In this paper we report from the use of a subject specific coding manual - the Protocol for Language Arts Teaching Observation (PLATO) - targeted to measure feature of teaching quality in lower secondary classrooms. In the present paper we discuss how observation manuals could serve multiple functions when trying to understand classroom teaching and learning. PLATO (Grossman et al. 2010) is tailored to assess instruction; encompassing12 elements of instruction highlighted in existing literature on adolescent literacy as well as effective instruction in secondary language arts education. It is a systematic and validated protocol (Cohen & Grossman, 2016) that resonates well with key aspects of instructional quality (Kane & Staiger, 2012, Klieme et al.,2009; Nilsen & Gustavsson, 2016) as summarized in the research literature (e.g. instructional clarity, cognitive demand, discourse features and supportive climate). As such, protocols provide (i) a common technical vocabulary for describing instruction (ii) allows us to decompose quality of teaching into different components and (iii) allows us to compare quality of instruction across classrooms. We report on video observations from 48 Norwegian language arts 8th grade classrooms four lessons in each class, amounting to 196 lessons. The video recordings were coded using the Protocol for Language Arts Teaching Observation (PLATO). Each recorded lesson was divided into events of 15 minutes (n= 528). All events were scored for all 12 elements, using a four-point scale where scores 1-2 are towards the low end and 3-4 are at the high end, and with sufficient interrater reliability agreement (62% -89 %). Descriptive statistics show there are some key patterns across these classrooms where they score consistently high on the elements Behavioral Management and Time Management, mediocre towards low on elements Intellectual Challenge, Classroom Discourse, Representation of Content and systematically low on Strategy Instruction, Modelling and Feedback. Low score on the latter – Feedback – is especially interesting since “Assessement for Learning” has been a part of targeted reform efforts in Norway for the last decade. These findings nurture multiple conclusions and interpretations: PLATO provides reliable and qualified information about instructional practices in Norwegian LA classrooms; it gives an overview of specific patterns and strengths; work as a ‘diagnostic tool’ for more systematic work on targeted instructional elements (e.g. Feedback, Strategy Instruction, Classroom Discourse). As such, coding manuals serve multiple functions – for empirical validation of instructional practices, as a diagnostic tool, and as a language for analyzing teaching quality.

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