Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Preschool Field Test

Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Kindergarten and First-Grade Field Test Data
Collection, National Sampling, and National
Recruitment

OMB# 1850-0750 v.22

AttachmentC-4
Spring Kindergarten
Teacher-Level Teacher Paper Survey
NationalCenter for EducationStatistics
U.S. DepartmentofEducation
September2020
revised November 2020
NOTE: The full draft surveys were presented in the OMB package for Kindergarten and First-Grade Field Test
Data Collection, National Sampling, and National Recruitment (OMB# 1850-0750 v.22). In the interest of
maximizing available time in the field test and minimizing respondent burden, only a subset of the items
from any given instrument may be administered to any one respondent, though all of the items will be tested
across multiple respondents. For the Teacher-Level Teacher Surveys, field test study skips have been added
for spring kindergarten and spring first grade. Final changes to other surveys are currently being
implemented and will be included in the upcoming March 2021 change request.

Teacher Background
Survey
2021

S_ID

T_ID
T

Completing this survey will help us learn more about teachers
and their classrooms.
Thank you for your time!
To show our appreciation, we have included with your invitation a check that
equals $20 for the teacher background survey plus $7 for every child for
whom you’ve been asked to complete a survey.
Please return the survey to your school coordinator or an ECLS staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750 v.22. The time required to complete
this information collection is estimated to average approximately 25 minutes per teacher background survey including instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202. # 1850-0750 v.22.
OMB No. 1850-0750, v.22. Approval expires xx/xx/xxxx
TQASK-FT

Early Childhood Longitudinal Study
General Education Teacher Survey (Teacher Level)
Spring 2022 – Form TQASK-FT
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study (ECLS), a nation-wide study of
elementary-aged children, their schools, teachers, and parents. As part of the study, we are asking teachers at your
school to complete surveys. You have been asked to complete surveys because one or more of the children you
serve are participants in this study. The teacher survey contains questions about you and your classroom practices.
The ECLS collects information from teachers of children who are in the study to investigate the relationship
between children’s academic progress and various school, classroom, teacher, and home characteristics. Taking
part in the study is voluntary. You may stop at any time or choose not to answer a question you do not want to
answer. However, only you can provide this information. Although we realize you are very busy, we urge you to
complete this survey as completely and accurately as possible.
Please record your answers directly on the survey by writing your responses in the space provided. Your best
estimates are acceptable answers.
Many of the questions ask that you respond separately for each kindergarten class that you teach – half- day
morning and/or afternoon or full-day.
-Report on half-day morning and half-day afternoon classes separately, in the appropriate columns.
-If you teach a full-day class (the same children are with you for the full day), please record your answers in only
the full-day class column; do not report on the morning and afternoon sessions of the class separately.
-If you teach a class with a day care component, please report only the instructional portion of the class, in the
appropriate class column. For example, if the instructional portion of the class is held in the morning, and the day
care portion in the afternoon, record your answers in the morning class section.
-If you teach the same subject to multiple classes throughout the day, please provide answers for your primary
class or homeroom.
DEFINITIONS RELATED TO LANGUAGE
Reference is made to English language learner (ELL) students, as well as to English-as-a-Second Language (ESL),
and bilingual programs in this survey. For this study, the following definitions apply:
English language learner (ELL): A student whose native language is other than English and whose skills in listening
to, speaking, reading, or writing English are such that he/she derives little benefit from school instruction in
English.
English-as-a-second-language (ESL) program: An instructional program designed to teach listening, speaking,
reading, and writing English language skills to students with limited proficiency in English.
Bilingual education program: A program in which native language is used to varying degrees in instructing
students with limited proficiency in English.

THANK YOU VERY MUCH FOR YOUR HELP.
i

TQASK-FT

MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE THIS
SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not
cross zeroes or sevens. That is, do not write a zero with a line through it like this –
write a seven with a line through it like this – 7.

0, and do not

Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

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5554

C1.

SECTION C. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS
The next series of questions are focused on your instructional activities and curricular focus in your
classroom. How strongly do you agree or disagree that the following behavioral support practices are
characteristic of your teaching in your classes? MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

a. Classroom routines are
consistently implemented.
b. Expectations of students are
communicated in positive terms.
c. You gain the attention of all students
before beginning of a lesson.
d. You solicit both group and
individual responses to questions.
e. You provide all students with individual
opportunities to respond to questions.
f. There is a system for documenting and
rewarding appropriate student behavior.
g. You use a range of consequences to
discourage inappropriate student behavior.

C2.

How strongly do you agree or disagree that you teach the following social and emotional competencies
in your classes? MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree

Disagree

Neither
agree nor
disagree

Agree

a. Self-awareness (teaching students to
recognize their own feelings, interests,
strengths, and limitations)
b. Self-management (teaching students to
regulate emotions and manage daily
stressors)
c. Social awareness (teaching students to
take the perspective of others and
appreciate similarities and differences)
d. Relationships and social skills (teaching
students prosocial behavior and skills to
develop meaningful relationships)
e. Responsible decision making (teaching
students to identify and analyze problems,
understand consequences, and take
responsibility for their decisions)

1

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Strongly
agree

5554

C3.

How strongly do you agree or disagree that you utilize the following practices in your class?
MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
a.

Disagree

Neither
agree nor
disagree

Agree

Display pictures, posters, artwork,
and other décor that reflect the
cultures and ethnic backgrounds
of each student in your class

b. Ensure that all notices and
communications to families and
caregivers are written in their
language of origin
c.

Use alternative formats and varied
approaches to communicate and share
information with families and caregivers

d. Screen books, movies, and other
media resources for negative cultural,
ethnic or racial stereotypes before
using them in your classes

2

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Strongly
agree

5554

C4.

The next series of questions is about your instruction in reading and language arts. How
often do you use the following resources to teach reading in this class?
MARK ONE RESPONSE ON EACH ROW.

Never or
hardly ever

Once or
twice a
month

Once or
twice a
week

a. Basal reading series (a core or primary
reading text for all students)
b. Leveled or guided reading books (multiple books,
each at a specific reading level)
c. Children's newspaper and/or magazines
d. Reading kits (usually a boxed product, which may
contain student and teacher materials, assessment
materials, and manipulatives)
e. Computer software for reading instruction
f.

Applications for cell phones or digital tablets

g. A variety of trade books (for example novels,
collections of poetry, nonfiction)
h. Materials from other subjects (for example, science,
social studies)
i.

Manipulatives (for example, plastic letters, picture
cards, letter cards, tiles)

j.

Big books

k. Decodable books, sound/symbols books
l.

Read-along books paired with audiobooks

m. Anthology (collection of literacy works, which
may include poems, short stories, plays, songs,
excerpts, etc.)

3

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Almost
every
day

5554

C5.

The next series of questions is about your instruction in science and social studies. For this school
year as a whole, how often did you teach the following science and social studies topics in your
class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

a. Human body
b. Plants and animals
c. Solar system and space
d. Dinosaurs and fossils
e. Weather (for example,
rainy, sunny)
f. Understand and measure
temperature
g. Water
h. Sound
i. Light
j. Magnetism and electricity
k. Machines and motors
l. Tools and their uses
m. Health, safety, nutrition, and
personal hygiene
n. Important figures and
events in American history
o. Community resources (for
example, grocery store, library)
p. Map-reading skills
q. Different cultures

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5554

C5.

(Cont.) The next series of questions is about your instruction in science and social studies. For this
school year as a whole, how often did you teach the following science and social studies topics in
your class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

r. Reasons for rules, laws, and
government
s. Ecology
t. Geography
u. Scientific method
v. Social problem solving
w. Hands-on activities or
investigations in science
x. Laboratory skills or techniques
y. Communicating ideas in
science
z. Relevance of science to society
a1. Community service
a2. Current events in the news

5

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5554

C6.

How often do children in this class do each of the following reading and language arts activities?
MARK ONE RESPONSE ON EACH ROW.
Two or
Three or
three
four
Once or
Once a
times a
twice a
month or times a
month
week
Never
less
week
Daily
a. Practice writing the letters
of the alphabet
b. Discuss new or difficult vocabulary
c. Dictate stories to a teacher, aide,
or volunteer
d. Work on phonics
e. Listen to you read stories where they
see the print (for example, big books)
f. Listen to you read stories but they
don't see the print
g. Retell stories
h. Read aloud
i. Read from basal reading texts
j. Read silently
k. Work in a reading workbook or on
a worksheet
l. Write words from dictation to
improve spelling
m. Write with encouragement to use
invented spellings, if needed
n. Read books they have chosen for
themselves
o. Compose and write stories or reports
p. Do an activity or project related to
a book or story
q. Perform plays and skits
r. Writing in a journal

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C6.

(Cont.) How often do children in this class do each of the following reading and language arts activities?
MARK ONE RESPONSE ON EACH ROW.
Once a
month or
less

Never

Two or
three
times a
month

Once or
twice a
week

Three or
four
times a
week

s. Work in mixed-achievement
groups on language arts activities
t. Peer tutoring
u. Read text with controlled vocabulary
v. Read text with strong phonetic
patterns
w. Read text with patterned or
predictable text

7

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Daily

5554

C7.

For this school year as a whole, how often did you teach each of the following reading and
language arts topics in your class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

a. Conventions of print (left to
right orientation, book holding)
b. Writing own name (first and last)
c. Rhyming words and word
families
d. Blending separate sounds of
a word to say the word (for
example, "/c/ /a/ /t/ - cat")
e. Verbally manipulating syllables
within a word (for example,
what is cowboy without cow?)
f. Reading multi-syllable words
like "adventure"
g. Morphological awareness to help
students find meaningful units
in words (for example, prefixes,
suffixes, and base words)
h. Use of common prepositions
such as over and under, up
and down
i. Identifying the main idea and
parts of a story
j. Orally retelling stories, including
key details
k. Remembering and following
directions that include a series
of actions
l. Using capitalization and
punctuation

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5554

C7.

(Cont.) For this school year as a whole, how often did you teach each of the following reading and
language arts topics in your class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

m. Composing and writing
complete sentences
n. Writing narratives with two or
more appropriately sequenced
events
o. Conventional spelling
p. Alphabetizing
q. Reading age appropriate
books independently with
comprehension

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5554

C8.

How often do children in this class do each of the following math activities? MARK ONE RESPONSE ON
EACH ROW.

Never

Once a
month or
less

Two or
three
times a
month

Once or
twice a
week

Three or
four
times a
week

a. Count out loud
b. Work with geometric manipulatives
c. Play math-related games
d. Use a calculator for math
e. Use music to understand math
concepts
f. Use creative movement or creative
drama to understand math concepts
g. Work with rulers, measuring cups,
spoons, or other measuring
instruments
h. Explain how a math problem is solved
i. Engage in calendar-related activities
j. Do math worksheets
k. Do math problems from their
textbook
l. Complete math problems
independently in front of whole group
m. Solve math problems in small
groups or with a partner
n. Work on math problems that
reflect real-life situations
o. Work in mixed achievement groups
on math activities
p. Peer tutoring
q. Use a number line to understand
number concepts

10

TQASK-FT

Daily

5554

C9.

For this school year as a whole, how often did you teach each of the following math skills
in your class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

a. Correspondence between
number and quantity
b. Counting by 2s, 5s, and 10s
c. Counting on from a given
number instead of 1
d. Counting beyond 100
e. Writing all numbers
between 1 and 100
f. Recognizing and naming
geometric shapes
g. Identifying relative quantity (for
example, equal, most, less, more)
h. Sorting objects into subgroups
according to a rule
i. Ordering objects by size or other
properties
j. Making, copying, or extending
patterns
k. Recognizing the value of
coins and currency
l. Adding single-digit numbers
m. Subtracting single-digit numbers
n. Uses place value to compose
and decompose numbers into
tens and ones
o. Reading three-digit numbers
p. Interpreting simple graphs
q. Performing simple data
collection and graphing

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5554

C9.

(Cont.) For this school year as a whole, how often did you teach each of the following math skills
in your class or classes? MARK ONE RESPONSE ON EACH ROW.

Taught
Taught two or
once a
three
month or times a
less
month

Taught
once or
twice a
week

Taught
three or
four
times a
week

Not
taught
Not
because taught
this is
because
taught at children
a higher should
Taught
grade
already
know
daily
level

r. Measuring to nearest whole
number using common
instruments (for example,
rulers, tape, measures,
thermometers, or scales)
s. Decomposes numbers less
than or equal to 10 by using
objects or drawings
t. Telling time
u. Estimating quantities
v. Estimating probability
w. Writing math equations to
solve word problems

C10. The next series of questions asks about the use of different languages in your classroom by
teachers and other adults. Are any languages other than English used by teachers, aides, or
other adults in your class or classes? MARK ONE RESPONSE FOR EACH APPLICABLE ROW.

No

Yes
a. Morning class
b. Afternoon class
c. Full-day class
IF ANY ANSWER IS "YES" IN C10, GO TO C11. OTHERWISE, GO TO C13 ON PAGE 15.

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5554

C11. How often is a non-English language used by teachers, aides, or other adults in your classes or
sessions in the following ways? MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
a. For academic instruction in reading/literacy
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day

Morning
class

Afternoon
class

Morning
class

Afternoon
class

Morning
class

Afternoon
class

a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

b. For academic instruction in mathematics
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

c. For academic instruction in other subjects
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

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5554

d. For instructional support (for example, explaining directions, etc.)
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day

Morning
class

Afternoon
class

a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

e. For controlling and directing student behavior (classroom management)
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day

Morning
class

Afternoon
class

Morning
class

Afternoon
class

a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

f. For conversation
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a. Never
b. Less than half the time
c. About half the time
d. More than half the time
e. All the time

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5554

C12. How much time per day do you and any other teacher or aide speak any non-English language
in your classes or session? MARK ONE RESPONSE.
Morning
class

Full-day

Afternoon
class

a. 1-15 minutes a day
b. 16-30 minutes a day
c. 31-60 minutes a day
d. More than 60 minutes a day

C13. Do you have any children who are English language learners (ELL) in your classes or sessions?
MARK ONE RESPONSE.
Yes
No



GO TO C15 on page 16

C14. How often do English language learners (ELL children) in your class or classes do each of the
following activities (in your classroom or in a pull-out program)? MARK ONE RESPONSE ON EACH
ROW.
Once a
month or
less

2-3 times
a month

1-2 times 3-4 times
a month a month

a. Take assessments to monitor their
English language acquisition
b. Take assessments to assess their
progress in English reading and
literacy skills
c.

Work in small groups of ELL children
or individually on intensive English
reading and literacy skills

d. Work in a structured peer-assisted
setting (ELL child is paired with a
non-ELL child)

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Daily

5554

C15. The next set of questions is about homework. In an average week, how many days a week is homework
assigned? Please count homework assigned over the weekend as one day. MARK ONE RESPONSE.
0 days
1 day
2 days
3 days
4 days
5 days

C16. On days when homework is assigned, how much time do you expect children to spend on
homework in the following areas? MARK ONE RESPONSE ON EACH ROW.
I never
assign
homework

1 to 10
minutes

11 to 20
minutes

21 to 30
minutes

a. Reading and language arts
b. Math
c. Other (Please specify):

16

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More than
30 minutes

5554

E1.

SECTION E. EVALUATION AND GRADING PRACTICES
The next questions pertain to evaluation and grading practices. How important is each of the
following in evaluating the children in your class or classes? MARK ONE RESPONSE ON EACH ROW.

Not
Somewhat
Very
Extremely
Not
important important important important applicable
a. Individual child's achievement relative
to the rest of the class
b. Individual child's achievement relative
to local, state, or professional standards
c. Individual improvement or progress
over past performance
d. Effort
e. Class participation
f.

Daily attendance

g. Classroom behavior or conduct
h. Cooperativeness with other children
i.

E2.

Ability to follow directions

Across all subjects, how often do you use the following to assess your students? MARK ONE
RESPONSE ON EACH ROW.
1 to 2
times a
year

Never

3 to 8
times a
year

1 or 2
times a
month

1 or 2
times a
week

a. State or local standardized tests
b. Classroom tests or quizzes
(including those made by you
and those from other sources)
c.

Individual or group projects

d. Worksheets that you grade
e.

Teacher observation of specific
objectives

17

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3 or
more
times a
week

5554

E3.

Which of the following do you use to provide kindergartners' parents with information about
their children's performance? MARK ALL THAT APPLY.
Standard report card (for example, a letter grade or other standard grade assigned for each subject)
Progress report form
Competency based checklists
Portfolio of child's work
Standardized test scores
Benchmark assessments
None of these

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5554

F1.

SECTION F. SCHOOL AND STAFF ACTIVITIES
The next set of questions pertains to school-related activities. How often have you participated in the
following activities since the beginning of the academic year? MARK ONE RESPONSE ON EACH ROW.

Never

Once a
month or
less

Two or
three
times a
month

Once or
twice a
week

Three or
four
times a
week

Daily

a. Meeting with other teachers
to discuss lesson planning
b. Meeting with other teachers to
discuss curriculum development

F2.

In which of the following staff development and training activities have you participated during the
current academic year? MARK ALL THAT APPLY.
Workshops involving study groups or small-group problem solving
Direct instruction from an outside consultant on a specific topic
Peer observation and feedback
Visits to, or observations of, other schools
Release time for attending professional conferences
Enrollment in college or university courses related to your profession
Professional development via distance learning (web-based, etc.)
Workshops on using computers and technology in the classroom
None of these

F3.

How often have you been observed by a peer for the purpose of receiving instructional feedback
during the current academic year? MARK ONE RESPONSE.
Never
Once
2 times
3 to 4 times
More than 4 times

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5554

F4.

In the past 12 months, did you participate in any professional development activities pertaining to
the use of evidence based practices tied to your teacher assignment? MARK ONE RESPONSE.
Yes
No

F5.



GO TO F6

In the past 12 months, how many hours did you spend on professional development activities?
MARK ALL THAT APPLY.
4 hours or less
5-8 hours
9-12 hours
13-16 hours
17-20 hours
21-24 hours
25-28 hours
29-32 hours
33 hours or more
Don't know

F6.

In the current school year, do you work closely with a master or mentor teacher who was assigned
to you by your school or district? MARK ONE RESPONSE.
Yes
No



GO TO G1 on page 22

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F7.

How frequently do you work with your assigned master or mentor teacher? MARK ONE RESPONSE.
At least once a week
Once or twice a month
A few times a year
Once or never

F8.

Overall, to what extent do your assigned master or mentor teacher improve your skills in the
following areas? MARK ONE RESPONSE ON EACH ROW.
Not applicable/
not part of my
work
Not at
responsibility
all

To a
To a small moderate To a great
extent
extent
extent

a. Providing large group instruction
b. Providing small group or one-on-one
instruction
c. Managing students' behavior
d. Completing paperwork (either in a
digital/computer-based system or in
hard copy)
e. Conducting student assessments
f. Finding needed human or material resources
g. Communicating with parents

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SECTION G. VIEWS ON SCHOOL READINESS, SCHOOL CLIMATE, AND SCHOOL ENVIRONMENT
G1.

The next few questions pertain to your feelings about the school. Please indicate the extent to
which you agree with each of the following statements. MARK ONE RESPONSE ON EACH ROW.

Strongly
disagree

Disagree

Neither
agree nor
disagree

Agree

a. The level of child misbehavior (for
example, noise, horseplay, or fighting
in the halls or cafeteria) in the school
interferes with my teaching.
b. Many of the children I teach are not
capable of learning the material I am
supposed to teach them.
c. I feel accepted and respected as a colleague
by most staff members.
d. Teachers in this school are continually learning
and seeking new ideas.
e. Routine administrative duties and paperwork
interfere with my job of teaching.
f. Parents are supportive of school staff.
g. There is a great deal of cooperative effort
among the staff members.
h. In this school, staff members are recognized
for a job well done.
i. The academic standards at this school
are too low.
j. There is broad agreement among the entire
school faculty about the central mission of
the school.
k. The school administrator sets priorities, makes
plans, and sees that they are carried out.
l. The school administration's behavior towards
the staff is supportive and encouraging.

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Strongly
agree

5554

G2.

To what extent do you agree with the following statements? MARK ONE RESPONSE ON EACH ROW.
Neither
agree nor
Strongly
disagree Disagree disagree

Agree

Strongly
agree

a. I am adequately trained to
teach the children with
disabilities who are in my class.
b. Inclusion of children with
disabilities in my class has
worked well.
c. I am adequately trained to
teach English language
learners (ELL) in my class.
d. Inclusion of English language
learners (ELL) in my class has
worked well.
e. I have the resources I need to
teach the children in my class
who have disabilities.
f.

I have the resources I need to
teach the children in my class
who are English language
learners (ELL).

g. I have the resources I need to
teach a class of students who
have a wide range of READING
skills.

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Not
applicable

5554

G3.

To what extent do you agree with each of the following statements? MARK ONE RESPONSE
ON EACH ROW.
Neither
Strongly
Strongly
agree nor
disagree Disagree disagree
Agree
agree
a. If I try really hard, I can get through even to
the most difficult or unmotivated students.
b. If some students in my class are not
doing well, I feel that I should change
my approach to the subject.
c. By trying a different teaching method, I can
significantly affect a student's achievement.
d. There is really very little I can do to ensure
that most of my students achieve at a high
level.
e. I work to create lessons so my students
will enjoy learning and become
independent thinkers.
f. I feel sometimes it is a waste of my time to
try to do my best as a teacher.
g. The attitudes and habits students bring to
my class greatly reduce their chances for
academic success.
h. My success or failure in teaching is due
primarily to factors beyond my control
rather than to my own effort or ability.

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G4.

To what extent do you agree or disagree with each of the following statements as it applies
to your instruction? MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
Strongly
agree nor
disagree Disagree disagree
Agree
agree
a. The amount a student can learn is primarily
related to family background.
b. If a student did not remember
information I gave in a previous lesson,
I would know how to increase his/her
retention in the next lesson.
c. If a student in my class becomes disruptive
and noisy, I feel assured that I know some
techniques to redirect him/her quickly.
d. I really enjoy my present teaching job.
e. I am certain I am making a difference in the
lives of the children I teach.
f. If I could start over, I would choose teaching
again as my career.

G5.

Indicate how much you agree or disagree with the following statements about your school
and staff. MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
Strongly
agree nor
disagree Disagree disagree
Agree
agree
a. There is a consensus among administrators
and teachers on goals and expectations.
b. We have an active professional
development program for teachers.
c. Teachers are very active in planning staff
development.

G6.

Please fill in the boxes below with the date the survey was completed.

2 0 2 1
MONTH

DAY

YEAR

Thank you very much for answering these questions and for taking
the time to participate in the Early Childhood Longitudinal Study.
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