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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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Teacher leaders have to go beyond simply implementing initiatives, and guide teachers toward purposeful, outcome driven instruction. A strong teacher leader doesn't just teach a lesson, they need to reflect, questions and refine their lessons based on student data and outcomes.

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I think that this quote connects to teacher leadership because effective leaders are results driven, strategic and reflective. This quote emphasizes that teacher leaders who evaluate their impact, act on evidence, and stay focused on student results create stronger, more aligned learning community. Their leadership ensures that action serves a purpose, which is student success.

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Teacher leaders need to focus on student outcomes rather than just the activities in professional learning. It’s easy to focus on teaching strategies or activities, but what really matters is whether those activities improve student learning. Teacher leaders should ensure that professional development leads to real student progress, not just tasks being completed.

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Teacher leaders should use evaluation to track progress and adjust instruction as needed. Teacher leaders should help teachers reflect on their practices and use data to ensure that the professional learning is working. By focusing on clear results, teacher leaders can make sure that the learning is improving student success and can adjust if things aren’t working.

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As a teacher leader, it is important to be action-oriented. However, the work does not stop there; it is equally important to look at the results (data) and reflect on how to improve for next time.

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Results need to guide instruction. Teachers should use data to know where each student is in their learning and how to guide their learning. Teacher leaders should help others use the data to further the teaching and learning that is happening in the classrooms.

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Teacher leaders need to use the data from assessments to guide the learning. I think informal assessments need be done daily as this helps guide the lessons and instruction for the next day. I also think students need to always be included in these expectations so they also have goals that they know they need to meet. When all teachers understand the assessments and data that will be used, then instruction becomes easier as this information should guide the instruction.

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I personally connected with this quote because I can relate to getting lost in the things that need to be done on my end and the steps I must take. After doing those steps I sometimes forget the end goal and am questioning whether my instruction was even effective. I think some of that is because, as a teacher, I constantly feel like there isn't enough time in the day/week/month and so I am always rushing on to the next thing.

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Evaluating results is what helps leaders grow in their position. Whether a teacher leader is teaching students or other teachers, the learners give more effort and are more likely to reach their goals when they know what is expected of them. In the same way, leaders are able to better serve the learners when they evaluate the results of their teaching.

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Evaluation is essential not just for students but for ourselves. We should be evaluating our teaching and guidance so that we know how successful we are at getting the information to our students so that they we both can be successful in meeting the end goals that are set.

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It's so easy fall into the process of teaching and looking at all of the teaching standards that teachers are required to cover through the year. Teachers often times view standards as a checklist and try to make sure and check all boxes before the testing window. Effective teachers and Lead teachers must be able to review student assessment data and ensure that all students outcomes are being met.

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Teacher leaders can get caught up in everything that needs to be done and can lose focus on the end result. This quote sticks with me as I reflect back on my teaching practice. I can get so caught up in the moment or trying to make a lesson fun that I lose focus on what I want them to learn. I feel like it's easy to do when you have a scripted curriculum and you are trying to make it your own.

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A progressive step in my teaching career is when I began to utilize more formative assessments in my classroom and started including smaller goals to meet before the one ultimate summative assessment. Looking at student achievements and identifying what student areas of growth needed to be met throughout the lesson/units allowed for me to be a more effective teacher with high student achievement.

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The first quote resonates with me because I see teachers, and have been there in my early years of teaching too, that become consumed with curriculum and what website or document or way is best for every lesson versus what is best to achieve the results we want. When we focus on the end we are trying to achieve, figuring out the process to get there becomes a lot easier.

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Being able to effectively evaluate results directly informs what pivots need to be made in the next step. It is so easy to get caught in the weeds of the day-to-day of teaching, but keeping the end-goal in mind is critical for reaching our long-term objectives. An important element of being a teacher leader is modeling what we hope to see from our colleagues, so naturally, being able to evaluate results is critical for us being able to share the experience amongst our teams.

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I think that the quote by Killion (2018) connects to teacher leadership through shifting focus from activity to impact so that we keep the focus on student outcomes. Also, bridging vision and practice to align professional learning activities. Data-informed decision making using student work or assessments to evaluate instructional changes are effective. Promoting reflection and adaptation to ensure that the teacher leaders help balance results-oriented mindset that values effectiveness.

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I loved the end of the quote, "when results are the driver, expectations are clearer." It reminds me of "begin with the end in mind." We should not be teaching just to get through a school day or get through the year...we should be teaching to ensure our students meet the goal set at the start!

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I really enjoyed the first quote because it highlights how the characteristics that leaders have can be a double-edged sword. Being action-oriented is an incredibly helpful trait to have as a leader, but it does result in being too focused on short-term solutions to an immediate problem. While process is obviously important, leaders need to work to keep the process aimed through the lens of long-term results.

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Teacher leadership connects to Killion's (2018) second quote through the essence of effective teacher leadership. Ensuring that teacher leaders embed evaluation and reflection daily, making informed decisions by analyzing data to make smarter choices on instructional strategies, responding quickly to the challenges that arise on a daily basis, seeing the clear outcomes to measure success and maintain focus on the end goal.

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When teacher leaders build in regular reflection, they can see what's working, adjust quickly to what isn't working, and keep on target. Instead of going through the motions, they lead purposefully, using clear goals and results to guide their work.

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I connected with this because so many times I focus on what goes into the lesson and get so caught up in the activities that I kind of forget the actual goal. It is important to begin with the end in mind and never lose sight of your goal.

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Utilizing reflective practice has been a common theme that I see reoccurring when learning about teacher leadership. This first quote speaks to this. If we are using reflective practice as a teacher leader, then we should be using data/results to drive our instruction and modeling that reflective practice with our teams. If our process is not leading to the expected results, then we need to reflect and change our approach. There are many different processes that we can use to help students access and learn the material, but that best practice may not be the same from year to year or from class period to class period. The end goal has to be where we begin.

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This quote emphasizes the importance of focusing on the results you want and not just the process to get there. Teacher leaders need to focus on more than just implementing change, but on whether or not the things they are implementing are leading to improved student outcomes. In order to make professional learning impactful, teachers need to have a clear outcome of what they want, a measurable goal, and continually assess their progress towards that goal.

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I relate to the first quote because I tend to wand to jump into action on what needs to be done. I need to remind myself, and others, to step back and make sure the focus is on the goal and that the goal is focused on the standard and achieving mastery of the standard.

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I tend to be action-oriented and have to remind myself to keep my eyes on the target. I have started having my students record their own data which has helped me focus on keeping the end in mind. The process is important but the results are what matter in the end.

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Teacher leaders need to focus on more than just the plan. They need to focus on the results. As a teacher leader it is just as important to think about the outcome we want to achieve and what is actually achieved, rather than just focusing on how we are going to achieve it.

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By being a teacher leader, it is key to know the outcomes desired before you begin the process. Without an expected outcomes, one cannot tell if they have met their expectations. Evaluation is an excellent guide to see if students and teacher alike are progressing adequately. It helps teachers stay focus on exactly what they wanted to accomplish with the lesson presented. If it does meet your standards, you need to go back and revisit the expectations and skills

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It is important to do checks frequently to make sure the students are making steps toward achieving the goal. When assessing students frequently, we know whether they are grasping the concept or working towards mastery of a goal. The same can be said with us as educators, when we are given frequent checks, we know if we are staying on the course of highly effective teaching.

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As teacher leaders we need to focus on what our result will be. When we are aware of what our intended result is we can create a clear plan of how we are going to achieve this. It's like backward planning when lesson planning. Pick your desired result and plan accordingly. When we use this method we can anticipate problems that may arise and solve issues more quickly.

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It can be easy to get caught up in what needs to be done instead of the results. We focus on planning for the lesson and what activities we use instead of what the students need to improve their learning. Teacher leaders need to make sure we look at data and reflect on how we can improve those results.

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Teacher leadership is best done when professional learning is intentional, data-informed, and aligned with a clear vision and goals. By keeping evaluation in mind, we can encourage meaningful change that is purposeful and results driven.

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"When results are the driver, expectations are clearer and effort are more aligned."

This part of the second quote resonated with me. As teacher leaders, we want to be good models of best practice and that includes using data to drive instruction. But that doesn't just mean using the current data to drive future instruction. It can also be using the results we want to get by the end of the unit to drive the day-to-day instruction. This not only improves our educational practices in our classrooms but clarifies to our students what we expect of them.

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Reflection or evaluation is something that I seem to be working on all of the time with my teaching. It is important to make frequent stops along the way and access the way we are doing things. Being data driven to get the final outcome will help us teach the high quality lessons that are needed to reach our goals.

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The connection I made between quote 1 and teacher leadership is that as a leader, it's important for me to keep my focus, as well as my team's focus, on the results we want to see. In our teacher meetings, we go over the student data and we talk about the lessons that we're teaching, but it's easy to forget the reason behind the lessons: What do I want my students to be able to do because of this lesson?

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The connection I had is that if we are diligent in evaluating our students' growth throughout our lessons with formative assessments, then we will have more student growth and success on the summative assessment. Identifying their needs allows me to be a more effective teacher.

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I can relate to this quote as it was me at the start of my career, unfortunately. I was so task oriented that I thought I had done a good job teaching if I covered everything included in a TE in an efficient manner. I learned that just because I taught it well, did not mean my students learned it well. Teaching is not standing in front of your students telling them how smart you are. As a lead teacher, I believe I must gently guide and model this for our teachers.

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It is important to use evaluations and results to drive decisions. When teacher leaders regulary reflect and make it a normal practice, they are able to see the end goal and plan for it appropriately. As a teacher leader, I want to be the best model I can be. I can help lead teachersto make sure their goals are aligned.

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To me, this quote connects to teacher leadership because making unit plans and teaching lessons aren't the most important thing. As a leader, I need to help my team, and myself, not get lost in writing the lesson plans, but rather focus on the results of the assessments and use those results to help build the next lessons. By having my team look at the data and identify the problems/misconceptions that we see, we can adjust the following lessons to make sure those problems/misconceptions are fixed and our students are able to successfully complete the tasks we're asking them to. Results are what need to drive everything we do and every decision we make to ensure high student achievement.

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When I read this quote, I am reminded that teaching is considered an art. It is complex, it is challenging at times, and it requires a lot of a single individual. The profession of teaching is unique as one cannot just go through the motions of a day-to-day work routine. This quote reminds me that although the process for teaching is important, but the results and differences that are made in others' lives is the ultimate goal. As a teacher, you prioritize the difference-making in students' lives with a strong focus on state standards and the mastery them. However, teacher leaderships takes it further and focuses now not only on the achievement of students, but the achievement of those who are learning good practices so that they too can become an effective teacher in the future.

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Teacher leaders need to focus on results for all students. They need to be able to have a futuristic thinking mindset to guide them and their teachers they are supporting to think about results rather than just the lesson or activities. Teacher leaders need to focus on the results of student learning rather than what they have to do.

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In the second quote the following sentence stood out to me: "When results are the driver, expectations are clearer and efforts are more aligned." I remember when planning backwards was first brought to my attention. It was like a lightbulb went off in my head, it made so much sense. Results are what it is we want them to know or to be able to do. For so many years, we were so afraid of "teaching to the test." But, if the test is testing the standard, shouldn't the teaching be aligned?

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When I read this quote I think it outlines a teacher leader beautifully. It talks about normalizing evaluations and reflections, teachers making informed decisions to quickly respond to challenges, and to make the results the driving force in decision-making. When teachers are doing this in the classroom, not only are students given the opportunity to achieve mastery of state standards, but other individuals in the workplace are able to see teacher leadership modeled and therefore hopefully inspired to follow.

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I have seen many teachers over the year use their curriculum and lessons more as a "checklist" of "teaching". The one size fits all approach and the "well I taught it, I can't make them learn it" mentality gives more importance to the process of teaching rather than assessing if what we are teaching is being understood.

I am guilty of this at times in my past. When I taught math/algebra it was way too easy to get caught up in "covering" everything than to slow down and make sure that my students were getting what was important out of the class rather than just checking off standards.

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Using evaluation in teacher leader practices guides teachers not only in student learning but their teaching or leading as well. Being able to pivot instruction based on evaluation and student needs is essential. Also, being a teacher leader and helping others to look at evaluations as a guide to make them become better is important. I think that using clearly defined outcomes helps teachers to have clear expectations and greater results in student learning.

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To me, this quote supports the idea of stating a desired outcome and then working backwards to ensure that the instruction is related and relevant to the goal. By looking at the end goal, one can see what they would need to do in order to get their students there. The students are the focus and giving instruction in different manners or considering backgrounds, the teacher can make sure that their lesson is relevant and challenging without leaving others out of the learning.

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Just because something is fun or engaging doesn't mean the students are learning. You also have to know where you are going or what you are trying to accomplish. You have to plan with your standards/objectives in mind. Execute that plan. Then, look at your data/outcomes and plan the next step however that looks.

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Quote one reminds me of the statement "If you stay ready, you won't have to get ready." Therefore, high quality practices should be a routine and not something done when you're looking for quick action plan.

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The second quote relates to a reflective practices.When one self reflects you will already have a variety of plans on how to move forward or what needs to be changed.

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Have a specific goal in mind and then evaluate whether or not you accomplished your goal for the current lesson, Then you can know how or what to plan for the next lesson. Do you need to reteach something? Can you move on to the next skill? Do you need to plan extra practice? Evaluate often so students get quicker feedback and you don't have to go back and reteach something you did last week because you just now are realizing that they didn't get it the first time.

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Action is what I do best. Sometimes there is not enough time to pause and evaluate what actually happened with a lesson. This is a crucial piece of the lesson, however. We should always reflect on student learning in order to plan ways to be more effective in future lessons.

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As part of working in an action orientated field, teachers often misfocus on the process of instruction. Instead, of focusing mainly on instruction and letting the instruction randomly achieve the goal, we need to focus on the goal and let it determine the process of instruction.

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As teacher leaders, we need to make sure that we are reflecting on the results of our instruction and not just the instruction itself. We need to look at data and see if our instruction is having the effect that we want it to. This will allow us to improve our instruction if it needs improving.

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This quote points out that we need to use data driven instruction. This means looking at data to determine what instruction works best for the students we are providing it for. One group of students may respond differently to instruction that has worked for years and data can show that.

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It is so important to let the results of your teaching drive the instruction. How will you know you have accomplished your goals if you don't reflect on what has been taught?

As teachers, we need to constantly evaluate, and re-evaluate to make sure we are delivering the best possible, high-quality instruction.

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A teacher leader must always keep the end in mind. It is hard because teaching can be such a demanding job, and we lose sight of the end and focus on the day in front of us. Yet, we have to keep a purposeful mindset for all of our instruction. As a leader, we can be the cheerleader for our colleagues to remind them of the results at the end.

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Constant evaluation is the key to understanding if you have his your instructional goals and contributes to students academic success. As a teacher if I am evaluating what I am teaching, what the students are learning, and what the students need to know, I am being proactive in keeping clear expectations in focus and understanding what I want student academic success to be.

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This quote makes me think of a teacher leader immediately. Results need to be our driver, every single day and we can model that for our teams too and use that in our classroom with each lesson. This would help many teams have more clear and aligned effort like the quote says. When you always have the end in mind, you can make decisions a little easier.

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We often make the assumption if we are busy doing something, then the intended result will happen. This is not always the case. We need to ensure that progress toward a goal is happening.

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Having a set goal and clearly communicated checkpoints toward a goal helps not the individual, but allows students to help each other push toward that goal. It also can help eliminate unnecessary steps if the students already possess the skill/knowledge.

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After reading the quote from Killion, I understand what is being said. When an individual loses their purpose, that is usually when things become less impactful. Our purpose is the education of the students. If student see that teacher is not being impactful they themselves will mirror that energy. This also can be the case as it relates to the peer of a lead teacher.

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Having the ability to evaluate frequently serves as a tool to ensure things are flowing correctly. Whether themselves, colleagues, or students, no one likes to be one until the last minute to know if things are going right. Real-time evaluations allow for adjustments to be made in a timely manner instead of wasting time assuming things are good.

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As a teacher leader, you cannot just "zone out" on the process. It is a must that there is a plan and a process, but it doesn't stop there. Teacher leaders need to be able to take the results and determine what is the next step. Whether it may be to continue on or how to improve.

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It is crucial for a teacher leader to understand that achieving the goal of the lesson is far more important than simply completing something in order to say it has been accomplished. Completing a task related to the lesson does not necessarily mean that the subject matter has been mastered.

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Teacher leaders have the ability to focus on the end results and then the process. There must be clear expectations or learning goals before the stepping stones can be laid. "If you don't know where you are going, how will you know how or what it might take to get there?"

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As a teacher leader, we need to be focused on the results of our process. We should constantly be thinking about if this worked and why or why not. That is the best way to improve. As a teacher you can adjust lessons to fit your students if you are evaluating along the way. Reflection allows us to process what we did and how we can improve in the future.

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Teacher leaders need to be focused on the results of whatever their objective might be, as opposed to primarily focusing on only how to complete the task. Planning with the end result in mind helps to focus the learning.

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Effective teacher leaders go beyond simply implementing programs or strategies; they begin with a clear vision of the results they want to achieve for student learning and professional growth. When teacher leaders focus too heavily on "what to do" , they risk losing sight of whether those actions are actually leading to meaningful change.

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By consistently assessing the impact of instructional strategies, collaboration efforts, and student outcomes, teacher leaders are better equipped to make informed decisions that influence both their own practice and the practice of their peers.

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Teacher leaders emphasis becomes implementation of strategies rather than improved student learning or teacher effectiveness.

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Professional learning leaders who make ongoing evaluation on a regular part of their planning are better positioned to lead effectively by consisting, collecting, and analyzing evidence, these professional leaders can monitor and adjust, rather than wait for problems to escalate.

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A highly effective teacher needs to look at the data and reflect on their practices to make sure they are achieving the desired outcomes. You have to focus on the results your instruction provides, not just on the instruction alone.

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Sometimes as a teacher we tend to get "stuck in a rut". We do the things the same way because we think it is working well without actually looking at the data. We think we are doing all of the right things but our results may not align with this thinking. Sometimes we need to reevaluate our methods and adjust if needed.

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You have to know what you want to achieve before you plan how to get there. (Gotta know where you want to go, before you plan on how to get there...) You can make a lesson cute/fun, but if it has nothing to do with the actual goal/standard then you are not being effective in your instruction at all!

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Data driven instruction!! It is important to have a goal, so that you can plan accordingly with your lessons. This can also help you plan to anticipate problems before they arrive. You can not plan without knowing all you have to do to get to the final goal. This is important for being a teacher leader, because it took me a couple of years before that stuck with me. If you have to opportunity to help mentor someone about data driven instruction, you can help them flourish!

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I've noticed it's easy to get caught up in planning cool activities or projects, especially in classes like mine (journalism and oral communications), but this quote reminds me that I need to start with the end in mind. What do I really want students to walk away with? When I'm clear on the goal, everything else lines up better.

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I connect with the idea of making evaluation part the norm. In journalism, we're constantly reviewing and revising, and that mindset helps as a teacher leader too. When I stay focused on results and reflect on what's working (or not), it helps me support other teachers more effectively and keeps our goals front and center.

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This first quote instantly made me think of the proverb "don't count your chickens before they've hatched". Sometimes, as teachers, we can get so focused on the end goal and what we start with that we forget about the how, and sometimes it's the complete opposite.We know the best way to do something and it can cause tunnel vision.

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I connect with this quote in the sense that in math, we make decisions based on facts and results. As a teacher, I make better decisions for learning when I use data from evaluations to move forward. I try to make a conscience effort to support decisions about learning with data.

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As a teacher leader, you should want to work towards a goal of fostering student learning and achievement. The success of learners should be the top priority of a teacher leader. A true leader needs to focus on making the best decisions for everyone involved even if that means changing the way they have always done something. If you focus on constructing high quality instruction, student success will hopefully be the result.

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Teacher leaders are goal-oriented and have clear expectations for themselves and their classroom. Through the use of data, feedback, and reflection, teacher leaders make impactful changes to reach success. When they know the objective they want to accomplish from the beginning, teacher leaders are willing to adapt to achieve results.