This report examines the feasibility of using a measurement instrument, the Reformed Teaching Observation Protocol (RTOP), to catalyze teacher self-reflective change. RTOP was used in a summer course as a tool to help understand and even operationally define reform teaching. RTOP assesses four major pedagogical domains: (1) lesson design and implementation; (2) propositional and procedural knowledge; (3) communicative interactions; and (4) student-teacher relationships. Of the current instruments, RTOP is the only one satisfying the following criteria: (1) focused on math and science; (2) aimed at classroom K-20; (3) focused exclusively on reform rather than general characteristics such as classroom management, lesson closure, etc.; (4) brief to administer; (5) very high inter-rater reliability; (6) factor analyzed for construct validity; (7) proven predictive validity; and (8) readily available training and reference manuals. (Contains 41 references.) (SAH)