In this presentation we use the observation system Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2015) as a lens to understand the role of content when analyzing teaching quality. We demonstrate PLATO’s way of constructing patterns of teaching quality by focusing on: (a) how the content is captured through the level of conceptualizations and categories applied (elements in the PLATO vocabulary), and (b) what type of content knowledge is involved when applying this manual to mathematics classrooms. PLATO conceptualizes teaching quality into four domains (Instructional Scaffolding, Disciplinary Demand, Representation and Use of Content, and Classroom Environment) that together consist of an ensemble of specific teacher practices (e.g., 12 elements), all considered relevant for student learning. Five of the twelve elements have a clear focus of the content involved, that is the Intellectual Challenge (IC), Representation and Use of Content (ROC), the Classroom Discourse (CD) element, and to some degree the Modelling and Feedback elements. We report on data from two videotaped math lessons from Norwegian lower secondary level (grade 8). Certified raters with subject expertise in mathematics scored the two lessons. All comprised teaching quality aspects are scored on a four-point scale (1-4) for every 15 minutes of the lessons, however here we concentrate on reporting on scores from those elements targeted content and subject specific aspects. The results reveal three things. First, PLATO’s way of decomposing teaching into discrete practices privileges the critical role of students’ engagement with the content as a key aspect of teaching quality. Second, the content is specially made explicit through the three elements IC, ROC and CD. While the three elements differ in grain size and focus (Klette et al., 2025), they together shed light on differential aspects of the content involved, that is (a) cognitive and disciplinary demand and the role of high inferential thinking related to the tasks for the IC element, (b) the qualities of explanations and conceptual language in ROC, and (c) how student engage with the content though verbal interaction and peer-discussions captured through the CD element. Third, the way PLATO decomposes teaching into discrete practices aligns closely with Ball et al. (2008) emphasis on content knowledge for teaching as crucial when assessing teaching quality. Ways of representing and engaging with the content through high quality tasks, activities and discourses are critical in PLATO’s definition and conceptualization of teaching quality.

Ball, L. D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389 407. https://doi.org/10.1177/0022487108324554 Grossman, P., Cohen, J., & Brown, L. (2015). Understanding Instructional Quality in English Language Arts. In Designing Teacher Evaluation Systems (p. 303 331). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119210856.ch10 Klette, K., Luoto, J.M. Magnusson C.G., White, M.C. (2025 [in press]) Protocol for Language Arts Teaching Observation (PLATO) as a lens for assessing teaching quality. School Effectiveness and School Improvement.