@ -125,9 +125,9 @@ Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
@ -142,9 +142,9 @@ Community & Wellbeing,5,"Measures the development of traits relevant for student
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,"At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,"At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Subcategory Warning High
Subcategory Watch Low
Subcategory Watch High
Subcategory Growth Low
Subcategory Growth High
Subcategory Approval Low
Subcategory Approval High
Subcategory Ideal Low
Measures
Measure Description
Measure ID
Measure Warning High
Measure Watch Low
Measure Watch High
Measure Growth Low
Measure Growth High
Measure Approval Low
Measure Approval High
Measure Ideal Low
Source
Source Notes
Show items in accordion?
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
125
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Teachers
TRUE
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
126
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Teachers
TRUE
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
127
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Teachers
TRUE
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
128
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
t-inle-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
129
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
t-inle-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
130
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
t-inle-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
131
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.566666667
4.576666667
Teachers
TRUE
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
t-pcom-q1
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
132
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.566666667
4.576666667
Teachers
TRUE
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
t-pcom-q2
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
133
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.566666667
4.576666667
Teachers
TRUE
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
t-pcom-q3
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
142
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.98
2.99
3.49
3.5
3.99
4
4.45
4.46
Teachers
TRUE
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
t-prep-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
143
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.98
2.99
3.49
3.5
3.99
4
4.45
4.46
Teachers
TRUE
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
t-prep-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
144
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.756190476
2.766190476
3.266190476
3.276190476
3.766190476
3.776190476
4.504761905
4.514761905
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.98
2.99
3.49
3.5
3.99
4
4.45
4.46
Teachers
TRUE
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
t-prep-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
145
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
t-prtr-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
146
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
t-prtr-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
147
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.396666667
2.406666667
2.906666667
2.916666667
3.406666667
3.416666667
4.433333333
4.443333333
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe school leadership is a strong and trust school leadership to make good school-wide decisions.Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
t-prtr-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
148
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
t-psol-q1
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
149
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
t-psol-q2
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
150
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems?
How often do students collaborate in class to solve complex problems?
How often do students collaborate in class to solve complex problems?
Nelson Jovel
4 years ago