# data[].attributes.body
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

# data[].attributes.body
Teacher leaders are also process oriented, but their processes are a crafted work of art that ends in student learning goals being achieved. The process is carefully designed based on what they want to achieve. The process is important because it has been designed to lead to the desired results.

# data[].attributes.body
"Integrate evaluation into their normative practice make more informed decisions," resounded to me. Normative is the key word here. That means this is a common practice. Teacher leaders evaluate constantly and successfully. This allows them to live in the reality of their students' learning and guides their decisions along the learning journey to ensure students are on track with learning, or helps the to identify students' learning needs to stay on track to achieve learning goals.

# data[].attributes.body
"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."

While planning and implementing strategies is important, effective professional learning emphasizes impact and measurable results, ensuring that actions lead to meaningful improvements in teaching and learning rather than just completing tasks or following procedures. It’s a reminder to balance process with purpose.

# data[].attributes.body
"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)

Focusing on results ensures that expectations are clear, efforts are purposeful, and all actions are aligned toward improving teaching and student learning.

# data[].attributes.body
"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."  My connection is that while action is important the results of the action are just as important. Reflecting on those results helps to refine the actions of what we do in the future.

# data[].attributes.body
"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.”

My connection to this quote is that the assessment and evaluation components of learning and the results of those are key to the actions we must do while providing the lessons.

# data[].attributes.body
The first quote reminds us that teacher leaders must focus on results, not just the process. While it’s easy to get caught up in planning or activities, the ultimate goal is improving student learning and understanding. Effective leaders prioritize outcomes to ensure their efforts truly make a difference.

# data[].attributes.body
The second quote highlights the importance of using evaluation and results to guide professional learning and instruction. Teacher leaders who focus on outcomes can make informed decisions, address challenges quickly, and make sure that their efforts are aligned with improving student learning. By keeping results at the center, expectations become clear, instruction is purposeful, and both teachers and students benefit from effective practices.

# data[].attributes.body
"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."  (Killion, 2018)

As teacher leaders, we need to be focused on the RESULTS and not just the process. It can be so easy to get caught up in the "traditions" or the processes. What truly matters is the students and as teacher leaders the teachers we are helping as well. Process is important- but results are even more so and the process may need to change based on the results!

# data[].attributes.body
"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)

This shows us exactly why we are so data driven as educators and why we as teacher leaders should be harping on the important s of evaluation and assessment: pre-assessment, post-assessment, you name it. Evaluation is what drives education because it is the indicator of student success.

# data[].attributes.body
Effective teacher leaders focus on results. They look beyond completing tasks to ensure their efforts truly improve teaching and student learning. Reflection and intentionality guide teacher leaders to help others recognize how everyday actions lead to meaningful growth for students and the learning environment.

# data[].attributes.body
Effective teacher leaders continuously evaluate their practice to ensure their efforts lead to meaningful results. By focusing on clearly defined outcomes and using reflection to guide decisions, they model a results-driven mindset that keeps instruction purposeful and responsive. This intentional focus aligns the work of teachers, fosters collaboration, and ensures that professional learning directly enhances student achievement.

# data[].attributes.body
Results determine the effectiveness of the process. We cannot forget that we are working with humans, and not all will be receptive to the same type of instruction. It is so important to be reflective after the delivery of a lesson and assess the results to know who you did not get through to. We cannot just assume that the same instruction will work for all!!

# data[].attributes.body
Teacher leaders, I feel, are by nature action-oriented. We are not ones to sit by and let things just happen. But, in addition to this action, we must measure if the action taking place will provide the positive results wanted. If not, then the action may need to be adjusted. It is constantly changing. I don't believe I ever taught a lesson the same way to different students year after year. It must be adjusted to the effectiveness of the learner.

# data[].attributes.body
The 1st quote reminds me as a teacher leader I need to remind my peers that you have to put the work in the planning of the lesson and what activities you are going to teach. We also need to look at the results. This is the most important as it will lead your next focus in teaching for the next lesson, or where you need to go back and teach again.

# data[].attributes.body
Thinking with the end in mind allows action-oriented thinkers to also consider the end results when designing highly effective instruction and guiding other educators in the role of teacher leaders.

# data[].attributes.body
I think the connection that I made from this quote about the faults of being action-oriented and teacher leadership is that the planning is almost more important than the execution. We as humans have a great skill of metacognition, the thinking about thinking is vital. When we stop thinking about our effectiveness and the results we stop that intentionality of the art we have for teaching.

# data[].attributes.body
This quote exemplifies what it means to be effective when working with people. We, as educators, must reflect upon our practices based on the data collected in order to ensure that all students are successful. This goes for working with other teachers as well. We need to have a solid understanding of those with whom we are working with. My approach with one student or teacher will not always be effective with the next. Being able to reflect upon how successful the outcome was will help me adjust my approach to ensure success in the future.

# data[].attributes.body
This one is simple, and I feel like has been iterated so much. START WITH THE RESULTS YOU WANT. In my brain it is like reverse-engineering teaching, you know what the end result is, so start working backwards to get the results you want. If you know what effective learning is and the standards you need to attain, how do you get there?

# data[].attributes.body
Teacher leaders do need to be focused on results. This gives a focus and goal to strive toward which keeps everyone on track, students and teachers. We can all strive for the same goal but use different pathways to get there. We must be able to change and alter what we are doing if the outcomes are not leading us to that goal. Teacher leaders may help to keep that goal in sight for everyone so that all are striving and pulling together for the positive impact for our students. There may be some teachers (even ourselves) that may need to alter lessons or the way we teach to get the positive results that are needed for our students.

# data[].attributes.body
"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."

As educators, it is so easy to get caught up in lesson planning and trying to make sure the execution is down, "going with the flow," just to say we are teaching, that we forget the ultimate goal is student success; not to teach just to be teaching. While the process is important, it does not ensure positive results and student achievement and success.

# data[].attributes.body
"When results are the driver, expectations are clearer and efforts are more aligned". The results ae important because it shows us in the data if we are meeting the goals and objectives the standards stated for us to be teaching. We see if the students are learning and where we are making a difference.

# data[].attributes.body
"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.”

To me, educators who are results-driven are productive within their planning. They look ahead and are cognisant of the results that they want to achieve. This ensures clear expectations that drive student success.

# data[].attributes.body
Effective teacher leaders focus on both process and results, ensuring that professional learning leads to meaningful outcomes for students...not just activity without impact. It was to be meaningful and intentional, not just something to do or that checks a box on a to do list.

# data[].attributes.body
These reflective practices lead to a higher achievement in students by evaluating every aspect of a teacher leader's responsibilities to their students, peers, and school district. It allows teachers to effectively focus on meeting goals.

# data[].attributes.body
Teacher leaders who integrate evaluation into their practice ensure that professional learning is purposeful and results driven. By focusing on clear outcomes, they make informed decisions, address challenges quickly, and align team efforts to achieve meaningful student success. This is so beneficial to both teachers and students and ensures effective practices are being utilized.

# data[].attributes.body
Teacher leaders must always begin with the end in mind, what are the desired results from the instruction delivered. The process is so very important, but not everyone will gain the high quality knowledge form the same instruction process. Be able to reach all learners through the processes needed for their success in learning. When process become more important the the results, we have lost something valuable.

# data[].attributes.body
Effective teacher leaders focus on results, not just actions. They guide colleagues by ensuring that professional learning is tied to student outcomes, rather than only implementing activities or strategies. This helps the team stay purposeful and accountable.

# data[].attributes.body
Teacher leaders who integrate evaluation into their practice can make informed decisions and adjust instruction or professional learning quickly. By keeping a data-driven focus, they ensure efforts are aligned with school goals and student achievement.

# data[].attributes.body
Focusing on results ensures that the instruction is both clear and purposeful. Using integrated evaluations throughout your instruction helps make informed decisions that lead to clearly defined outcomes and success. From these expectations that are clearer and efforts are more aligned to the end goal.

# data[].attributes.body
Teacher leaders focus on results not just the process. The goal for ALL students to grow academically.

# data[].attributes.body
This quote applies to teacher leaders because it shows that using evidence and checking results helps them make better decisions and fix problems quickly. When teacher leaders focus on clear outcomes, they can guide others, keep everyone working toward the same goals, and help improve student learning.

# data[].attributes.body
Leaders have to keep the goal in mind as well as how we know if we are meeting our goal. It's easy to fall into the "what do you want me to do" trap because its easy to see an action and check off a to do list. Its harder to be patient and examine what results the actions get us.

# data[].attributes.body
We (leaders) need feedback so we can respond to challenges rather than just dig in our heels or bury our heads in the sand. Feedback/evaluations help us know what we need to clarify.

# data[].attributes.body
Teachers leaders should often be considering the results just as much as the actions. The impact their actions have should be at the forefront of planning and reflection. I think oftentimes, teachers get wrapped up in the "next lesson" or the "next project" or the "next assignment" and forget to take the time to consider the effectiveness of the lesson/assignment. Teacher leaders can help guide the thinking among peers to consider impact as well as action.

# data[].attributes.body
When teacher leaders consider outcomes as the main indication of success, they can make better decisions about the effectiveness of their actions. When they ask themselves questions such as "Did this actually improve student learning?" and "Will a teacher implement what they have learned?", they are able to evaluate their effectiveness and make adjustments or reflect in a more meaningful way.

# data[].attributes.body
"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."  (Killion, 2018)

I think this is just a reminder to us all to note the importance of the process, but to also have the end in mind. Sometimes I can get caught up in trying to incorporate some fun activities, but I need to also keep the results I'm seeking for my students at the forefront.

# data[].attributes.body
While the process is important, it is not necessarily more important than the results. There needs to be a balance between the process and the results.

# data[].attributes.body
"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."

Starting with the end result in mind is a must as a teacher leader. Students knowing WHERE they are going first makes it much easier to get there.

# data[].attributes.body
"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."  (Killion, 2018)

Work backwards. What is the end goal, and now what is the process to get there. Still working backwards from expert learning - profecient - developing - imerging - not know. This will guide me in the direction of the end result and will ultimatly influences the process of getting there.

# data[].attributes.body
To change, we can start at the end of the lesson and figure out what we want the students to learn/do with each lesson and build our plans around this. That way we are focusing more on the results than the process, and we can be more successful in our lessons and hopefully reach more students this way.

# data[].attributes.body
So many times, I have seen a new process implemented with very good intentions, but the focus was on the process and the intended results were ignored in favor of maintaining the process. Building evaluation into any professional learning or process will help keep it focused on the results instead. If there are intermediary measures for success built in, then the process itself can be evaluated periodically to keep the goal in mind.

# data[].attributes.body
Teachers are always evaluating after the lesson how well the students understood the concept taught. If we start with the end in mind and our focus is on the desired outcome, then we can better serve our students during the process and make adjustments along the way for student success.

# data[].attributes.body
"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)

If I continue to work backwards, results to the beginning this will help me anticipate stumbeling blocks along the way, help to keep me open minded to changes and challenges and keep me from thinking to narrowly.

# data[].attributes.body
If the focus is on the results, the teacher leader can be more specific with the expectations/decisions/skills needed to reach those results.

# data[].attributes.body
"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)

This reminds me of my previous response, if we focus on the outcome/results then we can build backwards to be more successful in our lessons. You must have the end goal in mind on what you want your students to achieve.

# data[].attributes.body
Modify and Adjust. That is what most went through my mind when reading the two quotes. Experienced teachers become adept at it in our own classrooms, but it also needs to be applied outside of the classroom, both to school processes as a whole, as well as when working with other teachers and other classrooms. A significant part of high impact instruction revolves around evaluation and data. For a profession whose focus is sometimes consumed by certain data, we need to keep in mind that we need to track what we are doing and results, not just what students score on a single test. If we consistently evaluated all processes of the school in the same manner, the test scores would take care of themselves, because all of our students would be learning. Sometimes we all laser focus on the wrong things.

# data[].attributes.body
"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.”

My connection here is using the results as the driver for instruction. The outcomes of each lesson should be clearly defined and reflection should be in place to make sure that the learning continues to be meaningful.

# data[].attributes.body
Teacher leaders play a key role in guiding professional learning for their colleagues. The quotes emphasize that focusing on results rather than just actions or processes helps leaders make better decisions and align efforts. Teacher leaders who keep student learning outcomes and instructional improvement at the center ensure that professional learning is meaningful and leads to measurable gains in teaching and student success.

# data[].attributes.body
The quotes highlight the importance of integrating evaluation into professional learning. Teacher leaders use data, feedback, and assessment results to monitor the effectiveness of teaching strategies and professional development. This allows them to respond quickly to challenges, adjust approaches, and support colleagues in ways that are directly tied to improving instruction and student outcomes.

# data[].attributes.body
The quote tells us that "many who work in professional learning are action-oriented and tend to focus on what to do rather than the results" and I can truly see that as being a connection to our teacher leaders- we're the ones taking these extra steps because we're action oriented. Domain 2 and 4 that were studied earlier focused on our "actions". We just must be aware to not get so caught up in our actions that we forget to reflect on the results.

# data[].attributes.body
The part of the quote that reads "when results are the driver, expectations are clearer and efforts are more aligned" causes me to think about lesson internalization, when we plan our instruction for students we start with our assessments and build off of that, we should do the same with our personal expectations in the classroom.

# data[].attributes.body
"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."  (Killion, 2018)

It can be easy to get wrapped up in the day to day of teaching and forget the goal we have set out for our students. That is why it is so important to reflect on our lessons and to make sure that our planning, instruction, delivery, and assessment all align with that instruction goal (standard) for our students.

# data[].attributes.body
"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)

Using results of our assessments to help drive our next lesson is a crucial part of the process, especially for me in my K-4 CBI classroom. I am constantly using a variety of assessments embedded in my lessons to check for understanding to see where I need to go next with my students-whether it be re-teaching, additional repititions, or the next step. Without using the results as the "driver" I would not be effective in making sure my students acheived what I had set out for them to learn.

# data[].attributes.body
Effective teacher leaders should focus on the outcomes for student learning and their own professional growth. The process should not simply be a matter of checking the boxes; it must have meaningful value toward a common goal toward student achievement.

# data[].attributes.body
The quote suggesting that professionals should be action-oriented rather than results-focused reflects a somewhat robotic approach. As teacher leaders, our charge is to balance both—maintaining the drive of an action-oriented mindset while keeping our eyes on meaningful results. Ultimately, even the most well-planned lesson holds little value if our students are not truly learning.

# data[].attributes.body
"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."  (Killion, 2018)

Teachers tend to focus on the lessons and preparing them than focusing on the results we are looking for. The process of teaching becomes the sole focus. The focus for teaching should be on student achievement. Although the process is important, if the students don't learn what they need to, there is no point to going through that process. Student achievement should be the focus, rather than the process.

# data[].attributes.body
When teacher leaders continually evaluate their practice using evidence to guide their instructional practices, they will be able to address problems quickly and appropriately. Their decisions are more intentional and have more impact.

# data[].attributes.body
Quote 1

As a teacher leader, I’ve learned that it’s easy to focus on what we’re doing instead of what students are learning. I try to keep my team focused on the results. Focusing on how our work is helping students grow. Sometimes we find ourselves going back into the process and losing the true focus. When you have so many different tasks, it can be hard to but a true leader redirects and gets everyone back on track.

# data[].attributes.body
I believe that embedding evaluation into everyday practice is essential. From the start, it’s important to clearly define the ultimate learning expectations. By assessing understanding continuously—from the introduction of a concept to the final evaluation—we can identify misconceptions and gaps as they arise, rather than waiting until the end to discover significant learning deficiencies. In teaching, it’s always easier to keep up than to catch up.

# data[].attributes.body
"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 teacher leaders focus on results, they are able to make decisions that benefit students and their achievement. This ensures that all actions are geared towards improving teaching and improving student achievement.

# data[].attributes.body
Quote 2

As leaders we have to use clear goals and data to guide our work. I can see the impact more clearly when we look at the success criteria. Looking at the whole picture from the standards, to the expectations helps me make better decisions and support my team when challenges come up. Staying focused on results keeps everyone moving in the same direction and that is toward student success.

# data[].attributes.body
Teacher leaders who focus on outcomes rather than just actions ensure that professional learning leads to real improvements in teaching and student achievement. By keeping results at the center, they model purposeful practice and guide their peers toward measurable growth.

# data[].attributes.body
When teacher leaders integrate evaluation into their leadership, they make data-informed decisions that strengthen collaboration and accountability. This approach allows them to identify what works, adjust strategies quickly, and sustain a culture of continuous improvement within their teams.

# data[].attributes.body
Teacher leadership is centered around the professional development of teachers by focusing on a continuous reflection on instruction manifested through student learning results. Therefore the focus is result driven but process targeted.

# data[].attributes.body
The actions of a teacher leader drive the results of the instructional practices impacting student performance and achievement. While reflection and observations are important in improving, actions are required to drive results.

# data[].attributes.body
It's easy to get lost in the every day tasks that make up teaching. A large part of teacher leadership is motivating others to keep the big picture (student success) in mind. I was reminded of one of the quotes from this morning's session that discussion how collaboration can reawaken our dream of making a difference.

# data[].attributes.body
When we have a thorough understanding of the expectations of student learning, we are able to put aside the "extra" things in the way and get to the heart of what matters. Teacher leaders should drive professional conversations toward the results we want to see. When a group of educators is aligned and focused on a common goal, success is more likely.

# data[].attributes.body
This first quote is a powerful reminder of a motto used in my classroom for year, the latin phrase, "Facta Non Verba" or "Actions Not Words", encouraging my students to embrace the idea that words are powerful but it is important to move from the intention of something to the actual movement towards making something happen. Quote number one begins with the idea or goal from it's inception growing into actions towards achievement and then spotlights the critical point of showing the impact of the action, whether it is positive or negative. Without the understanding of the results, the process holds little meaning. Each component is critical to help our students reach their goals and perhaps learn the value of setting the goal, working towards the goal and evaluating the outcomes of the work to understand if the goal was achieved. More importantly if it was not achieved what can be done differently to change the outcome.

# data[].attributes.body
The process is an important part of planning/teaching. However, if the results show that the process is ineffective, you have to make adjustments. A teacher leader has to keep the desired result at the forefront of their discussions and their actions.

# data[].attributes.body
The first quote reminds us to focus on using the desired end result to guide us in planning and teaching. Many times we focus on the day to day actions, when we need to ensure that our planning focuses on the desired outcome for students.

# data[].attributes.body
This quote reminds me of the need to continually assess student progress. If we keep chugging along, without making sure our students are actually learning the information, we aren't teaching them anything, we are simply moving through the content. We need to assess student learning while teaching so we know the students are aquiring the information and to determine if more instruction or scaffolding is needed.

# data[].attributes.body
As leaders, we look for the process that will take us to positive results. We make decisions and problem solve everyday. This quote stressed the importance of creating "informed decisions" to help us in achieving the outcomes we desire and want to replicate. Data drives the decisions allowing humans to create the problem solving process to achieve the desired outcomes. Simply put, if we hope to adapt and change, we as leaders must understand the power of making informed decisions. This allows us to help foster the conversations to empower teachers as they problem solve through results showing students are still on the journey towards mastery and synthesis to real world applications.

# data[].attributes.body
This reminds me of the old-school "sage on the stage" teacher. This type of teacher might have a lot of important information but fall short of imparting it to their students.

# data[].attributes.body
This quote highlights the power of intentional, results-driven leadership in professional learning. By embedding evaluation into everyday practice—not treating it as an afterthought—leaders create a continuous feedback loop that drives improvement. Evaluation helps clarify what success looks like, keeps teams aligned on shared goals, and ensures that actions and resources are tied directly to outcomes.

When leaders use evidence to guide their decisions, they can pivot more quickly when challenges arise, maintaining focus on what truly matters: results that improve teaching and learning. In this sense, evaluation becomes less about accountability and more about growth, reflection, and sustained impact.

# data[].attributes.body
Teacher leaders who plan with the end goal in mind and consistently monitor and adjust their approach are more likely to achieve positive outcomes because their efforts remain aligned with the desired results.

# data[].attributes.body
This quote highlights the importance of being results-driven rather than task-driven. Effective teacher leaders understand that true leadership is not about simply implementing programs, strategies, or routines, it’s about making sure those actions lead to measurable improvement in teaching and learning.

# data[].attributes.body
This quote reinforces that we must be committed to continuous improvement driven by evidence and outcomes.

Teachers who integrate evaluation into their daily practice model what it means to be reflective teacher leaders. They don’t simply plan or deliver instruction or professional learning; they measure its effectiveness, analyze data, and adjust strategies based on what the evidence reveals.

# data[].attributes.body
When I read the part of the first quote that says "process becomes more important than results," I think about the adage about not being able to see the forest through the trees. We, as educators, get so hung up on the process, sometimes we lose sight of where we are going, which is ultimately the most important part.

# data[].attributes.body
Integrating evaluation into our normative practice allows us to step back and keep sight of the bigger picture. In the first quote, we see that we get so focused on the process that we lose sight of the result. Taking the time to evaluate ourselves and our practice along the way allows us to keep the result in mind. I think about working on a jigsaw puzzle. We get focused on the process of getting a section done, but we also have to pull back and look at the box lid of what the finished product is supposed to look like to help drive where we need to put the pieces.

# data[].attributes.body
People who are naturally inclined to be "action-oriented"in their jobs often get so focused on the steps and tasks of a process that the ultimate goal is forgotten.

# data[].attributes.body
This quote is saying that leaders who evaluate their programs are more successful because they're data driven and are focused on specific outcomes.

# data[].attributes.body
As teacher leaders, we have to be focused on RESULTS. We can be focused on the process of teaching and not get the results we are looking for. If we are getting the results that we are looking for we need to reflect on the process we are using. I was told in college to make your assessment first. That makes so much more sense to me once being in the teaching field for several years. Highly effective teaching should produce the results you are looking for. As a teacher leader, you should drive with results and change the process along the way if needed. Always keep learning and adjusting. Kids first!

# data[].attributes.body
Self evaluation makes you think about what you are doing or might not be doing. Reflection does not have to be a long drawn out situation but rather a purposeful look at how you did something and it didn't work. A back to the drawing board per say. When you are looking for results, you tend to think in a more clearer. You will then make your efforts more purposeful to achieve the result you are looking for.

# data[].attributes.body
The first quote reminds me that we need to start with the why. What results are we trying to get? It's so easy for us to get caught up in the to do list and checking the boxes but we need to focus on the impact!

# data[].attributes.body
The connection I made to the second quote is that if I’m regularly looking at student results and reflecting on how things are going then I can make quicker adjustments which will impact student success.

# data[].attributes.body
Killion’s first quote highlights a common tendency among educators to emphasize what to do, the activities or processes, rather than what to achieve, the actual learning outcomes. This connects directly to teacher leadership because effective teacher leaders focus on impact over activity. They guide teams to define goals for student learning and professional growth and then use evidence to determine whether they are being met. By prioritizing outcomes instead of simply implementing strategies, teacher leaders ensure that professional learning translates into tangible, measurable improvement in teaching and student achievement.

# data[].attributes.body
The second quote connects to teacher leadership through the role of ongoing evaluation and reflection in professional learning. Teacher leaders who embed assessment into their daily practice can make informed and timely adjustments to instruction, interventions, or professional development efforts. This data-driven approach models accountability and responsiveness for their peers. When teacher leaders emphasize results as the measure of success, they foster a culture of clarity, alignment, and shared responsibility, ensuring that every effort within the school community contributes meaningfully to improved outcomes for both teachers and students.

# data[].attributes.body
Killion warns that many educators become action-oriented. Teacher leaders demonstrate the opposite: they keep student outcomes in mind when making decisions. Rather than simply planning,  leaders focus on the impact of their teaching and how it will impact the students' learning. Teacher leaders encourage a result-driven cultural school environment with student success and growth as the goal.

# data[].attributes.body
In the second quote, Killion emphasizes that leaders who insert proper evaluations into their practice make better, faster, and more aligned decisions.
Teacher leaders model this by frequently reflecting and analyzing progress, gathering data, and adjusting strategies based on results. They model constant improvement, support data-driven discussions among teammates, and help teams stay focused and goal-driven.

# data[].attributes.body
Teacher leaders have to look at the results to know if they are achieving their intended goals, however, the process is your independent variable that can help teacher leaders make changes to lead to the intended results.

# data[].attributes.body
When using results to evaluate effectiveness, it prevents teachers from 'shooting in the dark' when creating lessons and providing instruction. The teacher is then able to tailor their instruction to the needs of all students to reach the goals set by the instructor in a more focused, organized process.