Johanna Barmore is a doctoral student in the education policy, leadership, and instructional practice concentration at the Harvard Graduate School of Education. Her research interests include examining how policy impacts teachers' instructional practice as well as how teachers learn to improve instruction. At CEPR, she works as a research assistant with Heather Hill on projects related to the Mathematical Quality of Instruction (MQI) observation tool, including researching the use of MQI as a professional development tool. Prior to CEPR, Johanna taught high school and middle school mathematics at an independent school in New York City and then served as the mathematics curriculum coordinator at a charter school in Cambridge, Massachusetts. Johanna holds an Ed.M. in school leadership from HGSE, an M.A. in secondary mathematics education from Teachers College at Columbia University, and a B. A. in mathematics from Tufts University.