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Art --- Collectors and collecting --- Biography --- Walters, Henry, --- Walters, W. T.

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Support from teachers is vital to the success of all students, but especially for students with unique learning profiles (ULPs). Therefore, the need to understand teacher support systems is particularly acute for teachers who work in schools with high rates of ULP students. Prior research has suggested that support from colleagues and experts, strong instructional leadership from principals, and positive school culture, as well as professional development and peer feedback, are key to these teachers' performance, job satisfaction, and career longevity. However, the nationwide prevalence of supports related to planning time and materials specifically geared to the needs of ULP students is much less clear, as is understanding of disparities in support access between teachers in schools with high versus low levels of student poverty. This Data Note uses data from the RAND Corporation's web-based American Educator Panel surveys to provide general insights into teachers' perceptions of the supports available for helping ULP students.

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Schools and districts across the United States have invested heavily in data management systems to facilitate educators' access to data that can inform their work. School principals, in particular, make countless decisions that could benefit from access to data in these systems. Principals also help create cultures of data use within their schools, providing guidance and supporting the conditions that enable other school staff to use data effectively and appropriately. Using results from a nationally representative survey of principals from the RAND Corporation's American Educator Panels, the authors examine middle and high school principals' access to several types of data about their students' outcomes and experiences, along with the ways in which principals report using those data. The authors also explore principals' reports regarding collaborations with leaders of other schools around data use because this type of collaboration can provide useful professional learning opportunities.

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Principals and teachers have an undeniable influence on the educational outcomes of their students, so it is important to consider the extent to which they are receiving adequate preparation in their preservice training programs. However, the evidence base on the quality of these programs suggests there is substantial room for improvement, particularly in the area of preparing educators for supporting a diversifying student body. This report presents findings from surveys of nationally representative samples of school leaders and teachers who responded to questions about the preservice training they received prior to beginning their work as educators. These findings would be useful to for policymakers and administrators of principal and teacher preparation programs. While principals and teachers generally felt well-prepared for working in schools, there were a handful of areas where preparation appeared to be lacking, particularly regarding preparation to support black, Latino, and low-income students.