his article introduces an interview-based instrument that was created for the purposes of characterizing the visions of high-quality mathematics instruction of teachers, principals, mathematics coaches, and district leaders and tracking changes in those visions over time. The instrument models trajectories of perceptions of high-quality instruction along what have been identified in the literature as critical dimensions of mathematics classroom practice. Included are a description of the methods by which an analysis of interview data was integrated with previous find- ings from the research literature in order to develop leveled rubrics for assessing visions of high-quality mathematics instruction, a report of the results of using the instrument to code more than 900 interviews, and a discussion of the possible applications and benefits of such a methodological approach.
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