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The Reformed Teaching Observation Protocol (RTOP) has proven highly worthwhile in the study of mathematics and science classrooms in middle and high schools, colleges and universities. With appropriate training, it is possible to achieve very high inter-rater reliabilities using this instrument. RTOP scores predict improved student learning in mathematics and science classrooms at all levels.

Analysis of the RTOP suggests that it is largely a uni-factorial instrument that taps a single construct of inquiry. A finer-scale analysis lends new meaning to the phrases “pedagogical content knowledge” and “community of learners.” The instrument seems amply able to measure what it purports to measure: reformed teaching. ”

These four weblinks to the RTOP are at R&E/Research.html .
* Reformed Teaching Observation Protocol (RTOP) evaluation instrument, its history, research, & results.
(rtop/)
* RTOP Self-Assessment (A guide for science and math teachers to reflect upon their teaching. An adaptation of the RTOP by Drew Isola, a high school teacher)
* RTOP online training
* RTOP videos in streaming format

  • John M. Clement, PhD says:
    05/15/2011 at 6:58 am

    There are two comments that I have.

    First is that the current fad for value added used as a major factor in evaluations is misplaced. The problem is that research shows value added to be highly variable and only about 14% reliable. It may be reliable if it is averaged over 5 years, but that is not what is anticipated.

    Secondly, it looks like the teacher observation protocol is based on conventional didactic teaching. the RTOP reforemed teacher evaluation protocol has been found to be a good predictor of success in science classes. Essentially the large body of research shows that interactive engagement inquiry classes show much higher gains than conventional didactive classes. Anyone who looks at PER (physics education research) will find that all evidence points in this direction, and there is no evidence for standard lecture based classes working as well.

    A good example of how dramatic this can be is the recent article :
    The implications of a robust curriculum in introductory mechanics, Chance Hoellwarth and Matthew J. Moelter,
    American Journal of Physics — May 2011 — Volume 79, 5, pp. 540

    By using the same methods all instructors achieved the same either low or high results. The high results came from the reformed methods. This experiment has essentially been replicated many times since the early 90s and there are a large number of papers showing how reformed practices yield large gains in both college and HS. Unfortunately this research has not received much notice by the educational establishment.

    A teacher evaluation protocol that does not recognize this will lock the schools into inferior practices.

  • Data-Driven Instructional Practice in Action (Part 2) | Larry Cuban on School Reform and Classroom Practice says:
    05/15/2011 at 11:45 am

    [...] and use of these data-driven practices in their classrooms. That is happening in Washington, D.C., Cincinnati, Houston, and other [...]

  • Ray Tiller says:
    05/17/2011 at 6:41 pm

    I was pleased to read this research relating objective measurement of student performance improvement to objective measures of teacher skills, because it gives some confirmation to our “common-sense” belief that students will learn better if teachers develop a broad range of appropriate skills.

    The practical question that arises from such conclusions, though, is how can we facilitate real improvement in teacher skills in a way that can be afforded on a long-term basis by schools and school systems.

    Readers may be interested in a project we have been working on in some Christian schools in Australia called “Avenues to Teaching Excellence”. In this project, we have adapted and expanded (with permission) Charlotte Danielson’s rubrics and developed a supervised peer/colleague evaluation process. The evaluation is focused on identifying the teacher’s developmental needs rather than an exhaustive appraisal across all of the skill areas. Because the evaluation is so focused, it can be handled, without huge time-sacrifice, by a relatively competent and experienced teaching colleague under the supervision of a school leader. The evaluation is followed by a collaborative process for writing and executing developmental goals and strategies to improve the teacher’s skills.

    Interested readers can see a brief overview of the project at site/raytiller/teacher-appraisal–professional-development

  • More Education Reform Discussion on Governor’s Summer To-Do Agenda | Tennessee Report says:
    05/31/2011 at 1:04 pm

    [...] to collaborate with other teachers and alternative compensation systems that pay teachers on their effectiveness and their area of specialty [...]

  • How to Blog Irresponsibly (About Education) « Thought News says:
    06/08/2011 at 10:50 pm

    [...] UPDATE: A friend sent this along—more empirics backing the importance of teacher quality. [...]

  • Dr. Charles L. Mitsakos says:
    07/08/2011 at 10:31 am

    Data gathering is the most critical element in classroom observations. Evaluators must provide a mirror for the classroom teacher on which to base conclusions about the quality of the teacher’s performance. Those data can then be used to support what a teacher has been doing or to make changes where needed. Conclusions regarding the quality of a teacher’s performance must be data driven. Let the data do the talking!

  • Matt Damon’s Misguided March « The Enterprise Blog says:
    08/05/2011 at 5:39 pm

    [...] important step in the right direction. For years both exceptional and underperforming teachers have flown under the radar, with rudimentary evaluation systems in which 98 percent of teachers were considered [...]

  • Benn says:
    10/04/2011 at 3:54 pm

    Dr. Marzano’s Causal Model recognizes the complexity of the teaching and learning process. It moves away from the once- and- done obligatory and periodic classroom visit as the basis for evaluation to ongoing constructive feedback over the course of a school year, which results in professional growth and a documented positive summative evaluation. The Model has a unique granular approach by offering very specific feedback to teachers on teaching strategies. This enables high levels of inter-rater reliability and accuracy among observers. Everyone should check out the website:

  • How Can We Effectively Evaluate Teacher Performance? « says:
    10/05/2011 at 11:39 am

    [...] begun using rigorous teacher observations as part of its overall Teacher Evaluation System (TES). Researchers have found that the scores of these observations predict student achievement gains for subjects than can be [...]

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