In this study, we compared the results of 27 special education teachers' evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank-ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item level analyses showed that across 125 correlations, 73 were significant, low-moderate, and 52 were non-significant. Implications for research and practice are discussed. [This paper will be published in "Educational Measurement: Issues & Practice."]