{"id":67,"date":"2026-05-21T18:34:09","date_gmt":"2026-05-21T18:34:09","guid":{"rendered":"https:\/\/soe-sites.lndo.site\/sii\/teacher-leader-reports\/"},"modified":"2026-06-23T19:21:24","modified_gmt":"2026-06-23T19:21:24","slug":"teacher-leader-reports","status":"publish","type":"page","link":"https:\/\/sites.marsal.umich.edu\/sii\/measures-scales\/teacher-leader-reports\/","title":{"rendered":"Teacher & Leader Reports"},"content":{"rendered":"\n

Below are Teacher Questionnaire (TQ) and School Leader Questionnaire (SLQ) scale items developed by Rowan and Miller (2007). Using Winsteps Rasch model software, we developed person level-measures for each year of survey administration. The year-to-year Rasch measurement properties are listed for each scale. We then used HLM to develop school-level residuals for each scale. With “instructional guidance” as an example, we attempt to illustrate some of our methodological procedures. For the “instructional guidance” scale on the table below, selecting a variable name will open codebook frequencies for that item (pdf format). The “Winsteps file(s)” open to the control file syntax for a given year, “output” opens the full Rasch scaling properties report for the measure, and “HLM model” follows the steps in the development of the HLM models. Additional commentary is embedded within some documents. The TQ and SLQ data files are available here<\/a>. Readers interested in viewing a preliminary, broader range, of TQ and SLQ scales and measures developed by SII may find them here<\/a>.<\/p>\n\n\n\n

Year 1<\/th>Year 2<\/th>Year 3<\/th>Year 4<\/th><\/tr><\/thead>
TQ \u2013 Instructional Guidance (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.83 (output)<\/a><\/td>0.80 (output)<\/a><\/td>0.83 (output)<\/a><\/td>0.82 (output)<\/a><\/td><\/tr>
Steps carefully staged and sequenced<\/td><\/tr>
TQ1_47b<\/a><\/td>TQ2_48b<\/a><\/td>TQ3_45b<\/a><\/td>TQ4_48b<\/a><\/td><\/tr>
Steps to promote improvement are clearly outlined<\/td><\/tr>
TQ1_47c<\/a><\/td>TQ2_48c<\/a><\/td>TQ3_45c<\/a><\/td>TQ4_48c<\/a><\/td><\/tr>
Exposed me to program examples of classroom teaching<\/td><\/tr>
TQ1_47f<\/a><\/td>TQ2_48f<\/a><\/td>TQ3_45f<\/a><\/td>TQ4_48f<\/a><\/td><\/tr>
Staff of CSR provided ideas\/resources to improve teaching<\/td><\/tr>
TQ1_47g<\/a><\/td>TQ2_48g<\/a><\/td>TQ3_45g<\/a><\/td>TQ4_48g<\/a><\/td><\/tr>
Winsteps_file<\/a><\/td>Winsteps_file<\/a><\/td>Winsteps_file<\/a><\/td>Winsteps_file<\/a><\/td><\/tr>
HLM model<\/a><\/td><\/tr>
SLQ \u2013 Press for Instructional Standardization (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.72<\/td>0.71<\/td>0.71<\/td>0.71<\/td><\/tr>
Use the same or similar instructional practices – Reading<\/td><\/tr>
SL1_27D<\/td>SL2_30D<\/td>SL3_30D<\/td>SL4_30D<\/td><\/tr>
Teachers expected to follow same curriculum \u2013 Reading<\/td><\/tr>
SL1_27E<\/td>SL2_30E<\/td>SL3_30E<\/td>SL4_30E<\/td><\/tr>
Use the same or similar instructional practices – Math<\/td><\/tr>
SL1_34D<\/td>SL2_37D<\/td>SL3_37D<\/td>SL4_37D<\/td><\/tr>
Teachers expected to follow the same curriculum \u2013 Math<\/td><\/tr>
SL1_34E<\/td>SL2_37E<\/td>SL3_37E<\/td>SL4_37E<\/td><\/tr>
TQ \u2013 Leaders Monitor for Fidelity (5-point scale, never to more than 10 times<\/em>)<\/strong><\/td><\/tr>
0.71<\/td>0.71<\/td>0.72<\/td>0.69<\/td><\/tr>
Time watching instructional leader<\/td><\/tr>
TQ1_55a<\/td>TQ2_56a<\/td>TQ3_53a<\/td>TQ4_56a<\/td><\/tr>
Instructional lead watch my teach techniques<\/td><\/tr>
TQ1_55b<\/td>TQ2_56b<\/td>TQ3_53b<\/td>TQ4_56b<\/td><\/tr>
Instructional leader watched my use of curricular material<\/td><\/tr>
TQ1_55c<\/td>TQ2_56c<\/td>TQ3_53c<\/td>TQ4_56c<\/td><\/tr>
Instructional leader studied student work<\/td><\/tr>
TQ1_55d<\/td>TQ2_56d<\/td>TQ3_53d<\/td>TQ4_56d<\/td><\/tr>
SLQ \u2013 Leaders\u2019 Set Vision (4-point scale, no priority to among highest 3 priorities<\/em>)<\/strong><\/td><\/tr>
0.82<\/td>0.76<\/td>0.77<\/td>0.80<\/td><\/tr>
Framing\/communicating goals for school improvement<\/td><\/tr>
SL1_9A<\/td>SL2_8A<\/td>SL3_8A<\/td>SL4_8A<\/td><\/tr>
Examining progress toward its school improvement goals<\/td><\/tr>
SL1_9B<\/td>SL2_8B<\/td>SL3_8B<\/td>SL4_8B<\/td><\/tr>
Setting explicit timelines for instructional improvement<\/td><\/tr>
SL1_9C<\/td>SL2_8C<\/td>SL3_8C<\/td>SL4_8C<\/td><\/tr>
Clarifying expectations for students’ performance<\/td><\/tr>
SL1_9D<\/td>SL2_8D<\/td>SL3_8D<\/td>SL4_8D<\/td><\/tr>
SLQ \u2013 Leaders Advise Teachers About Instruction  (5-point scale, never to more than 2 days per week<\/em>)<\/strong><\/td><\/tr>
0.84<\/td>0.82<\/td>0.82<\/td>0.81<\/td><\/tr>
Demonstrate instructional practices\/materials in classroom<\/td><\/tr>
SL1_8A<\/td>SL2_7A<\/td>SL3_7A<\/td>SL4_7A<\/td><\/tr>
Observe teacher trying new instructional practices<\/td><\/tr>
SL1_8B<\/td>SL2_7B<\/td>SL3_7B<\/td>SL4_7B<\/td><\/tr>
Share information or advice about classroom practices<\/td><\/tr>
SL1_8C<\/td>SL2_7C<\/td>SL3_7C<\/td>SL4_7C<\/td><\/tr>
Examine\/discuss what students were working on<\/td><\/tr>
SL1_8D<\/td>SL2_7D<\/td>SL3_7D<\/td>SL4_7D<\/td><\/tr>
SLQ \u2013 Leaders Conduct Staff Development (4-point scale, no priority to among highest 3 priorities<\/em>)<\/strong><\/td><\/tr>
0.70<\/td>0.66<\/td>0.68<\/td>0.67<\/td><\/tr>
Examining\/discussing exemplars of students’ work<\/td><\/tr>
SL1_9E<\/td>SL2_8E<\/td>SL3_8E<\/td>SL4_8E<\/td><\/tr>
Developing the staff development program in school<\/td><\/tr>
SL1_9K<\/td>SL2_8K<\/td>SL3_8K<\/td>SL4_8K<\/td><\/tr>
Personally providing staff development<\/td><\/tr>
SL1_9L<\/td>SL2_8L<\/td>SL3_8L<\/td>SL4_8L<\/td><\/tr>
Working on plans to improve the teaching<\/td><\/tr>
SL1_9O<\/td>SL2_8O<\/td>SL3_8O<\/td>SL4_8O<\/td><\/tr>
TQ \u2013 Trust and Respect Among Faculty (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.83<\/td>0.81<\/td>0.78<\/td>0.78<\/td><\/tr>
Teachers respect colleagues who are expert in their craft<\/td><\/tr>
TQ1_1a<\/td>TQ2_1a<\/td>TQ3_1a<\/td>TQ4_1a<\/td><\/tr>
Teachers in this school trust each other<\/td><\/tr>
TQ1_1b<\/td>TQ2_1b<\/td>TQ3_1b<\/td>TQ4_1b<\/td><\/tr>
Teachers in this school really care about each other<\/td><\/tr>
TQ1_1c<\/td>TQ2_1c<\/td>TQ3_1c<\/td>TQ4_1c<\/td><\/tr>
Teachers respect other teachers who take lead<\/td><\/tr>
TQ1_1d<\/td>TQ2_1d<\/td>TQ3_1d<\/td>TQ4_1d<\/td><\/tr>
TQ \u2013 Critical Discourse (Staff) (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.78<\/td>0.77<\/td>0.76<\/td>0.76<\/td><\/tr>
Teachers openly express professional views at  meetings<\/td><\/tr>
TQ1_1e<\/td>TQ2_1e<\/td>TQ3_1e<\/td>TQ4_1e<\/td><\/tr>
Teachers are willing to question one another’s views<\/td><\/tr>
TQ1_1f<\/td>TQ2_1f<\/td>TQ3_1f<\/td>TQ4_1f<\/td><\/tr>
Good job of talking through views, opinions, and values<\/td><\/tr>
TQ1_1g<\/td>TQ2_1g<\/td>TQ3_1g<\/td>TQ4_1g<\/td><\/tr>
TQ – Teacher Collaboration on Instructional Program (5-point scale, never to more than 10 times<\/em>)<\/strong><\/td><\/tr>
0.81<\/td>0.80<\/td>0.81<\/td>0.81<\/td><\/tr>
Clarifying standards for student learning<\/td><\/tr>
TQ1_53a<\/td>TQ2_54a<\/td>TQ3_51a<\/td>TQ4_54a<\/td><\/tr>
Developing thematic units across curricular areas<\/td><\/tr>
TQ1_53b<\/td>TQ2_54b<\/td>TQ3_51b<\/td>TQ4_54b<\/td><\/tr>
Examining\/changing the scope\/sequence<\/td><\/tr>
TQ1_53c<\/td>TQ2_54c<\/td>TQ3_51c<\/td>TQ4_54c<\/td><\/tr>
Examining the alignment of materials and assessments\u2026<\/td><\/tr>
TQ1_53d<\/td>TQ2_54d<\/td>TQ3_51d<\/td>TQ4_54d<\/td><\/tr>
SLQ – Teacher Autonomy – private practice (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.75<\/td>0.77<\/td>0.77<\/td>0.79<\/td><\/tr>
Teachers develop their own ‘teaching style’ – Reading<\/td><\/tr>
SL1_27A<\/td>SL2_30A<\/td>SL3_30A<\/td>SL4_30A<\/td><\/tr>
Teachers pick and choose the curricular content – Reading<\/td><\/tr>
SL1_27B<\/td>SL2_30B<\/td>SL3_30B<\/td>SL4_30B<\/td><\/tr>
Teachers develop their own ‘teaching style’ – Math<\/td><\/tr>
SL1_34A<\/td>SL2_37A<\/td>SL3_37A<\/td>SL4_37A<\/td><\/tr>
Teachers pick and choose the curricular content \u2013 Math<\/td><\/tr>
SL1_34B<\/td>SL2_37B<\/td>SL3_37B<\/td>SL4_37B<\/td><\/tr>
TQ \u2013 Innovative Climate (4-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.77<\/td>0.78<\/td>0.79<\/td>0.80<\/td><\/tr>
Teachers expected to continually learn and seek out ideas<\/td><\/tr>
TQ1_1h<\/td>TQ2_1h<\/td>TQ3_1h<\/td>TQ4_1h<\/td><\/tr>
Teachers are encouraged to experiment in classrooms<\/td><\/tr>
TQ1_1i<\/td>TQ2_1i<\/td>TQ3_1i<\/td>TQ4_1i<\/td><\/tr>
Teachers encouraged to take risks to improve teaching<\/td><\/tr>
TQ1_1j<\/td>TQ2_1j<\/td>TQ3_1j<\/td>TQ4_1j<\/td><\/tr>
Teachers expected to continually learn and seek out ideas<\/td><\/tr>
TQ1_1h<\/td>TQ2_1h<\/td>TQ3_1h<\/td>TQ4_1h<\/td><\/tr>
SLQ \u2013 Value-Based Decision Making (7-point scale, strongly disagree to strongly agree<\/em>)<\/strong><\/td><\/tr>
0.85<\/td>0.85<\/td>0.85<\/td>0.85<\/td><\/tr>
Set of shared values guide improvement efforts<\/td><\/tr>
SL1_16A<\/td>SL2_19A<\/td>SL3_19A<\/td>SL4_19A<\/td><\/tr>
Careful review process – program compatible with goals<\/td><\/tr>
SL1_16E<\/td>SL2_19E<\/td>SL3_19E<\/td>SL4_19E<\/td><\/tr>
Decisions: alternatives are always carefully researched<\/td><\/tr>
SL1_16B<\/td>SL2_19B<\/td>SL3_19B<\/td>SL4_19B<\/td><\/tr>
Use process: identifying issues for school improvement<\/td><\/tr>
SL1_16M<\/td>SL2_19K<\/td>SL3_19K<\/td>SL4_19K<\/td><\/tr>
Group investigation and problem-solving<\/td><\/tr>
SL1_16P<\/td>SL2_19N<\/td>SL3_19N<\/td>SL4_19N<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Back to top<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Below are Teacher Questionnaire (TQ) and School Leader Questionnaire (SLQ) scale items developed by Rowan and Miller (2007). Using Winsteps<\/p>\n","protected":false},"author":34,"featured_media":0,"parent":65,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"templates\/page-sidebar-left.php","meta":{"footnotes":""},"class_list":["post-67","page","type-page","status-publish","hentry"],"fimg_url":false,"_links":{"self":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/67","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/users\/34"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/comments?post=67"}],"version-history":[{"count":14,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/67\/revisions"}],"predecessor-version":[{"id":640,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/67\/revisions\/640"}],"up":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/65"}],"wp:attachment":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/media?parent=67"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}