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Digital instructional materials are becoming an increasingly prominent resource for teachers. Nearly all teachers consult some form of online tools and resources: Ninety-five percent of elementary teachers and 97 percent of secondary teachers have reported using Google to plan instruction, and more than half of both elementary and secondary teachers report consulting Pinterest, Teachers Pay Teachers, and their state department of education websites to do this planning. 1 In addition, recent findings from the American Teacher Panel demonstrate that teachers' use of standards-aligned and content-specific websites has increased over the past several years. 2 The use of digital learning tools (websites, apps, and online resources used for instructional purposes) is pervasive; educators believe that digital learning tools have significant value, and many teachers would like to use digital learning tools more often. 3 However, teachers lack information about these materials' quality and effectiveness. This information is especially necessary because evidence suggests that teachers seek supplementary materials, including those found online, to fill gaps in comprehensive curriculum materials. 4 Although efforts exist to evaluate the quality and standards alignment of comprehensive curriculum materials, 5 there is little research on the standards alignment, quality, and effectiveness of digital materials. 6 As a result, teachers might rely on trial and error or anecdotal advice from peers instead of rigorous evidence and research when selecting digital materials. 7 Moreover, the use of digital materials presents unique obstacles-for example, the need for specific technological hardware or internet access, concerns about internet safety, and teachers' perception that they lack adequate training to use digital materials. 8 This Data Note adds new insights from English language arts (ELA), mathematics, and science teachers on their use of digital materials. Drawing on data from the spring 2019 American Instructional Resources Survey (AIRS), we share the digital materials that ELA, mathematics, and science teachers across the United States reported using regularly for instruction during the 2018-2019 school year. In addition to identifying the most commonly used digital instructional materials, we examine how teachers' use of these materials

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ffective principal leadership practices improve school organization, teaching, and student achievement outcomes. These practices include framing and communicating a school's goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. 1 The quality of principal leadership is the second-most influential school-based effect on student achievement (after classroom instruction). 2 However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, and this mismatch in perception could have negative consequences. Numerous studies in the fields of human resources and organizational management reveal that leader self-awareness-when leader self-perception is in agreement with what subordinates perceive-is directly related to leadership effectiveness. 3 The degree to which leaders rate themselves more highly than do subordinates correlates with diminished organizational outcomes, including reduced subordinate job satisfaction and productivity. 4 Specific to education, negative teacher perception of school leadership correlates with teacher burnout and reduced teacher collaboration. 5