The Protocol for Language Arts Teaching Observations (PLATO) is a classroom observation protocol designed to evaluate thirteen elements of English Language Arts (ELA) instruction. It was originally developed for a study of the relationship between teachers' classroom practices and their impact on student achievement. It is currently being used as a professional development tool to support teachers' use of rigorous, research-based teaching practices. PLATO is designed to work across a variety of curricula and instructional approaches.
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Access and Use
Alston, C., & Brown, M. T. (2015). Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers. Teachers College Record, 117(5)
Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014). The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment. Educational Researcher. https://doi.org/10.3102/0013189X14544542
Cor, K. (2011). The measurement properties of the PLATO rubric. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Grossman, P., Cohen, J., & Brown, L. (2014). Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context. In T. J. Kane, K. A. Kerr, R. C. Pianta (Eds.), Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project. San Francisco, CA: Jossey-Bass.
Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores. American Journal of Education, 119(3), 445–470.