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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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This quote made me think about how easy it is to get stuck in planning mode, focused on what we’re doing instead of why we’re doing it. As a teacher leader, I’ve had to stop and ask, “What’s the outcome we’re actually working toward?” If we don’t start with results, it’s just busy work.

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Clear outcomes change how I lead. When the goal is specific and tied to student learning, it’s easier for teams to stay focused, make adjustments when needed, and make better decisions. I’ve learned that being results-driven keeps the work aligned and enhances its impact.

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Sometimes it is easy to fall into the day to day routine of things. A lot of teachers are on survival mode. The focus is on the action and "doing". The trick is...if we know where we want to go, we have to figure out how to get there. How can we get the results we want? Take the actions that lead there.

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When you know the desired outcome and everyone on the team is results oriented, it makes the road to success a little more smooth. There is a level of accountability involved that can be tricky to deal with sometimes. As the teacher leader, it is your responsibility to address issues that take the focus away from the goal.

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This is like when you go to a professional development meeting to meet the hours for the district and come away with no new or meaningful information. You just checked a box. PD complete. The quote states that this can happen in professional learning. I think he is stating if you take the data from a lesson or what you need to achieve from the learning process you will not accomplish improved student learning or a growth mentality. You just check boxes. This is not helpful. The results should be in the forefront when creating and implementing a lesson.

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We are beginning to use the TACA form for PLC in order to align district expectations with building expectations. When we begin with the end in mind and move backwards and the mastery is our north star, what we see in our classrooms daily drives how we adjust teaching to deliver the correct outcomes. The goal is for kids to learn at high levels, which means we focus and adjust at high levels.

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I was in a training for the last 2 days for out district Lead Teachers and it was discussed more times than I could count how we get stuck in planning in many PLCs rather than what are the expectations of learning and how do we get there -the tools and strategies - not the day to day teaching. That is where we get some autonomy as a teacher, but the tights are the standards, the outcomes, the proficiency.

It's hard to be vulnerable with our data and our methods and as teacher leaders we have to facilitate this conversation and provide safe places for this to become the norm.

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People get too wrapped up in the process of what they are doing, and making sure they are doing it correctly, rather than letting the desired outcome drive the process. When you know what you need to achieve, you are more able to successfully finish the process.

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When you know the results you want to achieve you can create a more dynamic and meaningful instruction. It is important to look at all parts of a lesson. Teacher leaders need to be result driven. We need to use evaluations to grasp student understanding and be problem solvers during the instruction so these challenges do not interfere with results. Finally focusing on our clearly defined objectives will help us achieve our goals.

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I believe that starting with the end in mind is a very successful way to think of every aspect. When you know the end goal, the process of it all makes it so much more meaningful. During PLC's we go over our expectations at the beginning of every meeting, and I believe that helps us all have a more productive meeting.

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A teacher leader doesn't ever say, "that's how we have always done it." A teacher leader also won't think that their is a one-size-fits-all for each member of their PLC. We should let results drive the adjustments we make to continually improve on our instruction. This will change from year to year (and more often) depending on the abilities and needs of our students.

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With the end goal always in mind, data-driven decisions help me and my colleagues to be able to navigate though all the ups and downs of the journey to get their. This helps keeps everyone's eye on the prize, and it allows teacher leaders to be able to better assist those in the PLC who may be struggling and don't have the experience yet to properly adjust when the data encourages it.

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This quote made me think that sometimes we get stuck on just doing, and getting the task done instead of thinking about how will this effect students, and the outcome that we want to see.

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This quote makes me think that once you have clear results that you want to reach, your planning becomes clearer, the way that you are going to achieve that is clear, and you are only focused on getting that achieved.

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Effective teachers must shift the focus from simply doing to ensuring that those actions lead to measurable improvements in teaching and learning - "Process serves purpose" since student learning and growth is the end goal.

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The first quote hits home because often I do feel like there is a lot of planning and document filling rather than improving the practice. Frequently, a big portion of time goes into planning a lesson and making sure we have aligned activities. After making sure we have a "picture perfect" lesson, we forget why we did all of it. The reason behind the planning and building in activities or supplemental resources all should lead to results. The results are the main thing that should be focused on. The results show that what we're planning and delivering is actually beneficial to the child.

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This quote makes my mind go to the aspect of our unit plan. One of the first things that we do is give a percentage of what proficiency or mastery looks like. This is important because this is the reason why we're doing the work that we do. Once we know the outcome that we want or expect, it is the driving force behind what we plan.

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"Process becomes more important than results", this part of the quote was easy to relate to because as a teacher, I have been told to make the assessment before I start teaching the unit. However, it's easier to fall into the habit of planning the day to day teaching of the lesson and worry about the end results later. What we should be doing is focusing on the end results first and the process to get there second.

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As impactful teacher leaders, we don't just implement strategies - we consistently measure, reflect, and adjust based on outcomes. In short, we need to be results-driven rather than task-driven.

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I feel like a lot of times, especially towards the end of the year we all get stuck in the process rather than the results. I feel like this is where being more self aware will play a huge factor by stopping and making sure we are looking at what we want to achieve and see in the end, and changing what needs to be changed to get there rather than just going through the process.

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Keeping in mind what we are wanting to achieve in the end will make us more aware of what we are doing along the way to get to that point. We will be more mindful of what needs to be done, changed, or enhanced to reach those goals.

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This quote to me means that reflecting on outcomes helps drive instruction to be more effective. If we can focus more on the results of our instruction, we can outline the details of how to get to that result in a more efficient way. Also, having a clearly defined outcome in mind will help teams to stay focused and not get distracted by obstacles along the way.

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Teacher leaders must prioritize student learning outcomes over just following routines or processes. Focusing on clear, measurable results ensures that professional learning drives real improvements in teaching and student achievement rather than simply completing tasks.

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By embedding ongoing evaluation into their work, teacher leaders can make timely adjustments to support colleagues effectively. This results-driven approach sharpens focus, aligns efforts, and strengthens their impact as instructional leaders in the school community.

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Over the last 3 years, our district has become more data-driven as we have implemented the PLC process. By working in collaborative teams, we are continually using data to evaluate our skills' plans and assessments, make changes, and progress monitor to meet the needs of all students. In doing so, we have achieved amazing growth.

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We set SMART goals for each essential standard being taught. These SMART goals are hung in our PLC room for every content over every grade level. The goal begins with pre-test data, is connected with Tier I planning, individualized instruction (intervention/enrichment included), names of students who need to be targeted, and strategies we will use to reteach or extend. After all of this is finished, we retest to see if the SMART goal has been met and adjust instruction accordingly. Data is the driving factor that keeps us focused!

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I connected to the part of the first quote when it said, "they tend to focus on what to do rather than the results they want to achieve." I'm a planner by nature. I plan everything out how I want it to go. When it gets to the results I get stuck in the "Now what?" As a teacher leader it's important to start with, what are the intended results? How will we get these specific results? I thought of the backwards design model from PLC.

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Teacher leaders should go beyond simply applying strategies—they must ensure those actions lead to real improvement in teaching and learning. By centering their work on student outcomes, they can better align their team and set clear, purposeful goals.

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Regularly evaluating progress helps leaders make timely decisions and adjust as needed. For teacher leaders, this means using data and reflection to improve instructional practices and support colleagues effectively.

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Integrating evaluation to make informed teaching decisions literally describes this last year of teaching for me! Everywhere I went I carried a folder to progress monitor. It made forming groups a breeze. It made differentiations less difficult. As a teacher leader, I think it is vital to share this skill with others so that we can all be efficient and have the best growth outcomes for students.

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This quote made me think of how easy it can be to get lost in a cycle and never see the desired results. It is crucial for teachers to be clear on what the ending results need to be in order to be successful. How can we get our students to success if we don't know what those desired results are.

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As teachers we have to be constantly evaluating progress towards mastery. If we do not, then we will get stuck in a cycle of teaching without making progress. When we reflect, we can reach the desire results through intentional lessons and objectives.

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In the first quote the phrase that stood out to me was "process becomes more important than results." I didn't understand this at first, but if you think about the learning of the teachers, then the results are going to come--it just takes going through the process to develop the results.

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"Results should be the driver" - I understand using the data to make sure that learning is happening and that the results are there, however, I think that the process is the real learning that is happening. For most the PLC process is very hard at first, but once it becomes the norm things even out.

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This quote made me realize how studying and observing the goal and standard should be the first step in planning. Having a clear outcome will help in taking the plan and modifying it to match the goal.

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In today’s world of education, there are so many goals—both in and out of the classroom—that we often get caught up in simply doing. We’re busy trying to meet the expectations of the state, district, and community, and in the process, we fall into the habit of checking boxes rather than focusing on meaningful outcomes. I know I’ve been guilty of rushing through a lesson just to say I taught a standard, without truly ensuring the instruction was high quality or that students actually mastered the content. It's a reminder that our focus should always come back to the students and their learning—not just the process.

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Planning for clear outcomes and check in procedures throughout the lesson helps save time. This allows the teacher to modify throughout the lesson if there is not clear understanding.

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This quote represents the ultimate goal—what we should all be striving for. It emphasizes keeping student growth at the center of every decision and action. By letting data drive our work, we gain the proof we need to know what’s working, when to adjust, and where to focus our efforts. Then it becomes our job to figure out how to make those changes happen effectively.

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Over the past ten years as an educator, I believe I have gotten better at focusing more on results rather than process. However, this quote was a good reminder that as a "teacher leader", I need to watch for this in both myself and my colleagues. It can be very easy to get caught up in day-to-day lessons and activites, but if we aren't aligning these lessons and activities to our objectives/assessments, then we may be doing more harm than good.

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This quote made me think about how we get bogged down in the details. I think about teachers who feel that they have done it this way for years, and it has been good so why change. Sometimes it can be about a great looking lesson plan and not about what the outcomes will be.

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As teachers, we know that we "taught today", but what did our students learn? Are we often just "going through the motions" of teaching. To be a true Teacher-Leader, we need to start focusing on what the results of our "teaching" are telling us.

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This quote highlights the importance of evaluation, results-driven practice, and focused decision-making. These are all key traits of effective teacher leaders. Teacher leaders embed evaluation into everyday practice, reflect regularly, and assess the impact of their instructional strategies on student learning. I believe the most effective teacher leaders are focused on impact, not just activity.

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As teachers, we are constantly getting evaluated by others such as principals, students, co-workers, parents, community members, etc. But, a true Teacher-Leader will do a self-evaluation of our instructional expertise, data-gathering methods, and how we use this "data" to improve student achievement.

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This quote states that teachers "focus on what to do rather than what they want to achieve." I think that it is easy to get lost in the how to part of lesson planning. If we work backwards from the point that we want to achieve, then lesson planning will always hit the goal that we are trying to attain. It is also important to think about the student and how they are going to demonstrate the learning. I think that novice and well as master teachers can fall into this routine during lesson planning.

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A connection to me was the thought that not only the integration of evaluations is important but also reflecting on those and sharing with your team. We use a tier 1 planning sheet that allows everyone to reflect on those evaluations and how they can be improved for the following year. This helps when there is a change of teachers as well as memory for the year before.

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When I read this quote, it reminds me of the work that we have done in PLCs. This quote basically points out the need for adapt when the lesson needs changes. After evaluating student performance and effective teacher may decide to reteach a standard. Responding to challenges often comes after the lesson planning stage. There must be an anticipation of things that can go wrong and what is the best method to reteach or use another method of lesson delivery.

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I think a lot of us get caught up in the activities the students are going to do. How do we engage them? (Because I taught middle school.) That is the fun side of teaching. Data analysis is not nearly as exciting, but if we aren’t looking at the data and the outcomes, how do we know that we are giving the students what they need?

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This makes me think of “begin with the end in mind.” If we plan the assessments beforehand and have the educational goals in mind, then teaching to that becomes easier. It is like planning your vacation route rather than just taking off in that general direction.

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This quote reminds me of something my former principal always said to me. She said, "You must begin with the end in mind." She trained her teachers to always have that mindset and it helped us to stay focused. Those who don't lose focus.

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This quote supports what I previously stated about my former principal. It is important to know where you want to go and then it is easier to figure out how to get there. Setting outcomes gives clarity and a clear vision.

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This quote seems backward. It's like driving without a destination. Don't get too focused on the details and forget the big picture: student achievement. Results is what should be driving your action/instruction. Analyze the data and make a clear plan for moving forward.

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This quote seems to stress the opposite of quote #1. The desired outcome should be the number one focus. It is what will make the most impact to student learning. As a teacher leader, is important to clearly communicate the goal and keep the team's aim on the goal. Practice self-reflection and share with each other.

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If a teacher starts out with no goal in mind, it is impossible to know whether or not students learned what was required. Learning goals have to be defined while a lesson is in the planning stage. After the plans are made and the teacher prepares to teach, the goal must continue to stay in sharp focus. When the lesson is being delivered, the teacher must assess and redirect if the goal is not being met. When the lesson is complete, the teacher should assess to ensure the goal was met.

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If we do not know the results we desire, are we sure we even know why we are teaching? Evaluation throughout the process is of top priority if we expect to have a clear focus of our reason for the instruction. The results inform us as to the achievement we are expecting because we know what the "win" is before the students enter the room

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I resonated with the quote because sometimes we can be so focused on how to do something, we do loose focus on the outcome. It easy to be overwhelmed and stuck in the planning and preparation phase. When I was MCL at an elementary school, it was imperative (for me) to outline all the things to be done, assessments to be copied, etc., to deliver to the teachers. I soon lost focus of the "BIG PICTURE" or end result. It is not as easy as building a home brick by brick, you will quickly see the end result. As a leader, sometimes that stage comes after testing, that's if you focused more on the process, rather than the end results.

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This quote is referring to people who like to get things done, they focus on what to do neglecting the results. The act of completing the task is more important than the outcome. Getting things done is imporant but not at the expense of missing the desired result. Without looking at the results it is difficult to achieve the main goal.

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When results are the driver, expectations are clearer and efforts are more aligned.” (Killion, 2018)

Expectations have to be clear in order for understanding to take place. A result-driven mindset leads to achievement. As a teacher leader, these qualities are a MUST!

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This quote is the flip side of the first quote. Instead of being focused on the activity the focus is the result. Without thinking about the results it is difficult to know if the objective was truly achieved. You need the data to know if the desired outcome was met or if there is a need for reteach. As the quote stated "When the results are the driver, expectations are clearer," and therefore the outcome will be aligned with the objective.

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As an elementary teacher it is very easy to get caught up in decorations and flashy themes that ultimately have very little or no impact on student learning. When results are the focus, we are able to shift our energies to things that actually produce results and make us more productive and efficient.

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Focusing on results not only makes our work more productive. It also makes tough evaluative conversations a little less personal. By shifting the focus to student outcomes and being laser focused on the desired results, it removes some of the room for feelings and emotions in those conversations and forces us to look at facts head on.

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This quote brings out an issue in the planning process. It focuses more on the how (process) over the what (results).

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This quote supports a results driven approach to professional learning leadership. Effective leaders do not just focus on the process of learning, but rather integrate evaluation to make sure they are accomplishing their desired results.