RTOP

The Reformed Teaching Observation Protocol was created by the Evaluation Facilitation Group of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). It is an observational instrument designed to measure “reformed” teaching.

The authors welcome others who wish to use the RTOP in their own research. Inquiries and requests for additional information should be directed to mike.piburn@asu.edu or dsawada@ualberta.ca.

The Reform Movement
Mathematics and science educators are engaged today in a substantial effort of reform. This is evidenced, in part, by the many recommendations being made by professional organizations for standards in mathematics and science and the teaching of those subjects. The ACEPT project is driven by this reform agenda.

There have been many reform movements in education. The most memorable one in mathematics and science education began in 1957, and continued into the 1970’s. That period was characterized primarily by a concern for the structure of the disciplines and for engaging students in authentic inquiry. While those concerns remain, the new reform movement has extended its boundaries well beyond the narrower confines of the science and mathematics curriculum revision efforts of that time.

The RTOP was designed to capture the current reform movement, and especially those characteristics that define “reformed teaching.” To do that, the authors relied heavily upon research in mathematics and science education and on the new national standards.