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I feel that teachers can be so focused on making sure they have an "engaged lesson" that we tend to not worry so much on the outcome we want to achieve. Teachers should always be making sure our goal is for students to be successful.

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Evaluating student success is something that should be ingrained in us daily. Our instruction should be data driven. Our teaching should be aligned to standards. When we focus on the end result, we can make more informed decisions when complications arise.

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I think the teachers are action oriented really stood out to me because, I often find myself like this. I have a checklist that I must complete so that I can get all the standards done by testing, but I need to slow down and look at the achievement within the standards as I do it. This goes back to leadership. Making sure to include everyone in the end product is important, not just completing a checklist.

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Self-evaluation, peer evaluation, student evaluation, and admin evaluation are all important and all should be incorporated. They help see where you are, where you should be, and if you are achieving your goals.

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I feel like this quote is similar to having a meeting with no agenda. If we are putting forth the effort to move students and get data, but we aren't using that data to further move students, then what is the point? The results should help navigate where we are going and what we are doing.

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I feel like this second quote is how education is finally trying to refine teacher leadership. Clear expectations, data drive, reflective, and so much more.

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This connects to Teacher Leadership in that you must recognize that the instruction and the process isn't the end goal. It is an important part of it, but the results are the ultimate reason for instruction. Everyone learns differently and it is our job to ensure the learners in our classrooms have the tools they need to succeed.

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As teacher leaders, our job is to keep the end goal in mind. We can lead our colleagues to the end goal all while using all of our strengths.

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Teacher leaders know how to assess for learning. They are constantly reflecting on their teaching and student learning. Instruction is data driven and moves are made when the data isn't showing positive outcomes.

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Reflection is something we should all do after lessons. This helps us improve our instruction. Leading others to this will also help us all have the end goal in mind.

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This quote is something that I think many of use can relate to. As teachers we are "doers" and it is our nature to do a task, and then look to the next project. It is important that in order to be effective, we have to take a pause and reflect on what we have done, to see where we are going.

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Letting results be the driver of our practice is something that can seem very scary as a teacher. I know that sometimes it is easy to take student learning results as a very personal attack on our teaching. Instead looking at data as a resource to help keep us going in the same direction and ensure the wanted result, which is student growth.

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As a leader we have to be result orientated first because if we are always action orientated (like most us teachers are) then we are missing the key piece in seeing if what we are doing is really working or not.

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Often as teachers we get caught up in the presentation with all the bell and whistles we don't achieve the outcome we are looking for. As teacher leaders we need to help teachers start with the goal in mind and learn to work backwards to provide a highly engaging lesson that achieves the intended target.

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"Process becomes more important than results." This make me thing they are just going through the motions with no end goal/objective.

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When we start with clear expectations and guidelines we can achieve our target more effectively. The need for evaluation and observation by students, teacher, and admin is crucial to providing the most effective teaching practices.

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When we allow results to be the driver... We all want the same end goal, but reflecting on our teaching is a must. Data should be the guide that helps us improve our teachings.

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We as teachers need to focus on the end results, look at the data, get students to give you feedback (which helps build relationships) and see what they liked or did not like, always be willing to learn and see what we can improve on

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We need to allow our end results, whatever the assessment may be, to drive our lessons, start backwards on your lessons thinking of what the end result will be, have clear objectives and always be willing to try new things

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As an educator, we focus on results based on data. The end result is usually more important than the process of getting there. We have to be more reflective of the process and not the product as a whole.

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What resonated with me the most was the fact that we have to let the results be the driver and the results we want will follow. Through reflection and focus on the desired results, we sometimes have to pivot our thought process to the needs on all involved with the decision making. Student achievement should always be our area of focus.

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When we are result driven, it makes everything much more clear. It allows for everyone to have clear expectations and allows everyone's effort to be more aligned. The more that everyone is on the same page, the more growth we are able to see!

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I feel it is easy for teachers to focus on making sure the lesson is engaging and perfect that we forget the purpose of why we are teaching it. It is easy to get caught up in the frill of the lesson instead of the goals we hope to achieve from the lesson. We should always put the goals in the forefront of our mind and reflect on how these goals were met or not met.

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We should constantly evaluate and reflect on our teaching and student learning. Our instruction should be driven by the data we receive from our students. If we focus on the data and results we can stay on track with actually helping our students.

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Leaders must keep in mind the goal. The process to get there could be different for everyone. The goal should always be student success.I

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We need to focus on the end result or goal and what we want the outcome to be instead of the presentation process.

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Instruction should be data driven. Data should be used as a tool for teacher reflection, next steps, and ensure student growth.

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We must stay focused and reflect on our teaching in order to effectively reach desired outcomes. Instruction should be data driven with the end result in mind. Collaboration and evaluation are both important.

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As a teacher, I need to focus more on the results, not just the action. Sometimes I am so focused on trying to get as many standards taught before testing, that I lose sight of the actual goal. So this year I intend to make sure I focus more on making sure that more students are earning mastery of more standards. Also, to impact professional learning and not just attending.

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As a leader, I must constantly reflect and adjust. By using clear outcomes and data, I'll know that we stay aligned to student success.

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The last sentence "Process becomes more important than results." really stood out to me. I think that we tend to want everything to be so engaging that we forget what the ultimate goal is. It's great to have engaging activities, but if we aren't meeting the goal/seeing the result, then we are missing the mark.

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We need to reflect on our teaching practices in order to ensure student learning. Data should drive our instruction and help us determine best practices. Reflection is such an important aspect. Reflection & collaboration with other educators. Share what is working.

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As a teacher of a non tested subject, I very much relate to this first quote. In an effort to cover the standards, I often times become very much task oriented and focused on the content instead of student achievement. Moving my focus to the outcome and results would better inform my teaching strategies and benefit my students more. Looking at the results will tell me if my strategies are even working.

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What really stood out to me was the line, "process becomes more important than results." Although engaging lessons and instruction are important, we can't stop there. As teachers, we need to be looking at the results/end goal and question ourselves if we/the students are reaching it. If not, we need to monitor and adjust and not just focus on engaging lessons, but really focus in on our students to see what each one truly needs to be successful and reach the end goal.

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If we are more results oriented then we will have data to base our reflections on and therefore be able to use strategies that are more efficient and more targeted to our learners. Using data to inform our strategies could also make our instruction more engaging by helping us keep in mind how our students best learn. When a student is able to use their strengths in learning then they feel capable and empowered to learn more.

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Process becomes more important than results..the actions and steps we take to achieve a goal are more highly than the specific outcome. It highlights the journey and I need to focus more of the end result than the process. Pay attention to the assessments, feedbacks, and engagement to get a better end result.

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Some teachers think that the activities they are using in class should be the focus because they do not want to have a "boring" class, but, when a teacher learns best practices and activities that are universally interchangeable--no matter the subject matter, he or she can focus on the needs of the students and still have learning activities that are "fun."

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In order to be effective, instruction must impact student achievement in a positive way. The only way to know if instruction is impactful is to measure student growth and reflect on the outcomes.

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Evaluation of growth tells leaders where to go next. When teachers emphasize to students that the results matter, students will want to be more successful.

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As a music teacher I have an end result in mind (a concert, program, etc.) But the steps along the way are very much the focus of my day to day. It reminds me of the saying "Reach for the Stars" because if we as teacher leadership encourage each other to give our students a glimpse of the stars then they may enjoy the climb up to them more.

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We see poor data or scores and immediately want to see what things we can do to increase scores. At times, that results in us, as teachers, to just take all the different suggestions we can find even if it's not directed at what we truly need. If I see the ELA scores from ATLAS and decide that I really need to improve their scores, I could easily find "quick fixes" on TPT or from other teachers for "test prep". If I truly want to improve their scores, I need to look at the overall low areas of the assessment and decide what percentages would be considered "improvement". From there, I can better formulate an action plan. This is another place where the different teacher strengths come in. I need someone to do the strategic planning, the influencer to show other teachers/admin how this plan will be beneficial, someone to execute the plan, and someone to communicate the plan with the community/parents if needed.

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One of the first phrases I learned from one of my teacher leaders 26 years ago was, "monitor and adjust." Back then, I taught middle school. I would plan these elaborate lesson plans, and I would get so upset sometimes when things did not go as planned. Most of the time, their prior knowledge was less than my expectations. I had to learn to integrate different levels and styles of evaluation into my teaching practices to know when and how I had to "monitor and adjust." Good teacher leaders have learned to do this automatically.

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End results should always be the number one goal of my teaching. I must always reflect on my teaching to reach the desired end result that I want from my students. I need to make sure I am always using data, collaboration, and evaluating to stay on my end result.

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In music we make mistakes A LOT. I make sure to own up to my mistakes loudly and proudly. So as we are learning something such as recorder, if I am evaluating continuously and students are comfortable making mistakes we attain results much faster than if the mistakes were shameful or the expectations unclear.

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This second quote makes me think of CFAs. We use common formative assessments throughout our units/modules because you do not want to wait until the end of the unit to find out students are not understanding. If I know what my expected result is, I can better identify the problem areas sooner as long as I stay focused on attainable, measurable results.

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If you begin with the end in mind, you will know what you want the students to achieve and be more likely to deliver better instruction to accomplish this. We should then take "the results" or data to plan further instruction. So many times teachers are told what to teach and they don't modify it to actually get the results that they need.

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I think educators get overwhelmed with the amount of standards and the feeling of limited time due to poor scheduling, pull outs, activities, assemblies, absences/make up assignments among other things. This, to me, gets us off track and we begin to focus on tasks and our to do lists instead of true learning of all students.

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If I am focusing on the end result as discussed in Q1, then I should reflect on my teaching as well as student learning while taking data. The data will assist me in my reflection, allowing me to focus in on a more clear instruction, if needed.

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This is why we should always begin every lesson with the student outcomes being stated. If we do this, it not only keeps us focused on making sure we have the end results we want, but it also lets the students know what we want. Throughout our lessons, we should always be doing some sort of evaluations to see where each student is on the learning, whether through turn and talk, a quick exit ticket, or some sort of group work that tells us. This way you can quickly pivot the lesson or continue based off of your results.

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Using results as the driver...that in itself says a lot. Planning backwards is what I like to call it. I need to know what my assessment is going to look like in order to prepare my lessons for student success. Using student the data that comes from assessing should always be used to make an informed decision on where to go next with my planning.

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Teachers are often eager to accomplish tasks, so they sometimes get caught up in following steps or trying new strategies and forget to pause and evaluate whether these efforts are helping student achievement. As teacher leaders, we need to make sure that the focus is more on the outcome for ourselves and for our team.

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As teacher leaders, evaluation should be a normal practice in our day-to-day instruction. This keeps the focus on the results. Goals of the lesson should be set before the lesson, and then data should be used to ensure that student achievement is being met during and after the lesson.

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Q1:

Focus on Results, Not Just Actions – Teacher leaders must prioritize student outcomes over simply implementing strategies. Like professional learning leaders, they need to keep a clear vision of the desired results and align their efforts to achieve them.

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Q2:

Using Evaluation to Drive Improvement – Teacher leaders who regularly reflect on and evaluate their practices can make better instructional decisions, adapt to challenges, and guide their colleagues toward shared goals, ensuring their leadership has a meaningful impact.

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Teacher leaders deliver high quality instruction, which is verified by results. The goal of teaching is student learning, and they know that students have learned because of data. By focusing on Teacher Leader Model Standard Domain 4, teacher leaders are able to re-engage colleagues in the focus of student learning by examining the results of current instructional practices. They can be the guide that tells the group it’s okay to slow down and look at the results and determine which processes are working and which aren’t. Teacher leadership here serves the purpose of redirecting focus.

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This quote resonates with a common challenge in professional development, where the emphasis often leans heavily towards action and tasks rather than the intended outcomes of those actions. It highlights the need for a balance between process and results. When we focus solely on what needs to be done, we risk losing sight of the overarching goals and the impact we want to make. In educational settings, for example, teachers may engage in numerous professional learning activities but might not reflect on whether those activities translate into improved student learning or engagement.

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When educators prioritize results over mere processes, they cultivate a more effective learning environment. This is akin to the adage that "what gets measured gets improved." By focusing on tangible outcomes, teachers can assess the true impact of their instructional strategies on student learning.

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Continuous evaluation must be a well-worn tool in a teacher leader’s toolkit. As lead teachers are focused on the results, they are constantly evaluating the situation and adjusting. Killion states the benefits of this well. Teacher leaders are able to use Teacher Leader Model Standard Domain 4 within their group to help their colleagues integrate this evaluation into their practice and facilitate more effective instruction. Evaluation shouldn’t only take place in a closed classroom, but rather with their team who can all have input. Under the guidance of a teacher leader, these group evaluations would result in sharing of best practices and research that team members are able to implement in their classrooms immediately. As they actively seek to determine the effectiveness of the newly implemented strategy, they are evaluating, they are looking for results.

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Many teachers get lost on what to do instead of the outcomes. Focusing on the outcomes allows teachers to provide scaffolding if needed. It also allows teachers "permission" for reteaching or provide extended practice for students who need it. When teachers only focus on "what to do" they get so caught up on "doing" that they sometimes are just checking boxes when what really matters is what students learn from "what we do."

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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.” (Killion, 2018)

When teachers evaluate their instruction through formative assessments, they are able to monitor and adjust instruction to make sure all students understand and can use the skill being taught. If teachers are not regularly reflecting on your teaching, they could be missing the mark on student outcomes.

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Teacher leaders must be results-driven, not just process-focused. These quotes highlight the importance of focusing on impact and outcomes, not just activities. In teacher leadership, it’s easy to get caught up in planning PD sessions, PLC agendas, or collaborative routines, but effective teacher leaders start with the end in mind. They ask, “What will student learning look like if this works?” and align all efforts to that vision. This ensures that leadership actions truly drive student achievement rather than just complete tasks.

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Evaluation and reflection are key responsibilities of teacher leaders. Killion emphasizes that integrating evaluation leads to better decisions and faster responses. Teacher leaders must consistently reflect on whether their instructional support, coaching, or team facilitation is making a difference. By embedding ongoing data review, feedback loops, and outcome tracking, teacher leaders model a culture of continuous improvement.

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This quote hit home to me because I tend to be action-oriented myself. My students are "doing" and "working" in my class but ultimately it is in vain with out producing positive results. I have success but I know there is always room for improvement. I want to focus more on the results I am trying to achieve and not just on getting through the curriculum. I want student success which must balance action with intentionality. Every action should be tired to a learning outcome. The why...not just the what.

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This quote highlights the importance of data-informed leadership. To be an effective teacher leader I have to evaluate the impact of the strategies and learning that is taking place. By continuously reflecting on my desired outcomes I can monitor and adjust to meet our goals. This will lead to a more strategic and meaningful collaboration with my math team.

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The process is the driver! I can relate when I think back to wanting to create very engaging lessons where the process was thought of first, and then the results were secondary.

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The primary measure of success is having clearly defined outcomes. Results are the driver. I can relate to this when I learned to start at the end and work backwards.

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Q1

The first thing that I thought of was curriculum. Personally, I get caught up with the "what to do" which is teaching the curriculum that sometimes I forget that it may not cover everything that I need it to. Overall I want my students to be successful and I have to keep the end results in mind, even if that means I have to deter from the "process" a little in order to achieve the end results that I want.

(Not saying that I won't or am not teaching the curriculum.)

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Q2

When you evaluate often you are able to look at your data and quickly see if your students are "getting it" or not. This way you are able to redesign the lesson if they are not and then once again reevaluate, hopefully, with a better outcome. You need accurate data in order to drive your instruction.

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I have seen this quote in my school. It is so easy for teachers to go through the motions, they know what they are supposed to teach, when passion and hope is lost, educators can find themselves just "doing the job" or "checking the box." They know what to do. Effective teachers don't just teach the lesson, but they have clear understanding of the standard - where the students are coming to them at - and where they are going. They have a clear objective and they can explain why to their students.

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Data-driven instruction. A novice teacher can "feel" like they did a great job with a lesson, but give an exit ticket and see much different results. We must be assessing students often, formally and informally, to see what is effective and not effective. We need to adjust accordingly. If there is a teach of teachers, common assessments and analyzing data should be a common practice, again, what is most effective and what needs to be done differently. When we look at assessment, rather state assessments, or end-of-unit assessments, and we KNOW where are students are heading and what/how they need to perform, we should be able to plan our lessons better and make most effective.

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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