Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and instructional pedagogy (Kane, Taylor, Tyler, & Wooten, 2011; Pianta, Belsky, Vandergrift, Houts, & Morrison, 2008). Other instruments such as the Protocol for Language Arts Teaching Observations (PLATO) and the Mathematical Quality of Instruction (MQI) attend to content specific practices that are more pertinent for teaching and learning in specific disciplines (Grossman et al, 2012; Hill et al, 2008). Working at the intersection of both types of practices, the authors attempt to describe instruction using both generic and content-specific measures of teaching practice. As research teams have focused on the measurement properties of individual instruments, the extent to which generic and content-specific instruments capture related constructs is unclear. This research is of value to both researchers and school leaders, who might be interested in enumerating a parsimonious list of teaching practices that brings together generic and content-specific aspects of instruction; such a list could be useful for a number of purposes, including the creation of comprehensive evaluation frameworks and studies of the relationships between different domains of teaching practice and student learning. An appendix contains tables and figures.