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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, Q1, then record a connection to, the first quote and teacher leadership

On a second pop-up, add your name, Q2, then record a connection to, the second quote and teacher leadership

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Q1: Effective teacher leaders should value both process AND results. There needs to be something done with data collected; otherwise, this leads to distrust and teacher burn out.

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Quote 1: We have to take into account the data/results as well as the process. Many times its a check box, we did it and collected data but do nothing with it, which makes it pointless. We have to use it to drive instruction.

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Q2: Effective teacher leaders have results in mind. To me, this means planning backward and making sure both students and I know the end game. This can look like check points on progress through assessments and/or feedback, reflecting on what works/doesn't, and ensuring students know exactly what the expectations are.

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We have to make sure when we are collecting data that we do something with it; it is not just student names and numbers on a spreadsheet. If we are not focused on what we can do to improve or extended these students learning, then what was the point of collecting the data?

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Quote 2: Results/data is a big driving force. We also must focus on clear expectations and that our efforts are in line to ensure the best possible outcome.

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Data and feedback go hand in hand. When we know what we are expecting of our students and their outcomes then we can look at the data to give feedback not only to us as teachers but also to our students so we can give them another try.

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Q1: As teachers we need to be taking into account the results that come from the processes, because if the processes are not giving the results we want something needs to be changed.

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Q1: Both the process and the results must be valued. We also cannot do something one way because that is the way we want to do it, or have always done it that way. We must be open to change. We have to go back and look at the data to see if they way we did something was effective.

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Q2: If we have clear expectations for our students as well as for teachers and use the data given throughout the year it can help us to reach our goal.

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Q1: Killion’s quote reminds teacher leaders to keep student outcomes at the center of their work. It's easy to focus on planning and processes, but without clear goals tied to student learning, those efforts lose impact. Effective teacher leaders align their actions with measurable results, always asking, “How will this improve teaching and learning?” By focusing on outcomes over process, they ensure their leadership leads to real, meaningful change.

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Q2: This quote emphasizes the importance of using evaluation and clear outcomes to guide professional learning. As teacher leaders, staying focused on results allows us to make informed decisions, adjust quickly when challenges arise, and ensure our efforts are aligned with student success. By defining what success looks like from the start, we can set clear expectations, support colleagues more effectively, and lead with purpose and direction.

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Q2: This reminds me that we must know where we are going to so we can make a plan to get there. If we make a wrong turn we have to know it quickly before we get too far gone. Keeping the goal in mind for students and checking frequently to see where we are with that goal will get us their faster

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Q1: Making sure to prioritize both processes and results will drive effective instruction. You have to be able to do both. Then using the data to then drive your next instructional processes will guide your students further in their learning.

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Q1: The quotes states that action-oriented educators may get too hung up on the process of teaching and forget about the importance of results. You could have a totally awesome lesson planned out but your students not understand what is happening which would result in a lack of results. We need to be mindful and consistently ask ourself “What do I hope to accomplish here?”

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Q1: Teacher leaders will focus on how to get everyone on the same page and then the results will follow.

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Q2: Using data to drive our instruction helps keep us results-oriented and yields those results. I think it is SO important to stay focused on the data and next steps when it comes to teaching!

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Q2: This quote reminds us that if we do the same thing each time we plan our instruction, then it will become second nature. Data should always be the primary focus when making decisions in education. Teacher leaders should make sure expectations are always clear.

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Q2: DATA DATA DATA. You also need to know how to interpret the data and use that to help drive instruction. Feedback is also important when trying to reach a goal. If the student doesnt know where they stand, they can not move forward.

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Quote 1: In this case, it's better to put the cart before the horse. If we begin with the end in mind, then we have a clear goal that becomes the center and motivator of our actions.

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Quote 2 - Being a results-centered educator creates clarity in all aspects of our job. Planning, decision making, responding to our students, responding to challenges, measuring success, and guiding success, all become more focused and cohesive when we place more focus on our end goal.

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Q1: I think when we only value process, we can get stuck there and never really achieve the results we are looking for. We need to work with the end in mind.

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Q2: This is why I like learning targets for my students. If they know what they are working towards, they will usually try harder.

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Q1: As teacher leaders we need to be results-oriented, not just task-oriented. We need to prioritize student outcomes and focus on how to improve teaching and learning.

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Q1: The process has no direction without the knowing what results you're aiming for. Both are equally important. Without having the results in mind the learning desired might not be achieved.

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Q1: If you continue to focus on the process and never put thought and time into the data/results, then you're going to find yourself standing in the same spot for far too long, if not forever. If we want to see positive changes occur within our school community and classrooms, we've go to be able to be professionals at reflecting and tweaking what didn't work so good in previous instruction/lessons so that positive growth with be the result in the future.

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Q2: Teacher leaders need to model using reflective dialogue to see what is working and what's not. We should be able to evaluate whether or not our teaching is effective and lead the conversation of using data to inform instruction.

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Q2: Looking at data to drive our instruction will help us adjust what needs to be adjusted and keep what worked. Keeping the end goal in mind will keep us focused and know where we are headed.

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Q2: When we are result-driven educators, we are constantly thinking and reflecting on how to be better in the next instructional goal. When we share results with our students, they too begin to think like that, and they focus on reaching that goal or the next goal in line. It allows for accountability on our end as the educators and their end as the student.

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Q1: Sometimes we can put teaching (what I do) above student learning. Another perspective on this quote could be that our assessments show us that our students can DO a specific task but not really what they LEARNED.

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Quote 1:

Teacher leadership requires a shift of perspective for many. Developing a process with the end-goal in mind helps to craft a more concise system that a community of teachers can implement in order to achieve the same goal across classrooms, rather than a teacher finding success in isolation.

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"Because many who work in professional learning are action-oriented, they tend to focus on what to do rather than the results they want to achieve. Process becomes more important than results."

Quote 1: I see this all of the time when working with new teachers and with interns especially. They are hyper focused on the activity and getting it all planned out rather than focused on the learning goal. We must keep the "main thing" the "main thing"!

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For the 1st quote - Effective teacher leaders understand that it's not just about implementing the strategies but also about achieving meaningful results for students.

Teacher leaders need to help keep the focus on the WHY - ensuring that collaboration, planning, and instructional efforts are always aimed at improving student achievement and not just about completing the tasks.

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"Leaders of professional learning who integrate evaluation into their normative practice make more informed decisions, respond more quickly to challenges that may interfere with results, use clearly defined outcomes as the primary measure of their success, and keep a laser-like focus on these results. When results are the driver, expectations are clearer and efforts are more aligned.”

Quote 2: I could not agree more with this statement. It is the "WHY" of what we are doing. Why are we teaching this way or that? What is the outcome/result. It is all about the students and student learning. We must stay hyper focused on that!

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Quote 2:

Having clearly defined objectives helps teachers prioritize what elements of instruction, what questions, and what distractions are worth their calculated attention. Instead of shooting from the hip, teachers are empowered to navigate daily activity in the classroom with a steadying anchor. Teacher leaders are the ones that can help provide and set that anchor for a team of educators.

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Quote 1: This made me think about how easy it is to get caught up in all the doing—planning the PD, making the slides, organizing the schedule. But if we’re not crystal clear on what we want teachers or students to walk away with, we might be missing the point. Teacher leaders need to keep the “why” front and center.

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It is only through reflection on assessment data that we can know if our processes are effective.

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Quote 2: I love the reminder that it’s not just about having a plan—it’s about knowing if the plan is working. As teacher leaders, we’ve got to be okay stopping, adjusting, and asking “Is this helping?” more often. When we focus on results, we can lead a lot more intentionally.

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For the 2nd quote - Teacher leaders who integrate evaluation into their leadership practices are better equipped to guide others with purpose and clarity. The quote talks about the importance of clearly defined outcomes, which teacher leaders use to set high expectations and align efforts for meaningful, measurable improvements in student achievement.

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Q2: A connection that I made to this quote is how excited I am for this upcoming school year because we are using the learning progressions for science standards issued by the state (scale 1-4). These scales will help us to clearly pinpoint what our students understand/have yet to understand, but it will also show students where they are in their learning so they know what skills they need to master next in order to progress.

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Quote 1: I think that effective teacher leaders should value both the process and the results. How do we know if our "process" is effective if we don't analyze the results? This reminded me of the quote, "Begin with the end in mind."

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The teaching of the lesson is the tip of the iceberg, what lies beneath the surface is so much bigger. The intentionality of planning and analyzing results continually clarifies and strengthens the lessons in a cycle.

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Quote 1: Your process creates the results you want. If you focus on high-quality instruction, the results will come. If I get my students engaged, empowered, and motivated to take their learning into their own hands, I'm not worried about the results being poor. I know the results will come.

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Q2: When we use our results to empower our students, you're creating an opportunity for students to make the most of their learning, achieve higher, and learn important life skils.

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Quote 2: Data should be the main focus of planning instruction. Use the data to create the goal, then collaborate/communicate the goal to students. Assessing/progress monitoring as you go (both teachers and students) will help you stay on the right path to reach your goal.

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Q1: This sounds like the difference between a Worker Bee and a Queen Bee. (It is important to remember that a Worker Bee is capable of becoming a Queen.) While the completion of tasks is important to the success of any situation, the loss of focus on the goal can cause failure in the total outcome. We must be able to complete our tasks with our ultimate goal(s) working as our driving force.

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Teacher leaders have to be sure that they don't get caught up in the process and focus on the results. I think it is easy to get hung up on processes and procedures, and making sure everything is done the way the administration wants it done. It is easy to lose sight of the main goal......the results. The process is null and void and doesn't amount to a hill of beans, if the results being sought after are not achieved.

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Q2: What stands out to me the most with this quote is that those who "integrate evaluation" are more successful across the board. Those who are constantly assessing themselves, and their progress, are able to maintain a "laser-like focus" which aides them in their journey toward success.

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Q1: Education is hard and busy. So many times things become just another box to check instead of a deep dive into results or data when that should be the most important part. Effective teacher leaders should see value in the entire process. The data needs to drive the instruction.

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Q1: I found this to be a quote that reminds of the important of everyone being focused on the goal. So much effort is put into the process, like forcing new curriculums or instructional strategies for days in PD, but no real effort on whether these actions are truly making a different in students and teacher growth. This causes a lot of work to be done without any goals to be met. My granny called it "puddering around".

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Q1: Teacher leaders cannot focus solely on the process, but must do everything with the desired result in mind.

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Q2: Teaching is is just a stop along the road to student success. We can do everything right but if we don't use the data to drive our instruction and make appropriate changes then we are not truly setting our students up for success. Data should the main focus.

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Q1: We often get bogged down with following all of the right steps and making sure we document every little thing, so we can check it off. In reality we need to have a plan of action and follow through.

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Q2: When we keep the desired result at the front of our minds, constantly evaluating whether or not we are on track to meet our goals, we as teachers are more likely to see student success. We must use data throughout the instruction process, not only in the summative.

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Q2: This quote says "use clearly defined outcomes as the primary measure of their success, and keep a laser-like focus on these results". This stands out to me because I feel like we get so many things thrown at us that we lose sight of the goal in mind. I like the term "laser-like focus" because to shows that we need to narrow the tunnel and focus on what is most important... our students success.

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Q2: This quote connected back to the highly effective instruction elements and Arkansas TESS Rubric descriptors. Letting the data drive the instruction. Leaders have to focus on the results and not just the activity. If what is being taught is not effective, they must find out why. Is it the method, the delivery, the reception, the assessment? Without knowing the problem, you cannot find a solution. Without the solution, the problem (lack of student growth) will keep happening.

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Q1:

Killion states, "they tend to focus on what to do rather than the results they want to achieve. The process becomes more important than the results."

Both high quality instruction and intended results are important. Effective teachers reflect on student learning, setting instructional outcomes, instructional implementation, and progress monitoring of student proficiency all with desired results in mind.

The process is a continuous circle of these components which in turn should produce desired results.

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Q1: I connected with this quote because I really focused on the processes as a new teacher and put results second. I was worried that I wasn't doing something right. As teacher leaders, we need to encourage focus on the results to impact our processes.

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Q1- Effective teacher leaders need to use the results as a way to guide the teaching instead of focusing on teaching to get results that won't be used

Q2- Using results as a way to drive the lesson will help you target each students needs which means each students succeeds in the area they need most growth.

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Q2:

This quote reminds me the importance of keeping the end goal in mind daily while continuously monitoring and adjusting based on the student needs. By progress monitoring you can make informed decisions measuring successes and needs of students. This will help teachers respond to issues that may interfere with learning and help them more clearly communicate the expectations and goals with students.

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Q2: When we use data and clear instructional outcomes in our lessons, we can be more focused and flexible in our teaching. We can make instant adjustments as needed throughout a lesson and plan for future instruction/interventions/enrichment.

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Q1: You have to use your data to drive your instruction; the process is just as important, but you have to have the data to guide it.

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Q2: If we set clear goals/guidelines/expectations for our students/teachers, the data that we've been given will allow us to use it to have the best possible outcome.

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It is important for teacher leaders to be driven by results. Student learning is the top priority and results let us know if our practices are effective. It is our proof that learning is or is not taking place. It doesn't matter what we think or feel. Facts can't be denied and that is why we must rely on results to drive instruction, expectations, and efforts. Results tell us where we are, where we need to go, and what path we need to take to get there.

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Q1:We are eager to implement new programs and strategies that lead to student growth. We need to balance this with data and evidence that leads to student achievement, not just completing tasks or activities.

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Although process is a valuable part of student learning, results are just as important. We as teacher leaders must be able to connect the process with the result, because one without the other is not effective.

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The first quote, I can make a connection to personally, because it is easy to get wrapped up in the day-to-day to-do list, and getting through your checklist. Then, at the end of the lesson or unit, when grading you ask yourself why did so many students do poorly? It's important to be collecting the data and assessing to adapt the lessons as needed in real-time, instead of just reteaching at the end.

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Teachers who use data to plan and set instructional outcomes are more prepared for the "what ifs" that can arise during a lesson. Techers who are diving into data and probably already thought through multiple outcomes and have a strategy to ensure student learning.

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Assessments and data should be the driving force when planning a lesson. It allows teachers to focus on what students truly need to know to meet the objective, and not just what goes along with the topic. When using daily evaluations, teachers can correct students in a more timely manner and help them meet the learning target the first time. Every lesson and activity becomes more intentional.

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Q1: Teacher leadership isn't just about leading others in doing things—it's about leading with clarity, purpose, and a focus on results for students.

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Q1: The process is a valuable part to get to the results. Data should be the driving force to get to those better results. We can always improve our ways.

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Q1:Consistency is key when trying to achieve a goal, but you must have a tangible way to measure whether what you're doing is producing real results that will impact the overall goal. Every gain in the process is valuable, but only if it aligns with the purpose.

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Q2: Evaluating is a huge component and needs to be a norm. When we have data to back up our decisions, we make a more informed decision, have a faster response time and have more meaning and purpose to what we are teaching.

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Q2: The quote reinforces a key element of what it means to be a teacher leader. Effective leaders drive change by focusing on results, using evidence, and aligning their work with clearly defined goals for educators and students.

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Q1: It is important to actually use data to drive what is happening in the classroom. Getting caught up in just completing the process without knowing what results should be may result in decreased learning. To achieve positive growth, it is imperative to use the data to make decisions for increasing student engagement and achievement.

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I think this quote rings so true! The "process" is our job! It is our day to day, but the goal, and what matters is that students learn. A strong teacher leader helps and collaborates in the process, but also holds clear expectations regarding the goal. A strong teacher leader will motivate other teachers to reach this goal and keep them on track in the process.

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This quote is so powerful. We should routinely be evaluating ourselves and our practices. A good teacher leader appreciates data and uses it to make decisions that will enhance their positive impact on student learning. Reflection and evaluation give teachers the opportunity to modify and change elements so that students have the best chance for high positive impact. When we have a clear goal in mind, we know what the data is for, and why we need it!

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Q2: The role of evaluations is to improve teaching and learning. When used correctly, they help reveal the strengths and weaknesses. (Determining where they currently are and how far they need to go, and the best way to get there.) Once the teacher is aware of those two things, they can adjust accordingly to achieve the goal. Its more than getting a grade for students and a pat on the back for a teacher.

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Q2: Data can be used to provide focus and help set goals for success which provides us with a plan, resources for determining success, and a framework to meet the desired expectation. Data tells us what is working and where we need to improve which encourages reflection on how to improve our instruction.

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Effective teachers "work backwards" when lesson planning. You start with the end goal/objective in mind, and then start working toward that goal by defining the steps needed to achieve it. Once we have the data needed, then we need to use that data for future instructional goals.

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Teacher leaders use data and reflection all the time. It is integral to the learning process. Using data is how to plan for specific outcomes and achieve high impact in student learning.

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Q1: I began to pilot our science curriculum with a positive attitude, but I was also completely overwhelmed by the number of tasks required. I was very action-oriented at the time. Now, I am more focused on the results we need to see to ensure that students have truly mastered the learning criteria by building a system that has clear learning targets, feedback, and meaningful opportunities for students to show and reflect on their progress.

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Q2: When implementing a new curriculum, my team initially focused too much on day-to-day tasks rather than the bigger picture, which slowed our progress and prevented us from developing impactful Tier 1 and Tier 2 plans. Now, we use a weekly common formative assessment that allows us to remediate learning the following week, build in time to review and celebrate student progress, and maintain clear learning targets and criteria. We also have a rough schedule for collaborative team meetings and an outline for Tier 2 lesson plans. Backward planning and maintaining a strong focus on the student outcomes we want to achieve have clarified our expectations and accelerated our timeline.

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Q1: As an effective teacher leaders we have to value results as well as the process. We have to use the data to plan lessons to help our students achieve

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Q2: As effective teacher leaders we should use the data we collect to help us reflect on the lesson(s) that we taught. Without the data we wouldn't know what the specific outcomes and how we can achieve the high impact in lesson planning and delivery

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Quote 1: I believe effective teacher leadership should take in the process as part of the journey TO the results. The pendulum swings way too often and way too far. Some focus too much on the results and get discouraged while others excuse bad test scores as if the journey IS the best part/real aim. Neither of those aims are best serving the students if we stress them out about results or if we ignore them on account of feeling good about trying. We can even turn the focus of a process or result into a problem on the positive side--what if students come out with great scores in our classroom, but the material wasn't on target with actual standards or actually a challenge? The process or journey is not the aim--that is what should get us TO our aim. That leads me to the 2nd quote...

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Quote 2:

...Turning these concepts (results vs. process) into teacher leadership factors means looking at real data, using it for student growth, and seeing where we (students and teachers) can improve as a school, as a team and as individuals. If we are collecting data and sharing it in meetings because it is part of the process (aka--the process is the "result") we are wasting time and energy--use the data, enjoy the journey whether it is good or bad, but remember the GROWTH of STUDENT'S (joyful & lifelong) learning is our actual goal as educators. Use the data to determine if that is happening and monitor closely ALL aspects of student growth--sometimes it IS DURING the process, that a student "hates reading" LESS and is growing in places that a score may not reveal. Again--I'm not saying this is an acceptable goal or aim, but it IS student growth. Sometimes student growth happens at the very END of a school year after the test has happened. Big picture is student growth during their life--but the test scores still matter for funding/being ABLE to help any future struggling students. It wasn't until 3 years later I heard/got to witness a successful reader and a child who worked through their hatred of school, behavior issues when told to read/work, etc. the "results" may not show up, but we can NOT simply trust the process--that part has to modify and adjust for the best interest of the students/school and future generations.

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Q1: In my early years of teaching, I often found myself stressing out about the lesson and its delivery. I would ask myself how to make this cute and fun and Pinterest perfect? How do I guarantee that my kids think I am the best and most fun teacher? It wasn't until I started working in middle school that I realized I needed a major shift in thinking because my students were not making progress. This quote was the exact conversation I had with a mentor of mine. She reminded me that I needed to remember and teach with the end in mind- what do I want my students to learn?

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Q2: I like to tell my students that 'clear is kind'. When we remember the clear goal- what are we supposed to be learning today?- and we center our learning around this, students and teachers will reach success. Something I look forward to gaining during my time in these trainings is how to better my understanding of student data and truly utilize it to make myself and my team successful.

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Q1: This quote is really speaking about teachers who value the process more than the product. In various curriculums, the process can be so complex and full of skills that we never yield the results that we are looking for in the begining.

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Q2: When implementing new curriculum in social studies, we like to begin with the end in mind. We know what we want the students to learn content wise; but we have to implement skill assessment along with content. We want to set clear goals on citing text eveidence and being able to analyze a primary source document and write a thesis statement. Once we know what we want them to do, we start with day to day building foundation. Yes we do have units but we have to break them down into manageable working parts in order to be successful.

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I think a lot of times we do get caught up on just making sure we are following the process, making sure we get it all done. The data is what we need to drive our instruction though, so we need to focus on both in order to have an effective learning environment.

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Data is essential to setting goals and moving forward. Using data will help to show strengths and weaknesses and drive your instruction in the right direction.

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One of the pitfalls of modern education is that people want innovation, the next shiny thing that will save us all. They adopt new methodologies and curricula in an effort to stay current, to innovate, and to improve outcomes, but constant change that may not be meaningful is a major contributor to teacher burnout. Educators are service-oriented people, so of course, we want to jump in and do our best for those we serve. This quote speaks to that drive, but points out that especially as leaders, we need to focus our efforts and those of the people we work with toward results. Streamlined effort is a relief - best practices become less of a to-do list and more of an ingrained modus operandi that just makes sense if the product is always top of mind.

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As human beings, we operate on vibes a lot more than we like to admit. We vote with our gut feelings, we choose partners with our hearts, we listen to commentators who reinforce our core beliefs, and we repeat behaviors that fit our comfort levels. We get tired, fall into routines, and do what has worked for us in the past. That’s fine to a point, but it does not push us in the direction of progress. Evaluating our norms shines a light on our flaws in a way that may not at first be comfortable, but is undeniably clarifying. Just like a person who says they want to get healthy might give up because the salad they eat once a day does not counter-act the hours of Netflix and junk food they blindly consume all week, an educator might get discouraged when the ticket-out-the-door reflection they’ve incorporated doesn’t automatically lead to growth. Nothing works in a vacuum. We have a limited amount of time with students each class period, each week, each year. It makes sense to evaluate the combined elements of our teaching practice against research-proven best practices in order to trim the fat, make routines meaningful, and get the most impact out of each interaction. The obstacle is the way, as the proverb goes. I also think that when leaders model reflection and clinical evaluation (meaning, not emotional, not high-stakes, but clear-eyed, honest, actively looking for insight), it makes the process less scary for others.

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Since many educators are action oriented, sometimes we fall short on the planning side. If we will take the time to plan intentionally, then we can put those plans into action.

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We need to let the data drive our next steps. Sometimes what we "think" or "feel" may not line up with what the data is indicating. When we use the results from the data, our "expectations are clearer and efforts are more aligned".