There is emerging evidence that teachers in non-tertiary educational settings that are "ready for change" are more likely to successfully implement change programs. However, what to measure, and how often to measure, to determine teacher readiness for change remains contested, as does how such data might be used by implementation practitioners, researchers, and educational settings. This review presents the findings of a scoping review conducted in May 2023 that evaluated instruments used to measure teacher readiness for change. For the twenty-eight instruments where the assessment items were available, each instrument was evaluated against the Conceptual Model for Readiness and Factors Affecting readiness for change (CMRFAR) to determine if the four domains of the CMRFAR are included. Additionally, the instruments are reviewed to determine if data is collected at multiple timepoints. This review also examines the fifty-six included studies to determine how often the study collected readiness for change data and how the collected data was utilized. Whilst one comprehensive instrument is identified, the review illustrates that many of the instruments which have been used do not assess all the domains which influence teacher readiness for change. Collected readiness for change data is typically used by researchers to identify barriers and facilitators to readiness for change and/or implementation progress. Additionally, in contradiction of emerging readiness for change best practice, educational researchers commonly collect readiness for change data at a single timepoint. The review proposes an updated model of domains that influence teacher readiness for change, the DIT-RFC. Drawn from evidence outlined in this review, the DIT-RFC recognizes a fifth domain which affects teacher readiness for change, View of Implementation, and presents a model aligned with current terminology and conceptualization of the components of readiness for change. The review concludes that it is likely that educational settings, researchers and implementation practitioners would benefit from the development of a multi-timepoint instrument which includes assessment items across the five domains of the DIT-RFC and can be tailored for common educational change scenarios.