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.
Access and Use
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.
Piburn, M., & Sawada, D. (2000). Reformed Teaching Observation Protocol (RTOP) Reference Manual. Technical Report.