#879: Measuring Physics Teacher Instructional Changes in the Context of a Responsive Professional Development

Addressing the challenge of measuring the impacts of science teacher professional development on teachers’ practice, we present an instructional audit tool that measures how physics teachers reallocate between instructional activities, how this aligns with their goals, and the to what they attribute shifts. The tool comprises a retrospective syllabus audit, self-rankings, and qualitative responses. Pilot results from 23 teachers showed instructional change was positively correlated with teachers’ perceptions of progress toward science education reform goals.