities, etc.
STRENGTHS AND WEAKNESSES

12. Reflecting on your overall experiences in professional development, what do you think 

are the determining factors for a successful professional development activity for 

teaching Algebra I/secondary school math?

o Do you find some of the activities and informational resources more engaging or 

interesting than others? Why? How so?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

13. In your view, what are the most important barriers or challenges to overcome? 

14. What sets your professional development experience at this school apart from that of 

Algebra I teachers at other schools?

FINAL THOUGHTS

15. Do you have any suggestions or advice for Algebra I teachers like yourself?

16. Do you have anything else that you would like to add before we conclude this focus 

group?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.