;FROM SPSS OR OTHER PROGRAM, A ".DAT" ASCII FILE MUST BE CREATED THAT INCLUDES AN ID AND THE ;VARIABLES TO BE SCALED. IT WILL BE NECESSARY TO CONSULT THE WINSTEPS MANUAL TO DEFINE THE ;COMMANDS LISTED BELOW. IN YEAR 3, THE SYNTAX DEVELOPS PERSON MEASURES, AND ANCHORED ITEM ;AND STEPS FILES ; This file is Instructional Guidance - Instruction series TITLE=Improvement Plan Series - Teachers feelings about Improvement Plan (tq3_48b,c,f,g) DATA='D:\SIIData\TQ\y1 to y3 scaling\TQ3Rasch.dat' NI=85 Item1=17 DISTRT=N XWIDE=3 CODES= " 1 2 3 4 5 6 7" TABLES=0010000000011000000100 MUCON=100 OUTFIT=NO NAMLMP=16 ; REALSE=Y (S.E. of misfit) ; XFILE=filename.xf (analyzed response file) idfile=* 1-28 31-32 35-85 * ;pdfile=* ;ifile=filename.if (item output file) ;sfile=filename.sf (step file ) iafile='D:\SIIData\TQ\y1 to y3 scaling\Item Files_y1\IF Instructional Guidance.dat safile='D:\SIIData\TQ\y1 to y3 scaling\Step Files_y1\SF Instructional Guidance.dat ;THE PERSON MEASURES BELOW WILL NEED TO BE CONVERTED BACK TO SPSS OR OTHER PROGRAM CODE ;THE MEASURE IS ANCHORED ON YEAR ONE DATA ;THE PERSON MEASURES FROM EACH YEAR ARE TO BE "STACKED" FOR HLM USE pfile='D:\SIIData\TQ\y3 scaling\Person\instguide.dat' &END tq3_1a Teachers at this school respect colleagues who are expert in their craft tq3_1b Teachers in this school trust each other tq3_1c Teachers in this school really care about each other tq3_1d Teachers respect other teachers who take the lead in school improvement efforts tq3_1e Many teachers openly express their professional views at faculty meetings tq3_1f Teachers in this school are willing to question one another's views on issues of teaching and learning tq3_1g We do a good job of talking through views, opinions, and values tq3_1h Teachers are expected to continually learn and seek out new ideas in this school tq3_1i Teachers are encouraged to experiment in their classrooms in this school tq3_1j Teachers are encouraged to take risks in order to improve their teaching tq3_1k Teachers in this school expect students to complete every assignment tq3_1l Teachers in this school encourage students to keep trying even when the work is challenging tq3_1m Teachers in this school set high expectations for academic work tq3_1n important that all students do well in their classes tq3_2a Take responsibility for helping one another do well tq3_2b Help maintain positive student behavior in the entire school tq3_2c Take responsibility for improving the overall quality of teaching in the school tq3_3a Policies about how I should teach are often contradictory tq3_3b I often have difficulty choosing what to do in my classroom out of all the options I hear about tq3_3c Out of all the information about teaching I receive, I am often unsure about how to prioritize things tq3_3d Overall, the instructional policies I am supposed to follow in my classroom seem inconsistent tq3_4a I have detailed knowledge of the content covered and instructional methods used by other teachers at this school tq3_4b When I begin working with a new group of students, I have detailed knowledge of what those students learned previously tq3_4c It's easy for other teachers in this school to know what students learned in my class tq3_4d I frequently plan and coordinate instruction with my students' other teachers tq3_4e In this school, teachers who work with students at the same achievement level use similar methods and cover the same content tq3_4f Students at this school are expected to master the content they are working on before moving to new topics tq3_45a There is a detailed plan for improving instruction in our school tq3_45b The steps for improving instruction are carefully staged and sequenced tq3_45c Steps that teachers should take to promote classroom improvement are clearly outlined tq3_45d Instructional goals for students are clearly defined tq3_45e My participation has exposed me to many examples of the kinds of student work the program is aiming for tq3_45f My participation has exposed me to many examples of the kinds of classroom teaching the program seeks to foster tq3_45g Members of csr provided resources tq3_46a I am capable of making the kinds of changes called for by the school improvement program tq3_46b The kinds of changes called for by the school improvement program are helping my students reach higher levels of achievement tq3_46c The school improvement program in this school requires me to make major changes in my classroom practice tq3_46d I strongly value the kinds of changes called for by the school improvement program tq3_48a Student assessment tq3_48b Curriculum materials or frameworks tq3_48c Content or performance standards tq3_48d Teaching methods tq3_48f Multicultural or diversity issues tq3_48g Classroom management and/or student discipline tq3_48h School governance (e.g. local school council, site-based management, decision making) tq3_48i School improvement planning or goal setting tq3_48j Social services for students tq3_48k Safety or school climate issues tq3_48l Parent involvement and/or community relations tq3_49b Improving my skills at designing mathematics tasks for my students tq3_49c Improving my knowledge of number concepts (e.g., even and odd numbers, divisibility, place value, fraction concepts) tq3_49d Improving my knowledge of how particular computational procedures work tq3_49e Improving my knowledge of patterns, functions, or algebra tq3_49f Extending my knowledge of different representations for number concepts tq3_49g Extending my knowledge of different representations for operations or computation tq3_49h Extending my knowledge of different representations for patterns, functions, and algebra tq3_50a Analyzing or studying reading/language arts curriculum materials tq3_50b Improving my skills at doing miscue analysis tq3_50c Improving my skills at designing reading/language arts tasks for my students tq3_50d Improving my knowledge of phonetics tq3_50e Improving my knowledge of guided reading strategies that help students use context clues tq3_50f Improving my knowledge of the writing process tq3_50g Extending my knowledge about different ways to help students blend and segment sounds tq3_50h Extending my knowledge about different reading comprehension strategies such as KWL or reciprocal reading tq3_51a Clarifying standards for student learning through in-depth discussion and analysis of students' classroom work tq3_51b Developing thematic units or other approaches to integrating instruction across curricular areas tq3_51c Examining or changing the scope or sequence of the coverage of specific curricular topics tq3_51d Examining the alignment of curricular materials and student assessments at this school tq3_51e Learning how to set up and use particular instructional grouping strategies (e.g., cooperative grouping...) tq3_52a I watched another teacher model instruction tq3_52b Another teacher observed me teach and gave me feedback tq3_52c I watched another teacher teach and gave him or her feedback tq3_53a I watched an instructional leader (e.g., coach, coordinator, or facilitator) model instruction tq3_53b An instructional leader observed me teach and gave me feedback about improving my teaching techniques tq3_53c An instructional leader... gave me feedback about my use of curriculum materials tq3_53d An instructional leader studied my students' work and commented on ways I could improve their learning of subject matter tq3_54a Gave me opportunities to work on aspects of my teaching that I am trying to develop tq3_54b Provided me with knowledge or information that is very useful to me in the classroom tq3_54c Were coherently related to each other tq3_54d Allowed me to focus on a problem over an extended period of time tq3_54f Provided me with useful feedback about my teaching tq3_54g Made me pay closer attention to particular things I was doing in the classroom tq3_54h Led me to seek out additional information from other teachers, an instructional leader, or some other source tq3_54i Led me to think about an aspect of my teaching in a new way tq3_54j Led me to try new things in the classroom END NAMES