1

Draft OMB Clearance Request

Promoting Student Success in Algebra I

Appendix D: Protocols for 

Instructional Coaching

February 2013
2

OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

District Math Coordinator Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Math Coordinator 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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
3

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.
4

BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How many years have you been in this role with the district?

2. Have you ever taught mathematics?

If yes:

2b. How long did you teach?

2c. Have you ever been an Algebra I teacher?

2d. Have you ever taught mathematics courses that precede Algebra I?

3. What is your educational background?

What to listen for:

o Highest level of education attained

o If the respondent holds a degree in mathematics or math education

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

Now, I’d like to get your perspective on the instructional coaching program. Specifically, 

I’d like to get a better understanding of your role in the program, its goals, and the 

resources provided to teacher participants.

4. To begin, please provide a description of the instructional coaching program. 

Specifically, please describe the program’s goals, the content covered, and your 

involvement is with the program. 

What to listen for and possible prompts:

o What are the program’s goals?

o What is their role in the program?

o Did they have a role in the program’s development? Do they have a role in its 

maintenance?

o What topics are covered?

5. How many years has this program been in existence?

6. What was the rationale for initiating this program?
5

If not in the first year of existence:

6a. Has the rationale evolved since it was originally developed?

7. Does the coaching program fit into a broader professional development program or 

algebra initiative? If so, explain.

8. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

8a. Unit, lesson or task planning?

8b. Presentation of algebra content (clarity, coherence, precision of language, 

explanations)?

8c. Use of examples and counterexamples?

8d. Techniques to identify and debug student misconceptions?

8e. Techniques to promote student engagement?

8f. Lesson summary or closure?

8g Lesson reflection to inform future lesson planning?

8h. Analysis of student work or student assessment data?

8i. Other?

9. What types of activities are used to support these improvements in instruction?

9a. Lesson planning? 

9b. Lesson delivery

i. Modeling

ii. Co-teaching?

iii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

iv. Other?

9c. Lesson reflection?

i. Analysis of student work?

ii. Analysis of observation data (rubric)?

a. Video of lessons?

9d. Video technology used in any of the preceding activities? If so, explain.

10. What is the frequency and duration of each of the previously described coaching 

activities?
6

11. Which of the previously described activities are carried out one-on-one, in small 

groups or both?

12. How was it determined what content would be covered?

13. With what frequency is the content updated, or planned to be updated?

13a. Who participates in the update?

14. Are all Algebra I teachers from your district expected to participate, or are only a few 

selected to participate?

If only a few participate:

14a. Who selects which teachers participate?

14b. What criteria are used to select teachers for participation?

15. Does the district provide resources to teachers who participate, and their respective 

schools?

If yes:

15a. What resources are provided?

15b. Who receives the resources?

If no:

15c. Who is expected to provide resources?

16. Does the district oversee whether teachers are provided with feedback on how well 

they incorporate what they have learned into their lessons?

If yes:

16a. Who is responsible for evaluating teachers?

16b. How is performance evaluated?

16c. With what frequency are they expected to be evaluated?

OUTCOMES OF INSTRUCTIONAL COACHING PROGRAM

Next, I would like to talk about the successes and challenges resulting from the coaching 

program.

17. Would you say that the instructional coaching program has been successful in 

enabling teachers to provide instruction fostering student success in Algebra I?
7

17a. Why or why not?

17b. What measures do you use to indicate success?

18. Are there changes to the program that you think could be made that would enhance the 

program?

If yes:

18a. What changes should be made?

18b. In what ways would they contribute to student success in Algebra I?

19. Do you believe that teachers and other school staff are receptive to participating in the 

program? Why or why not?

20. Have you experienced any challenges with this program, either through your direct 

involvement, such as when determining what areas of the content should be updated, or 

indirectly, such as trying to garner teacher support?

If yes:

20a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

20b. How did you overcome them?

FINAL THOUGHTS

21. 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.
8

OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

Teacher Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Teacher 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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
9

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.
10

BACKGROUND ON TEACHING ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How many years of teaching experience do you have?

2. How long have you been teaching at this school?

2a. How many years have you been teaching Algebra I or prealgebra at this school?

For those who have more years of teaching experience than number of years in this school:

2b. Have you taught Algebra I or prealgebra anywhere else?

2b. If so, for how long?

3. How many classes are you teaching?

If more than one:

3a. Are they all Algebra I classes?

4. What is your educational background?

What to listen for:

o Highest level of education attained

o If the teacher holds a degree in mathematics or math education

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

Now I’d like to know more about your experiences with the instructional coaching 

program. Specifically, I’d like to get a better understanding of what occurs in the program, 

the format in which the coaching is delivered, who participates and the amount of time you 

commit to participating.

5. To begin, please provide your description of the instructional coaching program. 

Specifically, please describe what content you cover, the participants involved, and the 

format of the sessions.

What to listen for and possible prompts:

o Who participates? Are teachers and coaches the only ones involved, or are school 

administrators involved, and to what extent?

o What topics are discussed?
11

o What is the format of the coaching – is it in a group setting, one-on-one or both?

o If it is a group setting, does the group only include a single school, or are schools across 

the district/state included?

6. Do all Algebra I or prealgebra teachers from your school participate, or are only a few 

selected to participate?

If only a few participate:

6a. Are you aware of the criteria used to select participants? If so, what are they?

7. Does the coaching program fit into a broader professional development program or 

algebra initiative at the district or school level? If so, explain.

8. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

8a. Unit, lesson or task planning?

8b. Presentation of algebra content (clarity, coherence, precision of language,

explanations)?

8c. Use of examples and counterexamples?

8d. Techniques to identify and debug student misconceptions?

8e. Techniques to promote student engagement?

8f. Lesson summary or closure?

8g Lesson reflection to inform future lesson planning?

8h. Analysis of student work or student assessment data?

8i. Other?

9. What types of activities are used to support these improvements in instruction?

9a. Lesson planning? 

9b. Lesson delivery

v. Modeling

vi.Co-teaching?

vii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

viii. Other?

9c. Lesson reflection?

iii. Analysis of student work?
12

iv. Analysis of observation data (rubric)?

a. Video of lessons?

9d. Video technology used in any of the preceding activities? If so, explain.

10. What is the frequency and duration of each of the previously described coaching 

activities?

11. Which of the previously described activities are carried out one-on-one, in small 

groups or both?

12. Now let’s discuss in greater detail the content of your sessions. Specifically, you 

mentioned topics noted above as topics that covered in the program.

12a. In what ways do these topics assist you in your instruction?

12b. How does this align with other training and directives, such as professional 

development opportunities, and district or state initiatives, that you have received?

12c. Are there other areas that you feel should be included? If so, what are they? Why 

would these be helpful?

13. What resources are you provided with during your training? These resources can 

include any materials you received to assist in your mastery of the content, such as 

hardcopies of presentations, or materials to help you implement the content in your 

classroom, such as new textbooks for your students.

13a. Are these resources helpful to you? Why or why not?

13b. Do you receive any additional resources, such as additional prep time during your 

day, to assist you in implementing what you learned that we haven’t discussed?

13c. What additional resources would you like to receive, and why?

14. What is your estimate of the amount of time required to participate in the program?

Ask only for specific format identified in first question of block:

14a. What would you estimate is the amount of time required time to participate in 

group training?

14b. How much time would you estimate you spend on one-on-one training sessions?

14c. How much time would you estimate you spend on any other activities required of 

your program?

Ask of all:

14d. Do you feel that school and district administrators have an accurate sense of the 

time required to participate? Why or why not?
13

15. How many years have you been participating in this program? 

If they participated in the past:

15a. Is this year’s program different in any way? If so, how?

IMPLEMENTATION OF LEARNINGS FROM INSTRCTIONAL COACHING 

Now that we have greater detail about the scope of the program and your involvement, we 

would like to discuss how you implement what you learn in the coaching program.

16. How do you incorporate the information and strategies that you learn into your 

teaching?

What to listen for and possible prompts:

o What processes/procedures do teachers follow when implementing learnings?

o Which of the resources do they use?

o To what extent do they collaborate with their mentor or other participants when 

incorporating material?

17. How has your teaching changed as a result of the program?

18. To what extent do you feel that the content is sufficiently covered in the sessions to 

enable you to make effective changes to your instruction?

18a. Are there any changes you would make to the instructional coaching program that 

would allow you to make more effective instructional changes? What changes would 

you make?

OUTCOMES OF INSTRUCTIONAL COACHING PROGRAM

At this point in our conversation, we would like to turn your focus to the successes of the 

instructional coaching program, and areas in which the program can improve.

19. First we would like for you to think about the program’s success in communicating 

strategies and other content to enhance your Algebra I instruction to further student 

success. How would success be measured for this goal?

20. Do you feel that the instructional coaching program is successful in achieving this goal? 

Why or why not?
14

21. Are there ways in which you think the program can become more successful in 

achieving this goal? How?

22. Have you noticed any changes in student engagement since your participation? If so, 

how has engagement changed?

23. Has your partition in this program helped you attain any of your personal professional 

goals? If so, how?

24. Have you experienced any challenges with this program? These challenges can be in 

implementing what you were taught in your coaching sessions, or with participating in 

the program itself.

If yes:

24a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

24b. How did you overcome them?

FINAL THOUGHTS

25. 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.
15

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

Math Department Chair Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Department Chair 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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
16

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.
17

BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How many years have you been in this role with the district?

2. Have you ever taught mathematics?

If yes:

2a. Have you ever taught Algebra I or prealgebra?

2b. If so, have you ever participated in an instructional coaching program?

3. What is your educational background?

What to listen for:

o Highest level of education attained

o If the respondent holds a degree in mathematics or math education

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

Now, I’d like to get your perspective on the instructional coaching program. Specifically, 

I’d like to get a better understanding of your role in the program, its goals, and the 

resources provided to teacher participants.

4. To begin, please provide a description of the instructional coaching program. 

Specifically, please describe the program’s goals, the content covered, and your 

involvement is with the program. 

What to listen for and possible prompts:

o What are the program’s goals?

o What is their role in the program?

o Did they have a role in the program’s development? Do they have a role in its 

maintenance?

o What topics are covered?

5. How many years has this program been in existence?

6. What was the rationale for initiating this program?
18

If not in the first year of existence:

6a. Has the rationale evolved since it was originally developed?

7. Does the coaching program fit into a broader professional development program or 

algebra initiative? If so, explain.

8. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

8a. Unit, lesson or task planning?

8b. Presentation of algebra content (clarity, coherence, precision of language, 

explanations)?

8c. Use of examples and counterexamples?

8d. Techniques to identify and debug student misconceptions?

8e. Techniques to promote student engagement?

8f. Lesson summary or closure?

8g Lesson reflection to inform future lesson planning?

8h. Analysis of student work or student assessment data?

8i. Other?

9. What types of activities are used to support these improvements in instruction?

9a. Lesson planning? 

9b. Lesson delivery

i. Modeling

ii. Co-teaching?

iii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

iv. Other?

9c. Lesson reflection?

i. Analysis of student work?

ii. Analysis of observation data (rubric)?

a. Video of lessons?

9d. Video technology used in any of the preceding activities? If so, explain.

10. What is the frequency and duration of each of the previously described coaching 

activities?
19

11. Which of the previously described activities are carried out one-on-one, in small 

groups or both?

12. How was it determined what content would be covered?

13. With what frequency is the content updated, or planned to be updated?

13a. Who participates in the update?

14. Are all Algebra I teachers from your district expected to participate, or are only a few 

selected to participate?

If only a few participate:

14a. Who selects which teachers participate?

14b. What criteria are used to select teachers for participation?

15. Does the district provide resources to teachers who participate, and their respective 

schools?

If yes:

15a. What resources are provided?

15b. Who receives the resources?

If no:

15c. Who is expected to provide resources?

16. Does the district oversee whether teachers are provided with feedback on how well they 

incorporate what they have learned into their lessons?

If yes:

16a. Who is responsible for evaluating teachers?

16b. How is performance evaluated?

16c. With what frequency are they expected to be evaluated?

OUTCOMES OF INSTRUCTIONAL COACHING PROGRAM

Next, I would like to talk about the successes and challenges resulting from the coaching 

program.
20

17. Would you say that the instructional coaching program has been successful in enabling 

teachers to provide instruction fostering student success in Algebra I?

17a. Why or why not?

17b. What measures would you use to measure success?

18. Are there changes to the program that you think could be made that would enhance the 

program?

If yes:

18a. What changes should be made?

18b. In what ways would they contribute to student success in Algebra I?

19. Do you believe that teachers and other school staff are receptive to participating in the 

program? Why or why not?

20. Have you experienced any challenges with this program, either through your direct 

involvement, such as when determining what areas of the content should be updated, or 

indirectly, such as trying to garner teacher support?

If yes:

20a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

20b. How did you overcome them?

FINAL THOUGHTS

21. 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.
21

OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

Principal Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Principal 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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
22

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.
23

BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How many years have you been the principal at this school?

2. Have you been the principal at another school?

If yes:

2a. What school was that?

2b. How long were you there?

2c. Did Algebra I teachers in that school participate in an instructional coaching 

program?

3. Were you ever a math teacher?

4. Have you ever taught Algebra I or prealgebra? 

If yes:

4a. If so, have you ever participated in an instructional coaching program?

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

Now, I’d like to get your perspective on the instructional coaching program. Specifically, 

I’d like to get a better understanding of your role in the program, and its goals. 

5. To begin, please provide a description of the instructional coaching program. 

Specifically, please describe your understanding of the program’s goals and what your 

involvement is with the program, if applicable. 

What to listen for and possible prompts:

o What are the program’s goals?

o What is their role in the program?

o Did they have a role in the program’s development? Do they have a role in its 

maintenance?

6. How many years have the teachers at this school been participating in the instructional 

coaching program?

7. What was the rationale for having this program?
24

7a. Has the rationale changed since it was originally developed?

8. Does the coaching program fit into a broader professional development program or 

algebra initiative? If so, explain.

9. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

9a. Unit, lesson or task planning?

9b. Presentation of algebra content (clarity, coherence, precision of language, 

explanations)?

9c. Use of examples and counterexamples?

9d. Techniques to identify and debug student misconceptions?

9e. Techniques to promote student engagement?

9f. Lesson summary or closure?

9g. Lesson reflection to inform future lesson planning?

9h. Analysis of student work or student assessment data?

9i. Other?

10. What types of activities are used to support these improvements in instruction?

10a. Lesson planning? 

10b. Lesson delivery

i. Modeling

ii. Co-teaching?

iii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

i. Other?

10c. Lesson reflection?

i. Analysis of student work?

ii. Analysis of observation data (rubric)?

a. Video of lessons?

10d. Video technology used in any of the preceding activities? If so, explain.

11. What is the frequency and duration of each of the previously described coaching 

activities?
25

12. Which of the previously described activities are carried out one-on-one, in small 

groups or both?

13. How was it decided that teachers from this school would participate?

14. Do all Algebra I teachers from your school participate, or are only a few selected to 

participate?

If only a few participate:

14a. Who selects which teachers participate?

14b. What criteria are used to select teachers for participation?

15. Does the school provide any support and/or resources to teachers to assist them in 

implementing what they learn, or to off-set the additional responsibilities they have as a 

result of their participation?

16. Can you estimate how much time the participating teachers in your department are 

spending on activities related to the coaching? It might be helpful to provide an 

estimate of all one-time and on-going activities separately. 

17. Do you ever participate in coaching activities with teachers and the coach?

If yes:

17a. What types of activities do you participate in and in what role?

OUTCOMES OF INSTRUCTIONAL COACHING PROGRAM

Next, I would like to talk about changes in teacher and student performance resulting from 

teacher participation in the instructional coaching program.

18. How does the instructional coaching program meet your teachers’ needs?

What to listen for and possible prompts:

o What new skills have teachers incorporated?

o Have they learned new ways of delivering content?

19. Are you aware of any changes in the way the teachers are instructing which you 

attribute to participation in the program?
26

If yes:

18a. What changes have you noticed?

20. Are there additional areas that you think should be covered in the sessions to meet the 

needs of your teachers?

If yes:

19a. What areas should be addressed? In what ways would they contribute to 

student success in Algebra I?

21. Do you believe that teachers are receptive to participating in the program? Why or why 

not?

22. Would you say that the instructional coaching program has been successful in enabling 

teachers to provide instruction fostering student success in Algebra I?

21a. Why or why not?

21b. What measures would you use to measure success?

23. Have you experienced or heard about any challenges with this program? 

If yes:

22a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

22b. How did you overcome them?

FINAL THOUGHTS

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.
27

OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

Math Coach Interview

Name: Title:

District: State:

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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
28

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.
29

BACKGROUND ON TEACHING ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a math coach?

2. How long have you been a coach with this program and school(s)?

3. Have you been a coach for another instructional coaching program for Algebra I?

3a. If so, how long did you have that role?

4. Have you ever taught Algebra I or prealgebra?

If yes:

4a. For how long?

5. What is your educational background?

What to listen for:

o Highest level of education attained

o If the coach holds a degree in mathematics or math education

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

In this section of our conversation, I’d like to focus on your experiences with implementing 

the instructional coaching program. Specifically, I’d like to get a better understanding of 

the format in which the coaching is delivered, who participates and the amount of time the 

sessions take.

6. To begin, please provide your description of the instructional coaching program. 

Specifically, please describe what content you cover, the participants involved, and the 

format of the sessions.

What to listen for and possible prompts:

o Who participates? Are teachers and coaches the only ones involved, or are school 

administrators involved, and to what extent?

o What topics are discussed?

o What is the format of the coaching-- is it in a group setting, one-on-one or both?
30

o If it is a group setting, does the group only include a single school, or are schools across 

the district/state included?

7. What resources do you provide teachers with during training? These resources can 

include any materials they receive to assist in their mastery of the content you deliver, 

such as hardcopies of presentations, or any other materials to help them implement the 

content in their classroom, such as new textbooks for students.

8. Do you provide feedback to participants on how they are integrating the information 

and strategies you taught them?

If yes:

8a. What types of feedback to you provide and how often?

8b. How do they incorporate the feedback into their instruction?

8d. How has the instruction of the participating teachers changed as a result of the 

program?

If no:

8e. Does anyone provide them with feedback on how they integrate the materials into 

their courses?

If yes:

8e1. Do you know who provides this feedback?

If no:

8e2. Do you feel it would be helpful to provide feedback on how they are integrating 

content?

8e3. If so, how would often do you think you should evaluate their performance?

8e4. Who should provide this feedback?

9. How many years have you been participating in this program?

If they participated in the past:

9a. Is implementing this year’s program different in any way? If so, how?

10. What changes do you think should be made to the program? The changes can be in 

content, structure, participants, or anything else. Why do you think these changes 

should be made?

11. Have you experienced any challenges with implementing this program?
31

If yes:

11a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

11b. How did you overcome them?

12. Does the coaching program fit into a broader professional development program or 

algebra initiative? If so, explain.

13. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

13a. Unit, lesson or task planning?

13b. Presentation of algebra content (clarity, coherence, precision of language, 

explanations)?

13c. Use of examples and counterexamples?

13d. Techniques to identify and debug student misconceptions?

13e. Techniques to promote student engagement?

13f. Lesson summary or closure?

13g. Lesson reflection to inform future lesson planning?

13h. Analysis of student work or student assessment data?

13i. Other?

14. What types of activities are used to support these improvements in instruction?

14a. Lesson planning? 

14b. Lesson delivery

i. Modeling

ii. Co-teaching?

iii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

iv. Other?

14c. Lesson reflection?

i. Analysis of student work?

ii. Analysis of observation data (rubric)?

a. Video of lessons?
32

14d. Video technology used in any of the preceding activities? If so, explain.

15. What is the frequency and duration of each of the previously described coaching 

activities?

16. Which of the previously described activities are carried out one-on-one, in small 

groups or both?

INSTRUCTIONAL COACH TRAINING

At this point in our conversation, I would like to get a better understanding of the training 

you are provided so that you can effectively act in your role as an instructional coach.

17. To begin, please provide me with a description of the training in which you participate 

to serve as an instructional coach. Please describe what format your training is in, the 

content you cover, who delivers the training, and the frequency with which you are 

trained.

What to listen for and possible prompts:

o Who participates? Who leads the sessions?

o What topics are discussed?

o What is the format of the training-- is it in a group setting, one-on-one or both?

o With what frequency does the training occur?

18. What resources are you provided with that assist you in implementing the instructional 

coaching program?

18a. Who provides these resources?

18b. To what extent are they useful?

18c. What other resources would you like to receive? Why?

19. Are you provided with feedback on how you implement the coaching program?

If yes:

19a. How is your performance evaluated?

19b. Who evaluates you?

19c. With what frequency are you evaluated?

19d. How do you incorporate the feedback into your instruction?

If no:
33

19e. Do you think that it would be helpful to receive this feedback?

If yes:

19e1. If so, how would often do you think you should evaluate their performance

19e2. Who should provide this feedback?

20. Are there any additional topics that you think should be incorporated in the training 

you receive?

20a. If so, what topics are they, and why should they be included?

21. What challenges have you experienced as a result of your participation in the training 

to become an instructional coach?

21a. How did you overcome them?

FINAL THOUGHTS

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.
34

OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Coaching Topical Area

District Official for Math Coaching Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Official for Math Coaching 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 your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

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

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by state 

policy. 

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?
35

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.
36

BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How many years have you been in this role with the district?

2. Have you ever taught mathematics?

If yes:

2a. Have you ever taught Algebra I?

2b. If so, have you ever participated in an instructional coaching program?

3. What is your educational background?

What to listen for:

o Highest level of education attained

o If the respondent holds a degree in mathematics or math education

BACKGROUND ON INSTRUCTIONAL COACHING PROGRAM

Now, I’d like to get your perspective on the instructional coaching program. Specifically, 

I’d like to get a better understanding of your role in the program and its goals.

4. To begin, please provide a description of the instructional coaching program. 

Specifically, please describe the program’s goals and your involvement is with the 

program. 

What to listen for and possible prompts:

o What are the program’s goals?

o What is their role in the program?

o Did they have a role in the program’s development? Do they have a role in its 

maintenance?

o What topics are covered?

5. How many years has this program been in existence?

6. What was the rationale for initiating this program?

6a. Has the rationale changed since it was originally developed?
37

7. Does the coaching program fit into a broader professional development program or 

algebra initiative? If so, explain.

8. What are the key goals of the coaching program? That is, what aspects of instruction is 

the coaching program is trying to improve?

8a. Unit, lesson or task planning?

8b. Presentation of algebra content (clarity, coherence, precision of language, 

explanations)?

8c. Use of examples and counterexamples?

8d. Techniques to identify and debug student misconceptions?

8e. Techniques to promote student engagement?

8f. Lesson summary or closure?

8g Lesson reflection to inform future lesson planning?

8h. Analysis of student work or student assessment data?

8i. Other?

9. What types of activities are used to support these improvements in instruction?

9a. Lesson planning? 

9b. Lesson delivery

i. Modeling

ii. Co-teaching?

iii. Observing?

a. Is a specific rubric/instrument used? If so, explain. 

iv. Other?

9c. Lesson reflection?

i. Analysis of student work?

ii. Analysis of observation data (rubric)?

a. Video of lessons?

9d. Video technology used in any of the preceding activities? If so, explain.

10. What is the frequency and duration of each of the previously described coaching 

activities?

11. Which of the previously described activities are carried out one-on-one, in small 

groups or both?
38

12. Now I would like to discuss how the instructional coaches are hired and trained. Are 

the coaches hired by the district or the school?

13. What is the desired background of the coaches?

What to listen for and possible prompts:

o Are they past math teachers?

o What skills are necessary to be a good instructional coach?

14. Please provide in detail how the coaches are trained. Please include who provides the 

training, its scope and its length.

What to listen for and possible prompts:

o Who provides the training?

o Who participates?

o What topics are covered?

o How often do they go through training?

o How long is the training?

15. What resources are provided for coaches during training? Who provides these?

16. What resources are provided to coaches once they are conducting the instructional 

coaching sessions? Who provides these?

17. How is the performance of the coaches measured and what feedback do they receive?

What to listen for and possible prompts:

o How frequently are they evaluated?

o Who evaluates them?

OUTCOMES OF INSTRUCTIONAL COACHING PROGRAM

Next, I would like to talk about the successes and challenges resulting from the coaching 

program.

18. Do you believe that instructional coaches are successfully trained to assist Algebra I 

teachers in further developing their instructional skills and strategies?

18a. Why or why not?

18b. What measures would you use to measure success?
39

19. Would you say that the instructional coaching program has been successful in enabling 

teachers to provide instruction fostering student success in Algebra I?

19a. Why or why not?

19b. What measures would you use to measure success?

20. Are there changes to the program that you think could be made that would enhance the 

program?

If yes:

20a. What changes should be made?

20b. In what ways would they contribute to student success in Algebra I?

21. Have you experienced challenges as a result of your participation in this program?

If yes:

21a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions

21b. How did you overcome them?

FINAL THOUGHTS

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.