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Art --- Collectors and collecting --- Biography --- Walters, Henry, --- Walters, W. T. --- kunstverzamelaar. --- 19de eeuw. --- Baltimore.

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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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Teachers in the United States are encouraged to continuously improve their teaching practice, and one method of doing so is learning from peers. Learning from peers can take many forms, such as pursuing formal or informal collaboration, accessing research results through professional networks, or seeking guidance from peers about interventions and instructional strategies. Many opportunities for peer-to-peer learning occur through one-on-one or small-group interactions. Larger-scale opportunities for learning, such as conferences and online communities, may be useful channels for building peer connections, but are unlikely to provide teachers with systematic information about what their peers are doing nationally. Researchers know little about the extent to which teachers would find national survey data about their peers' teaching practice useful, as little research exists on which topics might be perceived as useful for reflection and improvement. In addition, researchers do not know how school characteristics affect teachers' perceptions of the usefulness of such information. Nationally representative data from the RAND Corporation's web-based American Teacher Panel survey provide insight into the degree to which teachers believe national survey data would be useful for thinking about how they could improve their practice and the extent to which their perceptions vary by school characteristics.

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This technical appendix provides additional information about the sample, data, and estimation strategy that were used for a series of AEP Data Notes published by the RAND Corporation in 2019. The Data Note series is intended to provide brief, incisive analyses of teacher and school leader survey results which may be of immediate interest to policymakers, practitioners, and researchers. The information pertains to the second set of three Data Notes, which will be released starting in summer 2019.