Interested in Piloting a Measure of Professional Learning in PERTS?
WestEd and PERTS are collaborating to pilot a survey of teacher professional learning for the 2025-2026 school year
Interested in piloting? More information can be found here or through contacting [email protected].
Professional Learning
WestEd’s Professional Learning Measure
This short teacher survey measures teachers’ perceptions of key aspects of their collaborative, ongoing, job-embedded professional learning experiences.
Measure Type
Survey
Socioemotional Learning
Click on the guiding questions to see and explore associated measures.
What mindset and beliefs do students hold about themselves as learners in a math classroom?
- PERTS Copilot Student Survey
The PERTS Copilot survey measures the extent to which students are experiencing learning conditions that matter for student engagement and learning. - The Central Valley Networked Improvement Community (CVNIC) Student Mindset Survey
Results from this short student survey provide information about students’ perceptions of math as a subject, themselves as math learners, and math learning in their classroom. - High-Tech High Mathematical Agency Improvement Community (MAIC): Student Agency Survey
The MAIC Student Agency Survey measures student perceptions of their agency, mathematical identity, and group work experiences in their math class. - Better Math Teaching Network (BMTN) Student Survey
This survey captures student engagement in the math processes of making connections, creating justifications, and problem solving. The “Justify” items are particularly relevant to questions of classroom discourse.
Processes of Teaching and Learning
Click on the guiding questions to see and explore associated measures.
What does mathematical discourse look like in our classrooms?
- PMRR Whole-Class Discussion and Small-Group Work in a Specific Lesson Student Surveys
These two surveys assess students’ experiences with the whole-class discussion or small-group work in a specific lesson. The surveys focus on whole-class discussion and small-group work that supports students’ conceptual understanding of key mathematical ideas. While there are two distinct surveys, there is one guide because of the similarity of the development and use processes of the two surveys. - EQUIP (Equity Quantified in Participation)
EQUIP is an observation tool used to measure the frequency and nature of student participation in the classroom, with a focus on assessing equity of voice. - Better Math Teaching Network (BMTN) Student Survey
This survey captures student engagement in the math processes of making connections, creating justifications, and problem solving. The “Justify” items are particularly relevant to questions of classroom discourse. - Math Observation Checklist and Tool: SERP 5×8 Card
This observation tool focuses on seven vital student classroom actions identified as critical by the Common Core State Standards, Standards for Mathematical Practice (CCSS-M SMPs).
What are students doing and experiencing during small group work?
- PMRR Whole-Class Discussion and Small-Group Work in a Specific Lesson Student Surveys
These two surveys assess students’ experiences with the whole-class discussion or small-group work in a specific lesson. The surveys focus on whole-class discussion and small-group work that supports students’ conceptual understanding of key mathematical ideas. While there are two distinct surveys, there is one guide because of the similarity of the development and use processes of the two surveys. - WestEd/CARE Network’s Small-Group Status Practical Measure (SGS-PM)
This short student survey is a measure of students’ perceptions of small-group interactions. Specifically, it attends to student participation in small-group work and how the actions (or inactions) of group members impact their sense of their own mathematical ideas.
What kinds of questions are teachers posing to students?
- EQUIP (Equity Quantified in Participation)
EQUIP is an observation tool used to measure the frequency and nature of student participation in the classroom, with a focus on assessing equity of voice. - Texas Network for School Improvement (TXNSI) Question Tracker
Classroom observers can use this tool to document and analyze the types of questions that teachers pose to their students.
What is the distribution of participation among students, and between students and the teacher?
- TeachFX App (Student-Teacher Talk Measurement Tool)
This tool measures the amount of teacher talk, student talk, student group talk, and silence occurring during the course of a lesson. These metrics can help teachers explore patterns of discourse within their classrooms, their use of questioning strategies and wait time, and how they elicit and build on student contributions. - EQUIP (Equity Quantified in Participation)
EQUIP is an observation tool used to measure the frequency and nature of student participation in the classroom, with a focus on assessing equity of voice.
How are students making sense of the rigorous math task they were given?
- PMRR Launch of The Task in a Specific Lesson Student Survey
This is a measure of student readiness to begin work on a cognitively-demanding mathematics task.
Are students making connections between math ideas, representations, and the real world?
- Better Math Teaching Network (BMTN) Student Survey
This survey captures student engagement in the math processes of making connections, creating justifications, and problem solving. The “Justify” items are particularly relevant to questions of classroom discourse.
Are teachers enacting key practices that are the hallmarks of student-centered math teaching?
- Math Observation Checklist and Tool: SERP 5×8 Card
This observation tool focuses on seven vital student classroom actions identified as critical by the Common Core State Standards, Standards for Mathematical Practice (CCSS-M SMPs).
How do students provide quick insights on their mathematical understanding?
- Teaching Through Problem-Solving: Exit Poster for Student Self-Assessment of Understanding
Students self-identify the extent to which they grasped the content of the lesson from the day.
How do students provide feedback on the teaching they are experiencing?
- Menomonee Falls Plus/Delta Approach for Soliciting Student Feedback
Plus/delta is a method to regularly solicit students’ feedback on what supported their learning during a lesson or series of lessons and what did not.
Teacher Mindset
Click on the guiding questions to see and explore associated measures.
What mindsets and beliefs do teachers hold about math teaching and learning?
- Better Math Teaching Network (BMTN) Tripod Survey Excerpt
Survey of student perceptions of their engagement and agency in learning. - Teachers’ Sense of Self-Efficacy Scale
This teacher survey is designed to help provide an understanding of teachers’ beliefs in their own ability to bring about the outcomes that they hope to see. Researchers have named this concept as teachers’ self-efficacy.
Professional Learning
Click on the guiding questions to see and explore associated measures.
How are teachers experiencing feedback about their practice?
- Building a Teaching Effectiveness Network (BTEN) Teacher Feedback Survey
This short survey asks teachers about the frequency of receiving feedback, the value of this feedback, and the relational trust they experience with one or more feedback providers.
How are teachers experiencing the culture of professional learning?
- PMRR: Collaborative Professional Learning Measure
This short teacher survey measures teachers’ perceptions of key aspects of the professional learning environment, which are linked to teacher learning, in a specific professional development session. - WestEd’s Professional Learning Measure
This short teacher survey measures teachers’ perceptions of key aspects of their collaborative, ongoing, job-embedded professional learning experiences.
Rigor of the Task
Click on the guiding questions to see and explore associated measures.
What is the cognitive demand of a mathematical task that will be presented to students?
- PMRR Rigor of the Task Analysis Tool
This tool supports the assessment of the rigor, or cognitive demand, of a mathematical task as the task is written (before it is implemented in the classroom). The tool helps educators answer the question, “What do students have to do to successfully complete the task?”
Systemic Context of Teaching and Learning
Many factors outside of the classroom shape students’ math learning, including how they are placed in math classes, what curriculum is adopted, and the degree of alignment between assessments and instructional content, to name a few. While these factors are critical for more equitable math learning, the systemic context is outside of the scope of this repository, which focuses on processes in the classroom.
