EAR-MI<\/strong>: The Equity and Access Rubrics for Mathematics Instruction is a set of classroom observation rubrics that were designed to attend to aspects of high-quality mathematics instruction while focusing on specific practices that reflect the most current research on how to support more equitable participation and student access in inquiry-oriented learning environments. For more information about the EAR-MI, contact Jonee Wilson (jwilson9@ncsu.edu). A report of the study from which the practices originated can be found in this publication<\/a>.<\/p>\n\n\n\n M-Scan<\/strong>: The Mathematics Scan is an observational instrument that measures standards-based mathematics teaching practices by assessing the use of mathematical tasks, mathematics discourse, mathematical representations, and mathematical coherence. A study reporting on the validity of the measure can be found in this publication<\/a>, and application of the rubrics can be found here<\/a>. For more information about the M-Scan, contact Temple Walkowiak (tawalkow@ncsu.edu).<\/p>\n\n\n\n IQA<\/strong>: The Instructional Quality Assessment<\/a> is a set of observation rubrics designed to measure the cognitive demand of a task as it appears in curricular materials, the cognitive demand of a task as implemented, and the quality of the concluding whole-class discussion. For more information about the IQA, contact Melissa Boston (bostonm@duq.edu).<\/p>\n\n\n\nContent Knowledge & Pedagogical Content Knowledge<\/h1>\n\n\n\n