Peer observations among faculty in a college of education: investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP) |
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| Authors: | Audrey Amrein-Beardsley Sharon E Osborn Popp |
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| Institution: | (1) Mary Lou Fulton Teachers College, Arizona State University, P.O. Box 37100, Phoenix, AZ 85069-7100, USA;(2) Western Regional Examining Board, 23460 North 19th Avenue, Suite 210, Phoenix, AZ 85027, USA |
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| Abstract: | Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated
with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of
trainings in RTOP use and rated each other’s teaching during multiple peer observations. The purpose of this study was to
investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general.
While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived
formative functions of the RTOP outweighed the instrument’s summative value. |
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