Delaware Mathematics Coalition (DMC) leaders are committed to implementing their adopted high quality instructional materials (HQIM) for math with fidelity. But what does that really mean? What does this look like in action? Research suggests that all too often, tweaks made during the enactment of high quality lessons undermine the cognitive demand and mathematical intent of the tasks embedded within those lessons (Smith & Stein, 1998). Even subtle changes in a lesson have the potential to influence students’ learning opportunities. As coaches develop a keen eye for the essential elements of the mathematics in their HQIM lessons, they become much more conscious of the intentionality of the lesson design in their adopted resources.
Data collected from Keen Eye workshop participants’ during the 2020-2021 school year revealed that coaches are often faced with the challenge of helping their teachers maintain the integrity of their adopted HQIM lessons. By problematizing the nature and impact of lesson tweaks and explicitly reflecting on the intentionality of lesson design, leaders of the DMC’s Keen Eye Coaching Workshops provide the space for the coaches to openly and productively explore and make progress regarding this shared problem of practice.