Alternatively, structured protocols provide a common set of statements or codes to which the observers respond. Often, these protocols ask observers to make judgments about how well the teaching conforms to a specific standard. Examples of such protocols include the Inside the Classroom: Observation and Analytic Protocol (Weiss et al., 2003) and the Reformed Teaching Observation Protocol (RTOP; Sawada et al., 2002). These protocols consist of statements that observers typically score on a Likert scale from “not at all” to “to a great extent” and contain such statements as: “The teacher had a solid grasp of the subject matter content inherent in the lesson” (from RTOP; Sawada et al., 2002).