• Doing homework is important

• It is important to pay attention in class

• It is important to attend school every day

• They try hard to get good grades

  
  

• My teachers always keep their promises

• My teachers treat me with respect

• I feel safe with my teachers here at school

• I feel comfortable with my teachers at this school

• My teachers always listen to students' ideas

• Notices if I have trouble learning something.

• Is willing to give extra help on schoolwork if I need it.

• Helps me catch up if I am behind.

• Gives me specific suggestions about how I can improve my work in this class

• Explains things in a different way if I don't understand something in class.

• Outside around the school

• Traveling between home and school

• In your classes

• In the hallways of the school

• In the bathrooms of the school

• Write a few sentences to explain how you solved a math problem.

• Explain how you solved a problem to the class.

• Write a math problem for other students to solve.

• Write a math problem for other students to solve.

• Apply math to situations in life outside of school.

• This class really makes me think.

• I really learn a lot in this class

• The teacher expects me to do my best all the time

• The teacher expects everyone to work hard

• The teacher wants us to become better thinkers, not just memorize

  things

• This class challenges me

• This class requires me to work hard to do well

• The teacher asks difficult questions on tests

• The teacher asks difficult questions in class

• Students build on each other’s ideas during discussion.

• Students use data and text references to support their ideas.

• Students show each other respect.

• Students provide constructive feedback to their peers and to me.

• Most students participate in the discussion at some point.

• Rewrite a paper or essay in response to comments.

• Discuss connections between a reading and real life people or situations.

• Discuss how culture, time, or place affects an author's writing.

• Improve a piece of writing as a class or with partners.

• Debate the meaning of a reading.

• Teachers feel good about parents' support for their work.

• Parents support teachers' teaching efforts.

• Parents do their best to help their children learn.

• Teachers feel respected by the parents of the students

• Teachers and parents/guardians at this school think of each other as

  partners in educating children.

• Staff at this school work hard to build trusting relationships with

  parents/guardians.

• Attended parent-teacher conferences when you requested them.

• Volunteered time to support the school/center (e.g., volunteer in classrooms, help with school/center-wide events, etc.).

• Contacted you about their child's performance.

• Responded to your suggestions for helping their child.

• Involves parents in the development of programs aimed at improving students’ academic outcomes.

• Involves parents in commenting on school curricula.

• Includes parent leaders from all backgrounds in school improvement

  efforts.

• Develops formal networks to link all families with each other (for

  example: sharing parent directories, providing a website for parents

  to connect with one another, etc.).

• Encourage more involved parents/guardians to reach out to less

  involved parents/guardians?

• Observed another teacher's classroom to offer feedback.

• Observed another teacher's classroom to get ideas for your own instruction.

• Gone over student assessment data with other teachers to make instructional decisions

• Worked with other teachers to develop materials or activities for particular classes.

• Worked on instructional strategies with other teachers.

• Teachers feel respected by other teachers

• Teachers in this school trust each other.

• It's OK in this school to discuss feelings, worries, and frustrations with other teachers.

• Teachers respect other teachers who take the lead in school improvement efforts.

• Teachers at this school respect those colleagues who are experts at their craft.

• Help maintain discipline in the entire school, not just their classroom

• Take responsibility for improving the school.

• Feel responsible to help each other do their best.

• Feel responsible that all students learn.

• Feel responsible for helping students develop self-control.

• Feel responsible when students in this school fail.

• Been sustained and coherently focused, rather than short-term and unrelated.

• Included enough time to think carefully about, try, and evaluate new ideas.

• Been closely connected to my school’s improvement plan.

• Included opportunities to work productively with colleagues in my school.

• Included opportunities to work productively with teachers from other schools.

• Communicates a clear vision for our school

• Presses teachers to implement what they have learned in professional development

• Know what's going on my classroom

• Provide me with useful feedback to improve my teaching

• Makes clear to the staff the leaderships expectations for meeting instructional goals

• Has provided me with support to improve my teaching

-Determining which books and other instructional materials -are used in classrooms

-Establishing the curriculum and instructional program

-Setting standards for student behavior

-Determining the content of in-service programs

• Teachers feel respected by the principal

• The principal has confidence in the expertise of the teachers.

• I trust the principal at his or her word.

• It’s OK in this school to discuss feelings, worries, and frustrations with the principal

• The principal takes a personal interest in the professional development of teachers.

• The principal looks out for the personal welfare of the faculty members