Reformed Teaching Observation Protocol (RTOP)

The Reformed Teaching Observation Protocol (RTOP) is an observational instrument that can be used to assess the degree to which mathematics or science instruction in grades K-12 is “reformed”. Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation; Content; Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices.

Content

Domains
Subdomain
Topics
Classroom Instruction
Grades
K-20
Languages
English
Respondent
Observer

Administration information

Length
There are 25 items on the instrument across three domains (Lesson Design and Implementation; Content; Classroom Culture).
Price
Free
Training
Manual training available at https://drive.google.com/open?id=1fynrUMdv6XvzITiZfFneAI2Azkmq6FFE
Administration
Individual,
Observation
National Sample
No

Access and Use

Contact
Eugene Judson, Eugene.Judson@asu.edu
Instrument Use in Peer-Reviewed Studies

Mantzicopoulos, P., Patrick, H., Strati, A., & Watson, J. (2018). Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness. The Journal of Experimental Education, 86(2), 214-232.

Lund, T., Pilarz, M., Velasco, J., Chakraverty, D., Rosploch, K., Undersander, M., & Stains, M. (2015). The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice. CBE - Life Sciences Education, 14(2), 12.

Kilday, C., & Kinzie, M. (2009). An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood. Early Childhood Education Journal, 36(4), 365-372.

Psychometrics

Scoring
Manual scoring
Open Access
Yes
Resources on Psychometric Properties
Piburn, M., & Sawada, D. (2000). Reformed Teaching Observation Protocol (RTOP) Reference Manual. Technical Report.